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Lesson 15: Letter Ooسبق 15:

Daily Lesson Planروزانہ سبق منصوبہ

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Daily Lesson Plan -- Lesson 15

Letter Oo

Subject: English | Class: Nursery | Series: Skillford

Overview

This lesson introduces the letter "Oo". Learners look at the big capital "O" and small "o", say the sound /o/, and meet an octopus chef chopping an onion in a kitchen. They name the labelled pictures, orange and ox, and the picture words octopus and onion. On the second day they trace and write "Oo", capital first and then small, and circle the pictures that begin with /o/: the orange and the octopus. All talk is oral and playful. Learners are not expected to read the words on their own.

Learning Outcomes (from textbook)

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

Key Vocabulary

  • orange
  • ox
  • octopus
  • onion

Speech-Bubble Sentence

  • "An octopus is chopping an onion."

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 41
  • A real orange
  • A tablet or screen for a short video clip of an octopus moving across the sea floor
  • Orange playdough
  • Picture cards (or the book pictures) of orange, ox, octopus, onion

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Draw a big "O" in the air with your finger and ask learners to copy you
  • Say the short sound /o/ as in octopus and ox, with the mouth in a round shape
  • Ask learners to make a round "O" with their mouths and say /o/ /o/ with you three times

Meet the Letter (4 minutes)

  • Open page 41 and point to the big white "O" and the yellow "o"
  • Say: "This is capital O. This is small o." Learners point and repeat
  • Show that both are round; the capital is big and the small one is little
  • Learners make a big "O" with both arms, then a small "o" with finger and thumb

Look and Say (8 minutes)

  • Point to the octopus in the chef's hat and say "octopus". Learners repeat
  • Point to the onion on the chopping board and say "onion". Learners repeat
  • Read the sentence in the red box aloud: "An octopus is chopping an onion." Learners echo it and make a chopping action
  • Point to the two labelled pictures and say each word; learners repeat twice:
    • orange
    • ox
  • Say: "Octopus, ox and orange start with the /o/ sound. Onion starts with the letter O too."
  • Play "Point to it": say a word, learners point to the right picture in their book

Science: Smell the Orange (4 minutes)

  • Peel an orange in front of the class
  • Pass a segment to each learner and ask: "What does it smell like?"
  • Say together: "orange, /o/ /o/ orange"

Technology: Octopus on the Move (3 minutes)

  • Play a short clip of an octopus moving across the sea floor
  • Count its arms together as it goes

Engineering: Playdough Orange (3 minutes)

  • Give out orange playdough and roll a ball
  • Press a dent in the top where the stalk would sit
  • Learners hold up their oranges and say "orange"

Maths: Octopus Arms (2 minutes)

  • Count the octopus's arms in the picture together
  • Then ask: "How many are left if two are hidden?" Learners hide two fingers and count what is left
  • Tip: the octopus on page 42 shows all eight arms clearly if the kitchen picture is hard to count

Wrap-Up (1 minute)

  • Ask: "What sound does octopus start with?" Learners say /o/
  • Draw "O" and "o" 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 /o/ without help

Day 2: Trace and Write (30 minutes)

Materials

  • Textbook pages 41-42
  • Pencils
  • Crayons (orange, green)
  • A real orange and an apple (optional)

Warm-Up (5 minutes)

  • Show page 41 again. Point and say: octopus, onion, orange, ox
  • Say the sentence together: "An octopus is chopping an onion."
  • Sing the /o/ sound: "o, o, octopus; o, o, ox"

Finger Tracing (5 minutes)

  • Open page 42 and point to the big outlined "O" and "o"
  • Show the stroke: start at the top, curve round to the left, all the way down and round, and back up to the top to close the circle
  • The small "o" is the same shape, but small; it starts at the middle line
  • Learners run a finger along "O" first, then "o"

Trace and Write (8 minutes)

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

Circle the /o/ Pictures (7 minutes)

  • Read the instruction aloud: "Circle the pictures that begin with the sound /o/."
  • Point to each picture and say its name; learners repeat:
    • orange
    • apple
    • octopus
    • strawberry
  • For each one ask: "Does it start with /o/?"
  • Learners circle the orange and the octopus

Arts: Colour the Orange (4 minutes)

  • Colour the orange at the top of page 42: orange for the fruit and green for the leaf
  • As they work, ask: "What is this?" Learners say "orange"

Wrap-Up (1 minute)

  • Ask each learner to name one /o/ word
  • Draw "O" and "o" 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 "Oo" on the board with a marker

Teaching Tips (from textbook)

  • Guide learners to trace and write Oo, starting with a capital letter first, followed by a small letter.
  • Use the STEAM strip on page 41 for the Science, Technology, Engineering, Arts and Maths activities.
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