Daily Lesson Plan -- Lesson 7

Letter Gg

Subject: English | Class: Nursery | Series: Leeds

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Overview

This lesson introduces the letter "Gg". Learners look at the big capital "G" and small "g", say the sound /g/, and name four pictures that begin with "G": grasshopper, giraffe, grapes and galah. On the second day they answer the Do You Know question about a fruit that begins with "G" and join the /g/ things (goat, grapes) to the letter "G", leaving out the frog and the ant. All talk is oral and playful. Learners are not expected to read or write words.

Learning Outcomes (from textbook)

• Recognise the capital letter "G" and the small letter "g"
• Say the sound /g/
• Name things that begin with the letter "G"
• Join things that begin with /g/ to the letter "G"

Key Vocabulary

• grasshopper
• giraffe
• grapes
• galah

Do You Know

• "Which fruit begins with 'G'?" (grapes)

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Day 1: Look and Say (30 minutes)

Materials

• Textbook page 9
• A small bunch of grapes (check for allergies first)
• Picture cards (or the book pictures) of grasshopper, giraffe, grapes, galah
• Board and marker

Circle Time Warm-Up (5 minutes)

• Sit the learners in a circle and sing a hello song together
• Quickly revise: "What does A say? B? C? D? E? F?"
• Draw a big "G" in the air with your finger: start like a "C", then add a little shelf going in
• Say the sound /g/ from the back of the throat, short and quick. Learners copy

Meet the Letter (5 minutes)

• Open page 9 and point to the big red "Gg"
• Say: "This is big G. This is small g. Small g has a tail that hangs down." Learners point and repeat
• Point to the /g/ /g/ bubble and say it together
• Show that every word on the page starts with a pink "G"

Look and Say (10 minutes)

• Point to each picture and say the word; learners repeat twice:
  • grasshopper
  • giraffe
  • grapes
  • galah
• Talk about the pictures: the green grasshopper sits on a plant stem; the giraffe has a very long neck and brown patches; the grapes are green and grow in a bunch; the galah is a pink and grey bird
• Play "Point to it": say a word, learners point to the right picture

Move and Say (5 minutes)

• Grasshopper: learners hop on the spot
• Giraffe: learners stretch up tall with long necks
• Galah: learners flap their wings
• Grapes: learners pretend to pick grapes one by one
• Each time, say the word and the sound: "/g/ /g/ giraffe"

Wrap-Up (5 minutes)

• Share a grape with each learner. Each says "grapes" before eating
• Draw "G" in the air one last time

Differentiation

• Support: Let shy learners point to pictures instead of saying words; say the word with them
• Extension: Ask confident learners to name all four pictures without help

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Day 2: Do You Know and Join (30 minutes)

Materials

• Textbook page 9
• Pencils

Warm-Up (5 minutes)

• Show page 9 again. Point and say: grasshopper, giraffe, grapes, galah
• Sing: "g, g, grapes; g, g, giraffe"
• Draw "G" and "g" on the board; learners trace them in the air

Do You Know (5 minutes)

• Point to the boy in the hat and read his question aloud: "Which fruit begins with 'G'?"
• Ask: "Which picture on this page is a fruit?" Learners point to the grapes
• Say together: "Grapes are a fruit. Grapes start with G."
• Point out that the grapes in the activity are purple and the big grapes are green; both are grapes

Listen for /g/ (6 minutes)

• Say each word slowly. Learners stretch up like a giraffe when they hear /g/ at the start: goat, grapes, frog, ant, grasshopper
• Ask: "Does frog start with /g/?" (no, it starts with /f/)
• Ask: "Does ant start with /g/?" (no, it starts with /a/)

Join the Pictures (12 minutes)

• Read the instruction aloud, using the right letter: "Which of these things begin with the sound 'g'? Join them with the letter 'G'."
• Point to the pink "G" in the middle and say /g/ together
• Name the four small pictures together: frog, grapes, goat, ant
• Show how to draw a line from the dot next to a picture to the "G"
• Learners join the goat and the grapes to the "G"
• Ask: "Did you join the frog? The ant?" (no) "Why not?"

Wrap-Up (2 minutes)

• Ask each learner to name one thing they joined
• Say the four page words one last time together

Differentiation

• Support: Hold the learner's hand to draw the first line; say "goat, /g/" as you draw together
• Extension: Ask confident learners which letters frog and ant start with (F and A)

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Teaching Tips (from textbook)

• The /g/ /g/ bubble shows the sound of the letter; say it twice each time
• The first letter of every word is printed in pink to show the "G"
• The printed instruction on page 9 says the sound 'c' and the letter 'C'. This is a printing mistake; read it aloud as the sound 'g' and the letter 'G'
• Frog has a "g" at the end, not the start, so it is not joined