Grade: 1

Date: ______________________________

Subject: Language Arts

Duration: 1×5 days

Unit title: Who am I?

Focus Question: To which group do I belong?

Attainment targets: To enable students to:

- Apply relevant decoding skills to the reading process.

- Give and receive information.

- Know and use basic language skills and the convention of spoken and

written language.

- Use recognisable handwriting, appropriate spelling and vocabulary to

write for a variety of purposes.

- Respond critically and aesthetically to literature and other stimuli.

Specific Objectives: Pupils should be able to:

- Tell giving one reason when we use ‘is’ and ‘are’ in a sentence.

- Identify at least two rhyming words.

- Write a meaning for rhyming words.

- Pretend that they are singers and make up a song with at least four

rhyming words.

- Write a word which rhymes with pictures.

- Identify the letter “Bb”.

- Write a “b” word in the song “Bobby’s ball” that rhymes with wall.
 - Make a capital and common “Bb” in the air.

- Type and perform a song with words that start with the letter “Bb”.

- Draw a picture and write about the story read in class.

Key Vocabulary: Names, rhyming words, mood, family, letters and sentence.

Skills: Listening, singing, miming, reading, speaking, reading, writing, tracing,

inferencing, drawing, comparing and viewing.

Resource Materials: Handout, storybook, chart, textbooks and alpha smart.

Content Summary: Some words have the same ending sound. Words with the same ending

sound are rhyming words. Each letter has a name, a shape and a sound.

Day One

Introduction: The students will be introduced to a picture collage on the board

(projected on the board with the multi-media projector). The pupils will

say the name of the first picture in each row. Then they will say the names

of the other pictures in the row. Pupils will then touch the pictures that

have the same ending sounds for example, cat and bat.

Development: The facilitator will tell the students that words have the same ending sound

are called rhyming words. Pupils will tell if they heard the term before and

tell their own meaning for the term. Then they will sing the rhyming word

song.

Step 2: Pupils will go on a word hunt in their classroom to find words that have

the same ending sound.

Step 3: The students will then write these words on the board and make up a

sentence with each word and type them on the alpha smarts. Pupils will
 read their sentences to the class using the microphone and radio if

available.

Assessment: The learners will say the name of each picture below (in the Getting to

know me textbook) and circle the picture whose name rhymes. Then they

will pretend that they are singers and make up a song with rhyming words.

Evaluation:
 Day Two

Introduction: Pupils will sing the song entitled “Bobby’s ball”.

Bobby’s ball went over the wall

E-I-E-I-O

He blew some bubbles and forgot his troubles

E-I-E-I-O

With a pretty bubble here

And a pretty bubble there

Here a bubble there a bubble, bubble, bubble, everywhere.

Bobby’s ball went over the wall

E-I-E-I-O

Pupils will sing the song and clap to the beat. Students will then

tell how many words are in the song that starts with the “Bb”

sound. The song will be projected on the board or pupils can

follow in their textbook (Getting to know me).

Development: The learners will write a “b” word in the song that rhymes with the

word wall.

Step 2: The students will write the letter “Bb” in the air and tell at least

two words in the classroom that starts with the letter “Bb”.

Step 3: A picture will be introduced to the students on the board with

pictures of things. Pupils will draw and colour the picture whose

name begin with the letter “Bb”.

Assessment: The learners will count how many pictures begin with the letter

“Bb”. Pupils will draw some pictures of words that start with the

letter “Bb”. Then they will pretend that they are singers and make

up a song with words that start with the letter “Bb”.

Evaluation:
 Day Three

Introduction: Pupils will listen and sing the song about is and are.

Development: Students will tell when we use is and are in a sentence and give an

example for each.

Step 2: Pupils will tell if we have one orange what we would use. Whether

is or are.

Step 3: They will then tell why we add ‘s’ to the end of words. For

example:

One ball three balls

Assessment: Students will read and finish the sentences. They will circle is or

are.

- The class is/are quiet.

- These children is/are dancers.

- The four green fruits is/are big.

- The girl is/are tall.

Evaluation:
 Day Four

Introduction: The learners will make predictions based on the story entitled “The

Gunny wolf”.

Development: Pupil’s responses will be written in a semantic map on the

chalkboard.

Step 2: The facilitator will use Russell Stauffer’s DLTA strategy to present

the story (Directed Listening Thinking Activity, Russell Stauffer

1969).

Step 3: The facilitator will pause where necessary to allow the students to

make and confirm predictions.

Step 4: Pupils will tell two rhyming words that they heard in the story and

sing the alphabet song that the girl sang in the story.

Step 5: After listening to the story pupils will tell what they like or dislike

and mention things they would change if they had the chance.

Assessment: Students will draw their favourite picture or scene in the story and

write sentences to describe their picture.

Evaluation:
 Day Five

Introduction: Students will listen to the Jolly Phonics cd on the radio and they

will tell some letters that they heard and their sounds.

Development: They will follow along with the big book. Students will draw a

circle in their books and draw a line on the circle to make a‘d’.

Step 2: Pupils will use the letter cards and make as many words as

possible. Each child will call each word (in the group) and try to

use it in a sentence.

Assessment: Students will draw a picture of something that starts with the letter

“Bb” and write something about it. Then they will put the

following letters in ABC order.

r, q, t, s __________________________

i, h, k, j __________________________

The accelerated learners will finish the story by writing an

appropriate ‘b’ word on the line.

My _______________ is my mother’s son. He likes to eat

_________________. Tom is a ______________. The

_____________ is flying in the sky.

Evaluation: