Lesson Plan- Language & Literacy

Teacher Iqra Nayyab Subject ENGLISH Topic Letter “q”

Class Details Date Timing

BOYS GIRLS Total

Sl.No: L. P. CRITERIA DETAILS

By the end of the topic, students will be able:
 To recognize the sound of letter “q” and to write letter
‘q’ with correct formation.
 To identify the use of sight word ‘here’
Purpose of learning: They help to form the basis of our
LEARNING language and communication for a lifetime. Learning the
1
OBJECTIVE alphabet as the foundation of our spoken language gives us
the advantage of knowing how letters and words are
pronounced, how to think in a language and how to spell in
that language.

 I can identify and recognize letter “q” with correct

2 SUCCESS CRITERIA
3 STARTER ACTIVITY
4 KEY WORDS
5 RESOURCES (used
in class)
formation
 I can identify the use of sight word ‘here’
Teacher will put few ‘q’ related objects under the table of the
students’ desk. Students will be told that if they find anything
under their table they will have to say ‘I found something
HERE under my table’.
Followed by few questions.
 Can you guess the picture?
 Can you identify and name the picture?
 Can you say the beginning letter of the picture?
 quail
 quilt
 squirrel
 quack quack
 queen
 quran park
 Smart board
 Power point presentation
 You tube videos
 Flash cards
  Pictures
The teacher stimulates students through questioning

INTRODUCTION OF techniques, and makes them understand what topic they

6
THE TOPIC are going to learn.
The Teacher shows the PPT and introduces the topic.
Level 1

With the help of PPT teacher explains the topic. Videos

will be shown to make them to understand the concept
clearer.

Level 2
Teacher engages her students with differentiated activities
and gives clear instructions to do the activities.

Students are divided into five groups and directed to do

the assigned activities.
PROGRESS OF THE
7 LESSON– Teacher moves to each table and explains about the
(EXTENDED WORK) activity. Individual attention will be given to the LA
students.
 Repeats the sound of letter “q”.
 Shows the students how to trace and write the small
letter “q” step by step by writing on the white board,
through PPT and videos
 Identify the pattern
 Trace the letter by using the finger.
 Write on the paper/white board.
 Sand tray.

Level 3
Extended activities: The students will be given an
additional worksheet to deepen their understanding.

8 DETAILS OF  Visual – Usage of modern technology for visuals such

as internet, Power point presentations, white board,
DIFFERENTIATION videos, online tools etc. This will satisfy the needs of
visual learners
 Auditory – Teacher’s explanation, oral answering of
the students, peer discussion, off screen class with eyes
closed etc. will help the auditory learners.
 Kinesthetic –Online interactive tools like quizizz.com
 and solving problems on whiteboard will be the
kinesthetic activity for satisfying such learners.
Group 1-Identify:

After students will complete the formation of letter ‘q’using

bottle caps, they will say ‘Here is my letter ‘q’.
Group 2 - applying:

After the students complete the puzzle they will have to

say “Here I fixed the puzzle”.
Group 3 –create:

After the students will complete the tower with flags they will
have to say : "Here is the tower I built for the queen's castle!"

Students will be shown images Quran Park, Qasar Al muwaiji

CROSS
9 CURRICULAR LINK
(My Identity)
 I understood the concept of

DETAILS OF Letter “q”

FORMATIVE I can identify the Letter “q”

10
ASSESSMENT I can name the objects
starting with Letter “q”.

Peer Assessment
At the end of lesson students are able to
LEARNING  Identify and recognize Letter “q” with correct
11
OUTCOME formation
 Identify the correct use of sight word ‘here’.
The students will be asked to
- Make their own quilt by joining different pieces of
fabric.

12 INNOVATION

13 CLOSURE Quiet Time Experiment:

Discuss the importance of quiet and sound.

Have a 'quiet time' where students close their eyes and

listen.

Introduce a sound (e.g., tapping a pencil) and ask them to

raise their hand when they hear it.

Discuss how some sounds are quiet and some are loud,
emphasizing the beginning sound of 'quiet'.

Teacher will use the sight word 'here' while asking the
students to listen for sounds ("Listen quietly, what sounds
do you hear here in the classroom?").

Say quack quack quack!

After the quiet experiment, students will be told that they

will have to make duck’s sound as they hear any word that
 starts with /q/.

NAME OF THE TEACHER

SIGNATURE
I understood the concept of Letter “Qq” and the
use of sight word ‘here’
I can identify the Letter “q” and the use of sight
word here

Peer Assessment
I understood the concept of Letter “Qq” and the
use of sight word ‘here’
I can identify the Letter “q” and the use of sight
word here

Peer Assessment

I understood the concept of Letter “Qq” and the

use of sight word ‘here’
I can identify the Letter “q” and the use of sight
word here

Peer Assessment

I understood the concept of Letter “Qq” and the

use of sight word ‘here’
I can identify the Letter “q” and the use of sight
word here

Peer Assessment

I understood the concept of Letter “Qq” and the

use of sight word ‘here’
I can identify the Letter “q” and the use of sight
word here

Peer Assessment