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Lesson 16: Letter Ppسبق 16:

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Daily Lesson Plan -- Lesson 16

Letter Pp

Subject: English | Class: Nursery | Series: Skillford

Overview

This lesson introduces the letter "Pp". Learners look at the big capital "P" and small "p", say the sound /p/, and meet a peacock and a panda with a giant peach in a garden. They name the labelled pictures, parrot and pen, and the picture words peacock, panda and peach. On the second day they trace and write "Pp", capital first and then small, and tick the pictures that begin with /p/: the pumpkin and the panda. All talk is oral and playful. Learners are not expected to read the words on their own.

Learning Outcomes (from textbook)

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

Key Vocabulary

  • parrot
  • pen
  • peacock
  • panda
  • peach
  • pumpkin

Speech-Bubble Sentence

  • "A peacock and a panda are eating a peach."

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 43
  • A real peacock feather
  • A printer connected to a computer
  • Playdough and a plastic cup
  • Half a potato, red and blue paint, paper
  • Picture cards (or the book pictures) of parrot, pen, peacock, panda, peach

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Draw a big "P" in the air with your finger and ask learners to copy you
  • Say the sound /p/ as a little puff of air: hold a hand in front of your mouth and feel the "p"
  • Ask learners to say /p/ /p/ with you three times and feel the puff

Meet the Letter (4 minutes)

  • Open page 43 and point to the big white "P" and the yellow "p"
  • Say: "This is capital P. This is small p." Learners point and repeat
  • Show that the small "p" has a tail that goes down below the line

Look and Say (8 minutes)

  • Point to the peacock and say "peacock". Learners repeat
  • Point to the panda and say "panda". Learners repeat
  • Point to the giant peach and say "peach". Learners repeat
  • Read the sentence in the red box aloud: "A peacock and a panda are eating a peach." Learners echo it, a few words at a time
  • Point to the two labelled pictures and say each word; learners repeat twice:
    • parrot
    • pen
  • Play "Point to it": say a word, learners point to the right picture in their book

Science: Floating Feather (4 minutes)

  • Pass around a real peacock feather
  • Let every learner stroke it
  • Then blow on it and watch it slowly fall
  • Say together: "peacock, /p/ /p/ peacock"

Technology: Watch It Print (3 minutes)

  • Print one page in front of the class
  • Let learners watch it come out and say what has changed

Engineering: Playdough Pastry (3 minutes)

  • Give out playdough and press it flat
  • Cut out circles using a cup, then fold each one into a pastry
  • Say: "pastry starts with /p/!"

Maths: Potato Pattern (2 minutes)

  • Print a pattern using a potato cut in half: red, blue, red, blue
  • Ask learners: "What colour comes next?"

Wrap-Up (1 minute)

  • Ask: "What sound does panda start with?" Learners say /p/
  • Draw "P" and "p" 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 /p/ without help

Day 2: Trace and Write (30 minutes)

Materials

  • Textbook pages 43-44
  • Pencils
  • Crayons (blue, green)
  • A small pumpkin or a pumpkin picture card (optional)

Warm-Up (5 minutes)

  • Show page 43 again. Point and say: peacock, panda, peach, parrot, pen
  • Say the sentence together: "A peacock and a panda are eating a peach."
  • Sing the /p/ sound: "p, p, panda; p, p, peach"

Finger Tracing (5 minutes)

  • Open page 44 and point to the big outlined "P" and "p"
  • Show the capital stroke: start at the top, go straight down; go back to the top, then curve round to the middle like a half circle
  • Show the small stroke: start at the middle line, go straight down below the line to make a tail; go back up, then curve round to the right and back
  • Learners run a finger along "P" first, then "p"

Trace and Write (8 minutes)

  • Hand out pencils and check the grip
  • Row 1: point to the solid "Pp" model, then trace each dotted "Pp" together
  • Row 2: learners trace the dotted "Pp" letters, capital first, then small
  • Row 3: learners try to write "Pp" on their own on the empty lines, with your hand over their hand if needed
  • Remind learners that the tail of small "p" goes below the line
  • Praise every try: "Perfect P!"

Tick the /p/ Pictures (7 minutes)

  • Read the instruction aloud: "Tick the pictures that begin with the sound /p/."
  • Point to each picture and say its name; learners repeat:
    • pumpkin
    • sun
    • turtle
    • panda
  • For each one ask: "Does it start with /p/?"
  • Show how to make a tick in the small box
  • Learners tick the pumpkin and the panda

Arts: Colour the Peacock (4 minutes)

  • Colour the peacock with crayons at the top of page 44
  • As they work, ask: "What is this?" Learners say "peacock"

Wrap-Up (1 minute)

  • Ask each learner to name one /p/ word
  • Draw "P" and "p" 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 "Pp" on the board with a marker

Teaching Tips (from textbook)

  • Guide learners to trace and write Pp, starting with a capital letter first, followed by a small letter.
  • Use the STEAM strip on page 43 for the Science, Technology, Engineering, Arts and Maths activities.
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