Name of Teacher Shella Ahmed Khan Subject Communication, language and

literacy

Topic Letter Mm Date 15th – 19th November 2021

Class Nursery Duration 70 minutes

Attainment Target Recognise the letter with name and their sound and know the related vocabulary. Form the upper and
lower case letters, using the correct sequence of movement. Know that these letters have a sound that
can be heard in the beginning or end of the letter.

Learning Outcomes Identify the sound, name and related vocabulary of the letter and colour the thing that begin with
the /m / sound.

Content and teacher activity Student activity Time Learning Formative Assessment
materials and
resources

How are you explaining and demonstrating What are the students doing to help them What resources How do you plan to assess
the topic? (The teaching strategies/ understand the topic? will you use that learning as it is happening?
methodology selected) will support the
teaching and
learning activities?
Reading ● Students will read the words from 5
● I will play the PPT and ask the the PPT.
Ability to participate
mins actively and tell the
students to read the words. ● Basket
● /m/ name/sound
● I will tell the children that today sound
there is a guest in our class. The ● Students will observe and tell the objects
teacher aide will run into the sound or name of the letter. And
● PPT
class wearing the mask of a do the action as shown by the
 mouse, (saying mmmm). She will teacher. They will also say the 15 ● mouse
give the flashcard of letter <Mm> name and sound of /m/ as shown
Ability to recognize
mins puppet which letter with name
to the teacher. The teacher will by the teacher.
● Flashca and sound.
then show the flashcard to the
students. Tell the name, sound rds
and action of letter <m>. ● colour
Action: ● worksh Ability to recognize
I will show the children, the Jolly eets objects that begin
phonics action picture through MMP with the /m/ sound.
for this sound
Pretend to rub your Ability to recognize
tummy moving your hand
/m/ sound words in
in clockwise direction and ● Students will listen to the story
say mmmmmm and say /m/ when they hear a the story.
/m/ sound word.
● Tell them the story of letter m. Ability to recognize
● Students will observe the and pick out objects
formation of m that begin with the
● Show them how letter <m> is
/m/ sound words.
written within the line correctly.
Main Activity (Focused Group): 45
Students will trace <m> and write Ability to trace and
I will give them their worksheet and it independently on the last line. mins
write <m> on the
ask them to trace <m> on a few lines
worksheet.
and then write it independently on
the last line.
Wrap up 5 mins
Students will recall and tell about
Recall the /m/ sound words from the the objects that they coloured
story and tell them one by one. beginning with the /m/ sound.
Asynchronous Task day 1
Masks
Give each child a paper bag to fit over their
head. Help them to cut out openings for eyes,
nose and mouth. Supply a variety of materials
for them to decorate their masks. Or use a
 paper plate and cut out eye holes and
decorate. Attach a popsicle stick to the back
edge.
Topic Letter M (Capital) Date 16th – 20th November 2020

Learning Outcomes Identify the sound, name and related vocabulary of the letter and write <M> with correct formation.

Content and teacher activity Student activity Time Learning Formative Assessment
materials and
resources

How are you explaining and demonstrating What are the students doing to help them What resources How do you plan to assess
the topic? (The teaching strategies/ understand the topic? will you use that learning as it is happening?
methodology selected) will support the
teaching and
learning activities?
Recap ● Students will recall and tell the 5
● I will the students to recall and sound, name and related
Ability to recall and
mins tell the name/sound of
tell the sound and name of the vocabulary. ● /m/
letter they did yesterday. Also ask sound the letter <m>
them to do the action of the letter objects
and recall the names of objects ● Flashca
that begin with the /M/ sound.
rds
● Students will take out objects
● The Teacher Aide will dress up as a from the mystery bag, show it to ● pencils Ability to recognize
15
Mickey Mouse and will bring along the class and tell its name. mins ● worksh and tell names of the
letter <m> objects in a sack which eets objects beginning with
she will hand over to the teacher. the /m/ sound.
I will then tell the students that
the hen bought goodies for us and
let’s peek inside. I will call out a
few students one by one and ask
them to take out an object from
the mystery bag and tell the name ● Students will observe the
of the object to everyone. formation of letter <m> as the
teacher writes it on the board.
● Then I will tell the students that
today they will learn how to write
<m>. Demonstrate the correct
formation of <r> writing it within
the lines. Tell them that now they
are going to write <m> in their
worksheets.
Main Activity (Focused Group): 45
Students will trace <m> in a few Ability to form letter
I will give them their worksheet and lines and then write it on their mins
<m> with correct
ask them to trace the letter and own with correct formation within
formation within the
write <m> within the lines with the lines.
correct formation. lines.
Wrap up 5 mins
Students will recall and tell about
I will ask the students to recall and the objects that the hen brought for
tell the objects that the hen them.
brought for them.
Asynchronous Task day 2

Monster
Have the children draw a monster. use
this opportunity to talk about
monsters, and how they’re not really
hiding under the bed, in the closet, etc.
Topic Letter Mm (Copy work) Date 16th – 20th November 2020

Learning Outcomes Identify the sound, name and related vocabulary of the letter and write <Mm> with correct formation.

