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WORLD OF KNOWLEDGE

Dad is Sad

Unit 9

Focus: Learning Standard(s): Objective(s):

Listening and Speaking 1.1.1 (d) (e), 1.1.3, 1.1.4 {SK & SJK} By the end of the lesson, pupils will be able to: i. associate the letter d with the sound /d/; ii. pronounce words correctly; and iii. recite the poem. 30/60 minutes pictures, story text

Time: Teaching Aid(s):

Cross Curricular Element(s): Multiple Intelligences Introduction: a. Greet pupils. b. Pupils reply. Set Induction: a. b. c. d. e. e. Step 1: a. Introduce the phoneme /d/ by showing an action. b. Instruct pupils to pretend to beat the drum and say /d/. c. Demonstrate how to sound it out: When you say /d/, put the tip of your tongue behind your top teeth. Your tongue moves down Only a little air comes out of your mouth d. Get pupils to do the action and sound out/d/. e. Pupils trace the letter and sound out /d/. f. Get pupils to say /d/ is for d. Show pictures A, B, C one at a time. (Appendix 1) Introduce Dan. Elicit the words dad, dog. Say the words Dan, dad, dog. Ask pupils to identify the initial phoneme. Pupils repeat the words Dan, Dad and dog.

Ask pupils to observe you. Do it a few times to different groups.

Step 1 e: Pupils may trace letter in the air, on the desk, in the sandbox, on a friends back etc.

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Step 2: a. Show Picture 1. Ask questions to elicit words - sad and mad (Appendix 2) b. Show Picture 2. Ask questions to help pupils understand the meaning of sad, mad and bad. c. Say each word, emphasise the /d/ sound. Pupils repeat. d. Pupils match words said aloud by pointing to objects in the picture. e. Repeat steps with pictures 3,4 & 5. Step 3: a. Recite the rhyme. Pupils repeat. (Appendix 3) b. Ask pupils to do the action for the letter /d/ as they recite the poem. (optional) c. Repeat the steps above for stanza 2. Note: (Appendices 1 & 2) May do more than Consolidation: a. Recite whole rhyme together. b. Get pupils to do the action for /d/ and say /d/. Closure: a. Teacher leaves the class by thanking the pupils. b. Pupils respond appropriately.

2 stanzas depending on pupils ability.

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APPENDIX 1
Picture A

Picture B

Picture C

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APPENDIX 2
Picture 1 Picture 2

Picture 3

Picture 4

Picture 5

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APPENDIX 3

Dan is sad, Dad is mad, Dino Dog was bad. Dan is sad, Dad is mad, Dilly Duck wet the bed. Dan is sad, Dad is mad, Dandy Deer ate the bread. Dan is sad, Dad is mad, Dolly Dove had fled. Dan is glad, Dad is glad, Dino Dog, Dilly Duck, Dandy Deer are fed.

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Focus: Learning Standard(s): Objective(s):

Reading 2.1.2 (b) /d/, 2.2.1 (a),(b), 2.2.3 {SK & SJK} By the end of the lesson, pupils will be able to: i. a rticulate the phoneme /d/ correctly; ii. m atch pictures to words; and iii. read and understand simple sentences (3-5 words) 30/60 minutes poem, phrase strips, sentence strips, picture cards.

Time: Teaching Aid(s):

Cross Curricular Element(s): Multiple Intelligences Introduction: a. Greet pupils. b. Pupils reply. Set Induction: a. Recite rhyme learnt in previous lesson. (Appendix 3) b. Pupils recall and repeat. c. Pupils identify words in the rhyme that has the /d/ sound. Step 1: a. Put up poem/rhyme. b. Read the poem/rhyme. Pupils repeat. (Appendix 3) c. Pupils match words to pictures. Read aloud words. (Appendix 4) Step 2: a. Put up sentence strips. (Appendix 5) b. Read the sentences. Pupils repeat. Step 3: a. Repeat Step 2 for the other stanza/lines in the poem.
Step 2: Associate verbal and written form of word, with emphasis on the focused sound. Step b: Teacher may aid recollection with pictures.

Teacher may conduct reading session only if pupils are ready for reading.

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Consolidation: a. Play the Search the Sound Game. (Appendix 6) b. Pupils work in groups of 3 or 4. Leave 8 clothes pegs beside Search the Sound Wheels. c. Pupils take turns to peg the picture with the correct word. d. Before pegging the picture with the correct word, pupils need to read aloud the word first. Closure: a. Teacher leaves the class by thanking the pupils. b. Pupils respond appropriately.

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APPENDIX 4

duck pin dog dice

dove ant deer cat

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APPENDIX 5

Dan is sad. Dad is mad. Dino Dog was bad.

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APPENDIX 6

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Focus: Learning Standard(s): Objective(s):

Writing 3.1.1 (b), (c), (f), 3.1.2 (a), (d), (e) {SK & SJK} By the end of the lesson, pupils will be able to: i. write the letter D/d correctly; and ii. copy and write in neat legible print. 30/60 minutes plasticine, worksheet, pictures

Time: Teaching Aid(s):

Cross Curricular Element(s): Multiple Intelligences Introduction: a. Greet pupils. b. Pupils reply. Set Induction: a. Demonstrate drawing simple strokes up, down and scribbling in clockwise and anti-clockwise movement. b. Pupils follow.

Pupils may carry out action in the air, on the desk, in the sandbox, on a friends back etc.

Step 1: a. Demonstrate correct way of writing letter D/d. b. Pupils practice writing in the air, on their desks and on their friends back.

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Step 2: a. Distribute plasticine. b. Pupils form the letters. c. Pupils complete exercise on page 47 in pupils module. (Appendix 7) d. Pupils write the letters D/d correctly. Step 3: a. Complete exercise on page 48 of pupils module. (Appendix 8) b. Distribute pictures to pupils. c. Pupils paste the pictures in the module. c. Pupils copy and write the words below each picture. Consolidation: a. Get pupils to read words. (Appendix 4) Closure: a. Teacher leaves the class by thanking the pupils. b. Pupils respond appropriately.

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APPENDIX 7

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APPENDIX 8
Name: _____________________ Trace and write neatly. Year: _________

Dan Dad Dad is sad. Dad is mad.


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Focus: Learning Standard(s): Objective(s): Time: Teaching Aid(s):

Language Arts 4.1.2, 4.3.1 (b) {SK & SJK} By the end of the lesson, pupils will be able to: i. sing recite poem/rhyme with guidance. 30/60 minutes song, props, word cards, sentence strips.

Cross Curricular Element(s): Multiple Intelligences Introduction: a. Greet pupils. b. Pupils reply. Set Induction: a. Pupils recall the six words learnt: Dan, dad, sad, mad, bad (based on pictures shown.) Step 1: a. Distribute pictures, word and sentence strips and concertina. (Appendix 9). b. Pupils cut out pictures and the strips. c. Pupils paste the pictures and the correct word/sentence below it. d. Refer to concertina as sample (Appendix 10 ) *Alternative : Encourage pupils to write on their own if possible. Step 2: a. Pupils recite poem from the concertina in pairs and groups. Consolidation: a. Pupils take turns to recite the poem in groups with lines assigned. Closure: a. Teacher leaves the class by thanking the pupils. b. Pupils respond appropriately.

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APPENDIX 9

Dan Dan is sad. Dino dog is bad.


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Dad Dad is mad.

APPENDIX 10

Composite picture

My new words

My Little D (d)Book

Name

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