Lesson plan "Initial letters"

Long-term plan unit:

Unit 2 My school

School:

Date:

Teacher name:

Grade: 1

Number present:

absent:

Theme of the lesson: Initial letters

Learning objectives(s) that this lesson is contributing to

1.R1 recognise initial letters in names and places

1.W2 form some lower case letters of regular size and shape

Lesson objectives

Learners will be able to:

Sound letters of the alphabet

Recognize the majority of letters

Success criteria

Learners have met the learning objective (R1) if they can:

Identify 5 or more letters.

Value links

Lifelong learning

Cross-curricular links

ICT, art

ICT skills

Using videos, working with URLs

Previous learning

Vocabulary knowledge from Unit 1, basic colours and numbers 1-10

Plan

Planned timings

Planned activities

Resources

Beginning

5 mins

Organizational moment

Teacher greets students; students respond to greeting and take their places.

Warming up

Teacher asks students “How are you?” to find out their mood at the beginning of the lesson; students choose one of the smiles they have on their handouts, saying “I am happy/sad….etc.”

PPT Slide

Middle

30 mins

Revising the ABС (18) (D, W, G)

Demonstration / Whole-class activity:

- inform students that they are going to watch the 1^st 2 mins of the video about the ABC and ask them to repeat after the speaker

- demonstrate flash cards to students and ask them to name letters

Group work: (FA)

- split the class into 2 teams

- take two different sets of ABC flashcards and mix each of them; after provide each group with one set of cards

- set a time limit of 7 mins and explain the task - to try and put mixed letters in the correct order (from A to Z)

- monitor students’ progress and assist if necessary

- in 7 minutes ask groups to present their results

- groups feedback to peers’ presentations, identifying one good point and one area for improvement.

- play the song from the beginning of the lesson again in order to check if they did everything correctly as well as consolidate.

Dynamic break (W) (2)

Whole-class activity:

Ask students to stand up, go to the carpet and repeat the moves shown in the video for dynamic break “Head, shoulders, knees & toes”

Tracing letters (10) (I)

Individual work (with extension to home task if necessary):

- provide each student with a worksheet for tracing letters A-Z

- explain that students should first trace the letters and then try to write letters themselves on the space provided

- remind that students should use pens only

- set a time limit of 10 minutes; monitor students’ progress and assist if necessary

- when students finish, check and assess the work (orally or with an appropriate sticker)

NOTE: if some students do not finish the exercise in class let them take it as a home assignment and check it the next lesson

https://www.youtube.com/watch?v=R-3nQX8EE8o

ABC Flash cards

2 sets of ABC Flash cards

https://www.youtube.com/watch?v=R-3nQX8EE8o

https://www.youtube.com/watch?v=h4eueDYPTIg

Worksheets

End

5 mins

Good bye song

Students sing a good-bye song and dance to the tune repeating the moves shown in the video

Smiling feedback

Teacher asks students “How are you?” to find out their mood at the end of the lesson, compare it to the initial mood students had and make conclusion how the lesson influenced students and why.

https://www.youtube.com/watch?v=Xcws7UWWDEs

PPP Slide

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check
ICT links

Less able students – greater support by means of prompts, visuals or writing difficult words on the blackboard

More able students – independent work on definite tasks with little/no support

While group or pair work more able students can also provide less able students with additional support

through observation

• Work with the SMART board not more than 10 minutes

• Make a dynamic break in the middle of the lesson

• Monitor classroom space when students start moving around

• Use water based markers

• Check sockets’ safety

Reflection

Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?