Lesson Notes By Weeks and Term - Primary 2
Consonant blends
Consonant blends
SUBJECT: PHONICS
TERM: 1ST TERM
LESSON PLAN FOR 1ST WEEK
CLASS: PRIMARY 2
AGE: 7 years
DURATION: 3 periods of 40 mins each
DATE:
TOPIC: Consonant blends
CONTENT: Consonant blends
SPECIFIC OBJECTIVES: By the end of the lesson, pupils should be able to;
ENTRY BEHAVIOR: Pupils can identify alphabet letters
SET INDUCTION: The teachers uses pictures of familiar objects with consonant blends to arouse the pupils’ interest
INSTRUCTIONAL TECHNIQUES: Discussion, group activities,
INSTRUCTIONAL MATERIALS : Two set of index cards with the beginning consonant blends written on them, a few images(vocabulary cards) or objects of things that begin with the some consonant blends(block, clock, plane, glue)
INSTRUCTIONAL PROCEDURES
PERIOD 1 AND 2: Identification, sounding and spelling words beginning with consonant blends
S/N | STEPS | TEACHER’S ACTIVITY | PUPILS ACTIVITY |
1 | Introduction | -Displays one of the consonant blends objects or images - Writes the name of the object on the board and underline the consonant blend Tr-iangle
- Explains that today’s learning will be about words that contain consonant blends | The pupils identifies the object and say its name aloud |
2 | Building academic Language | - Reviews the sound L, R, M, N, C, P and W by writing a lowercase and uppercase on the board. C L M N P R W c l m n p r w Says the sound loud
- Explains that they’ll be learning how to identify and read words that contain consonant blends This means that both letters are consonant
- Writes a word that begin with a consonant blends on the board and models how to segment the word into parts(consonant blends and the remaining letters) Tr-iangle | The pupils repeat the sound after the teachers
-The pupils practice reading and blending the segmented words along with the teacher |
3 | Sentence | - Writes the following blends(sm, sn, sl, tr, sc, tw, pr, sp) on the board and practices reading each blends and think of words that begin with them sm e.g sm-oke sn e.g sn-ow sl e.g sl-ippers tr e.g tr-iangle sc e.g sc-one tw e.g tw-enty pr e.g pr-ince sp e.g sp-anner -Models how to record the word and draw quick pictures of them
| Pupils listen, observe and participate |
4 | Discourse | -Pairs up the pupils and pass out one of the pre-written index cards and two pieces of blank paper to each pair
- as pupils to work together to write and draw as many words that begin with consonant blends as possible
- brings the class together and have them share out the new words they came up with | Pupils listen, observe and participate |
5 | Evaluation | - Gives the pupils exercises to work on Add consonant blends from the bracket to the word pieces below and draw their pictures 1. _____ipper 2. _____ince 3. _____one 4. _____ow 5. _____oke 6. _____iangle 7. _____anner 8. _____enty - Monitors and corrects the pupils where necessary |
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PERIOD 3: Identification, sounding and spelling words beginning with consonant blends
S/N | STEPS | TEACHER’S ACTIVITY | PUPILS ACTIVITY |
1 | REVISITING THE PREVIOUS LESSONS | - Revisits the previous lesson on consonant blends
| - Pupils listen, observe and participate |
2 | GUIDED PRACTICE | - Makes a list of more words containing consonant blends and ask the pupils to pronounce them aloud repeatedly sm e.g sm-ash sn e.g sn-ack sl e.g sl-im tr e.g tr-ee sc e.g sc-alp tw e.g tw-in pr e.g pr-ingles sp e.g sp-ice | - Pupils listen, observe and participate |
3 | INDEPENDENT WORKING TIME | - Gives the pupils exercises on consonant blends Use the words in the bracket to complete the sentences (blanket, branch, claw, cricket, dream, flower, frozen, grease) 1. I like to play _____ with my friends 2. During the cold weather, the water became _______ 3. Last night, I had a scary _______ about monsters 4. It was so cold that I put an extra _____ on my bed 5. The mechanic smeared some _____ over the gears of the car 6. William climbed the tree and stood up on a large ______ 7. The crab’s _______ snapped in the air 8. We saw a pretty red ______ in the garden | - Pupils listen, observe and participate |
4 | EVALUATION | - Monitors the pupils as they work and corrects where necessary |
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