Language Arts Lesson Plans for the week beginning January 13, 2025
Subject: Language Arts
Grade: One
Organization: whole, small, large group setting
Duration: 1 hour
Topic: Plural s, letter Uu, letter Ll
Unit Title: My Family
Focus question: What is a family and who are my family members?
Strategies: Chunking
Strand: Reading process / Phonemic awareness
Standards
Use and apply a wide range of strategies in the reading process.
Engage in active listening for a variety of purposes.
Benchmarks
Use sound/letter relationships, word parts and other visual information to decipher new words
Distinguish initial and final sounds in single and multi-syllabic word
Differentiate letters words and sentences
Identify pictures and associate with words
Content: To make a regular singular noun plural you add ‘s.’ Example boy-boys, pencil-pencils,
book-books, pet-pets. When we want to make singular nouns plural we add ‘s’ to make it plural.
In Addition, adding s to one thing/person or place makes it more than one which
becomes plural. You can also add s to singular nouns ending with e. Example game-games, tree-
trees.
Key Vocabulary: - bins, pens, schools, teachers, sisters, brothers, dogs, pigs, birds, places, boys, girls,
roses, houses, places, stones, stripes, eyes, under, underwear, bus, cut, lip, lion, towel, bundle, lap, blow.
Materials: Flash Cards, Letter Tiles, Jolly Phonics Book, hardcover book, pencils, crayon (Additional
material YouTube video)
Skills: speaking, listening, observing, drawing, identifying, and sharing information
Day 1 Monday January 13, 2025
Grammar and Convention
2
Attainment Target:
Use and adapt a range of sentence structures according to context, distinguishing between SJE and JC.
Write sentences which are grammatically accurate and correctly punctuated, using SJE and JC
appropriately.
Use a range of punctuation correctly.
Objectives: At the end of the lesson students should be able to:
1. Use simple sentences to write about self, to express thoughts and feelings using both SJE
and JC.
2. Make singular nouns plural by adding -s – Add ‘s’ to nouns ending in consonants eg. bats.
Add ‘s’ to nouns ending in ‘-e’ to derive the plural by adding -es eg: rose-roses
3. Use singular/plural subjects with the present continuous tense
Engage:
Students will watch a video on when to make the nouns plural by adding ‘s’.
https://www.youtube.com/watch?v=oWlvfFgA7VQ. Students will be asked to tell what the video
was about. Students will be asked to give at least one noun from the video and state its plural.
Example cat-cats.
Explain
Students will be asked to give examples of singular and plural nouns using things, persons and animals
found in the schoolyard/classroom or at home for example Singular book and Plural books.
Explore:
Students will be shown a worksheet with examples of singular nouns that become plural by adding ‘s.’
Students will be asked to work in pairs to write simple sentences using given Plural and read aloud or
share with their classmates after finished.
Elaborate
Teacher guided
3
Students will say if they can identify why they are Singular or Plural Nouns by classifying Nouns seen
in pictures to say whether they are Singular and Plural Nouns. Expected answer Singular (one) school
Plural many/more than one schools.
Independent
Allow students to think of at least five Singular and Plural nouns and write them down.
Evaluate:
Teacher guided group
Students will draw the plural nouns for the singular nouns to complete:
Singular Nouns Plurals Nouns
4
Students will complete this activity. Each member from the group will come to the whiteboard
and share their answers.
This is a matching activity: match singular noun to
corresponding plural noun.
Independent group will:
Students will be asked to put the plural of the singular nouns given:
5
Teacher’s Evaluation:
Areas of Excellent Good Fair/Satisfactor Poor Needs
Evaluation y Improvement
Effective
use of
teaching
aids
Time
Management
Students’
Participation
Teachers’ use
of content
Meeting
Objectives
Students
Grasping
Concept
Plan of Reteach Reinforce Move on to a Revise Give extended
Action with new topic content practice with
Taken Homework worksheet
Other comments:
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Day 2 Tuesday January 14, 2025
Comprehension
Attainment Target:
Use deduction and inference to interpret information and ideas and predict outcomes.
6
Read fluently and with appreciation.
Read for meaning, fluency and enjoyment of texts, using a variety of clues to gain information and
identify ideas and events.
Objectives: at the end of the lesson students should be able to:
1. Make connections between the text and personal experiences.
2. Make simple inferences and reasonable predictions.
3. Identify story elements such as characters, setting, problem and solution.
Engage:
Students will be asked to read a story about using Plural (s) in pairs. Students will be asked to read in
pairs. With each partner reading aspects or parts of the story and will try and establish a personal
connection with the story.
Benny’s fun day
Benny had one cat. Dad gave Benny two more cats.
Benny had one dog. Sister gives Benny three more dogs.
Benny sees one bird. Then Benny sees four more birds.
Benny picks one apple. Brother gives him five more apples.
Benny plays with one ball. His mom gave him six more balls.
