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Lesson 13: Letter Mmسبق 13:

Daily Lesson Planروزانہ سبق منصوبہ

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Daily Lesson Plan -- Lesson 13

Letter Mm

Subject: English | Class: Nursery | Series: Skillford

Overview

This lesson introduces the letter "Mm". Learners look at the big capital "M" and small "m", say the sound /m/, and meet a little monkey eating a mango in front of a mirror. They name the labelled pictures, mug and moon, and the picture words monkey, mango and mirror. On the second day they trace and write "Mm", capital first and then small, and circle the pictures that begin with /m/: mask and melon. All talk is oral and playful. Learners are not expected to read the words on their own.

Learning Outcomes (from textbook)

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

Key Vocabulary

  • mug
  • moon
  • monkey
  • mango
  • mirror
  • mask
  • melon

Speech-Bubble Sentence

  • "The monkey is eating a mango in front of the mirror."

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 37
  • A small hand mirror
  • A mobile phone for recording
  • Playdough
  • A bag of marbles (adult supervision at all times)
  • Picture cards (or the book pictures) of mug, moon, monkey, mango, mirror

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Draw a big "M" in the air with your finger and ask learners to copy you
  • Say the sound /m/ with lips pressed together, like "mmm" when food is tasty
  • Rub tummies and say "mmm" together three times

Meet the Letter (4 minutes)

  • Open page 37 and point to the big white "M" and the yellow "m"
  • Say: "This is capital M. This is small m." Learners point and repeat
  • Ask learners to press their lips together and say /m/ /m/

Look and Say (8 minutes)

  • Point to the monkey and say "monkey". Learners repeat
  • Point to the mango in the monkey's hands and say "mango". Learners repeat
  • Point to the big carved mirror and say "mirror". Learners repeat
  • Read the sentence in the red box aloud: "The monkey is eating a mango in front of the mirror." Learners echo it, a few words at a time
  • Point to the two labelled pictures and say each word; learners repeat twice:
    • mug
    • moon
  • Play "Point to it": say a word, learners point to the right picture in their book

Science: Mirror, Mirror (4 minutes)

  • Hold a mirror up to each learner in turn
  • Ask them to point to their own eyes, nose and mouth
  • Say: "Mirror starts with /m/. Mouth starts with /m/ too!"

Technology: Hear Our /m/ (3 minutes)

  • Record the class saying /m/ on a mobile phone
  • Play it back and ask: "Whose voice can you hear?"

Engineering: Playdough Moon (3 minutes)

  • Give out playdough and make a moon: roll a round ball first, then press one side into a curve
  • Learners hold up their moons and say "moon, /m/ /m/ moon"

Maths: Marble Pairs (2 minutes)

  • Tip out a bag of marbles on a tray in the middle of the circle
  • Count them into pairs together, then say how many pairs there are
  • Keep the marbles on the tray and collect them all straight after the game

Wrap-Up (1 minute)

  • Ask: "What sound does monkey start with?" Learners say /m/
  • Draw "M" and "m" 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 things that begin with /m/ without help

Day 2: Trace and Write (30 minutes)

Materials

  • Textbook pages 37-38
  • Pencils
  • Crayons (brown, black, yellow)
  • A real melon or a melon picture card (optional)

Warm-Up (5 minutes)

  • Show page 37 again. Point and say: monkey, mango, mirror, mug, moon
  • Say the sentence together: "The monkey is eating a mango in front of the mirror."
  • Sing the /m/ sound: "m, m, monkey; m, m, moon"

Finger Tracing (5 minutes)

  • Open page 38 and point to the big outlined "M" and "m"
  • Show the capital stroke: start at the top, go straight down; go back to the top, slant down to the middle, slant back up, then go straight down
  • Show the small stroke: start at the middle, go straight down; go back up, make a hump and go down; make a second hump and go down
  • Learners run a finger along "M" first, then "m"

Trace and Write (8 minutes)

  • Hand out pencils and check the grip
  • Row 1: point to the solid "Mm" model, then trace each dotted "Mm" together
  • Row 2: learners trace the dotted "Mm" letters, capital first, then small
  • Row 3: learners try to write "Mm" on their own on the empty lines, with your hand over their hand if needed
  • Praise every try: "Two lovely humps on your m!"

Circle the /m/ Pictures (7 minutes)

  • Read the instruction aloud: "Circle the pictures that begin with the sound /m/."
  • Point to each picture and say its name; learners repeat:
    • mask
    • tree
    • rabbit
    • melon
  • For each one ask: "Does it start with /m/?"
  • Learners circle the mask and the melon

Arts: Colour the Monkey (4 minutes)

  • Colour the monkey hanging from a branch at the top of page 38
  • As they work, ask: "Who is this?" Learners say "monkey"

Wrap-Up (1 minute)

  • Ask each learner to name one /m/ word
  • Draw "M" and "m" in the air one last time

Differentiation

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

Teaching Tips (from textbook)

  • Guide learners to trace and write Mm, starting with a capital letter first, followed by a small letter.
  • Use the STEAM strip on page 37 for the Science, Technology, Engineering, Arts and Maths activities.
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