LESSON PLAN – Phase 1

Student: 2331018M Class Primary 1 - Group

Date: 20/11/2019

Lesson Title: Literacy: the sound “NG”

Experiences & Outcomes (maximum of 3)

I explore sounds, letters and words, discovering how they work together, and I can use
what I learn to help me as I read and write. E NG 0-12a / LIT 0-13a / LIT 0-21a

Learning Intentions (Focus on the LEARNING – use assessable verbs)

The pupils will learn to recognize and write the sound “NG”.

Success Criteria (Clearly linked to Assessment of Children’s Learning

each LI and related to the process) Evidence
What have the learners to say/write/do/produce
– to demonstrate success?)

- I can say the sound “NG”
- I can write a word with “NG”
- I can find the sound “NG” in
words
Say: During the main part of the learning
experience, the children will say the sound “ng”
and pronounce words that contain the sound
“ng”.
Write: Children will practice their letter formation
for the sound “ng”, writing it on laminated
sheets. They will also write a sentence that
contains the “ng” sound.

Do: Children will complete a follow up worksheet

to reinforce their learning on the sound “W”.
 Pupil Tasks Resources
Activities / Methodology / Key Concepts
Time (Teacher’s Role – including management of (Including differentiation strategies, (Including Health
learning) formative assessment and homework) and Safety
(Pupils’ Role) requirements)

Prior Knowledge: children have a prior knowledge The children will walk over and sit at their  Feely bag with cards
and understanding within phonics as they have seat at the writing table. The children will
already learned most of the sounds within the sit sensibly with their arms crossed,
alphabet. Last week, they learned the letter listening to all instructions.
“W”.

As an introduction to the lesson, the children will

firstly be asked to gather at the writing table.
Opening
Phase Use a feely bag and ask children to draw a card
from it. The card will display a picture that
contains the sound “ng” and the children have Children draw a card from the feely bag and
to guess it. Ask what sound occurs in every have to guess the picture. Children
picture? respond to questioning.

I will explain to the children what we are going to

be learning about and share the success
Children listen to the LI and SC.
criteria with them.

Teaching I will write the sound “NG” on the whiteboard and Children will look at how the sound “NG” is  Whiteboard
and Core explain to the children how it is formed. I will ask formed and practice writing it on the
Learning / students to come up at the board and practice whiteboard.  Pen
writing it.
 Laminated worksheet
Afterwards, I will ask the children to complete the “NG”
laminated worksheet to reinforce their learning The children will complete the laminated
on the sound “NG” and practice their letter worksheet in which they will practice their  Worksheet Activity 1
formation. letter formation for “NG”.
 Cube
 Activity 1: Work with three children at a time on
the worksheet.
Once the children complete the worksheet, call
the other children to work with you. Make sure all
children complete the worksheet.
Activity 2:
Write some words with the sound “NG” on the
sides of the cube (Wing, Sing, King, Swing, Hang,
Spring).
Children throw the cube and write on a paper the
frequency of the word occurred. The game is
played into pairs.
Challenge: Provide a sand timer and some A4
paper. Ask children how many words can you
write in 1 minute? It could be any word that the
children have learnt so far.
Once, each child has completed and self-assessed
a task, they will then hand it over to me in which
I will assess, mark and provide feedback to
children on their progress.
Ask children to remind you the sound we learned
Closing
today and each child has to name a word
phase
containing the sound “ng”.
Children will engage with a worksheet which  A4 Paper
also reinforces their understanding of the
sound “NG”. This worksheet will further  Sand timer
develop children’s letter formation of the
sound “NG” and aid children in
understanding words that may contain the
“NG” sound.
Children throw the cube and record the
frequency of the word occurred. The winner
is the person who reaches the highest
frequency first.
Children write as many words as they can
within one minute.
After every activity, the children will self-
assess their work using traffic light
system and then hand it to receive
feedback on their learning.
Children participate in the plenary and state
words containing “ng”.
 Evaluation of the Learning Experience

(Include references to SPR)

Evaluation of Pupil Learning

Children easily identified the sound “ng” and also stated the letters that
make up the sound “ng” without any clue or hint.

Everyone had a chance to practice writing “ng” on the board and they did
very well: however, some children wrote “n” with a high neck which looked
more like an “h”.

On the worksheet, children enjoyed using different colours to trace the

letters. This made their learning enjoyable and fun.
Evidence of
Learning From my observations, I had to interrupt the lesson to explain to children
that when writing “ng”, the “g” extends below the line. Children acted upon
the explanation and practiced writing “ng” on the mini whiteboards to
reinforce further their letter formation.

Upon assessing their written work, children were confident in writing words
with the sound “ng”. At the end, they were also able to state different words
with ”ng” sound such as wing, tongue, ironing…

All children were successful in achieving the SC.

Areas for Continue to practice writing phonics

Development

Reflective Analysis of Teaching and Strategies for Development

Evidence of (3.2.1) Make appropriate use of available space to accommodate wholeclass

Effective lessons, group and individual work and promote independent learning: I
Practice managed well the space around me, having some children working at the
table and those who were playing with the cube on the carpet. This helped
me to focus on the working group better while the other children were
engaged in independent learning.

(3.1.2) Use communication methods, including a variety of media, to

promote and develop positive relationships and to motivate and sustain the
interest of all learners: Although this is a small group of six children the
management of the children can be difficult as they become distracted by
what the rest of the class is learning/when others are writing on the board
or singing they aren’t engaged. The activity had to be paused numerous
times as the children were disengaged and were not listening. The learning
should engage and motivate all learners.
 (3.1.2) Communicate the purpose of the learning and give explanations at
the appropriate level(s) for all learners: This communication with learners
worked effectively; the learners knew their learning goal and the steps they
could take to be successful. The learning and activity were clearly explained
to the learners which meant that little support was needed when the
children were set to task.

(3.1.4) Develop tasks and set pace of work to meet the needs of learners,
providing effective support and challenge, seeking advice appropriately: The
Areas for
next stop for my teaching would be to take into account of the pace of the
Development
learners as I had planned to get through the worksheet with all of the
children - time management.