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Lesson 17: Letter Qqسبق 17:

Daily Lesson Planروزانہ سبق منصوبہ

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Daily Lesson Plan -- Lesson 17

Letter Qq

Subject: English | Class: Playgroup | Series: Leeds

Overview

This lesson introduces the letter "Qq". Learners look at a castle picture on page 19 with a queen in a pink dress holding a quill, a colourful quail and a quiver full of arrows leaning on a tree. They say the chant "q / q / quail", "q / q / quiver", "q / q / quill" and the rhyme line "q / q / queen has a quill". On the second day they find big Q and small q, 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 Qq
  • Recognition of Q used in different words

Key Vocabulary

  • quail
  • quiver
  • quill
  • queen

Chant and Rhyme Line (page 19)

  • "q / q / quail"
  • "q / q / quiver"
  • "q / q / quill"
  • "q / q / queen has a quill"

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 19
  • A large feather to show what a quill looks like
  • Picture cards (or the book pictures) of quail, quiver, quill, queen
  • Letter cards: Q, q 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 "Q" in the air with your finger and ask learners to copy you
  • Say the sound /kw/ as in queen, with rounded lips
  • Ask learners to say /kw/ with you three times, like a little duck

Feather Pass (5 minutes)

  • Pass a large feather around the group
  • Tell learners: "Long ago, people wrote with a feather pen. It is called a quill."
  • Each learner pretends to write in the air with the feather and says "quill"
  • Say together: "q / q / quill"

Look and Say (10 minutes)

  • Open page 19 and point to the big red "Qq"
  • Point to big Q and say "big Q". Point to small q and say "small q"
  • Point to each picture and say its label. Learners repeat twice:
    • queen (the lady in the pink dress with a crown)
    • quill (the feather pen in the queen's hand)
    • quail (the round bird at the front)
    • quiver (the bag of arrows by the tree)
  • 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 "q": "q / q / quail", "q / q / quiver", "q / q / quill"
  • Learners echo each line, first softly, then loudly
  • Say the chant two more times together

Act It Out (4 minutes)

  • Learners stand tall and wave like the queen and say "queen"
  • Then they pretend to pull an arrow from a quiver on their back and say "quiver"
  • Finish by hopping like the little quail and saying "quail"

Wrap-Up (1 minute)

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

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 19
  • Letter cards with Q and q mixed with other letters
  • Crayons and pencils
  • A sheet with dotted Q and q rows (or the worksheet)

Warm-Up (5 minutes)

  • Show page 19 again. Point and say: quail, quiver, quill, queen
  • Say the chant together: "q / q / quail", "q / q / quiver", "q / q / quill"

Rhyme Line (5 minutes)

  • Point to the queen and read the rhyme line: "q / q / queen has a quill"
  • Learners echo it in a royal, proud voice
  • Ask: "What does the queen have in her hand?" Learners say "a quill"

Big Q, Small q (4 minutes)

  • Lay out the letter cards, including O and p
  • Ask: "Where is big Q?" and "Where is small q?" Learners point
  • Show that big Q looks like O with a little tail, and small q has a tail that goes down below the line

Air and Finger Tracing (6 minutes)

  • Big Q: start at the top, curve round to the left and close it like O, then add a little tail across the bottom
  • Small q: start at the top, curve round to the left like a ball, go back up, then go straight down below the line
  • Learners draw both in the air, then run a finger along the big red "Qq" on page 19

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 Q, starting at the top
  • Row 2: trace small q, starting at the top
  • Praise every try: "Lovely Q!"

Wrap-Up (2 minutes)

  • Draw "Q" in the air one last time and say /kw/
  • Say the rhyme line together: "q / q / queen has a quill"

Differentiation

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

Teaching Tips

  • In every word on page 19, q is followed by u: quail, quiver, quill, queen. Together they make the /kw/ sound
  • Learners often mix up q and p; point out that small q has its round part on the left and small p has it on the right
  • 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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