Note for teachers using this lesson plan
Before this lesson, ensure you have charts displaying letters Ii and Jj with corresponding pictures (e.g., Igloo, Ink, Juice, Jam), pictures illustrating various daily routines (e.g., brushing teeth, bathing, praying), and a simple storybook or a prepared story to tell. The central idea is for pupils to recognise and sound out letters Ii-Jj, understand the concept of daily routines, and develop listening skills through storytelling. Observe pupils as they identify the letters, name routine activities, and ask questions about the story to confirm their understanding.
Class: Pre-School Level 3
Term: Second Term
Week: 5
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Letter Work
Previous Lesson: Letters Gg-Hh and simple words
Topic: LETTERS II-JJ WITH STORYTELLING AND DAILY ROUTINES
Subject Matter: READING AND WRITING Identifying letters Ii – Jj. Storytelling. Daily routine. Learning the daily routine e.g. greetings, prayers, bathing, brushing of teeth etc. Tracing and colouring of letters and objects (letters Ii – Jj). Engage learners in storytelling. Weekly focus: Letters Ii-Jj with Storytelling and Daily Routines.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify uppercase ‘I’ and lowercase ‘i’.
- Identify uppercase ‘J’ and lowercase ‘j’.
- Say the sounds of letters ‘I’ and ‘J’.
- Name at least three daily routine activities.
- Answer simple questions about a story.
Affective Domain
- Listen attentively to the teacher’s explanations and stories.
- Show interest in learning new letters and sounds.
- Participate actively in classroom discussions and activities.
Psychomotor Domain
- Trace letters Ii and Jj correctly in their notebooks.
- Colour objects related to letters Ii and Jj.
- Demonstrate simple actions related to daily routines (e.g., pretending to brush teeth).
Social Domain
- Ask polite questions during storytelling and discussions.
- Take turns when speaking or answering questions.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education resources
- Relevant early-years literacy workbook
Instructional Materials
- Charts displaying uppercase and lowercase letters Ii and Jj
- Picture cards of objects starting with ‘I’ (e.g., Igloo, Ink, Insect)
- Picture cards of objects starting with ‘J’ (e.g., Juice, Jam, Jellyfish)
- Charts or posters illustrating daily routines (e.g., waking up, brushing teeth, bathing, eating, going to school, sleeping)
- A simple storybook or a prepared short story
- Tracing and colouring books/sheets for letters Ii and Jj
- Crayons and pencils
- Movable alphabets (optional)
Rationale for the Lesson
This lesson is crucial for 4-year-olds as it introduces them to new letters and sounds, which are foundational for early literacy. Learning about daily routines helps children develop a sense of order, responsibility, and independence. Storytelling enhances their listening skills, vocabulary, and imagination, preparing them for more complex communication and reading in the future.
Prerequisite/Previous Knowledge
Pupils can recognise some letters of the alphabet (A-H), listen to simple instructions, and are familiar with basic activities they do at home and school.
Lesson Content/Board Summary
LETTERS Ii-Jj, Storytelling and Daily Routines
Learning Letters Ii and Jj
Letter Ii
- Uppercase: I
- Lowercase: i
- Sound: /ɪ/ as in “ink” or “igloo”
- Words:
- Igloo
- Ink
- Insect
Letter Jj
- Uppercase: J
- Lowercase: j
- Sound: /dʒ/ as in “juice” or “jam”
- Words:
- Juice
- Jam
- Jellyfish
Daily Routines
What are Daily Routines?
Daily routines are things we do every day, usually in the same order, to keep us healthy, happy, and organised.
Examples of Daily Routines:
- Waking up
- Praying
- Brushing our teeth
- Bathing
- Eating breakfast, lunch, and dinner
- Going to school
- Playing
- Sleeping
Why are Routines Important?
- They help us stay healthy and clean.
- They help us know what to do next.
- They make us feel safe and happy.
Storytelling Time
Storytelling helps us to:
- Listen carefully.
- Learn new words.
- Imagine different things.
- Understand feelings.
Letters Ii-Jj and Routine Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Letter I, letter I, so tall and straight,
Like an Igloo, it’s really great.
Letter J, letter J, a happy sound,
Like yummy Juice, all around.
Every day, we have a plan,
Brush our teeth, as fast as we can.
Eat our food, then off to play,
Routines help us all the way!
Actions:
- For ‘I’: Stand tall and straight.
- For ‘J’: Make a ‘J’ shape with your finger.
- For ‘Igloo’: Make a dome shape with hands.
- For ‘Juice’: Pretend to drink.
- For ‘Brush our teeth’: Mimic brushing teeth.
- For ‘Eat our food’: Mimic eating.
Watch and Practise
Key Words
- Igloo – A house made of ice.
- Ink – Coloured liquid for writing or drawing.
- Juice – A drink made from fruit.
- Jam – A sweet spread made from fruit.
- Routine – Things we do every day.
- Story – A telling of events, real or imagined.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by displaying the charts for Ii and Jj. Point to each letter, say its name and sound clearly, and then show the corresponding picture cards (Igloo, Ink, Juice, Jam). Encourage pupils to repeat after you. For daily routines, use the picture charts to explain each activity, asking pupils if they do these things at home. Tell a simple story, ensuring it has a clear beginning, middle, and end, and use expressive voices. After the story, ask pupils simple questions about what happened.
What to show or demonstrate: Show the correct formation of ‘I’, ‘i’, ‘J’, ‘j’ on the board or in the air. Demonstrate the actions for the daily routine activities (e.g., pretend to brush teeth, wash face). Model attentive listening during storytelling.
