Daily Lesson Plan -- Lesson 12

Letter Ll

Subject: English | Class: Nursery | Series: Skillford

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Overview

This lesson introduces the letter "Ll". Learners look at the big capital "L" and small "l", say the sound /l/, and meet a little lamb sitting next to a glowing lamp and looking up at a wooden ladder. They name the pictures leaf and lemon. On the second day they trace and write "Ll", capital first and then small, circle the pictures that begin with /l/, and colour the lotus. Most talk is oral and playful; writing is limited to the tracing rows.

Learning Outcomes (from textbook)

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

Key Vocabulary

• leaf
• lemon
• lamb
• lamp
• ladder
• lotus

Speech-Bubble Sentence

• "The lamb sat next to a glowing lamp and looked up at the wooden ladder."

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Day 1: Look and Say (30 minutes)

Materials

• Textbook page 32
• Picture cards (or the book pictures) of leaf, lemon, lamb, lamp, ladder
• A real lemon
• A tablet or screen for a short clip of a ladybird on a leaf
• Green playdough and a few real leaves

Circle Time Warm-Up (5 minutes)

• Sit the learners in a circle and sing a hello song together
• Draw a big "L" in the air: straight down, then across along the bottom
• Say the sound /l/ as in lamb: the tip of the tongue touches behind the top teeth. Learners say /l/ /l/ /l/ with you
• Pass the real lemon round; each learner says "lemon, /l/"

Meet the Letter (4 minutes)

• Open page 32 and point to the big white "L" and yellow "l"
• Say: "This is big L. This is small l." Learners point and repeat
• Show that small "l" is one tall straight line

Look and Say (8 minutes)

• Point to the lamb and say "lamb". Learners repeat
• Point to the lamp: "lamp". Point to the ladder: "ladder". Learners repeat each word twice
• Read the sentence in the red box aloud: "The lamb sat next to a glowing lamp and looked up at the wooden ladder." Learners echo it in short parts
• Point to the two picture boxes and say each word; learners repeat twice:
  • leaf
  • lemon
• Play "Point to it": say a word, learners point to the right picture

Science: Leaf Line-Up (5 minutes)

• Collect leaves from the playground
• Lay them out from smallest to biggest and name their colours
• Say together: "leaf, /l/ /l/ leaf"

Technology: Ladybird Spots (3 minutes)

• Play a short clip of a ladybird crawling along a leaf
• Ask learners to count its spots
• Say: "ladybird, /l/; leaf, /l/"

Maths: Count the Rungs (2 minutes)

• Point to the ladder in the page 32 picture
• Count the rungs from bottom to top, then count them again from top to bottom

Wrap-Up (3 minutes)

• Ask: "What did the lamb look up at?" Learners say "the ladder"
• Draw "L" in the air one last time and say /l/

Differentiation

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

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Day 2: Trace and Write (30 minutes)

Materials

• Textbook pages 32-33
• Pencils and crayons (pink and green)
• Green playdough and real leaves

Warm-Up (4 minutes)

• Show page 32 again. Point and say: leaf, lemon, lamb, lamp, ladder
• Say the sentence together: "The lamb sat next to a glowing lamp and looked up at the wooden ladder."

Engineering: Leaf Prints (5 minutes)

• Give out green playdough and press real leaves into it
• Peel them off and look at the veins left behind
• Learners say "leaf" as they peel

Finger Tracing (3 minutes)

• Open page 33 and point to the big outlined "Ll"
• Show the strokes for capital "L": start at the top, go straight down, then go across along the bottom line
• Show the strokes for small "l": start at the top, go straight down with a tiny flick at the bottom
• Learners run a finger over the big "L" and then the big "l"

Trace and Write (8 minutes)

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

Circle the /l/ Pictures (5 minutes)

• Read the instruction aloud: "Circle the pictures that begin with the sound /l/."
• Point to each picture and name it together: lemon, star, drum, leaf
• Ask for each one: "Does it start with /l/?"
• Learners circle the lemon and the leaf

Arts: Colour the Lotus (4 minutes)

• Point to the flower at the top of page 33 and say: "This is a lotus."
• Learners colour the lotus with crayons. Ask: "What sound does lotus start with?" (/l/)

Wrap-Up (1 minute)

• Ask: "Which two pictures did you circle?" Learners say "lemon" and "leaf"
• Draw "Ll" in the air one last time

Differentiation

• Support: Hold the learner's hand for the first row; say "lemon, /l/" as you circle together
• Extension: Ask confident learners to say what star and drum start with

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Teaching Tips (from textbook)

• Guide learners to trace and write Ll, starting with a capital letter first, followed by a small letter
• Ll is the last letter in this group. Use the Let's Practise and Blend to Read pages (34-36) for revision of Ii, Jj, Kk and Ll