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Lesson 19: Letter Ssسبق 19:

Daily Lesson Planروزانہ سبق منصوبہ

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Daily Lesson Plan -- Lesson 19

Letter Ss

Subject: English | Class: Nursery | Series: Skillford

Overview

This lesson introduces the letter "Ss". Learners meet the big capital "S" and the small "s" and learn the sound /s/, a long hiss like a snake. They look at a picture of a spider and a sparrow sitting on a pile of woolly socks, and name a bar of soap and a sofa. On the second day they trace and write "Ss", capital first, then small, and tick the pictures that begin with /s/.

Learning Outcomes (from textbook)

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

Key Vocabulary

  • spider
  • sparrow
  • socks
  • soap
  • sofa

Speech-Bubble Sentence

  • "The spider and the sparrow are sitting on the socks."

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 52
  • Two cloths and a bowl of water
  • A pair of socks and a bar of soap
  • Picture cards (or the book pictures) of spider, sparrow, socks, soap, sofa
  • A tablet or screen for a short clip of a ship at sea

Science: Start Early (3 minutes)

  • Do this first thing in the morning so there is time to check after lunch
  • Wet two cloths. Put one in the sun and one in the shade
  • Ask: "Which one will dry first?" Let learners guess

Circle Time Warm-Up (4 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Draw a big "S" in the air with your finger and ask learners to copy you
  • Say the sound /s/ like a snake: /sss/. Learners hiss with you
  • Wiggle an arm like a snake while hissing

Meet the Letter (4 minutes)

  • Open page 52 and point to the big white "S" and the yellow "s"
  • Say: "This is big S. This is small s." Learners point and repeat
  • Show that big S and small s are the same shape; small s is just smaller
  • Tell learners: "Today we will say /s/, find /s/ things and write Ss."

Look and Say (9 minutes)

  • Point to the spider and say "spider". Learners repeat and wiggle their fingers like spider legs
  • Point to the bird and say "sparrow". Learners repeat
  • Point to the woolly socks and say "socks". Hold up the real socks
  • Read the sentence aloud: "The spider and the sparrow are sitting on the socks." Say it a few words at a time; learners echo each part, then the whole sentence
  • Point to each side picture and say the word; learners repeat twice:
    • soap
    • sofa
  • Play "Point to it": say a word, learners point to the right picture in their book

Technology (5 minutes)

  • Play a short clip of a ship at sea
  • Ask: "Why does the ship rock up and down?" (the waves push it)
  • Learners sway side to side like a ship and say "ship, /s/ /s/ ship"

Science: Check the Cloths (After Lunch, 3 minutes)

  • Go back to the two cloths and let learners feel them
  • Ask: "Which one has dried?" (the one in the sun)
  • Say: "The sun dried it. Sun starts with /s/!"

Wrap-Up (2 minutes)

  • Ask: "What does sofa start with?" Learners say /s/
  • Learners hiss like a snake back to their seats

Differentiation

  • Support: Let shy learners point to pictures instead of saying words; say the sentence with them in short parts
  • Extension: Ask confident learners to say the whole sentence on their own

Day 2: Trace and Write (30 minutes)

Materials

  • Textbook pages 52-53
  • White playdough
  • A handful of stones, some smooth and some rough
  • Pencils and crayons

Warm-Up (4 minutes)

  • Show page 52 again. Point and say: spider, sparrow, socks, soap, sofa
  • Say the sentence together: "The spider and the sparrow are sitting on the socks."

Engineering (5 minutes)

  • Give out white playdough
  • Roll three balls: big, middle and small
  • Stack them into a snowman. Say: "snowman, /s/ /s/ snowman"

Trace and Write (9 minutes)

  • Open page 53 and let learners run a finger over the big "Ss" at the top
  • Show the capital "S": start at the top right, curve round to the left, swing back across to the right, then curve round to the bottom, like a snake
  • Show the small "s": the same snake shape, but small, between the middle and bottom lines
  • Hand out pencils and check the grip
  • Row 1: look at the model "Ss", then trace each dotted pair, capital first
  • Row 2: trace each dotted pair carefully
  • Rows 3 and 4: learners write "Ss" on their own, capital first, then small
  • Praise every try: "What a wiggly snake S!"

Tick the /s/ Pictures (4 minutes)

  • Point to each picture and say its name: snail, rose, spider, tiger
  • Ask: "Does it begin with /s/?" Learners hiss if it does
  • Learners tick the box next to the snail and the spider
  • The rose begins with /r/ and the tiger begins with /t/

Arts (4 minutes)

  • Colour the swan at the top of page 53
  • As they colour, ask: "What is this bird?" Learners say "swan"

Maths (4 minutes)

  • Lay out a handful of stones
  • Count them aloud together
  • Sort them into smooth ones and rough ones, then count each group

Differentiation

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

Teaching Tips (from textbook)

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