SUBJECT: PHONICS

TERM: 1^ST TERM

LESSON PLAN FOR 9th WEEK

CLASS : PRIMARY 6

AGE: 11 years

DURATION : 3 periods of 40 mins each

DATE:

TOPIC : Internal Double consonants

CONTENT : Internal Double consonants

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

Identify, sound and spell words with double consonants

ENENTRY BEHAVIOR : Pupils can identify alphabet letters

SET INDUCTION : The teachers uses pictures of familiar objects with double consonants to arouse the interest of the pupils

INSTRUCTIONAL TECHNIQUES : Discussion, group activities,

INSTRUCTIONAL MATERIALS : Class set of the FLOSS Rules worksheet, set of mini whiteboards and dry erase markers, mini white-boards, dry erase markers

INSTRUCTIONAL PROCEDURES

PERIOD 1 AND 2: Identification, sounding and spelling words with internal double consonants

S/N	STEPS	TEACHER’S ACTIVITY	PUPILS ACTIVITY
1	INTRODUCTION	- Writes the word ‘RABBIT’ on the board - asks the pupils who had ever seen ‘rabbits’ before and explains they little animals. She also explains that ‘RABBIT’ happens to use a pretty special spelling pattern. It is spelt with two ‘b’ or ‘double letters’ - Informs the pupils that today we’ll be practicing reading and spelling other words that also use internal double letters	Pupils observe, learn and participate
2	EXPLICIT INSTRUCTION/TEACHER MODELLING	- Explains that double consonants occur naturally in some words while others occur because a prefix or suffix is added e.g rabbit, carrot, irreversible etc - tells the pupils that they will be taught a new spelling rule today called the ‘FLOSS RULE’ which states that if you hear the /f/, /l/, /s/ or /z/ sound after a short vowel sound at the end of a one syllable word, then you double the ending letters -Reviews the concept of a syllable with the class by saying a single syllable word aloud and clapping for the syllable - demonstrates reading and spelling another word with internal double letters word such as ‘accelerate’ pointing out both the short a and the /k/ in the middle	Pupils observe, learn and participate
3	GUIDED PRACTICE	- pass out the mini white-boards and dry erase markers to the pupils - writes out the following words on the board: corridor, gorilla, alligator, mammoth - point to each word and asks the pupils to write it on their board, then circle double letters and underline the short vowel -repeats the process for each word	- Pupils observe, learn and participate
4	INDEPENDENT WORKING TIME	-Gives the pupils the exercise below Write each word in the brackets beside its meaning below (daffodil, rabbit, jewellery, alligator, mammoth, mannequin, moccasin, accelerate, corridor, gorilla, mayonnaise, hurricane) 1. Large ape _________ 2. to go faster ________ 3. small fury animal ______ 4. large reptile ________ 5. model ________ 6. destructive wind _______ 7. passage, hallway ______ 8. extinct elephant-like animal _______ 9. Flower ________ 10. Soft footwear ______ 11. necklaces and bangles ________ 12. salad dressing ______	Pupils observe, learn and participate
5	EVALUATION	-checks in with each individual as needed. Monitors, commends and corrects where necessary	Pupils observe, learn and participate

PERIOD 3: Identification, sounding and spelling words with internal double consonants

S/N	STEPS	TEACHER’S ACTIVITY	PUPILS ACTIVITY
1	INTRODUCTION	- Writes the word ‘abattoir’ on the board - asks the pupils who had been to an abattoir before and explains that it is a place where farm animals like cattle, goats, rams etc are butchered and that it has a special spelling pattern. It is spelt with two ‘b’ or ‘double letters’ - Informs the pupils that today we’ll be practicing reading and spelling other words that also use internal double consonants	Pupils observe, learn and participate
2	EXPLICIT INSTRUCTION/TEACHER MODELLING	- points out to the word ‘ABBATOIR’ and points out that the letter ‘a’ makes a short ‘a’ sound - tells the pupils that they will be learning other words that contain internal double consonants -Reviews the concept of a syllable with the class by saying a single syllable word aloud and clapping for the syllable - demonstrates reading and spelling another internal double consonant word such as ‘porridge’ pointing out both the short o and the /r/ in the middle	Pupils observe, learn and participate
3	GUIDED PRACTICE	- pass out the mini white-boards and dry erase markers to the pupils - writes out the following words on the board: rabbit, gobble, apply, puppy, goggle - points to each word and asks the pupils to write it on their board, then circle double letters and underline the short vowel -repeats the process for each word	- Pupils observe, learn and participate
4	INDEPENDENT WORKING TIME	- Gives the pupils the below exercise to work on. The words in the brackets below contain double consonants. Use the correct words to complete the sentences (cappuccino, occurred, accordion, affection, hiccups, tobacco, accountant, forgotten, moccasins, desiccated, corrosion, caffeine, successful, broccoli, traffic, jewellery) 1. Smoking ________ is an unhealthy habit 2. I had a cup of ______ coffee at the Italian café 3. Our team was _______ in the finals, winning all matches 4. An accident _______ at the crossroads last night 5. I bought some _______ coconut from the supermarket 6. There is a lot of ________ on the road today 7. Gosh! I have _______ the name of that man 8. The rich lady wore expensive ________ 9. The _______ in the rusty pipes soon made them useless 10. My uncle plays an _______ in a small band 11. My favourite vegetable is _______. 12. I gave my mother a pair of _______ for her birthday 13. He drank some gulps of water to cure his _______ 14. My ________ has completed my tax return 15. Janet showed her _______ towards the little kitten 16. This coffee has a lot of ________	Pupils observe, learn and participate
5	EVALUATION	-check in with each individual as needed -Monitors, commends and corrects where necessary	Pupils observe, learn and participate

Lesson Notes By Weeks and Term - Primary 6