Lesson Pla1

Lesson Plan: 8th Wednesday 2023
Grade: One Vitis Subject: Literacy Hour

Strand: Reading and Reviewing
What is the purpose of the lesson?
Learners read a range of print digital and visual texts within the range of the Emergent and Beginning Early Stage with
fluency, accuracy and understanding.
What are the Specific Learning Outcomes?
Knowledge:- 3.6 segment simple words into individual phonemes
3.7 blend phonemes to create simple words
3.8 tap syllables of commonly used words
5.3 further develop reading Vocabulary
Skills:- 4.8 re read a familiar text to practice reading fluently and with expressions
5.4 use picture clues to support comprehension
5.6 connect text to personal experiences
5.7 answer questions about the passage read
Values:- 5.3 develop reading comprehension strategies
Planning for the diverse learner(s) in this lesson:

Pupils will be paired with a stronger reader to help facilitate the reading process.
How can OBSERVATION or CONVERSATION or PRODUCTS be used to informally assess the learning in this
lesson and to inform the planning of the next lesson?
Using observation to assess how the pupils work together in paired reading.
Components of the lesson: Prompter/Hook/Anchor(3-5minutes)

Prompter: Let’s play a game. The r blends are hiding in the story. Can you find them?
Have the children select turns in finding the r blend words in the story.
Time to Teach:
Introduce the word say and ask if say have a r blend?
Ask to say all the sounds they hear in the word say. /s/ /ay/
Discuss that when a vowel say its own name it therefore has a long sound.
Ask the pupils to name the vowels then ask what will /a/ make if it is long, and so for the other vowels.
Some of the target words are table, like, eat, no, use. Use cluse as we sit around to have breakfast, it has a long /a/.
Long i: Mom or dad cook this at home to eat with stew
Long e: We do this to food
Long o: we use these to talk to people near or far
Long u: you cook food with it to give your food flavour.
Identify target words by asking the pupils to say the sounds they hear in given words and the letter associated with
those words.
Say us family
Thanks drink milk
Let sit like
After going through the words ask the pupils to use them to create oral sentences.
Model read the anchor text and discuss the importance of the punctuation marks in the sentences like the full stop
and the comma.
Allow children to read the text in their groups.
Ask questions that the children may respond orally.
Questions:
When do we say thank you?
Why do we say thank you?
To whom are the family saying thanks to?
If the family is drinking milk ,what meal are they taking?
Do you think Skippy likes milk? Why/why not?
What does Skippy like to eat?
Hook/Anchor Text:
Time to Practice(15-45 minutes, depending on subject’s scheduled time):

Each child will find a partner, and together they will read the passage aloud.
Time to Reflect and Share- Learners(3-5 minutes)

-learners will take turns sharing their understanding of the concept with their peers.
-learners will answer questions based on lesson concepts
How does the lesson integrate with other subjects?
HFLE- Family spend time together
Social Studies: Religious beliefs: The family prays
Grammar- Punctuation: Comma and Full stop
Resources used in the lesson: Technology used in the lesson
Resources: Technology:
story sheet, chalkboard
Text Book
How does the lesson include student contexts?

Pupils spend time with their family, eating, playing and praying. Pupils must understand and appreciate the importance of
such activities.
What is your final reflection on the lesson?(Reflective Practice)
Grade: One Vitis Subject: Science
Strand: Structure, Function and Information Processing
Use materials to design a solution to human problem by mimicking how plants and animals use their external parts to
help them survive grow and meet their needs

Knowledge:- Identify plants and animals in the environment
Demonstrate an understanding of the term external feature
State the function of the external parts of the animal
Skills: Locate and name external parts of plants humans and other animals
Observe external features of animals
Value: Work respectfully with others in exploring the external parts of the animal
Planning for the diverse learner(s) in this lesson

Some pupils will draw the animal using the particular body part.
Observing the pupils responses to questions and task will determine whether or not the concept was grasped
Introduce the lesson with a song about external body parts. The Animal Parts SONG | Science for Kids | Grades K-2
Pause the video and have the pupils identify the animals in the video and what they are doing.
Discuss the word external as being on the outside that you can touch and see.
Ask pupils to identify external body parts on their body.
Time to teach(10-15 minutes depending on the subject’s scheduled time)
Mount a picture of a blank labelled bird on the chalkboard.
Ask the pupils if they think the bird has external body parts that they can name
Invite children to point to the picture and name the parts of the bird.
In the discussion pupils will state the function of the wings, feet, beak, tail, etc, pupils will also name other animals that
have beak, swings and tails.
Time to Practice(15-45 minutes, depending on subject’s scheduled time)
Guide through the written aspect of the work.
Have pupils share their responses to the tasks given
How does the lesson integrate with objects?
Vocabulary : Words and meaning:
HFLE: Showing interest in keeping your environment safe space for animals too

Task sheets word cards Laptop Video

Pupils can find practical solutions to problems in their environment

Grade: One Vitis Subject: Mathematics
Strand: Number and Operation ,

Using symbols for addition and subtraction as a way to record calculation done through stories building and drawing.