Content and teacher activity Student activity Time Learning Formative Assessment
materials and
resources

How are you explaining and demonstrating What are the students doing to help them What resources How do you plan to assess
the topic? (The teaching strategies/ understand the topic? will you use that learning as it is happening?
methodology selected) will support the
teaching and
learning activities?
● I will play the jolly phonics song. ● Students will recall and tell the 5
Show the children a few picture sound, name and related
Ability to recall and
mins tell the name/sound of
flash cards of objects beginning vocabulary. ● MMP
with the /m/ sound and ask them ● Flashca the letter <m>
the beginning sound of the object rds
and tell the name of the letter ● pencils
● Students will listen to the letter
● worksh Ability to listen
● I will play the letter <m> song on <m> jingle and try to sing along. attentive and try to
MMP. www.youtube.com/watch? eets
15 sing along.
v=1orYZAoGgoQ ● Students will learn the related mins
vocabulary and underline <m> in
● I will then show the students the word’s name.
picture flash cards of words
Ability to recognize
beginning with the /m/ sound i.e. <m> in words and
mouse, mat, man, money, monkey, underline it.
mushroom, milk, mug and write
their names under the on the board ● Students will differentiate
stressing on the /m/ sound. between capital and small <m> Ability to differentiate
between capital and
● I will show the students the flash
card of capital and small letter ● Students will observe and learn
small <m>
<m> and ask them which one is the formation of letter <m>.
capital and which one is small.

● Then I will show the children how

the letter is written within the
lines.
Main Activity (Focused Group): 45
Students will write letter m with Ability to form letter
Give the students their exercise correct formation within the lines. mins <m > with correct
books and ask them to write m on
formation within the
the lines with correct formation.
lines
Wrap up 5 mins
Students will form the letter <m in
I will ask the students to form the the air .
letter <m> in the air
Asynchronous Task day 3
Mom
Make a special gift/picture for mom.
Topic Reinforcement – S, A, T, I, P, N, Date 16th – 20th November 2020

C,E,K,H, , M

Learning Outcomes Fill in the blanks with the missing sound.

Content and teacher activity Student activity Time Learning Formative Assessment
materials and
resources

How are you explaining and demonstrating What are the students doing to help them What resources How do you plan to assess
the topic? (The teaching strategies/ understand the topic? will you use that learning as it is happening?
methodology selected) will support the
teaching and
learning activities?
● I will play the jolly phonics song. ● Students will recall and tell the 5
Show the children a few picture sound, name and related
Ability to recall and
mins
flash cards of objects beginning vocabulary. ● /s/ /a/ tell the name/sound of
with the /s/ /a/ /t/ /i/ /p/ /t/ /i/ the letters
/n//h/ /r/ /m/ sound and ask /p//n/
them the beginning sound of the /h/ /r/
/m/ sound Ability to recognize
object and tell the name of the
letter ● Students will pick a flashcard and the objects’ initial
place it under the letter with objects
15
● I will tell the students that now which it begins. mins ● Flashca sound and place them
we are going to play a game where rds accordingly.
they will choose a flashcard and ● pencils
place it under the letter it begins ● Students recall and tell names of ● worksh Ability to recall and
with. objects that begin with the
eets tell a few objects that
sound.
● I will ask them to recall and tell a begin with
few objects that begin with the /s/a/t/i/p/n//h/
 /s/ /a/ /t/ /i/ /p/ /n/ /h/ /r/
/m/ sound and place the
/r/ /m/
flashcards on the board.

Main Activity (Focused Group): 45

Give the students their worksheets
and ask them to write the missing
sound.
Students will read and draw Ability to match the
pictures of the words mins
letters with correct
letter.

Wrap up 5 mins
Students will form the letter <S>
I will ask the students to form the
<A> <T> <i> <P>in the air .
letter <S> <A> <T> <i> <P> in the air
Asynchronous Task day 4
https://www.youtube.com/watch?
v=klKuKKuPE4o
Watch the video and attempt the
satpin sorting video.
Topic The Big Feet Asynchronous Lesson Date 16th – 20th November 2020

Attainment Target Listen to story with enjoyment. Identify main events and characters in the story. Make
predictions about the characters, setting and event in a story. Know that print carries meaning
and English is read from left to right. Make phonetically plausible attempts when reading.
Recognize high frequency words.

Learning Outcomes Try to read the text phonetically and sequence the events as they occurred in the story.

Content and teacher activity Student activity Time Learning Formative Assessment
materials and
resources

How are you explaining and demonstrating What are the students doing to help them What resources will How do you plan to
the topic? (The teaching strategies/ understand the topic? you use that will assess learning as it is
methodology selected) support the happening?
teaching and
learning activities?
Introduction: 5 Ability to describe
●Start the lesson by telling the Students will describe the cover mins MMP and discuss the
students that today we are going of the page and talk about the main page
to start a new reader. Show them pictures. PICTURES
the cover page of the reader “The
CHART PAPER
Big Feet” Ask them what they see
on the cover page of the reader.
Talk about pictures, characters and
their expressions. Students will observe and listen Ability to make
Development: to the names of the main prediction about the
●Now show the students picture of character of the story and predict 15
story.
mins
the main characters of the reader. what the story might be about.
Make them familiar with the
 characters. Encourage children to
predict “What do you think this
book might be about? Why do you Ability to observe
think that? and listen to the
Listen to the story carefully and story.
●Read the title of the reader. Read try to read the second time.
it through fluently and
expressively so that the children
can enjoy the reader. Show them
the pictures. Enlarged text should
be clearly visible to all children.
(On projector). Encourage them to
read.

Main Activity (Focused Group): 45

Students will try and read the Blend and read the
Call 4-5 students and give them the words. The teacher might help the mins words.
reader. Ask them to try and read the one struggling to read.
words.

Wrap up 5 mins
Students will recall the story
Ask them what did they hear and
see. Ask them to tell about the
characters of the reader and what
the reader was about.
 Nursery
CLL
Week 15
Letter <Mm>
25th th
– 29 November 2019