How to use the rhyme/song: Introduce the “Letters Ii-Jj and Routine Rhyme” after teaching the letters and routines. Sing it slowly first, performing the actions. Then, sing it together with the pupils, encouraging them to join in with the words and actions. Repeat it a few times to help them memorise.
How to use the video: Introduce the video as a fun way to learn more about letters Ii and Jj and their sounds. Play the video, asking pupils to watch and listen carefully. After the video, prompt them to say the sounds and words they heard. You can pause the video to ask questions or have them repeat specific sounds.
What to watch for: Observe if pupils are correctly identifying the uppercase and lowercase forms of Ii and Jj. Listen for accurate pronunciation of the letter sounds and example words. Check if they can name daily routine activities and understand the sequence. During storytelling, notice if they are engaged and can answer simple comprehension questions.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Storytelling
- Picture Talk
- Question and Answer
- Repetition
- Tracing
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and leads them in singing the alphabet song (A-Z). The teacher then quickly reviews letters Gg and Hh by showing their charts and asking pupils to say their sounds and names.
Pupils’ Activity: Pupils respond to greetings, sing the alphabet song, and identify letters Gg and Hh, saying their sounds.
Learning Point: Pupils recall previous knowledge of letters and sounds.
Step 2: Introduction of Letters Ii and Jj
Time: 5 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher introduces uppercase ‘I’ and lowercase ‘i’ using charts. The teacher says the name and sound of ‘I’ (/ɪ/) and gives example words like “Igloo” and “Ink” with pictures. The teacher then introduces ‘J’ and ‘j’, saying its name and sound (/dʒ/) and giving examples like “Juice” and “Jam” with pictures. Pupils repeat after the teacher.
Pupils’ Activity: Pupils look at the charts, listen attentively, and repeat the names, sounds, and example words for Ii and Jj.
Learning Point: Pupils recognise and pronounce letters Ii and Jj and their associated words.
Step 3: Discussion on Daily Routines
Time: 5 minutes
Teaching Skill: Picture Talk/Discussion
Teacher’s Activity: The teacher displays pictures of various daily routines (e.g., brushing teeth, bathing, praying, eating). The teacher explains what a “daily routine” is and asks pupils to name some things they do every day. The teacher emphasizes the importance of routines.
Pupils’ Activity: Pupils look at the pictures, listen to the explanation, name some of their own daily activities, and discuss why routines are important.
Learning Point: Pupils understand the concept of daily routines and can name common ones.
Step 4: Storytelling Session
Time: 6 minutes
Teaching Skill: Storytelling/Questioning
Teacher’s Activity: The teacher tells a simple, engaging story to the pupils, using clear language and expressive gestures. The story could involve characters performing daily routines or encountering objects starting with Ii or Jj. After the story, the teacher asks simple comprehension questions (e.g., “Who was in the story?”, “What did they do first?”).
Pupils’ Activity: Pupils listen attentively to the story and answer the teacher’s questions.
Learning Point: Pupils develop listening comprehension and can recall details from a story.
Step 5: Tracing and Colouring Letters Ii-Jj
Time: 5 minutes
Teaching Skill: Guided Practice/Fine Motor Skills
Teacher’s Activity: The teacher distributes tracing and colouring sheets for letters Ii and Jj, along with pictures of “Igloo” and “Juice.” The teacher demonstrates how to trace the letters correctly, guiding pupils on starting points and direction. The teacher then encourages pupils to colour the letters and pictures.
Pupils’ Activity: Pupils hold their pencils correctly, trace letters Ii and Jj, and colour the accompanying pictures.
Learning Point: Pupils practise fine motor skills and letter formation for Ii and Jj.
Step 6: Rhyme and Video Reinforcement
Time: 2 minutes
Teaching Skill: Repetition/Auditory Learning
Teacher’s Activity: The teacher leads the pupils in singing the “Letters Ii-Jj and Routine Rhyme” again with actions. The teacher then plays the short educational video on letters Ii and Jj, encouraging pupils to watch and repeat the sounds and words.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, repeating sounds and words as prompted.
Learning Point: Pupils reinforce their understanding of letters Ii-Jj and daily routines through song and visual aids.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- Show the ‘I’ chart and ask, “What letter is this?”
- Show the ‘J’ chart and ask, “What sound does this letter make?”
- Ask, “Name one thing you do every morning.”
- Hold up a picture of an “Igloo” and ask, “What is this picture?”
- Ask, “What did the boy do in the story?” (referring to a simple detail from the story told).
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summarisation/Encouragement
Teacher’s Activity: The teacher praises the pupils for their active participation and good listening. The teacher briefly recaps that they learned about letters Ii and Jj, daily routines, and enjoyed a story. The teacher encourages them to practice tracing and remembering their routines at home.
Pupils’ Activity: Pupils listen to the teacher and respond with “Thank you, teacher.”
Learning Point: Pupils feel encouraged and understand the main points of the lesson.
Lesson Keywords
- Igloo – A house made of ice.
- Ink – Coloured liquid used for writing or drawing.
- Juice – A drink made from fruit.
- Jam – A sweet spread often eaten with bread.
- Routine – A set of actions that are done regularly.
- Story – An account of imaginary or real events.
Differentiation
- Support: For pupils who struggle, provide larger tracing letters, offer hand-over-hand guidance, use more repetition of sounds and words, and simplify story questions to yes/no responses or pointing to pictures.
- Extension: For fast learners, encourage them to think of other words that start with ‘I’ or ‘J’, ask them to describe more steps in their daily routine, or have them retell a small part of the story in their own words.
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