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Lesson 17: Letter Qqسبق 17:

Daily Lesson Planروزانہ سبق منصوبہ

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Daily Lesson Plan -- Lesson 17

Letter Qq

Subject: English | Class: Nursery | Series: Skillford

Overview

This lesson introduces the letter "Qq". Learners meet the big capital "Q" and the small "q" and learn the sound /kw/, as in queen. They look at a picture of a queen writing with a quill while a quail watches, and name a quilt and a quiver. On the second day they trace and write "Qq", capital first, then small, and write "Qq" under the pictures that begin with /kw/. The letter "q" is almost always followed by "u" in words, so learners hear "qu" together as /kw/.

Learning Outcomes (from textbook)

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

Key Vocabulary

  • queen
  • quill
  • quail
  • quilt
  • quiver

Speech-Bubble Sentence

  • "The queen is writing with a quill."

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 48
  • A real quilt (or a thick patterned blanket)
  • A feather, to show what a quill looks like
  • Picture cards (or the book pictures) of queen, quill, quail, quilt, quiver
  • A computer or laptop keyboard

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Draw a big "Q" in the air: a big round circle, then a little tail at the bottom. Learners copy you
  • Say the sound /kw/ slowly, as in queen. Learners round their lips, then open them: /kw/ /kw/
  • Tell learners: "Q likes to hold hands with its friend u. Together they say /kw/."

Meet the Letter (5 minutes)

  • Open page 48 and point to the big white "Q" and the yellow "q"
  • Say: "This is big Q. This is small q." Learners point and repeat
  • Show that small "q" has a tail that goes down below the line
  • Read the Expected Learning Outcomes to yourself and tell learners: "Today we will say /kw/, find /kw/ things and write Qq."

Look and Say (8 minutes)

  • Point to the queen and say "queen". Learners repeat and pretend to wear a crown
  • Point to the feather pen in her hand and say "quill". Show the real feather and explain that long ago people wrote with a feather dipped in ink
  • Point to the bird and say "quail". Learners repeat
  • Read the sentence aloud: "The queen is writing with a quill." Learners echo it in a royal voice
  • Point to each side picture and say the word; learners repeat twice:
    • quilt
    • quiver (a bag that holds arrows)
  • Play "Point to it": say a word, learners point to the right picture in their book

Science (5 minutes)

  • Spread a real quilt on the floor
  • Let learners sit on it and say how it feels: soft, warm, thick, bumpy
  • Say together: "quilt, /kw/ /kw/ quilt"

Technology (5 minutes)

  • Let each learner find the Q key on the keyboard
  • Type Q, then hold shift and type it again
  • Point to the screen: "This one is small q. This one is big Q."

Wrap-Up (2 minutes)

  • Ask: "What does queen start with?" Learners say /kw/
  • Learners wave like a queen and say: "Goodbye, Q!"

Differentiation

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

Day 2: Trace and Write (30 minutes)

Materials

  • Textbook pages 48-49
  • Coloured paper squares, glue sticks, a large sheet of card
  • Pencils and crayons

Warm-Up (4 minutes)

  • Show page 48 again. Point and say: queen, quill, quail, quilt, quiver
  • Say the sentence together: "The queen is writing with a quill."
  • Sing the sound: "/kw/ /kw/ queen, /kw/ /kw/ quilt"

Engineering (6 minutes)

  • Give out coloured paper squares
  • Glue them together on the card to make a class quilt
  • Make sure that no two squares of the same colour are touching
  • Ask: "Are the two red squares touching? Let's move one."

Trace and Write (10 minutes)

  • Open page 49 and let learners run a finger over the big "Qq" at the top
  • Show the capital "Q": start at the top, go round to the left all the way to make a big O, then add a little tail across the bottom on the right
  • Show the small "q": start at the top, curve round to the left like a "c", go back up to the top, then go straight down below the line and flick
  • Hand out pencils and check the grip
  • Row 1: look at the model "Qq", then trace each dotted pair, capital first
  • Row 2: trace each dotted pair carefully
  • Rows 3 and 4: learners write "Qq" on their own, capital first, then small
  • Praise every try: "What a lovely round Q!"

Write Qq Under the Pictures (4 minutes)

  • Point to each picture and say its name: queen, fox, quilt, quail
  • Ask: "Does it begin with /kw/?" Learners show thumbs up or thumbs down
  • Learners write "Qq" under the queen, the quilt and the quail
  • The fox begins with /f/, so it stays empty

Arts (4 minutes)

  • Colour the quail at the top of page 49
  • As they colour, ask: "What is this bird?" Learners say "quail"

Maths (2 minutes)

  • Walk around the school and count everything that begins with /kw/
  • Back in class, say whether you found more than five

Differentiation

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

Teaching Tips (from textbook)

  • Guide learners to trace and write Qq, starting with a capital letter first, followed by a small letter.
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