Lesson 19سبق 19All Lessonsتمام اسباق

Lesson 19: Letter Ssسبق 19:

Daily Lesson Planروزانہ سبق منصوبہ

روزانہ سبق منصوبہ

Daily Lesson Plan -- Lesson 19

Letter Ss

Subject: English | Class: Playgroup | Series: Leeds

Overview

This lesson introduces the letter "Ss". Learners look at a beach picnic on page 21 with a smiling green snail, a white seagull flying, a big red strawberry and a sandwich on a little wooden table. They say the chant "s / s / seagull", "s / s / strawberry", "s / s / sandwich" and the rhyme line "s / s / snail knows well haste makes waste". On the second day they find big S and small s, 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 Ss
  • Recognition of S used in different words

Key Vocabulary

  • seagull
  • strawberry
  • sandwich
  • snail

Chant and Rhyme Line (page 21)

  • "s / s / seagull"
  • "s / s / strawberry"
  • "s / s / sandwich"
  • "s / s / snail knows well haste makes waste"

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 21
  • A real strawberry
  • Picture cards (or the book pictures) of seagull, strawberry, sandwich, snail
  • Letter cards: S, s 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 "S" in the air with your finger and ask learners to copy you
  • Say the sound /s/ like a snake: "sss"
  • Ask learners to hiss /s/ with you three times, long and quiet

Strawberry Pass (5 minutes)

  • Pass a real strawberry around the group
  • Let every learner hold it and smell it
  • Ask each learner: "What colour is it?" and accept "red"
  • Point to the little seeds on the outside, just like the strawberry on page 21
  • Say together: "s / s / strawberry"

Look and Say (10 minutes)

  • Open page 21 and point to the big red "Ss"
  • Point to big S and say "big S". Point to small s and say "small s"
  • Point to each picture and say its label. Learners repeat twice:
    • snail (the green snail with a brown shell)
    • seagull (the white bird flying)
    • strawberry (the big red fruit)
    • sandwich (the food on the little table)
  • 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 "s": "s / s / seagull", "s / s / strawberry", "s / s / sandwich"
  • Learners echo each line, first softly, then loudly
  • Say the chant two more times together

Act It Out (4 minutes)

  • Learners spread their arms and fly like the seagull and say "seagull"
  • Then they pretend to take a big bite of a sandwich and say "sandwich"
  • Finish by moving very, very slowly like the snail and saying "snail"

Wrap-Up (1 minute)

  • Hold up the strawberry and ask: "What does strawberry start with?" Learners say /s/
  • Wave goodbye to the snail: "Bye-bye, snail!"

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 21
  • Letter cards with S and s mixed with other letters
  • Crayons and pencils
  • A sheet with dotted S and s rows (or the worksheet)

Warm-Up (5 minutes)

  • Show page 21 again. Point and say: seagull, strawberry, sandwich, snail
  • Say the chant together: "s / s / seagull", "s / s / strawberry", "s / s / sandwich"

Rhyme Line (5 minutes)

  • Point to the snail and read the rhyme line: "s / s / snail knows well haste makes waste"
  • Explain simply: the snail goes slowly and carefully. If we rush, we make mistakes
  • Learners echo the line slowly, in a snail voice
  • Ask: "Is the snail fast or slow?" Learners say "slow"

Big S, Small s (4 minutes)

  • Lay out the letter cards
  • Ask: "Where is big S?" and "Where is small s?" Learners point
  • Show that big S and small s are the same wiggly shape; one is big and one is small

Air and Finger Tracing (6 minutes)

  • Show the stroke: start at the top, curve round to the left, then curve back round to the right, like a wiggly snake
  • Learners draw a big S in the air, then a small s, hissing /s/ as they go
  • Learners run a finger along the big red "Ss" on page 21

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 S, starting at the top
  • Row 2: trace small s, starting at the top
  • Praise every try: "Lovely wiggly S!" Remind learners to go slowly, just like the snail

Wrap-Up (2 minutes)

  • Draw "S" in the air one last time and say /s/
  • Say the rhyme line together: "s / s / snail knows well haste makes waste"

Differentiation

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

Teaching Tips

  • The snail line is a good way to remind learners to trace slowly and carefully
  • "Haste" is a new word for little learners; say it means "rushing"
  • Keep the chant rhythm steady with claps so learners remember the order
  • Learners only point and say; they do not read the labels
Back to Lesson 19: Letter Ssسبق 19 پر واپس: