LESSON PLAN LESSON: sounds

Teacher: Salama Subject: English

Grade: Unit: Date:

2 14/11/2019

SKILLS AND UNDERSTANDING

Students will be able to:

• Recognize and use ee double vowels when reading and writing.

Link to prior learning: Students will need to be familiar with the following:

Students in the last lesson they learn about the short u and a sound

21st Century Skills: Students will be able to enhance the following skills: (1) Critical thinking and problem
solving, (2) Communication and collaboration.

Key vocabulary: , Bee, see, seed, need, feet, deep, queen, sleep, green and wheel

Common misconceptions for learners: Ways of identifying and addressing these misconceptions:

• Students pronounce the sound • Make sure to say the sound so the students can hear it
in a wrong way. well.

Resources/equipment needed:

o A story for the students that have the sounds.

o A small book.
o Small whiteboards
o Small plastic aliphatic letters.
o Small basket.

UNIT: LESSON: TASKS/ACTIVITIES

Resources & Time Starter (10 minutes)

 Teacher Will: Students Will:

1.Today we are learning about the 4.ss: will sing the (busy, bee,ee,ee,ee)
/ee/ sound. song with action.

2.show the /ee/ sound. 8. The student will sound the rest of
the words.
3. Now we will sing the /ee/ sound
song (busy, bee, ee,ee,ee) 11. SS will write on their hands

5.read the /ee/ sounds from the

words.

6.First 2 words, I will sounds the

words (bee and see) /b//ee/,/s//ee/.

7. Tr: will choses a random student.

9. Tr: now we will write the /ee/

sound

10. First draw a straight line, carve

line all the way around.

12. who wants to write /ee/ sound.

Resources & Main activities (30 minutes)

Centres Teacher Will: Students Will:

Active Engagement 1.I will read the story for the 2. ss: must listen carefully for the
students. words that have /ee/ sound.

3. If you hear a word with /ee/ raise

your hand.

4. First I will show you how we can

do this? “and didn’t sleep” I will
rise mt hands for word sleep to tell
us about it.

Centre 1: Master 1.Tr: will provide material for the 2. Students create a body. They will
students. To create a queen. create a crown for the person to
20 min write “queen”. On the eyes, they will
 write (see) word, on the feet, they
will write (feet) word as will on the
queen bed, they will write (sleep)
word. Also, if they use green paper
for a dress, they will write (green).

Centre 2: 1.Tr: will give the students different 2. Students will have independent
Develop materials to help them do the cards to find the words.
activity and model for them. Students will match the cards with
the name of them.
Students will make\ ee\ book to write
and draw the words.

Centre 3: 1.: Tr: will provide different cards 2.SS: will read the words and find out
the letters from the magnet
Emerging for the students that have different
alphabet. They will make the words
vocabulary words. and draw them.

Resources Plenary (5 minutes)

Teacher Will: Students Will:

1.Recab on the lesson and review the
words with the students. 4. SS: will have to share what they did
during the lesson.
2. Ask the students to share what they
did during center activities.

3. Tr: will choose a random student.

Learning styles catered for (✓):

Visual Auditory Read/Write Kinaesthetic

Assessment for learning opportunities (✓):

Tr: I will read different words for the students some of the words I will sound it right and the other is wrong.

Tr: If the words are right show me thumps up and if the word wrong thumps down.

Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback