Learning Plan: ELEMENTARY & SECONDARY1

Title of lesson The H brothers Grade Grade 1 / Cycle 1

level
Subject ELA Topic Consonant digraphs
Relevance Decoding and language comprehension are skills for young readers to develop their reading
skills. Teaching students to identify and recognize consonant digraphs in the beginning letter
of the word is essential, as students will explore various letter-sound relationships in both
reading and writing. This lesson will help students develop their literacy ability.
Resources Required - H brother papers
- CH, SH, TH foldable worksheet
- Colour pencils / Markers / Pencils / Crayons
QEP Subject Area Competency 1: To read and listen to literary, popular and information-based texts.
Competencies - Students will listen to the story of “The H brothers”.
Competency 4: To use language to communicate and learn.
- Students will be able to express their ideas and share ideas during discussion time.
Learning Objectives - By the end lesson, the student will successfully identify the beginning sounds of each
constant digraph (CH, SH, TH).
- By the end lesson, the student will successfully pronounce the consonant digraphs
(CH, SH, TH).
- By the end lesson, the student will successfully categorize words into a specific
consonant digraph category.
- By the end lesson, the student will individually create consonant digraphs foldables
(CH, SH, TH).
Essential Question(s) - What is consonant digraph?
- How do we pronounce consonant digraph?
Lesson Introduction (hook): Student will know:
Timing Timing: 15 minutes
- Students will know consonant
- Invite students in front of the blue chair for a story digraphs CH, TH, SH.
time of “The H brothers.”

Say: “Today I will be introducing a story about “The H

brothers”. They were called the H brothers because they all
had a letter H in their name. Each brother liked to make a
particular sound.”

Silly Charlie loved to make silly faces. He went around the

house making silly noises. He would make the sound CH,
CH, CH around the house.

Impolite Theo was very rude. He would always stick his

tongue house whenever a person went close to him. He made
the sound TH, TH, TH as his tongue came out.

Quiet Shaun preferred silence. He would go around the house

saying SH, SH, SH to remind everyone to stay quiet.

Say: “Did everyone notice that there are two consonants, but
it makes one sound? When two consonants are put together,

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Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
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 they make one sound, and this is called the digraph.”
Questions to ask (Check for understanding):
- How does CH sound like?
- How does SH sound like?
- How does TH sound like?
Development (Learning activities – step by step sequential
procedure):
Timing: 15 minutes
CH, SH, TH picture organize activity
- Place CH, SH, TH cards on the whiteboard, and ask
students to organize the picture cards in the right
category.
Questions to ask:
- What does this picture represent?
- What is the beginning sound of this word?
- What is the sound CH, SH, TH make?
*Reinforcement of the sound CH, SH, TH.
CH, SH, TH foldable activity (Appendix A)
- Explain to students about the foldable activity.
- Say: “Today we will be making our own CH, SH,
and TH foldables. You are going to cut out by
following this bold line and cut the words
individually. Then, you will stick these words to the
pictures that matches the words.”
- Instruct students to decorate using colour pencils and
crayons after they are finished cutting and gluing.
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Students will understand:
- Students will understand the
pronunciation of CH, SH, and TH.
- Students will understand how each
consonant digraph sounds like.
Students will do:
- Students will individually create
CH, SH, and TH foldables.
- Students will decorate their
consonant foldables by coloring in
the alphabets and pictures.
Cross Curricular Competencies:
Competency 1: To use information
- Students will put the information to
use; they will utilize the information
that they learned about the
consonant digraph and execute their
learning and understanding in their
foldable activity.
Broad Areas of Learning:
Career Planning and Entrepreneurship
- Learning about the consonant
digraph can help students in both
reading and writing. It will enhance
students’ literacy skills,
strengthening their self-knowledge
and preparing them to become
successful readers.
Universal Design for Learning/
Differentiation:
- For students struggling with reading the
words, I will guide them by focusing on the
sound in words. 
- For early finishers, I will give them an
additional “fill in the blank” consonant
digraph worksheet. 
 Closure (transition): FORMATIVE - Assessment FOR
Timing: 5 minutes learning:
I will informally assess the students as I
- Instruct students to take their unfinished foldables walk around and observe if they understood
home to finish it at home as homework. the lesson by looking at their work:
- Encourage students to practice the letter sounds of I will informally assess using the checkoff
CH, SH, and TH at home. sheet:
- Give students time to clear out their desk and get - If they correctly matched the words
ready for recess. to the picture.
- If they showed engagement during
the group discussion.

FORMATIVE - Assessment AS learning:

I will informally see if they are on task:

- Making sure that they are working

individually.
- Circling around when they are working
on their activity.

SUMMATIVE - Assessment OF learning:

I will assess students based on these two
criteria:
- If they have correctly matched the
words to the picture.
- If they put effort into making the
foldable activity.

Further considerations (follow up activities)

Early finishers will be provided with an additional worksheet (Appendix B)
- Students will look at each picture and fill out the missing consonant digraph.

Reflection:
This will be done after the lesson.
Professional Competencies:
1. To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students.

I will transform the classroom into an inclusive space, where students can openly share their opinions and express their
feelings.

3. To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a
view to developing the competencies targeted in the programs of study.

I will select subject-specific knowledge (ELA) to aim to achieve the competencies to enhance the development of
learning.

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6. To plan, organize and supervise a class in such a way as to promote students' learning and social development.

I will maintain a class where there is clear structure and a great discipline system. I will remind them the expectation of
the class.

11. To engage in professional development individually and with others.

I will identify my strengths and weaknesses in teaching by asking for feedbacks from my CT. I will also ask where I
can identify available resources to enhance my teaching skill.

Appendix A

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Appendix B

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