SUBJECT: PHONICS

TERM: 2^ND TERM

LESSON PLAN FOR 6th WEEK

CLASS: PRIMARY 4

AGE: 9 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;

Recognize, read and spell the long and short ‘ea’ sound

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

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

EXPLICIT INSTRUCTION/TEACHER MODELLING

- Explains that the letters ‘ea’ together are sometimes pronounced as

1. long ‘e’ sound e.g beat, meat etc

2. Long ‘a’ sound e.g break, steak etc

3. short ‘e’ e.g head, bread etc

ea(Long e)

meat

pea

leaf

seat

seal

ea(short e)

head

dead

bread

deaf

breast

dread

ea(Long a)

break

steak

The pupils listen, observe and participate

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

INDEPENDENT WORKING TIME

- Gives the pupils the exercise below

Find the ‘ea’ word in the grid that is suitable for each of the following sentences. The ‘ea’ are all long ‘e’ sounds

s	e	a	s	o	n	b	g
b	l	e	a	c	h	e	r
t	r	e	a	t	y	a	e
s	q	u	e	a	k	k	a
d	i	s	e	a	s	e	s
b	r	e	a	t	h	e	e
t	e	a	c	h	e	r	s
p	e	a	c	e	f	u	l

1. Cancer is a serious ______

2. Our _______ will help us if we work hard

3. My favourite ______ of the year is the summer

4. The mechanic smothered the cogs in _______

5. The girls decided to ______ their hair

6. The dense smoke made it hard to _______

7. The two warring armies signed a _______

8. The bird used its ______ to open the shell

9. The mouse began to ______ when it was caught

10. It is quite ______ living in the country

The pupils listen, observe and participate

EVALUATION

- Monitors the pupils as they work and corrects where necessary

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 Write the ‘ea’ words in the bracket beside the words they can be linked to below. The words have either long ‘a’ or short ‘e’ sounds (heavy, weapon, death, steak, weather, jealousy, break, dread, head, sweat) 1. gun _______ 2. envy _______ 3. weight _______ 4. smash _______ 5. grave _______ 6. meat ______ 7. climate ______ 8. perspiration _______ 9. neck _______ 10. fear _______	- Pupils listen, observe and participate
4	EVALUATION	- Monitors the pupils as they work and corrects where necessary

Lesson Notes By Weeks and Term - Primary 4