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Lesson 16: Letter Ppسبق 16:

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Daily Lesson Plan -- Lesson 16

Letter Pp

Subject: English | Class: Playgroup | Series: Leeds

Overview

This lesson introduces the letter "Pp". Learners look at an autumn garden on page 18 with a green parrot on a branch, a colourful peacock, a panda holding a green stick and a peach cut in half. They say the chant "p / p / peach", "p / p / panda", "p / p / parrot" and the rhyme line "p / p / peacock is emperor of colours". On the second day they find big P and small p, draw the letter in the air and trace it. All talk is oral and playful. Learners are not expected to read or write words.

Learning Outcomes (from the Lesson Planner, page 2)

  • Introduction to Pp
  • Recognition of P used in different words

Key Vocabulary

  • peach
  • panda
  • parrot
  • peacock

Chant and Rhyme Line (page 18)

  • "p / p / peach"
  • "p / p / panda"
  • "p / p / parrot"
  • "p / p / peacock is emperor of colours"

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 18
  • A real peach (if in season) or the book picture
  • Picture cards (or the book pictures) of peach, panda, parrot, peacock
  • Letter cards: P, p and two other letters

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Draw a big "P" in the air with your finger and ask learners to copy you
  • Say the sound /p/: press the lips together and let a little puff of air pop out
  • Learners hold a hand in front of their mouths, say /p/ three times and feel the puff

Peach Pass (5 minutes)

  • Pass a real peach (or the book) around the group
  • Let every learner touch it and say "peach"
  • Ask each learner: "What colour is it?" and accept "orange" or "yellow"
  • Say together: "p / p / peach"

Look and Say (10 minutes)

  • Open page 18 and point to the big red "Pp"
  • Point to big P and say "big P". Point to small p and say "small p"
  • Point to each picture and say its label. Learners repeat twice:
    • parrot (the green bird on the branch)
    • peacock (the bird with the colourful tail)
    • panda (the black and white animal)
    • peach (the fruit at the bottom)
  • Play "Point to it": say a word, learners point to the right picture in their book

Chant Time (5 minutes)

  • Point to the chant box at the top of the page
  • Say each line slowly and clap on each "p": "p / p / peach", "p / p / panda", "p / p / parrot"
  • Learners echo each line, first softly, then loudly
  • Say the chant two more times together

Act It Out (4 minutes)

  • Learners flap their arms like the parrot and say "parrot"
  • Then they sit and pretend to munch like the panda and say "panda"
  • Finish by spreading their fingers wide like the peacock's tail and saying "peacock"

Wrap-Up (1 minute)

  • Point to the panda and ask: "What does panda start with?" Learners say /p/
  • Wave goodbye to the panda: "Bye-bye, panda!"

Differentiation

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

Day 2: Rhyme Line and Letter Shape (30 minutes)

Materials

  • Textbook page 18
  • Letter cards with P and p mixed with other letters
  • Crayons and pencils
  • A sheet with dotted P and p rows (or the worksheet)

Warm-Up (5 minutes)

  • Show page 18 again. Point and say: peach, panda, parrot, peacock
  • Say the chant together: "p / p / peach", "p / p / panda", "p / p / parrot"

Rhyme Line (5 minutes)

  • Point to the peacock and read the rhyme line: "p / p / peacock is emperor of colours"
  • Explain simply: the peacock has the most colourful feathers, like a king of colours
  • Learners echo the line in a sing-song voice
  • Ask: "What colours can you see on the peacock?" Learners point and name them

Big P, Small p (4 minutes)

  • Lay out the letter cards
  • Ask: "Where is big P?" and "Where is small p?" Learners point
  • Show that small p has a tail that goes down below the line

Air and Finger Tracing (6 minutes)

  • Big P: start at the top, go straight down, go back up to the top, then curve round to the middle
  • Small p: start in the middle, go straight down below the line, go back up, then curve round
  • Learners draw both in the air, then run a finger along the big red "Pp" on page 18

Trace and Write (8 minutes)

  • Hand out pencils and check the grip (pinch the pencil, rest it on the middle finger)
  • Work through the dotted rows one line at a time
  • Row 1: trace big P, starting at the top
  • Row 2: trace small p, starting in the middle
  • Praise every try: "Lovely p!"

Wrap-Up (2 minutes)

  • Draw "P" in the air one last time and say /p/
  • Say the rhyme line together: "p / p / peacock is emperor of colours"

Differentiation

  • Support: Use a thick crayon for tracing; hold the learner's hand for the first row
  • Extension: Let confident learners trace a big "P" on the board with a marker

Teaching Tips

  • Feeling the puff of air for /p/ helps learners hear the sound clearly
  • Parrot and peacock are both birds; ask learners to point to the two birds on the page
  • Keep the chant rhythm steady with claps so learners remember the order
  • Learners only point and say; they do not read the labels
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