Early Childhood department

Daily Lesson plan for ( English ) – From 11th of February to 15th of February
Theme:
Weekly Theme:
Materials and
Day Objectives Procedures
Resources
Monday By the end of this lesson, -Warm-up (5 mins): Phonics:
children will be able to: Encourage students to watch Magic ‘e’ /u-e/ video: Warm up:
https://www.youtube.com/watch?v=r_yWJQzDhxY You-tube video
- Recall words that
Presentation:
follow the magic
-Presentation (5-7 mins): - Smart board
‘e’ long u
Review Magic ‘e’ long u: - Story
- State an opinion or Review: Tell them that the letter u can stand for /ū/, the sound you hear in
Practice:
preference about a the beginning of use. Say the sound with me: /ū/. I will write the - Mind map chart
book spelling u_e because it stands for the /ū/ sound. 2 copies

Tell children that you will say some words that have the /ū/ sound and some
words that do not. Have children say /ū/ and write the spelling u_e on their,
when they hear /ū/ in the middle of the word. Guide practice with the first Production:
word. - Journals
- Pencils
cut
e make cube kite hugefuse line

Writing an opinion: (15 mins)

Tell children that when they write, they should make sure all of their
sentences are about the same thing.
Write and read aloud: I like apples. I play soccer. Apples taste sweet. One of
my sentences is not about apples. I need to erase the sentence about
soccer because it is not about apples.
Write and read aloud: Jeff goes to the zoo. He sees apes. He goes to
school. Jeff sees dolphins. Help children determine the sentence that
doesn’t belong. (He goes to school.)
Tell children that this week they will learn how to write a few sentences
about the books that they have read.
Brainstorm Have children name some books they have read at home, in
the classroom, and in the library. Write some of their ideas.
Model writing an opinion about a book from the chart.

Read “ Just a seed” one of the stories that the students have read during
the paired reading activity. ( 10 mins)

Practice (10 -15 mins):

Divide the board into two parts and ask: If you liked the story raise up your
hand. Why did you like it?
Write their opinions about the story.
It is what you think about something, it is not wrong or right, it is what you
feel.
-For the students that did not like the story ask: why you did not like it? What
do you want to change in the story to make it better? Write their opinions on
mind map chart (print on A3).

Production (30 mins):

Whole group: Assessment Tool:

Paired reading reflection:

In their journals, ask the students to write one or two sentences about their
 opinions.( High achievers )
Low achievers: you can help the students in forming complete sentences,
write for them sentence frame the story is …. because ….
Encourage students to use the pronouns in their writings to avoid repeating
the nouns again, they can write it instead of repeating the title of the story
Instead of repeating the author/writer, they can write he.
Then have children re-read the sentences they wrote and check for the
following:
 Did I write about the story I have read?
 Did I give my opinion of the book?
 Do all of my sentences tell about the book?
- Assess the students’ ability to read words that follow the magic ‘e’ long u.
Assessment - Assess the students ability to state an opinion or preference about a book

Reflection

Tuesday By the end of this lesson, -Warm-up (5 mins):

children will be able to: Encourage students to watch opinion writing for kids video: Materials:
- Write / dictate an https://www.youtube.com/watch?v=KEK2oGBSsHk
opinion about a - Mind map
book -Presentation (10 mins): sheet
Grammar: Pronouns: - Journals
- Use pronouns I, Remind children that pronouns are words that can take the place of a noun. I
we, you go to school. Which word is a pronoun? (I) The word I is a pronoun. It takes
the place of my name in the sentence. It tells who goes to school.
Write and read the sentence: We go to school.
. Have children chorally repeat the sentence and clap once whenever they
hear a pronoun. (we) What does the pronoun we take the place of? (the
names of everyone in the class)
Write and read aloud: When do I go to school? Ask which word is the
pronoun. (I) Point out that the word I is always a capital letter.
Write and read aloud the sentence frame: ___ go to school. Ask children to
think of a pronoun to complete the sentence besides I or we. (You) How do
you know that you is a pronoun? (You takes the place of a person’s name in a
sentence.) Write and read aloud the sentence frame: ___ go to school. Ask
children to think of a pronoun to complete the sentence
besides I or we. (You) How do you know that you is a pronoun? (You takes the
place of a person’s name in a sentence.)

Production:( 10 mins)
Have children work with a partner. Give each pair a Photo Card. Have
partners think of sentences about the item on the Photo Card that can begin
with the pronoun I, you, or we. Ask them to write the sentences on a piece of
paper or on the board. For example, for the Photo Card for bus, they might
say: I ride the bus. You ride the bus. We ride the bus. Have partners share
their sentences with the class.

Writing Trait: organization: (15-20 minutes)

Remind children that they should make sure all the sentences they write are
about the same topic.
Write and read aloud: I like that movie. The people in it were funny. The
movie had a happy ending. I can write to tell people how I feel about a
movie. I can make sure all of my sentences are about the same thing.

Read “ A tree can be ….” one of the stories that the students have read
during the paired reading activity.
Tell children that you will work together to write an opinion about the
story. Remind children that all of the sentences should be about the book.
Write and read the sentence frame: I ___ (the title of the story). What word
can I add to finish the sentence and give my opinion of the
book? (like) Finish the sentence and read it aloud. Have children read the
sentence chorally with you.
Have children help you write more sentences, using pronouns in place of
nouns. What else can we say about the book? Have children help you write
more sentences about the story.
Guide children to dictate sentences about the book. Write the words. Share
the pen with children and have them write the letters they know.

Practice (10 -15 mins):

Divide the board into two parts and ask: If you liked the story raise up your
hand. Why did you like it?
Write their opinions about the story.
It is what you think about something, it is not wrong or right, it is what you
feel.
-For the students that did not like the story ask: why you did not like it? What
do you want to change in the story to make it better? Write their opinions on
mind map chart (print on A3).

Production (30 mins):

Paired reading reflection:
In their journals, ask the students to write one or two sentences about their
 opinions.( High achievers )
Low achievers: you can help the students in forming complete sentences,
write for them sentence frame the story is …. because ….
Encourage students to use the pronouns in their writings to avoid repeating
the nouns again, they can write it instead of repeating the title of the story
Instead of repeating the author/writer, they can write he.
Then have children re-read the sentences they wrote and check for the
following:
 Did I write about the story I have read?
 Did I give my opinion of the book?
 Do all of my sentences tell about the book?

- Assess the students’ ability to write / dictate an opinion about a book

Assessment - Assess the students ability to use pronouns I, we, you

Reflection
By the end of this lesson, Warm up:
children will be able to: Mid-term break
Presentation:

Sunday
Production:

Assessment
Reflection
Wednesday By the end of this lesson,
children will be able to:
 - Fun day

By the end of this lesson, Materials :

children will be able to: -
-
Trip
Thursday

Assessment

Reflection