Teacher: Subject: Phonics Date: 21 January 2024 (Sunday)

Ms. Previous lesson objective: Jolly Phonics Vocabulary: grandmother, go, garden, goat, geese,
Judit To be able to recognise and produce the sound of the letter /d/. gloves, gurgle
Identify words that begin with /d/ Secondary vocabulary:
Explain and show an item that begins with the letter d sound, Animals: goat, gorilla, grasshopper
Food: grapes, garlic, guava
Subject: English - Phonics Objects: glue, guitar, glasses

Lesson outline: Learning objectives: Key/hinge questions Assessment:

- Review Group 1 sounds To be able to… Can you imagine if all Identifying
- Review Group 2 sounds (c, k, e, h, r, m,d) our names begin with achievement
-recognise and produce the letter sound /g/ - Be able to identify,
- Introduce the Jolly Story the sound of the what would it sound write and read the /g/
- Teach the letter /g/ sound song with action letter /g/. like? sound.
- Letter /g/ formation - identify words that Can you think of other
- Identify things that starts with the /g/ begin with /g/ animals, food, or
- Gg craft activity -form the letter objects that have the
correctly same sound?
Starter 5/10 mins: ● ● ●
Review group 1-2 sounds by singing the songs with actions.
Flashcards are used to show the students.

Main teaching phase 15/20 mins:

- Introduce the /g/ sound. The teacher will play the Jolly Phonics story and
ask the students if they know what sound we will be learning.
The teacher repeats the words that start with the /g/ sound.

-The teacher will teach the Jolly Jingle Song for the letter /g/ sound with
action.

-The teacher will teach how to write the letter. First on the board and the
students will be asked to write it in the air, on the carpet.

Independent/group activities 20/25 minutes

Group 1: What is in the box? Items or flashcards places in the box. The
students are encouraged to stress on the /g/ sound.

Examples:
Animals: goat, gorilla, grasshopper
Food: grapes, garlic, guava
Objects: glue, guitar, glasses

Group 2: G is for goat. Lowercase letter /g/ craft.

 Plenary (s) 5/10 mins: Students come up with their own words that start with
/g/ and share with the class.

Differentiation -Difficulty of activities will vary to suite learning levels
Low attaining: Help naming things that start with the /d/ sound with little assistance.
Mid attaining: Name things that start with the /d/ sound with little assistance.
High attaining: Complete activities with no assistance.
Challenge for more able:
Additional adults: TA to assist with resources and group work
Resources: flashcards, videos, coloured paper for the craft
Learning style predominance of pupils- auditory, visual, kinesthetic
Learning style of lesson: practical, written, discussion
Learning outcomes: identify, say, write and give meaning to the
letter /g/
Next lesson: Identifying the /g/ sound and recognising the letter.
Letter /g/ formation.

Teacher: Subject: Phonics Date: 22 January 2024 (Monday)

Ms. Previous lesson objective: To be able to recognise and produce the sound of the letter Jolly Phonics Vocabulary:
Judit /g/. Identify words that begin with /g/ and form the letter correctly. Secondary vocabulary:
Subject: English - Phonics Animals: goat, gorilla, grasshopper
Food: grapes, garlic, guava
Objects: glue, guitar, glasses
Lesson outline: Learning objectives: Key/hinge questions Assessment:
- Review Group 1 sounds To be able to… Can you imagine if all Identifying
- Review Group 2 sounds (c, k, e, h, r, m ,d, g) -recognise and produce our names begin with achievement
the sound of the the letter sound /g/ - Be able to identify,
- Retell the Jolly Story letter /g/. what would it sound write and read the /g/
- Teach the letter /g/ sound song with action - identify words that like? sound.
- Letter /g/ formation begin with /g/ and form Can you think of other
- Identify things that starts with the /g/ the letter /g/ correctly animals, food, or
- Find the lowercase and uppercase Gg objects that have the
same sound?
Starter 5/10 mins: ● ● ●
Review group 1-2 sounds by singing the songs with actions.
Flashcards are used to show the students.

Main teaching phase 15/20 mins:

- Revise the /g/ sound. The teacher will play the Jolly Phonics story and ask
the students if they remember what happened in the story. Who were the
character of the story? What did he do?
The teacher repeats the words that start with the /g/ sound.

-The students will sing the Jolly Jingle Song for the letter /g/ sound with
action.

-The teacher will ask the children to form the letter /g/ in the air, on the
big white board.

Independent/group activities 20/25 minutes

Group 1: Cut and paste activity.

Name the animals, food and objects and cut and paste 3 more that have the
same sound.

Group 2: The teacher will draw 2 big grapes. The students will collect the
grapes and separate the uppercase and lowercase (Gg).

Plenary (s) 5/10 mins: Students come up with their own words that start with
“g” and share with the class.

