SUBJECT: PHONICS

TERM: 1^st TERM

LESSON PLAN FOR 7thWEEK

CLASS : PRIMARY 5

AGE: 10 years

DURATION : 3 periods of 40 mins each

DATE:

TOPIC : Hard and soft ‘c’

CONTENT : Hard and soft ‘c’

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

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

ENTRY BEHAVIOR: Pupils can identify alphabet letters

SET INDUCTION: The teachers uses pictures of familiar objects with hard and soft ‘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 ‘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 e.g /k/- cup, cat and soft ‘c’ sound e.g /c/- city, cell - She shows the pupil a handy trick to figure out if it will be a soft or hard ‘c’ 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	- Gives the pupils the below exercise Write each word in the bracket beside the one it can be linked to below (certain, cedar, cigarette, celery, deceive, voice) 1. Vegetable ________ 2. cheat _________ 3. tree _________ 4. Sure __________ 5. tobacco __________ 6. throat _________ The words in the bracket contain hard ‘c’ sound. Use each word to complete the sentences below (calendar, carol, country, correct, carpet) 1. I am buying a new _______ for the floor 2. This one is wrong but the next one is ______ 3. China is a large and densely populated _______ 4. We looked up the date of his birthday on the ________ 5. At Christmas, we sang a _______ about baby Jesus	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	REVISITING THE PREVIOUS LESSON/INTRODUCTION	- Revises the previous lessons on the Identification and sounding of hard and soft ‘c’ sound - Introduces the topic on the board as Identification and sounding of hard and soft ‘c’ sound	The pupils listen, observe and participate
2	EXPLICIT INSTRUCTION/TEACHER MODELLING	- Writes more words with the hard and soft ‘c’ sound Hard ‘c’ sound Campus Counterfeit Culprit Cockatoo Carrot Candidate Coffee Camouflage Soft ‘c’ sound Circus Cement Certain Cereal Circular Citizen Census Cider	The pupils listen, observe and participate
3	GUIDED PRACTICE	- dictates each of these words and ask the pupils to categorize them either under the Hard or Soft ‘c’ sound Circus Cement Certain Cereal Circular Citizen Census Cider Campus Counterfeit Culprit Cockatoo Carrot Candidate Coffee Camouflage	The pupils listen, observe and participate
4	INDEPENDENT WORKING TIME	- Complete each sentence below by choosing the correct word from the box. Tick for those that begin with hard ‘c’ and put a cross(x) beside those that begin with soft ‘c’ sound. (campus, circus, cement, counterfeit, certain, cereal, cockatoo, culprit, carrot, circular, citizen, candidate, coffee, census, cider, camouflage) 1. She had a drink of apple _______ 2. ________ contains a lot of Vitamin A 3. I enjoy eating my ______ for breakfast 4. The police soon apprehended the _________ 5. The ______ money was found near a printing press 6. The footpath had been made of gravel and _________ 7. My uncle is standing as a ________ in the election 8. The outside of the gadget is _______ in shape 9. A _________ of the population was conducted 10. The students gathered on the ________ of the university 11. The soldiers wore uniforms that would _______ them 12. The refugee is now a registered ________ of the country 13. You must be _______ of your acts before accusing her 14. Tom’s pet _______ has lost a lot of feathers 15. We enjoyed the antics of the clowns at the __________ 16. It is unwise to drink too many cups of ______ each day	The pupils listen, observe and participate
5	EVALUATION	- Monitors the pupils as they work and corrects where necessary

Lesson Notes By Weeks and Term - Primary 5