Daily Lesson Plan

Week:28 ECE: 1
Subject :English Date: February 10 , 2025 (Monday)
Day:1 Monday Objectives Methodology Time Resources Homework
Topic: By the end of the lesson Warm up : 5min Whiteboard,
Read and color students will be able to: Oral drill: Conversation lines markers Learn CVC
CVC word • Recognize the What is your name? What is your father’s name? LED words.
CVC words. Sing a short rhyme emphasizing CVC words, e.g.: Flashcards with
• Pronounce CVC "C-A-T, cat, cat, cat! “or” words.
words S-A-T, sat, sat, sat!" 10min
(Encourage students to repeat after you.) Worksheet
Show pictures of familiar CVC words (e.g., cat, hat, man, pen, sun) and ask students to say
the words aloud.
Main Lesson :
Introduction of CVC Words:
Write "CVC" on the board and explain that these words have a consonant, a vowel, and a 5min
consonant (e.g., cat, hat, man, sun).
Highlight the short vowel sounds in each word.
Word Building:
Write example words like cat, dog, sun, and ask students to sound them out with you.
Use letter cards or flashcards to form CVC words.
Activity:
Provide a worksheet where students match pictures with CVC words.
Let students color and trace the CVC words.
Classwork :
Solve the worksheet.
Wrap Up : 15min
Recap by asking students to share one CVC word they learned today.
Sing the rhyme from the warm-up again and let students join in.
End the lesson with a quick oral drill of CVC words to reinforce learning. 5min
Evaluation:
Observe students’ ability to:
• Identify and pronounce "CVC" words during the activity.
Subject :English Date: February 11 , 2025 (Tuesday)
Day:2 Tuesday Objectives Methodology Time Resources Homework
Topic: By the end of the lesson Warm up : 5min Whiteboard,
Introduction to students will be able to: Oral drill: Conversation lines markers
“or” sound • Recognize the What is mother your name? In which class d you read? LED
digraph "or" in Sing a short rhyme emphasizing the "or" sound, e.g.: Flashcards with
words. https://youtu.be/lWmLfkKHiMo?si=rzyyx-DBF0CVc16F “or” words.
• Pronounce words Show pictures of familiar words with “or”(e. g; corn, fork ,horse). 10min
with the "or" Main Lesson : Worksheet
sound. Introduction of Digraph "or":
Write "or" on the board and explain that when “o” & “r” are together, they make the "or"
sound (like the sound in corn).
Word Building:
Write example words like corn ,fork ,torn and ask students to sound them out with you. 5min
Activity;
Provide worksheet where students read “or” words.

15min
Classwork :
Students write "or” independently in their notebooks.
5min
Wrap Up :
Recap by asking students to share one word they learned with the "or" sound.
Sing the rhyme from the warm-up again and let students join in.
Evaluation:
Observe students’ ability to:
• Identify and pronounce "or" words during the activity.

Subject :English Date: February 12, 2025 (Wednesday)

Day: 3 Objectives Methodology Time Resources Homework
Wednesday
Topic: By the end of the lesson, Warm up: 5min White board, Write Aa-
Missing students will be able to: Oral drill a-z markers Zz on
Alphabets Aa to • Recognize and Conversation lines LED notebooks
Zz identify How old are you? How many brothers and sisters do you have? Flash cards with
uppercase and https://youtu.be/4Egx_jg-j8w?si=3swxxPDo2WxkimQE 10min letters ( Aa to
lowercase letters Conversation lines ( May I play with this toy, Please help me etc) Zz)words.
Aa to Zz. Main Lesson :
• Write missing Letter Recognition:
uppercase and Display uppercase and lowercase letters (Aa-,Zz) .
lowercase letters Explain the difference between uppercase and lowercase letters.
independently. Writing Demonstration: 5min
On the board, demonstrate step-by-step how to write uppercase and lowercase letters (Aa-Zz).
Activity ;
Hide flashcards with Aa to Zz letters around the classroom. 15min
Ask students to find the cards and identify whether they are uppercase or lowercase.
Classwork : 5min
Students will write Aa to Zz independently in their notebooks.
Wrap Up :
Ask a few students to come to the board and write their favorite letters from Aa to Zz (both
uppercase and lowercase).
Evaluation:
Observe students’ ability to.
• Complete the classwork independently.

Subject :English Date: February 13, 2025 (Thursday)

Day:4 Objectives Methodology Time Resources Homework
Thursday
Topic: • Identify and read Warm up: 5min White board,
Read and simple CVC Oral drill : Conversation lines markers
colour CVC words . In which class do you study? What is your favorite color? LED
words • Match CVC Oral drill of CVC words 10min Flashcards cvc
words with Main Lesson : words
corresponding Introduce CVC Words: Magnetic letters
pictures. Explain that CVC words are short words made of three sounds:
C = Consonant, V = Vowel, C = Consonant. Worksheet
Write examples on the board (e.g., bat,bag,bus,box).
Sound out each word slowly (e.g.,b-a-t) and ask students to repeat after you.
Match Words with Pictures:
Show picture cards (e.g., bag,bat,bus) and ask students to guess which CVC word matches each 10min
picture.
 Activity ;
Provide worksheets with CVC words.
Read the CVC word and colour in the matching pictures.

Ask students to:

Read the word aloud.
Classwork 10min
Oral drill of CVC words.
Wrap Up 5min
Students ,take turns and say one CVC word each.
Evaluation:
Observe students’:
• Ability to sound out and read CVC words independently during class.
Subject :English Date: February 13, 2025 (Friday)
Day:5 Friday Objectives Methodology Time Resources Homework
Topic: By the end of the lesson, Warm up: 5min White board,
Jolly phonics students will be able to: Sing the Jolly phonics song with actions. markers
phase 1 • Recognize and https://youtu.be/4Egx_jg-j8w?si=rvBP-em2154wcNl2 LED
pronounce the Oral drill : Conversation lines Flash cards
sounds of letters Can I go to the washroom? I have finished my work.
s,a,t,i,p,n Main Lesson : 10min
Introduce each letter sound with a corresponding object (e.g., s for snake, a for ant, t for table).
Play a listening game: Say words and ask students to clap when they hear a word starting
with the target sounds.
Activity ;
Letter Sound Sorting: Provide students with picture cards and ask them to place each picture 5min
under the correct letter.
Classwork :
Students will write jolly phonics phase (s a t i p n) independently in their notebooks. 15min
Wrap Up :
Point to each letter and ask students to say its sound. 5min
Evaluation:
Observe students’ ability to.
• Complete the classwork independently.