Explain:
Students will be asked to draw a picture of their favorite part of the story and discuss why it is their
favorite part and how it is like their own experience. Expected Answer my favorite part is about Benny
7
having four dogs. They will use this to talk about how many dogs they have at home. In this they will
explain one dog but more than one or plural dogs.
Explore:
Students within their groups of five will read story and make inferences or guesses if Benny had one cap.
How many caps would he eventually have based on the sequence or order of number of items in the story.
In each group teacher will visit to see if the students are following. Each group will be given a different
set of items to predict the outcome but still using the number order that would have been expected if the
story continued.
Expected answer: Benny (or any other name of their choice) would have seven caps now. Each group will
work together and draw how many caps or whatever item expected and write about it in a sentence. To be
shared with the class.
Elaborate:
Students will be asked to find all the Plurals with s in the story and search all around their classroom or at
home if other item have plural by adding s. Example book-books, chair-chairs, table-tables, bed-beds.
Evaluation:
Students will be asked to answer the following questions:
1. How many cats does Benny have now? Expected answer 3 cats
2. What does Benny see in the sky? Expected answer birds
3. How many apples does brother give Benny? Expect answer 5 apples
4. What did mom give Benny? Expected answer 6 balls
Teacher’s Evaluation:
8
Areas of Excellent Good Fair/Satisfactor Poor Needs
Evaluation y Improvement
Effective
use of
teaching
aids
Time
Management
Students’
Participation
Teachers’ use
of content
Meeting
Objectives
Students
Grasping
Concept
Plan of Reteach Reinforce Move on to a Revise Give extended
Action with new topic content practice with
Taken Homework worksheet
Other comments:
_________________________________________________________
_________________________________________________________
_________________________________________________________
Day 3 January 15, 2025
Word recognition and Fluency (Focus - Letter ‘u’)
Attainment Target:
1. Read fluently and write with appreciation.
2. Establish a concept of print and use a range of word recognition clues, re-reading and
reading ahead to identify new words.
9
3. Develop phonic awareness and use knowledge of letter -sound correspondence in order to
decode unfamiliar words.
Objectives – At the end of the lesson students will be able to:
1.Practise phonemic awareness skill of segmentation in order to build foundation for phonic
development.
2. Blend phonemes to form words.
3. use picture clues to aid the identification and use of targeted vocabulary.
4. Learn and practice mouth formation for different sounds of the alphabet.
5. Identify and match initial/final sounds with letters.
Gaining Attention – My hands are still. My feet are quiet. My eyes are looking. My ears are
listening, listening to my teacher.
Engage
Students will listen to the teacher as he/she reads the letters ‘Uu’ story from Jolly Phonics
Teacher’s Book. Teacher will place emphasis on the letters sound ‘Uu’ sounds. Students will be
asked to do the letter sound. Expected answer/Uu/ sound. Teacher and students will sing the letter
sound song and do action. Explain to students the lesson about the letter/Uu/ sound.
Explain:
Students will listen to and watch the you tube video on letter ‘Uu’sounds.
https://www.youtube.com/watch?v=44GY9dx0iuk
Students will be asked to provide some words that have sounds of the letter ‘Uu.’ Expected
answer: under, umbrella, up, bun, sun, fun, uphill, underground, duck, cup, cut.
Explore
Students will be asked to search all over the classroom for pictures that represent words with ‘Uu’
in a game of search and find. Students will then use these words in oral sentences. Expected
answer I went upstairs. She uses an umbrella. Do not go under the table.
Elaborate
Students will give words with the / Uu/ sound.
Teacher will record words like umpire, umbrella, underwear, bun, fun, duck, truck, under.
Students observe words. Say which position the letters ‘Uu’ is the middle, beginning or end of
these words.
Evaluate
Teacher guided group
Say the word. They will listen and match words the letter ‘Uu’ sounds with pictures as well as
write in the letter ‘u’.
10
Independent group will match the pictures to their words
Students will be asked to use two of these ‘Uu’ words in written sentences.
Teacher’s Evaluation:
11
Areas of Excellent Good Fair/Satisfactor Poor Needs
Evaluation y Improvement
Effective
use of
teaching
aids
Time
Management
Students’
Participation
Teachers’ use
of content
Meeting
Objectives
Students
Grasping
Concept
Plan of Reteach Reinforce Move on to a Revise Give extended
Action with new topic content practice with
Taken Homework worksheet
Other comments:
_________________________________________________________
_________________________________________________________
_________________________________________________________
Day 4 January 16, 2025
Word recognition and Fluency (Focus - Letter ‘l’)
Attainment Target:
4. Read fluently and write with appreciation.
5. Establish a concept of print and use a range of word recognition clues, re-reading and
reading ahead to identify new words.
6. Develop phonic awareness and use knowledge of letter -sound correspondence in order to
12
decode unfamiliar words.
Objectives – At the end of the lesson students will be able to:
1.Practise phonemic awareness skill of segmentation in order to build foundation for phonic
development.
2. Blend phonemes to form words.
3. use picture clues to aid the identification and use of targeted vocabulary.
4. Learn and practice mouth formation for different sounds of the alphabet.
5. Identify and match initial/final sounds with letters.
Gaining Attention – My hands are still. My feet are quiet. My eyes are looking. My ears are
listening, listening to my teacher.
.
Engage
Begin the lesson with the Ll sound. Students will be asked to discuss and give examples of
words that start with the letter Ll. Teacher will show students pictures of letter L l words. After
which a you tube on the letter Ll sound https://www.youtube.com/watch?v=JA3CNlPSFfI
be watched and a discussion will ensue. Expected Answer lion, lollipop, luck, lamb, ladder
Explain
Allow students to echo the repeated sound they heard. Read the story from the Jolly Phonics
Teacher’s Book. Ask students questions from the story using a different questioning level.
Explore
Students and teacher will play a game called toss the ball for words with Ll in the beginning,
middle and end. Students will give the words after catching the ball and then use these words in
oral sentences. Expected answer: lip, loose, olive, lime, lime, owl, let, lion, lizard, loud.
Elaborate
Students will be asked to go into groups of 5 and will be asked to make 2 sentences based on the
Ll words they are given on sentence strips to write about and share with the class. Expected
Answer: I see a lion at the zoo. That is a lizard on my sisters lap. Mom makes lemonade. Dad
puts the clothes on the line.
Evaluate
Teacher guided group will be asked to circle the letter L objects where necessary.
13
Independent group will be asked to match the following objects to their matching words
Teacher’s Evaluation:
14
Areas of Excellent Good Fair/Satisfactor Poor Needs
Evaluation y Improvement
Effective
use of
teaching
aids
Time
Management
Students’
Participation
Teachers’ use
of content
Meeting
Objectives
Students
Grasping
Concept
Plan of Reteach Reinforce Move on to a Revise Give extended
Action with new topic content practice with
Taken Homework worksheet
Other comments:
_________________________________________________________
_________________________________________________________
_________________________________________________________
Day 5 Friday January 17, 2025
Grammar and Convention
Attainment Target:
Use and adapt a range of sentence structures according to context, distinguishing between SJE and JC.
Write sentences which are grammatically accurate and correctly punctuated, using SJE and JC
appropriately.
15
Use a range of punctuation correctly.
Objectives: At the end of the lesson students should be able to:
4. Use simple sentences to write about self, to express thoughts and feelings using both SJE
and JC.
5. Make singular nouns plural by adding -s – Add ‘s’ to nouns ending in consonants e.g. bats.
Add ‘s’ to nouns ending in ‘-e’ to derive the plural by adding -es e.g.: rose-roses
6. Use singular/plural subjects with the present continuous tense
Engage
Students and teacher will recap the previous lesson on Singular and Plural Nouns using s. Students and
teacher will watch you tube video on Plural that uses https://www.youtube.com/watch?v=lD1OaD4FBqM
however these nouns end with e so you just add s Expected Answer rose-roses
Explore
Students will be asked to play a Noun Hunt in which the Singular and Plural Nouns will be hidden in the
classroom in different parts. Example Singular rose, shoe, blouse, rope, crate, stone, hose, houses and
Plural roses, shoes, ropes, crates, stones, hoses, houses.
Students will be asked to paste the Nouns under the headings Singular and Plural Nouns on the
whiteboard. Expected Answer: Singular-gate, plate, Plural-gates, plates.
Explain
Students will give examples of Singular and Plural Nouns using things, persons and animals found in the
schoolyard/classroom or at home for example Singular eye, game and Plural eyes, games.
Elaborate
Teacher guided
Students will say if they can identify why they are Singular or Plural Nouns by classifying Nouns seen
in pictures to say whether they are Singular and Plural Nouns. Expected answer Singular (one) apple,
table, bone. Plural many/more than one apples, tables, bones.
Independent group will use plural nouns in oral sentences Expected answer I have two horses. These
trees are big.
Evaluation
Teacher guided group will be asked to draw the following plurals for the singular nouns given: rope,
stone, bone, tree and put on the s for the plural.
Independent group will be asked to complete the two activities with a mixture of noun ending with e to
add s and regular nouns
16
Teacher’s Evaluation:
Areas of Excellent Good Fair/Satisfactor Poor Needs
Evaluation y Improvement
17
Effective
use of
teaching
aids
Time
Management
Students’
Participation
Teachers’ use
of content
Meeting
Objectives
Students
Grasping
Concept
Plan of Reteach Reinforce Move on to a Revise Give extended
Action with new topic content practice with
Taken Homework worksheet
Other comments:
_________________________________________________________
_________________________________________________________
_________________________________________________________
