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Lesson 22: Letter Vvسبق 22:

Daily Lesson Planروزانہ سبق منصوبہ

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Daily Lesson Plan -- Lesson 22

Letter Vv

Subject: English | Class: Nursery | Series: Skillford

Overview

This lesson introduces the letter "Vv". Learners look at the big capital "V" and small "v", say the sound /v/, and look at a garden picture of a vulture watering the flowers in a vase. They name the labelled pictures, van and vest, and find more /v/ things in the scene: the vulture and the vase. On the second day they trace and write "Vv", capital first, then small, tick the pictures that begin with /v/, and colour the van. All talk is oral and playful.

Learning Outcomes (from textbook)

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

Key Vocabulary

  • van
  • vest
  • vulture
  • vase
  • vegetables
  • violin (page 62)

Speech-Bubble Sentence

  • "The vulture is watering the flowers in the vase."

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 61
  • A basket of real vegetables (for example a carrot, a potato, a tomato, a cucumber, a leaf of spinach)
  • Picture cards (or the book pictures) of van, vest, vulture, vase
  • Playdough
  • A tablet or screen for a short clip of a delivery van being loaded

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Draw a big "V" in the air with your finger: down, up. Learners copy you
  • Say the sound /v/: rest your top teeth on your bottom lip and buzz
  • Learners put a finger on their bottom lip and feel the buzz: /v/ /v/ /v/

Meet the Letter (4 minutes)

  • Open page 61 and point to the big "Vv"
  • Say: "This is big V. This is small v." Learners point and repeat
  • Show that both letters have the same shape: one is big, one is small

Look and Say (8 minutes)

  • Point to the van and say "van". Learners repeat
  • Point to the vest and say "vest". Learners repeat
  • Point to the big picture. Ask: "Who is this?" Say "vulture". Learners repeat
  • Point to the vase full of flowers and say "vase". Learners repeat
  • Read the sentence in the red box: "The vulture is watering the flowers in the vase." Learners echo it
  • Ask: "What is the vulture holding?" (a watering can)
  • Play "Point to it": say a /v/ word, learners point to it in the book

Little Explorers (5 minutes)

  • Put the real vegetables on the table
  • Let learners hold each one and say "hard" or "soft"
  • Sort them into two groups together: a hard pile and a soft pile
  • Say: "vegetables, /v/ /v/ vegetables"

Little Innovators (4 minutes)

  • Play a short clip of a delivery van being loaded
  • Ask: "What can a van carry that a car cannot?" Accept answers such as boxes, a big table, lots of bags
  • Say together: "van, /v/ /v/ van"

Little Builders (3 minutes)

  • Give out playdough and make a vase together: a wide foot, a narrow waist and a lip that flares out
  • Learners hold up their vase and say "vase"

Wrap-Up (1 minute)

  • Ask: "What sound does van start with?" Learners say /v/
  • Draw "V" in the air one more time

Differentiation

  • Support: Let shy learners point to pictures instead of saying words; say the word with them
  • Extension: Ask confident learners to find all four /v/ things on the page without help

Day 2: Trace and Write (30 minutes)

Materials

  • Textbook pages 61-62
  • Pencils
  • Crayons
  • A handful of toy vehicles for each learner (cars, vans, buses, lorries)

Warm-Up (4 minutes)

  • Show page 61 again. Point and say: van, vest, vulture, vase
  • Say the sentence together: "The vulture is watering the flowers in the vase."
  • Buzz the /v/ sound together three times

Little Thinkers (5 minutes)

  • Give each learner a handful of toy vehicles
  • Count them together, one by one
  • Pair two learners and ask: "Who has more? Who has fewer?"
  • Find a van among the toys if there is one and say "van, /v/"

Finger Tracing (4 minutes)

  • Open page 62 and point to the big outline "Vv"
  • Show the stroke for capital "V": start at the top on the left, slant down to the bottom, then slant back up to the top on the right
  • Small "v" is made the same way, but it is short
  • Learners run a finger over the big "V", then the small "v"

Trace and Write (8 minutes)

  • Hand out pencils and check the grip
  • Row 1: point to the black "Vv" at the start. Trace the dotted pairs, capital "V" first, then small "v"
  • Row 2: trace the dotted pairs on your own, saying "down, up" for each letter
  • Bottom row: confident learners write "Vv" on their own, capital first
  • Praise every try: "Lovely sharp point!"

Tick the /v/ Pictures (4 minutes)

  • Point to the pictures at the bottom of page 62 one by one and name them: vase, van, umbrella, violin
  • Ask: "Does it begin with /v/?" Learners tick the box for each /v/ picture
  • Answers: vase, van and violin are ticked. Umbrella is not ticked: it begins with /u/

Little Artists (4 minutes)

  • Colour the van at the top of page 62
  • As they work, ask: "What is this?" Learners say "van"

Wrap-Up (1 minute)

  • Say /v/ one last time and draw "V" and "v" in the air

Differentiation

  • Support: Hold the learner's hand for the first two pairs; use a thick crayon
  • Extension: Ask learners to think of one more /v/ thing they know

Teaching Tips (from textbook)

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