Differentiation -Difficulty of activities will vary to suite learning levels Learning style predominance of pupils- auditory, visual, kinesthetic
Low attaining: Find the /d/ letter cards say the sound
Mid attaining: Name things that start with the /d/sound with little assistance.
High attaining: Complete activities with no assistance. Blending 3 letter words with
the /d/ sound.
Challenge for more able: Frog talk…What is the password? The teacher will sound out Learning style of lesson: practical, written, discussion
words and the child has to guess the word. (g-o-t, g-a-p)
Addition al adults: TA to assist with resources and group work Learning outcomes: identify, say, write and give meaning to the
letter /g/.
Resources: flashcards, videos, printed pictures, worksheet Next lesson:
Teacher: Subject: Jolly Phonics Date: 23 January, 2024 (Tuesday)
Ms. Previous lesson objective: To be able to recognise and produce the sound of the letter Jolly Phonics Vocabulary: grandmother, go, garden, goat, geese,
Judit /g/. gloves, gurgle
Subject: English - Phonics Secondary vocabulary:
Animals: goat, gorilla, grasshopper
Food: grapes, garlic, guava
Objects: glue, guitar, glasses

Lesson outline: Learning objectives: Key/hinge questions Assessment:

-Revision To be able to… - Can you differentiate Identifying
-Identify the /g/ sound at the beginning of the word. -recognise and produce between words that achievement
Write /g/ in the air, on hand, on mat, on leg and with different materials. the sound of the start with /g/ and - be able to write the
-I spy letter Gg/worksheet letter /g/. those that don’t? letter and identify it in
- identify words that -Can you sound the words.
begin with /g/ and form /g/? - name words that start
the letter /g/ correctly -Can you form the /g/? with the letter /g/
Starter 5/10 mins: a Story: ● ● ●

Review group 1-2 sounds by singing the songs with actions.

Flashcards are used to show the students.

Play the /g/ Jolly Jingle song and story.

Review the sound of the letter /g/.

Main teaching phase 15/20 mins:

The teacher will explain that today they are going to form the lowercase
letter /g/.
The teacher will remind the students about the letter /g/ formation. She will
ask the students to form the letter on the back of each other.
Independent/group activities 20/25 minutes:

Group 1:
Letter formation / Place blocks on the outline of the letter line on the floor.
Write the letter using shaving cream on the table (TA)
High attaining students are expected to say write 3 letter words.

Group 2:
Place different material on the shape of the letter d.

Group 3:
I spy letter Gg/worksheet
The goldfish wants to separate grapes from the lowercase and uppercase
letter g. Colour the lowercase letter green and the uppercase letter purple.

Plenary (s) 5/10 mins: Students say a word that start with the /g/ sound.

Differentiation -Difficulty of activities will vary to suite learning levels Learning style predominance of pupils- Practical, observation

Low attaining: Greater assistance provided with the letter formation

Mid attaining: Limited assistance
High attaining: No assistance
Challenge for more able: Learning style predominance of pupils- auditory, visual, kinesthetic
 Additional adults: TA to assist with resources and group work Learning outcomes: The students will form the letter /g/ in
different materials.
Resources: shaving cream tray, markers, before the lesson the letter shape will be Next lesson:
placed on the floor with tape, flashlights, flashcards, different materials that the
students can place on the letter.

Teacher: Subject: Phonics Date: 24 January, 2024 (Wednesday)

Ms. Previous lesson objective: Formation of the letter /g/ through sensorial activities. Jolly Phonics Vocabulary: grandmother, go, garden, goat, geese,
Judit gloves, gurgle
Subject: English - Phonics Secondary vocabulary:
Animals: goat, gorilla, grasshopper
Food: grapes, garlic, guava
Objects: glue, guitar, glasses

Lesson outline: Learning objectives: Key/hinge questions Assessment:

-Review the previously learnt letter sounds by singing the songs with actions. To be able to… - Can you differentiate Identifying
-Letter Gg revision -recognise and produce between words that achievement
-Reflection worksheet the sound of the start with /g/ and - Be able to identify,
-Show and Tell letter /g/. those that don’t? and say the /g/ sound.
- identify words that -Can you sound the
begin with /g/ /g/?
-explain and show an
item that begins with
the letter d sound
.
Starter 5/10 mins: ● ● ●
Review the letter sounds that was taught before. Singing the songs with
actions. Flashcards are used to show the students.
Letter formation revision.

Main teaching phase 15/20 mins:

Tell the students that today they are going to continue learning about the
letter /g/ sound.

Independent/group activities 20/25 minutes:

Small group or individual activity:

Reflection worksheet. The students have to find the letter /Gg/. Circle 2
pictures that start with the /g/ sound. Sing the Jolly Jingle song and name
one thing that start with the d sound.

-Show and Tell

Encourage the students to talk about their object. Ask them questions if
needed.

Plenary (s) 5/10 mins: Jolly Jingle song.

Differentiation -Difficulty of activities will vary to suite learning levels Learning style predominance of pupils- auditory, visual, kinesthetic
Low attaining: Greater assistance provided
Mid attaining: Limited assistance
High attaining: No assistance

Challenge for more able: Learning style of lesson: practical, written, discussion
Additional adults: TA to assist with resources and group work Learning outcomes: identify, say, write and give meaning to the
letter /g/
Resources: worksheets, colour pencils Next lesson: Revision
Teacher: Subject: Phonics Date: 25 January 2024 (Thursday) TRIP to The Botanical Garden
Ms. Previous lesson objective:
Judit Subject: English - Phonics

Lesson outline: . Key/hinge questions Assessment:

- - Identifying
achievement
-

Starter 5/10 mins: ● ● ●

Main teaching phase 15/20 mins:

Independent/group activities 20/25 minutes:

Plenary (s) 5/10 mins:

Differentiation Learning style predominance of pupils- auditory, visual, kinesthetic
Low attaining:
Mid attaining:
High attaining:

Challenge for more able: - Learning style of lesson:

Additional adults: Learning outcomes:
Resources: Next lesson: