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Examples of English Lesson Plan-Identifying Initial in a Selection Read

English Lesson Plan Example
  1. Objective/s:
    1. Identity initial vowel sounds
    2. Note details in a selection read
    3. Associate names of object / pictures with printed symbols

  2. Subject matter:
    1. Identifying Initial in a Selection Read
      Associating object/ pictures with printed symbols
    2. Integration: Being Thankful to God for Created Things

  3. Materials/Reference:
    1. English Handbook,
      English Book
    2. Charts for initial vowel sounds (in a chart)
    3. /a/animal alive around
      /e/egg elephant envelope
      /i/insect ink infant
      /o/orange octopus oblong
      /u/umbrella up undershirt

      Long initial vowel sounds:
      /a~/apron air angel
      /e~/eel eagle evening
      /i~/ice ice cream iron
      /o~/open over oatmeal
      /u/umbrella/ uniform universe

    4. Oral Practice:
      1. Repeat the words having short initial vowels sounds.
      2. Repeat the words having long initials vowels sounds.
      3. Identify the words in the group which have the same /different initial sounds heard are Long or short.
        1. apple, airplane, about, ampalaya
        2. earthworm, elephant, eleven. eggplant
        3. Indian, ink, igloo, icebox
        4. October, old, oven, ostrich,
        5. under, upper, user, understand

    5. Generalization:
      • Short vowels are:
        /a/, /e/, /i/, /o/, and /u/
      • Long vowels are:
        /a~/, /e~/, /i~/, /o~/, and /u~/

    6. Unlocking of Difficult Words:
      • Surroundings - pictures, context
      • Alive-pictures of living things

    7. Motivation:
      • 'Look around .what things can be found in our Surroundings?'

    8. Lead In:
      • Living and Non-Living Things around Us
        The place around us is called surroundings. There are many things we can find in our surroundings. Some things are alive. Some are not alive. People are alive Animals are alive. Chairs, tables and houses are not alive. Cars jeeps and buses are not alive. When things are alive, they are grouped as living things. When they living things are not alive, they are grouped as non living things. Living things need food. They can grow. They can become many. They can move. They can respond or react. Non-living things do not need food. They cannot move, grow become many. They cannot respond or react.

        Shared reading:
        First reading by teacher
        Second reading by pupils

        Comprehension check:
        What are the two groups of things we can find in our surroundings?
        Is a tree alive? Is the blackboard alive? Why?
        Who do you think made the living things and the non living things?
        How can we thank God for all these things?
        Let the children name living and non living things found in school, at home, in the market, in the farm.

        Exercise/Practice on Object-Word Association:
        1. Matching of pictures with their name words placed in a pocket chart.
        2. Flashcard drill of words learned.
        3. Let the children choose the pictures that tell about the underlined words:

          (For each sentences, show pictures, a-d, to choose from)
          An ostrich has strong legs to run fast.
          Oscar sleeps in his undershirt.
          Marilyn put a letter inside the envelope.
          We love to eat ice cream during sunny days.
          An insect crawls under the stone.

  4. Evaluation:
    Listening/ auditory discrimination: write S if you hear the short initial
    Vowel sound: L if you hear the long initial vowel sound:
    Airplane Ice
    Alive Octopus
    Eraser Oatmeal
    Egg Uniform
    Insect Under
  5. Assignment:
    Draw, or cut out and paste pictures of 5 living things and 5 non living things.
    Write the correct spelling of the words under each pictures.