Lesson Note on Phonics
Lesson Plan on Phonetics
Topic: Letter Sounds
Sub Topic: Sound of Letter /s/, /a/ and /t/
Class: Basic 2
Duration: 35 Minutes
No of Learners: 30
Learning Objectives:By the end of the lesson learners should be able to:
Differentiate between giraffe, turtle and monkey tail letterse.g
- giraffe letters = t, f , h, b, d, k, l
- turtle letters = a, c, e, i, m, o, r, s, u, v, w, x, z
- monkey tail letters = g, j, p, q, y
Identify the sounds of letters /s/, /a/, /t/ in stories told and perform the action associated with it.e.g
- /s/ = weave your hand in an 'S' shape and say s, s, s, s, s.
- /a/ = wiggle your fingers above the elbow as if ants are crawling on you and say a, a, a, a, a.
- /t/ = turn your head from the side, as if you are watching tennis, and say t, t, t, t, t.
- Write the sound and use the actions associated with it to spell words. E.g /s/ as, at, ass, sat
- Using your magic writing pen and board, blend some sounds to form two and three-letter words.
- Sing the songs associated with the letters.
Reading is a skill that learners communicate effectively. Any learner that cannot read cannot pass any examination. It is, therefore, necessary for every pupil to be exposed to the sound of letters so that they can read fluently.
Prerequisite/ Previous knowledge:
Pupils have learnt how to recite the alphabet from a-z and can identify the vowel sounds.
Flashcards and charts (alphabet and objects.)
Jolly phonics pupils book 1 by Sue I Joy and Sara Wernham.
full class session (5mins)
|The teacher asks the pupils to recite the alphabet on the alphabet chart displayed before the class.
How many vowels do we have? Mention them
|Learners recite the letter a-z on the chart
Pupils expected response. We have five vowels. E.g.
a, e, i, o, u.
|Revising the previous lesson and identifying the vowels sounds.|
Step 1. Group Work (5mins)
|Guide the pupils to form four groups and ask them to choose their leaders and secretaries.
Explain to the pupils how to identify giraffe letters, turtle and monkey tail letters.
|Learners form four groups and choose their leaders and secretaries.||Inculcating leadership skills, boldness, competitive spirit, teamwork, and a sense of responsibility among pupils.|
|Give the four groups the alphabet chart. Guide them to identify the different types of letters and vowel sounds. Let every group read out their answers consecutively.||Learners expected response:-
Giraffe letters: b, d, f, h, k, l, t.
Turtle letters: a, c, e, i, m, n, o, r, s, u, v, x, z.
Monkey tail letters: g, j, p, q, y.
Vowel sounds: a, e, i, o, u.
|Finding out the differences between the giraffe, turtle and monkey tail letters/ Vowels.|
|Step 2 Full class session (7mins)||Tell the pupils stories and ask them to identify the letter sound that is predominant in the story.||Learners identify the sound of the letter that is predominant in the story as /s/, /a/, /t/.||Developing the idea of the phonics sound from the stories told.|
|Flash the letters and let them make the sound. Demonstrate how to write them in the air, on their friends back, on their desk, with their whole bodies and sand trays with their magic writing pen (their fingers).||Pupils demonstrate how to write the letter sounds. Pupils are allowed to ask questions.||Demonstrating how to write the letters.|
|Step 3 Full class session (8mins).||Teachers demonstrate the actions associated with the letter sounds and asks the pupils to do the same.
Using her magic writing board (left arm) she blends two/three-letter words for pupils to pronounce. e.g.
/a/, /s/ = as,
/a/, /t/ = at,
/a/, /s/, /s/ = ass,
/s/, /a/, /t/ = sat
|Pupils observe and emulate their teacher's actions.||Blending two and three-letter sounds to form words.|
Full class session (7mins).
|Ask the following questions to evaluate the achievement of the set objectives.
Teachers dictate the following words using arm blending and action for the pupils to write into their books. e.g.
|Pupil write down the words dictated into their notebooks. eg:
/a/ /s/ =as
/a/ /t/ = at
/a/ /s/ /s/ = ass
/s/ /a/ /t/ sat
|Acquiring listing skills and improving their calligraphy and reading skills.|
|Conclusion, full class session (3mins)||The teacher marks their papers and corrects their mistakes where necessary. teacher clarifies the areas where the pupils were confused and summarizes the lesson.||Pupils make corrections where necessary.||Learners improve their reading skills.|
||Pupils answer other questions.||Learners improve their reading skills.|