Lesson Notes By Weeks and Term - Primary 1
Sound patterns long and short âeaâ sound
Sound patterns long and short âeaâ sound
SUBJECT: Phonics
TERM: 3rd Term
LESSON PLAN FOR 3rd WEEK
CLASS: PRIMARY 1
AGE: 6 years
DURATION: 3 periods of 40 mins each
DATE:
TOPIC: Sound patterns long and short ‘ea’ sound
CONTENT: Sound patterns long and short ‘ea’ sound
SPECIFIC OBJECTIVES: By the end of the lesson, pupils should be able to;
ENTRY BEHAVIOR: Pupils can identify and recite all the letters of the alphabets and the vowels
SET INDUCTION: The teachers uses the short and long ‘e’ song to arouse the pupils
INSTRUCTIONAL TECHNIQUES: Discussion, group activities,
INSTRUCTIONAL MATERIALS: Objects with the short and long ‘ea’ sounds, chart showing objects with the short and long ‘ea’ sound, white board, dry erase marker, clue cards
INSTRUCTIONAL PROCEDURES
PERIOD 1 AND 2: Sounding, identification and writing words with the long and short ‘ea’ sound
S/N | STEPS | TEACHER’S ACTIVITY | PUPILS ACTIVITY |
1 | REVISITING THE PREVIOUS LESSON/INTRODUCTION | - Revises the previous lesson on the ‘ch’ and ‘sh’ sounds
- Introduces the topic on the board as Sounding, identifying and writing the short and long ‘ea’ sound | The pupils listen, observe and participate |
2 | EXPLICIT INSTRUCTION/TEACHER MODELLING | - Explains that the letters ‘ea’ together are sometimes pronounced as a long ‘e’ sound as in bead Sometimes ‘ea’ is pronounced as a short ‘e’ sound as in ready ea(Long e) meat pea leaf seat seal
ea(short e) head dead bread deaf breast dread | The pupils listen, observe and participate |
3 | GUIDED PRACTICE | - Shows the pupils clue cards with the short and long ‘ea’ sound in front and a clue word at the back. Have them say the clue word then sound long ‘ea’ or short ‘ea’ as the case may e.g short ‘ea’ sound Feather Leather
Long ‘ea’ sound Beans Beast beam
-Shows the children several images of words containing the short and long ‘ea’ sound and asks them to pronounce it aloud | The pupils listen, observe and participate |
4 | INDEPENDENT WORKING TIME | - Gives the pupils the exercise below Determine whether or not the below word is a long or short ‘ea’ sound 1. beach 2. head 3. beat 4. bleach 5. bleat 6. bread 7. deaf 8. dead | The pupils listen, observe and participate |
5 | EVALUATION | - Monitors the pupils as they work and corrects where necessary |
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PERIOD 3: Sounding, identification and writing the long and short ‘ea’ sound
S/N | STEPS | TEACHER’S ACTIVITY | PUPILS ACTIVITY |
1 | REVISITING THE PREVIOUS LESSONS | - Revisits the previous lesson on the long and short ‘ea’ sounds
| - Pupils listen, observe and participate |
2 | GUIDED PRACTICE | - Makes a list of more words containing the long and short ‘ea’ sound and ask the pupils to pronounce them aloud repeatedly Long ‘ea’ short ‘ea’ Feast wealth Flea health Freak stealth Gear leapt Gleam meant Near zealot Mean breath | - Pupils listen, observe and participate |
3 | INDEPENDENT WORKING TIME | - Gives the pupils exercises on the long and short ‘ea’ sounds Choose the right word from the bracket to complete each sentence (head, dead, bread, deaf) 1. I spread some butter on the slice of _______ 2. When he fell, he bumped his _________ 3. If you can’t hear, you may be ________ 4. We are sorry that the animal that was hit by the car is _______ | - Pupils listen, observe and participate |
4 | EVALUATION | - Monitors the pupils as they work and corrects where necessary |
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