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Lesson 23: Letter Wwسبق 23:

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Daily Lesson Plan -- Lesson 23

Letter Ww

Subject: English | Class: Nursery | Series: Skillford

Overview

This lesson introduces the letter "Ww". Learners look at the big capital "W" and small "w", say the sound /w/, and look at a beach picture of a wolf cub and a whale enjoying the weather. They name the labelled pictures, well and watch, and find more /w/ things in the scene: the wolf, the whale and the watermelon. On the second day they trace and write "Ww", capital first, then small, circle the pictures that begin with /w/, and colour the watermelon. All talk is oral and playful.

Learning Outcomes (from textbook)

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

Key Vocabulary

  • well
  • watch
  • wolf
  • whale
  • watermelon
  • water
  • weather

Speech-Bubble Sentence

  • "The wolf and the whale are enjoying the weather on the beach."

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 63
  • A jug of water, a cup, a bowl and a bottle
  • Picture cards (or the book pictures) of well, watch, wolf, whale, watermelon
  • Card circles and sticks (one set per small group)
  • A tablet or screen for a short clip of a washing machine drum spinning

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Draw a big "W" in the air with your finger: down, up, down, up. Learners copy
  • Say the sound /w/: make round lips, as if blowing a kiss, then open them
  • Say /w/ /w/ /w/ together and wave a hand each time

Meet the Letter (4 minutes)

  • Open page 63 and point to the big "Ww"
  • Say: "This is big W. This is small w." Learners point and repeat
  • Show that both letters have the same zigzag shape

Look and Say (8 minutes)

  • Point to the well and say "well". Learners repeat
  • Point to the watch and say "watch". Learners repeat
  • Point to the big picture. Ask: "Who is this?" Say "wolf". Learners repeat
  • Point to the whale in the sea and say "whale". Learners repeat
  • Point to the watermelon and the slice beside the wolf and say "watermelon"
  • Read the sentence in the red box: "The wolf and the whale are enjoying the weather on the beach." Learners echo it
  • Ask: "Is it sunny or rainy on the beach?" Talk about the weather
  • Play "Point to it": say a /w/ word, learners point to it in the book

Little Explorers (5 minutes)

  • Pour the same amount of water from the jug into a cup, then a bowl, then a bottle
  • Ask: "What changed?" (the shape of the water) "What did not change?" (how much water there is)
  • Say together: "water, /w/ /w/ water"

Little Innovators (4 minutes)

  • Play a short clip of a washing machine drum spinning
  • Learners move their hands in circles at the same speed as the drum
  • Say together: "washing machine, /w/ /w/"

Little Builders (3 minutes)

  • Push a stick through the middle of a cardboard circle to make a wheel
  • Roll it across the table and watch it turn
  • Say "wheel" together: it begins with /w/ too

Wrap-Up (1 minute)

  • Ask: "What sound does wolf start with?" Learners say /w/
  • Wave goodbye to the wolf and the whale

Differentiation

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

Day 2: Trace and Write (30 minutes)

Materials

  • Textbook pages 63-64
  • Pencils
  • Crayons (green, red, black)
  • A wristwatch with numbers on the face

Warm-Up (4 minutes)

  • Show page 63 again. Point and say: well, watch, wolf, whale, watermelon
  • Say the sentence together: "The wolf and the whale are enjoying the weather on the beach."
  • Wave and say /w/ three times

Little Thinkers (5 minutes)

  • Pass around a wristwatch
  • Find the number one together
  • Count around the face together, from one to twelve
  • Say "watch, /w/ /w/ watch"

Finger Tracing (4 minutes)

  • Open page 64 and point to the big outline "Ww"
  • Show the stroke for capital "W": start at the top on the left, slant down, slant up, slant down, slant up. Down, up, down, up
  • Small "w" is made the same way, but it is short
  • Learners run a finger over the big "W", then the small "w"

Trace and Write (8 minutes)

  • Hand out pencils and check the grip
  • Row 1: point to the black "Ww" at the start. Trace the dotted pairs, capital "W" first, then small "w"
  • Row 2: trace the dotted pairs on your own, saying "down, up, down, up"
  • Bottom row: confident learners write "Ww" on their own, capital first
  • Praise every try: "What a lovely zigzag!"

Circle the /w/ Pictures (4 minutes)

  • Point to the pictures at the bottom of page 64 one by one and name them: watch, sun, van, well
  • Ask: "Does it begin with /w/?" Learners circle each /w/ picture
  • Answers: the watch and the well are circled. The sun begins with /s/ and the van begins with /v/

Little Artists (4 minutes)

  • Colour the watermelon at the top of page 64: green skin, red inside, black seeds
  • As they work, ask: "What is this?" Learners say "watermelon"

Wrap-Up (1 minute)

  • Say /w/ one last time and draw "W" and "w" 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 /w/ thing they know

Teaching Tips (from textbook)

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