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Subject: English
Semester: 1
Period: 1
Week: 3
School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 1
Date: Week 3
Lesson Duration: 45 minutes
Week & Period: Week 3, Period 1
Topic: Reading and Grammar
Sub-topic: Listening Comprehension, Pronouns, Singular Nouns
Learning Objectives
By the end of the lesson, students should be able to:
Listen and identify characters, setting, and events in a story
Answer questions from short narratives
Use personal pronouns your, our in sentences
Identify singular nouns (boy, girl, school, table, etc)
Spell VC and CVC words
Read and spell high frequency words: have, do, of
Understand word study terms: beginning, middle, end
Write words with correct spacing on three-line paper
Previous Knowledge
Students know letters A–Z, some CVC words, and pronouns I, my, you.
Instructional Materials
Storybook with short narrative
Flashcards for pronouns and nouns
Word cards for VC/CVC words
Handwriting paper
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher reads a riddle: “I have four legs. You can sit on me. What am I?” Learners answer: “A chair.”
Quick spelling game of VC words (at, in, an).
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
- Story Listening
Definition & Explanation
- Story listening is when the teacher reads aloud and learners listen carefully to understand.
- It develops listening comprehension, memory, imagination, and speaking skills.
- Learners practice identifying characters (people/animals), setting (place), and events (what happened).
Instruction
Teacher reads aloud:
“A boy went to school. He met a girl. They played with a ball.”
Comprehension Questions
- Who are the characters? (boy, girl)
- Where is the setting? (school)
- What happened? (played with ball)
Extra Practice
Teacher adds new short stories, e.g.:
- “The cat ran up the tree. A dog barked.”
- Questions: Characters? (cat, dog). Setting? (tree/yard). What happened? (cat ran, dog barked).
- Pronouns: Your and Our
Definition & Explanation
- Pronouns are words that replace nouns to avoid repetition.
- Your – shows that something belongs to the person spoken to.
- Example: This is your pencil.
- Our – shows that something belongs to the speaker and others.
- Example: This is our class.
Learners Practice
- Repeat teacher’s examples.
- Make their own sentences:
- Your bag is red.
- Our teacher is kind.
- Singular Nouns
Definition & Explanation
- Noun: A word that names a person, place, animal, or thing.
- Singular noun: A noun that shows one person, place, or thing.
- Opposite: plural noun (more than one).
Examples
- boy, girl, school, book, table, bag, pen, teacher.
Classroom Activity
- Noun Hunt: Learners look around and name singular nouns: desk, board, fan, shoe.
- Spelling: VC and CVC Words
Definition & Explanation
- VC words: vowel + consonant words (e.g., at, in, an).
- CVC words: consonant + vowel + consonant words. These are the building blocks for early reading.
Examples
- VC: at, in, an, it.
- CVC: cat, dog, sun, mat, pen, top.
Instruction
- Teacher sounds out: /c/ + /a/ + /t/ = cat.
- Learners repeat, spell aloud, and write.
- High Frequency Words
Definition & Explanation
- High frequency words are words that appear very often in texts and need to be recognized quickly by sight.
Words Introduced
- have, do, of
Sentences
- We have a ball.
- Do you like rice?
- A cup of tea.
- Word Study: Beginning, Middle, End
Definition & Explanation
- Every word has three main parts:
- Beginning sound (first letter/sound).
- Middle sound (vowel in the middle).
- End sound (last letter/sound).
Examples
- cat → c (beginning), a (middle), t (end).
- sun → s (beginning), u (middle), n (end).
- dog → d (beginning), o (middle), g (end).
Practice
Teacher writes words on the board and learners identify parts.
- Handwriting
Definition & Explanation
- Handwriting is writing letters and words neatly with correct spacing.
- Learners must leave finger spaces between words so sentences are easy to read.
Instruction
Teacher demonstrates writing sentences on the board:
- I have a cat.
- This is our class.
Learners trace in the air, then copy into their books using three-line paper.
Learners’ Activities (Expanded)
- Answer comprehension questions after listening to a story.
- Repeat and make sentences with your and our.
- Play “Noun Hunt” – point out singular nouns in the classroom.
- Blend and spell CVC words orally in groups (cat, sun, mat).
- Read and spell high-frequency words (have, do, of).
- Identify beginning, middle, and end sounds of words.
- Practice handwriting sentences with finger spaces.
Assessment Checks (Expanded)
- Teacher asks: Who are the characters? What is the setting? What happened? after story reading.
- Teacher gives sentences with blanks → learners choose correct pronoun (This is ___ bag. This is ___ teacher.).
- Learners name 3 singular nouns from classroom.
- Learners spell aloud 3 CVC words and write them.
- Learners read high frequency words: have, do, of.
- Teacher says a word (e.g., sun) → learners identify beginning, middle, end sounds.
- Teacher checks learners’ handwriting for proper spacing.
Notes (Expanded & Detailed)
- Stories help learners practice listening, speaking, and comprehension. They also develop vocabulary.
- Pronouns (your, our) show ownership and replace repeating nouns.
- Singular nouns mean one person, place, or thing. Recognizing them is the first step before learning plurals.
- VC and CVC words are essential phonics practice that lead into reading and spelling longer words.
- High frequency words (have, do, of) are sight words that must be memorized.
- Beginning, middle, end helps learners break words into sounds for spelling and reading.
- Handwriting with spaces ensures clear communication and prepares learners for sentence writing.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews pronouns, singular nouns, CVC spelling, and comprehension.
Evaluation Method (Expanded):
Exit slip: Learners write one singular noun, use your in a sentence, and spell one CVC word.
Assignment (Expanded):
Draw and label three singular nouns from home.
Write sentences using your and our.
Follow-up Activity:
Pair learners to test each other on singular nouns and pronouns.
Differentiation / Inclusive Strategies
Struggling learners draw pictures of nouns instead of writing words. Advanced learners write 2–3 sentence stories.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low