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Lesson 10: Letter Jjسبق 10:

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Daily Lesson Plan -- Lesson 10

Letter Jj

Subject: English | Class: Nursery | Series: Skillford

Overview

This lesson introduces the letter "Jj". Learners look at the big capital "J" and small "j", say the sound /j/, and meet a girl in a jacket who puts a jug of juice on a jeep. They name the pictures jet and joker. On the second day they trace and write "Jj", capital first and then small, circle the picture that begins with /j/, and colour the jug. Most talk is oral and playful; writing is limited to the tracing rows.

Learning Outcomes (from textbook)

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

Key Vocabulary

  • jet
  • joker
  • jacket
  • jug
  • juice
  • jeep

Speech-Bubble Sentence

  • "The girl wearing a jacket placed a jug full of juice on the jeep."

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 28
  • Picture cards (or the book pictures) of jet, joker, jacket, jug, juice, jeep
  • A big picture of a jungle
  • A tablet or screen for a short clip of a jet taking off
  • Lolly sticks and glue

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Draw a big "J" in the air: a short line across the top, then down and curve round to the left at the bottom
  • Say the sound /j/ as in jug. Learners say /j/ /j/ with you three times
  • Jump on the spot each time you say /j/

Meet the Letter (4 minutes)

  • Open page 28 and point to the big white "J" and yellow "j"
  • Say: "This is big J. This is small j." Learners point and repeat
  • Show that small "j" has a tail that goes below the line, and a dot on top

Look and Say (8 minutes)

  • Point to the girl's jacket: "jacket". Learners repeat
  • Point to the jug: "jug". Point to the juice inside it: "juice"
  • Point to the car: "jeep". Learners repeat each word twice
  • Read the sentence in the red box aloud: "The girl wearing a jacket placed a jug full of juice on the jeep." Learners echo it in short parts
  • Point to the two picture boxes and say each word; learners repeat twice:
    • jet
    • joker
  • Play "Point to it": say a word, learners point to the right picture

Science: Jungle Animals (4 minutes)

  • Pin up a big picture of a jungle
  • Let each learner point to one animal and name it
  • Say together: "jungle, /j/ /j/ jungle"

Technology: Jet Clip (4 minutes)

  • Play a short clip of a jet taking off
  • Ask learners what they can hear before they can see it
  • Learners stretch out their arms and fly like a jet, saying "jet"

Engineering: Lolly Stick J (4 minutes)

  • Give out lolly sticks and glue
  • Use them to make a "J": one long stick down, one short stick across the top, and one short curved stick at the bottom
  • Learners trace their stick "J" with a finger and say /j/

Wrap-Up (1 minute)

  • Ask: "What did the girl put on the jeep?" Learners say "a jug of juice"
  • Draw "J" in the air one last time

Differentiation

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

Day 2: Trace and Write (30 minutes)

Materials

  • Textbook pages 28-29
  • Pencils and crayons
  • Number cards (1 to 5)

Warm-Up (4 minutes)

  • Show page 28 again. Point and say: jet, joker, jacket, jug, juice, jeep
  • Say the sentence together: "The girl wearing a jacket placed a jug full of juice on the jeep."

Maths: Jump and Count (4 minutes)

  • Hold up a card with a number on it
  • Learners jump that many times, counting out loud as they go
  • Say: "jump, /j/ /j/ jump"

Finger Tracing (3 minutes)

  • Open page 29 and point to the big outlined "Jj"
  • Show the strokes for capital "J": start at the top, draw a short line across, then go down from the middle of it and curve round to the left at the bottom
  • Show the strokes for small "j": start at the middle line, go down below the line and curve to the left, then add the dot on top
  • Learners run a finger over the big "J" and then the big "j"

Trace and Write (8 minutes)

  • Hand out pencils and check the pinch grip
  • Point to the first "Jj" in row 1 and model it on the board
  • Row 1: trace the dotted "Jj" pairs, capital first, then small
  • Row 2: trace the dotted pairs again, slowly
  • Rows 3 and 4 (empty lines): learners write "Jj" on their own, with your hand over theirs if needed
  • Remind learners that the tail of small "j" goes below the line

Circle the /j/ Picture (5 minutes)

  • Read the instruction aloud: "Circle the pictures that begin with the sound /j/."
  • Point to each picture and name it together: ice cream, hut, ball, jeep
  • Ask for each one: "Does it start with /j/?"
  • Learners circle the jeep. Only the jeep begins with /j/

Arts: Colour the Jug (5 minutes)

  • Point to the jug at the top of page 29
  • Learners colour the jug. Ask: "What can we put in a jug?" (juice, water, milk)

Wrap-Up (1 minute)

  • Ask: "What sound does jug start with?" Learners say /j/
  • Draw "Jj" in the air one last time

Differentiation

  • Support: Hold the learner's hand for the first row; say "jeep, /j/" as you circle it together
  • Extension: Ask confident learners to say what each of the other three pictures starts with

Teaching Tips (from textbook)

  • Guide learners to trace and write Jj, starting with a capital letter first, followed by a small letter
  • In the circle activity only the jeep begins with /j/, even though the instruction says "pictures"
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