Lesson Notes By Weeks and Term - Primary 6
Hard and soft 'c'
Hard and soft 'c'
SUBJECT: PHONICS
TERM: 1ST TERM
LESSON PLAN FOR 6thWEEK
CLASS : PRIMARY 6
AGE: 11 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;
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 Each of the words in the bracket below begins with a hard ‘c’. Use them to complete the sentences below (carpet, carnivorous, curtains, canvas, cuckoo, catalogue, cucumber, continents, command, confectionery) 1. The _______ laid its egg in the wren’s nest 2. The sails on the yacht were made of ________ 3. Lions and tigers are ________ animals, but zebras are herbivorous 4. We sliced the ________ to put in the salad 5. The general gave the ________ to attack immediately 6. Asia is the largest of all the _________ in the world 7. We bought a thick ______ for the sitting room. 8. I pulled the _______ together to stop people from peering into my room 9. I ordered the shirt from the clothing ________ 10. Health experts believe we eat too much _______ today | 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 | - Gives the pupils the below exercise
The grid contains words beginning with soft ‘c’ sound. Find the words in the grid and write them beside their meanings
1. Breakfast food ________ 2. Strong destructive wind _______ 3. Round shape ________ 4. Apple drink _________ 5. Counting of the population ________ 6. Sure _________ 7. Underground room ________ 8. green vegetable _________ | The pupils listen, observe and participate | |||||||||||||||||||||||||||||||||||||||||||||||||
5 | EVALUATION | - Monitors the pupils as they work and corrects where necessary |
|
© Lesson Notes All Rights Reserved 2023