Knowledge: compute fluently with quantities to twenty
Skills: count and combine objects into different groups

Values: appreciate a simpler method to count large quantities

Pupils will represent numbers through drawing.
Observation checklist to see if pupils have certain skills and can follow instructions.
Yes No Remarks
Can each count to 20
independently
Can each child identify numbers
to 20
Does each child follow the
instructions given
Question and answer

Pupils will:
listen to a counting song/video
count along with the song while dancing or doing action
ask question about the song like what numbers they notice were not being called
discuss counting in 2’s
Mound numbers chart on the wall and explain counting in 2’s and what the process entails
Engage the children in counting in two’s
Have pupils involved in activities that allow them to identify numbers from 1 to 20 by counting in 2’s
Guide /monitor pupils’ responses to activities

Have pupils share their responses to activities done and say what they have learnt

Social Studies_ Working together ni groups
Language Arts_ words and meaning
Art: Illustrstions

Concrete materials Video
Worksheets
Counters

Students count money, snacks and other things in quaitaties
Grade: One Vitis Subject: Reading
Strand:
Knowledge: Skills: Values:

Grade: One Vitis Subject: Beyond Core
Strand: Speaking and Listening
To develop an understanding of the structure of spoken language
Identify capital letters Write capital letters for proper nouns Understand that names are special

The children who have difficulties in identifying letters will watch a video that discriminate between upper- and lower-
case letters, for each letter in the alphabet. They will also practice writing uppercase letters.
Through question and answers, it will determine whether children understand how to use capital letters.

Pupils will look at the video and listen to the story.
Capital Letters for Kids | Grammar for 1st Grade | Kids Academy - YouTube

Ask the children to identify common nouns.
Ask the children to give special names to the common nouns they named.
Discuss proper noun and how it is used.
Ask pupils to distinguish whether it is a proper or common noun
Task 1
Task 2 Task 3
-Share out the task sheets and explain to each group the task at hand
-Circulate and offer support as needed. Ask learners to put a thumbs up if they are getting through or thumbs down if they
are not getting through. Go to those with thumbs down and offer help
-Clap hands and pull the class together and discuss what you would have observed
-Make comments and record observations and conversations on the charts for formative assessment.
-learners will take turns sharing their understanding of the concept with their peers.
-learners will answer questions based on lesson concepts
HFLE-Self Image, Bravery
Vocabulary _ Words and meaning-brook, braces, both
Grammar_ Propositions- across, Adverbs- bravely , Adjectives-brown, brave, broken
Resources: Technology:
story sheet, task sheet chalkboard, laptop, video
Video Link: Proper Nouns for Kids - Bing

video

-Pupils have name that distinguish them from others, they ought to know their name is special and when writing they must
always capitalize their name.
Grade: One Vitis Subject: Social Studies
Strand:


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Lesson Plan: 8th Wednesday 2023

Grade: One Vitis Subject: Literacy Hour

Planning for the diverse learner(s) in this lesson:

Components of the lesson: Prompter/Hook/Anchor(3-5minutes)

Time to Practice(15-45 minutes, depending on subject’s scheduled time):

Time to Reflect and Share- Learners(3-5 minutes)

Resources used in the lesson: Technology used in the lesson

How does the lesson include student contexts?

What are the Specific Learning Outcomes?

Planning for the diverse learner(s) in this lesson

Components of the lesson: Prompter/Hook/Anchor(3-5minutes)

Resources used in the lesson: Technology used in the lesson

How does the lesson include student contexts?

What is your final reflection on the lesson?(Reflective Practice)

What is the purpose of the lesson?

What are the Specific Learning Outcomes?

Skills: count and combine objects into different groups

Planning for the diverse learner(s) in this lesson

Question and answer

Components of the lesson: Prompter/Hook/Anchor(3-5minutes)

Time to Reflect and Share- Learners(3-5 minutes)

How does the lesson integrate with other subjects?

Resources used in the lesson: Technology used in the lesson

How does the lesson include student contexts?

Planning for the diverse learner(s) in this lesson

Planning for the diverse learner(s) in this lesson

Components of the lesson: Prompter/Hook/Anchor(3-5minutes)

Time to teach(10-15 minutes depending on the subject’s scheduled time)

Video Link: Proper Nouns for Kids - Bing

How does the lesson include student contexts?

Planning for the diverse learner(s) in this lesson

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