LESSON PLAN FOR 4th WEEK

CLASS : PRIMARY 1

AGE: 5-6years

DURATION : 3 periods of 40 mins each

DATE:

TERM: 1st Term

TOPIC : Hard and soft ‘g’ and ‘c’

CONTENT : Hard and soft ‘g’ and ‘c’

SPECIFIC OBJECTIVES: By the end of the lesson, pupils should be able to;

Identify and read words with the consonants ‘g’ and ‘c’ that use both hard and soft sounds

ENENTRY BEHAVIOR: Pupils can identify alphabet letters

SET INDUCTION: The teachers uses pictures of familiar objects with hard and soft ‘g’ and ‘c’

INSTRUCTIONAL TECHNIQUES: Discussion, group activities,

INSTRUCTIONAL MATERIALS: Class set of the Consonants: Hard or soft?, set of mini whiteboards and dry erase markers, pencils, scissors, glue, pencils,

INSTRUCTIONAL PROCEDURES

PERIOD 1 AND 2: Identification and sounding of hard and soft ‘g’ sound

S/N	STEPS	TEACHER’S ACTIVITY	PUPILS ACTIVITY
1	INTRODUCTION	- Asks the pupils to name the 5 vowels A, E, I, O, U. Asks them what makes vowels special. (Each letters make two sounds, vowels are sometimes silent within a word) - Tells the pupils that today they’ll learn about some special consonants that also make two sounds- ‘G’ - She introduces the soft ‘g’ sound as in /j/- germ and the hard ‘g’ sound as in /g/- goat - She shows the pupil a handy trick to figure out if it will be a soft or hard ‘g’ sound; If the letter after the ‘g’ sound is ‘i’, ‘e’ or ‘y’ then the ‘g’ sound will be a soft sound but if the letter after ‘g’ is any other letter, it will most likely make the hard sound	The pupils listen, observe and participate
2	EXPLICIT INSTRUCTION/TEACHER MODELLING	- shows the pupils one word at a time written on the board and model thinking aloud how to tell if the word contains a soft or hard sound. For example ‘giant’- soft ‘g’ sound because the after the ‘g’ sound is ‘I’ - Repeats with: gas, gypsy, green, general - asks the pupils the letters right after the ‘g’ sound and determine whether or not it will be a soft or hard ‘g’ sound	The pupils listen, observe and participate
3	GUIDED PRACTICE	- Writes a new set of words on the board: giraffe, germ, glass, good, gram, giraffe. Point to one of the words written on the board and asks the pupils to help identify whether or not the word has a soft ‘g’ or hard ‘g’ sound. - circle the hard sounds and underline the soft sounds	The pupils listen, observe and participate
4	INDEPENDENT WORKING TIME	- The pupils are asked to complete the worksheet titled ‘Consonant: Hard or soft?’ independently	The pupils listen, observe and participate
5	EVALUATION	- collects the worksheets and assess whether the pupils were able to correctly sort each word by its corresponding sound

PERIOD 3: Identification and sounding of hard and soft ‘c’ sound

S/N	STEPS	TEACHER’S ACTIVITY	PUPILS ACTIVITY
1	INTRODUCTION	- Asks the pupils to name the 5 vowels A, E, I, O, U. Asks them what makes vowels special. (Each letters make two sounds, vowels are sometimes silent within a word) - Tells the pupils that today they’ll learn about some special consonants that also make two sounds- ‘C’ - She introduces the hard ‘c’ sound as in /k/- cup and soft ‘c’ sound as in /c/- city - She shows the pupil a handy trick to figure out if it will be a soft or hard ‘g’ sound; If the letter after the ‘c’ sound is ‘i’, ‘e’ or ‘y’ then the ‘c’ sound will be a soft sound but if the letter after ‘c’ is any other letter, it will most likely make the hard sound	The pupils listen, observe and participate
2	EXPLICIT INSTRUCTION/TEACHER MODELLING	- shows the pupils one word at a time written on the board and model thinking aloud how to tell if the word contains a soft or hard sound. For example ‘rice’- soft ‘c’ sound because after the ‘c’ sound is ‘e’ - Repeats with: spice, ice, creak, cite, cyst, cell - asks the pupils the letters right after the ‘c’ sound and determine whether or not it will be a soft or hard ‘c’ sound	The pupils listen, observe and participate
3	GUIDED PRACTICE	- Writes a new set of words on the board: cease, create, Cyril, civil, select. Point to one of the words written on the board and asks the pupils to help identify whether or not the word has a soft ‘c’ or hard ‘c’ sound. - circle the hard sounds and underline the soft sounds	The pupils listen, observe and participate
4	INDEPENDENT WORKING TIME	- The pupils are asked to complete the worksheet titled ‘Consonant: Hard or soft?’ independently	The pupils listen, observe and participate
5	EVALUATION	- collects the worksheets and assess whether the pupils were able to correctly sort each word by its corresponding sound

Consonant: Hard or Soft?

Read each word from the word box aloud. Decide if the letter G or C makes the soft or hard sound. Cut out the word and glue it in the matching box.

Consonant Box

engine	cake	mice	danger
fog	geese	card	goal
camel	recess	castle	pencil
space	cage	bridge	game
Soft G	Soft C	Hard G	Hard C

Word Box

Use the words from the word box to finish the sentences:

I saw a ______________ in the desert.
There is some _____________over the ______________.
A princess lives in that ____________________.
Is it time to play a ____________at ________________?

PHONICS SCHEME OF WORK FOR PRIMARY 1 FIRST TERM

WEEK	TOPICS
1	Consonant blends 1(L-blends)
2	Consonant blends 2 (R-blends)
3	Double consonants
4	Hard and soft g and c sound
5	Homophones
6	Long a sound patterns
7	Long e sound patterns
8	Long i sound patterns
9	Long o sound patterns

Lesson Notes By Weeks and Term - Primary 1