Lesson 23سبق 23All Lessonsتمام اسباق

Lesson 23: Letter Wwسبق 23:

Daily Lesson Planروزانہ سبق منصوبہ

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Daily Lesson Plan -- Lesson 23

Letter Ww

Subject: English | Class: Playgroup | Series: Leeds

Overview

This lesson introduces the letter "Ww". Learners look at a farm picture on page 25 with a well, golden wheat, a big watermelon and a wooden wheel. They say the four words, chant the letter box at the top of the page, and learn the rhyme line "w / w / wheel rolls round". On the second day they trace "W" and "w" in the air, on the board and with a pencil. All talk is oral and playful. Learners are not expected to read or write words.

Learning Outcomes

  • Recognise the capital letter "W" and the small letter "w"
  • Say the sound /w/
  • Name the pictures on page 25: well, wheat, watermelon, wheel
  • Say the chant and the rhyme line from the letter box
  • Trace "W" and "w" with the correct stroke

Key Vocabulary

  • well
  • wheat
  • watermelon
  • wheel

Chant (from textbook)

  • "w / w / well"
  • "w / w / wheat"
  • "w / w / watermelon"
  • "w / w / wheel rolls round"

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 25
  • Picture cards (or the book pictures) of well, wheat, watermelon, wheel
  • A toy wheel or a round lid that can roll
  • Letter cards W and w

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Hold up the letter cards "W" and "w". Say: "Big W, small w"
  • Say the sound /w/: make your lips small and round, then open them, "w"
  • Ask learners to make round lips and say /w/ with you three times

Look and Say (10 minutes)

  • Open page 25 and point to the big red "Ww"
  • Point to the well and say "well". Learners repeat
  • Point to the wheat and say "wheat". Learners repeat
  • Point to the watermelon and say "watermelon". Learners repeat
  • Point to the wheel and say "wheel". Learners repeat
  • Play "Point to it": say a word, learners point to the right picture in their book

Chant Time (6 minutes)

  • Point to the letter box at the top of the page
  • Say each line slowly and clap on each "w":
    • "w / w / well"
    • "w / w / wheat"
    • "w / w / watermelon"
  • Learners echo each line twice
  • Say the rhyme line together: "w / w / wheel rolls round". Learners roll their hands round and round

Rolling Wheel Game (5 minutes)

  • Roll the toy wheel or lid gently across the floor to a learner
  • The learner who catches it says "w / w / wheel rolls round" and rolls it on
  • Keep going until everyone has had a turn

Wrap-Up (4 minutes)

  • Ask: "What does wheel start with?" Learners say /w/
  • Ask: "Which picture can we eat?" Learners say "watermelon"
  • Wave goodbye to the well: "Bye-bye, well!"

Differentiation

  • Support: Let shy learners point to pictures instead of saying words; say the word with them
  • Extension: Ask confident learners to say the whole chant on their own

Day 2: Trace and Write (30 minutes)

Materials

  • Textbook page 25
  • Board and marker
  • Pencils and plain paper with dotted "W" and "w" rows
  • Crayons (green, red)

Warm-Up (5 minutes)

  • Show page 25 again. Point and say: well, wheat, watermelon, wheel
  • Say the chant together, clapping on each "w"
  • Say the rhyme line: "w / w / wheel rolls round"

Little Thinkers (4 minutes)

  • Ask: "Which picture is round?" Learners point to the wheel or the watermelon
  • Ask: "Which picture is green outside and red inside?" Learners point to the watermelon
  • Ask: "Which picture has a bucket?" Learners point to the well

Air and Board Tracing (6 minutes)

  • Draw a big "W" in the air: start at the top left, slant down, slant up, slant down, slant up
  • Learners copy you three times, saying "down, up, down, up"
  • Show that small "w" is the same shape, only smaller
  • Invite learners to trace a big "W" on the board with a finger

Trace and Write (8 minutes)

  • Hand out pencils and check the grip (pinch the pencil, rest it on the middle finger)
  • Row 1: trace the dotted capital "W", starting at the top
  • Row 2: trace the dotted small "w", starting at the top
  • Praise every try: "Lovely zig-zag w!"

Colour Time (6 minutes)

  • Give each learner a sheet with a watermelon slice outline
  • Learners colour the skin green and the inside red
  • As they work, ask: "What is this?" Learners say "watermelon"

Wrap-Up (1 minute)

  • Draw "w" in the air one last time and say /w/
  • Say the rhyme line one more time, rolling hands round

Differentiation

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

Teaching Tips

  • Keep lips round for /w/ so learners do not say /v/
  • "W" has four strokes: down, up, down, up. Count them aloud as you trace
  • Keep the chant rhythm the same every day so learners can join in quickly
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