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Lesson 9: Letter Iiسبق 9:

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Daily Lesson Plan -- Lesson 9

Letter Ii

Subject: English | Class: Nursery | Series: Skillford

Overview

This lesson introduces the letter "Ii". Learners look at the big capital "I" and small "i", say the sound /i/, and meet an iguana who lives in an igloo and uses an inkpot to fill a pen. They name the pictures insect and injection. On the second day they trace and write "Ii", capital first and then small, write "i" in the gap to make six short words, and colour the ladybird. Most talk is oral and playful; writing is limited to the tracing rows and single letters.

Learning Outcomes (from textbook)

  • Point to 'Ii' and say the sound /i/.
  • Name three things that begin with the sound /i/.
  • Trace and write 'Ii', capital first, then small.

Key Vocabulary

  • insect
  • injection
  • iguana
  • igloo
  • inkpot

Speech-Bubble Sentence

  • "An iguana lives in the igloo and uses an inkpot to fill the pen."

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 26
  • Picture cards (or the book pictures) of insect, injection, iguana, igloo, inkpot
  • White building blocks
  • A glass of ice cubes and a phone or tablet to film it

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Draw a big "I" in the air: one line straight down, a short line across the top and a short line across the bottom
  • Draw a small "i" in the air: a short line down, then a dot on top
  • Say the sound /i/ quickly, as in insect. Learners say /i/ /i/ with you three times

Meet the Letter (4 minutes)

  • Open page 26 and point to the big white "I" and yellow "i"
  • Say: "This is big I. This is small i." Learners point and repeat
  • Ask: "What sound does it make?" Learners say /i/

Look and Say (8 minutes)

  • Point to the iguana and say "iguana". Learners repeat
  • Point to the igloo behind it: "igloo". Then the inkpot on the table: "inkpot". Learners repeat each one twice
  • Read the sentence in the red box aloud: "An iguana lives in the igloo and uses an inkpot to fill the pen." Learners echo it in short parts
  • Point to the two picture boxes and say each word; learners repeat twice:
    • insect
    • injection
  • Explain that an injection is what a doctor or nurse gives to keep us well
  • Play "Point to it": say a word, learners point to the right picture

Science: Insect Hunt (6 minutes)

  • Take the class outside and hunt for insects on bark, under leaves and in the grass
  • Look only; do not pick insects up
  • Count together how many kinds you find and say "insect, /i/ /i/ insect"

Technology: Melting Ice (3 minutes)

  • Stand a glass of ice cubes in the sun and film it
  • Play the clip back to show the ice melting
  • Ask: "Is the ice getting bigger or smaller?"

Engineering: Build an Igloo (3 minutes)

  • Give out white building blocks and build an igloo, curving the walls in as they go up
  • Learners point to their igloo and say "igloo, /i/"

Wrap-Up (1 minute)

  • Ask: "Who lives in the igloo?" Learners say "iguana"
  • Draw "I" and "i" in the air one last time and say /i/

Differentiation

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

Day 2: Trace and Write (30 minutes)

Materials

  • Textbook pages 26-27
  • Pencils and crayons (red and black)
  • Paper cones with one, two or three paper scoops of ice cream

Warm-Up (4 minutes)

  • Show page 26 again. Point and say: insect, injection, iguana, igloo, inkpot
  • Say the sentence together: "An iguana lives in the igloo and uses an inkpot to fill the pen."
  • Sing the sound: "/i/ /i/ insect; /i/ /i/ igloo"

Finger Tracing (4 minutes)

  • Open page 27 and point to the big outlined "Ii"
  • Show the strokes for capital "I": start at the top, go straight down, then draw a short line across the top and a short line across the bottom
  • Show the strokes for small "i": start at the middle line, go straight down with a tiny flick, then add the dot on top
  • Learners run a finger over the big "I" and then the big "i"

Trace and Write (8 minutes)

  • Hand out pencils and check the pinch grip
  • Point to the first "Ii" in row 1 and model it on the board
  • Row 1: trace the dotted "Ii" pairs, capital first, then small
  • Row 2: trace the dotted pairs again, slowly
  • Rows 3 and 4 (empty lines): learners write "Ii" on their own, with your hand over theirs if needed
  • Praise every try: "Lovely tall I! Don't forget the dot on small i!"

Write 'i' in the Gap (6 minutes)

  • Read the instruction aloud: "Write 'i' in the gap in each word."
  • Say each word slowly, pointing to the letters, and learners write "i" on the lines:
    • _nk (ink)
    • p_n (pin)
    • k_t (kit)
    • b_n (bin)
    • l_p (lip)
    • l_d (lid)
  • Say each finished word together. Learners hear /i/ in the middle

Arts: Colour the Insect (5 minutes)

  • Point to the ladybird at the top of page 27 and say: "A ladybird is an insect."
  • Learners colour the insect, for example a red body with black spots

Maths: Ice Cream Scoops (2 minutes)

  • Hand out paper cones containing one, two or three scoops of ice cream
  • Sort them into three piles and say which pile is the biggest

Wrap-Up (1 minute)

  • Ask: "What sound does insect start with?" Learners say /i/
  • Draw "Ii" in the air one last time

Differentiation

  • Support: Hold the learner's hand for the first row; let them write only the first three gap words
  • Extension: Ask confident learners to read the six finished words aloud

Teaching Tips (from textbook)

  • Guide learners to trace and write Ii, starting with a capital letter first, followed by a small letter
  • The STEAM activities use ice and ice cream for the igloo theme. These words begin with a different "i" sound, so use insect, iguana, igloo and inkpot as the /i/ examples
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