Lesson Notes By Weeks and Term - Primary 3
The long âaâ sound pattern (a, ei, ea)
The long âaâ sound pattern (a, ei, ea)
SUBJECT: Phonics
TERM: 1st Term
LESSON PLAN FOR 4th WEEK
CLASS : PRIMARY 3
AGE: 8 years
DURATION : 3 periods of 40 mins each
DATE:
TOPIC : The long ‘a’ sound pattern (a, ei, ea)
CONTENT : The long ‘a’ sound pattern(a, ei and ea)
SPECIFIC OBJECTIVES: By the end of the lesson, pupils should be able to;
ENTRY BEHAVIOR : Pupils can identify that all the vowels have both short and long sounds
SET INDUCTION : The teachers uses the ‘a as in ……….’ to arouse the pupils
INSTRUCTIONAL TECHNIQUES : Discussion, group activities,
INSTRUCTIONAL MATERIALS : Objects with the long a sound, chart showing objects with the long a sound, white board, dry erase marker, mirror
INSTRUCTIONAL PROCEDURES
PERIOD 1 AND 2: Spelling, reading and sorting words with the long a sound(a, ei)
S/N | STEPS | TEACHER’S ACTIVITY | PUPILS ACTIVITY | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
1 | INTRODUCTION | - With a mirror or a partner, She pronounces the ‘a’ sound repeatedly. Emphasizing that the long ‘a’ sound takes the form of the letter name ‘a’ - Writes a list of words on the board and asks the pupils to help identify the ones with the long ‘a’ sound which she underlines Stick made run veil cat rain slow may like weight fun eight stay tube they fan spot steak run spade steak - The pupils are grouped into pairs and asked to come up with a list of words with the long ‘a’ sound -Then the teacher comes up with a T-chart of some letter combinations of the long ‘a’ sound a ei apron reins acorn veil alien weight agent neigh basic vein | Pupils listen, observe and participate | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
2 | SPELLING GENERALISATIONS | - Explains that the ‘a’ could usually be found at the beginning of the word and occasionally at the end of the word while ‘ei’ represents the Long ‘a’ sound in the middle of a word a ei basin sheikh data eight fatal freight | Pupils listen, observe and participate | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
3 | GUIDED PRACTICE | - Asks the pupils to determine whether each missing gaps will be the Long ‘a’ sound B__sin Fr__ght N___gh __gent V__n | Pupils listen, observe and participate | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
4 | INDEPENDENT WORKING TIME | - Gives the pupils the below exercise to work on independently
Find all the long a words in the grid and write them beside their meanings 1. lifting machine _______ 2. to go after _______ 3. well known _______ 4. Large ocean mammal ______ 5. flower ________ 6. male duck ________ 7. cutting part of a knife _______ 8. sea robber _________ 9. Horses’ homes ________ 10. colourful prism _______ | Pupils listen, observe and participate | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
5 | EVALUATION | - Monitors the pupils as they work and corrects where necessary |
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PERIOD 3: Spelling, reading and sorting words with the long a sound(ea)
S/N | STEPS | TEACHER’S ACTIVITY | PUPILS ACTIVITY |
1 | INTRODUCTION | - With a mirror or a partner, She pronounces the ‘a’ sound repeatedly. Emphasizing that the long ‘a’ sound takes the form of the letter name ‘a’ - Writes a list of words on the board and asks the pupils to help identify the ones with the long ‘a’ sound which she underlines Stick made run cat breakrain slow may like steak fun eightstay tube they fan spot run spade - The pupils are grouped into pairs and asked to come up with a list of words with the long ‘a’ sound specifically with letter combinations (ea) Steak Great break
| Pupils listen, observe and participate |
2 | SPELLING GENERALISATIONS | - Explains that the ‘ea’ represents the Long ‘a’ sound at the middle of a word
| Pupils listen, observe and participate |
3 | GUIDED PRACTICE | - Asks the pupils to fill in the missing gaps St ___k Gr___t Br____k | Pupils listen, observe and participate |
4 | INDEPENDENT WORKING TIME | - Gives the pupils the below exercise to work on independently Choose the correct word from the bracket to complete each sentence below (lazy, fatal, vacant, bracelet, escape, bacon, crater, crayons, behave, waste) 1. We ate _______ and eggs for breakfast 2. After we cleaned the classroom we put the ______ paper bin out 3. She wore a pretty gold _____ around her wrist 4. There was a _____ accident at the crossroads. 5. Ben is a very _______ student and never helps anyone else 6. The abandoned building is now _______ and will be demolished 7. The prisoner tried desperately to ______ from the cell 8. The teacher was sure we would all ______ well during the excursion 9. I coloured the picture with my ______ 10. The scientist walked around the ______ of the volcano | Pupils listen, observe and participate |
5 | EVALUATION | - Monitors the pupils as they work and corrects where necessary |
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