WORLD OF KNOWLEDGE

Ii
Pin in the Bin
Unit 6

Focus: Learning Standard(s): Objective(s):

Listening and Speaking 1.1.1 (d) & (e), 1.1.3 {SK & SJK} By the end of the lesson, pupils will be able to: i. associate the letter i with the sound /I/; ii. pronounce words correctly; and iii. recite the rhyme. 30/60 minutes Pictures

Time: Teaching Aid(s):

Cross Curricular Element(s): Multiple Intelligences Introduction: a. Greet pupils. b. Pupils reply. Set Induction: a. b. c. Step 1: a. b. c. d. e. f. Introduce the phoneme /I/ by showing an action. Instruct pupils to: Show your teeth and say e. Demonstrate how to sound it out: When you say /I/, your mouth is open a tiny bit. The corners of your mouth pull back. Get pupils to do the action and sound /I/. Pupils trace the letter and sound /I/. Get pupils to say /I/ is for i. Recite a rhyme. (Appendix 1) Pupils listen and repeat. Pupils say words in the rhyme that has the /I/ sound: pin, bin, in
Ask pupils to observe you. Do it a few times to different groups. Step e: Pupils may trace letter in the air, on the desk, in the sandbox, on a friends back etc.

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Step 2: a. b. c. d. Show the pictures of objects and say aloud: pin, bin, in (Appendix 2) Put up pictures of: ink, tin, kid, pit (Appendix 3) Say each word, emphasize the /I/ sound. Pupils repeat. Pupils match words said with pictures.

Step 3: a. b. c.

Recite rhyme. Pupils repeat. Substitute words in rhyme ink, tin (Appendix 4). Pupils repeat. Substitute words in rhyme kid, pit (Appendix 5). Pupils repeat.

Note: May stop at step 2 depending on pupils ability.

Consolidation: a. b. Recite whole rhyme together. Get pupils to do the action for the /I/ sound and say /I/.

Closure: a. b. Teacher leaves the class by thanking the pupils. Pupils respond appropriately.

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APPENDIX 1

Pin, pin, pin, Bin, bin, bin, The pin is in the bin. Pin, pin, pin, Bin, bin, bin, Where is the pin? Pin, pin, pin, Bin, bin, bin, The pin is in the bin.

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APPENDIX 2

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APPENDIX 3

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APPENDIX 4

Ink, ink, ink, Tin, tin, tin, The ink is in the tin. Ink, ink, ink, Tin, tin, tin, Where is the ink? Ink, ink, ink, Tin, tin, tin, The ink is in the tin.

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APPENDIX 5

Kid, kid, kid, Pit, pit, pit, The kid is in the pit. Kid, kid, kid, Pit, pit, pit, Where is the kid? Kid, kid, kid, Pit, pit, pit, The kid is in the pit.

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Focus: Learning Standard(s): Objective(s):

Reading 2.1.2 (b) /I/, 2.2.1 (a) (b), 2.2.3 By the end of the lesson, pupils will be able to: i. articulate the phoneme /I/ correctly; ii. match pictures to words; and iii. read and understand simple sentences. 30/60 minutes poem, phrase strips, sentence strips, picture cards, word cards

Time: Teaching Aid(s):

Cross Curricular Element(s): Multiple Intelligences Introduction: 1. 2. Greet pupils. Pupils reply.

Set Induction: a. b. c. d. e. Step 1: a. b. c. d. Put up the rhyme. Read the rhyme. Pupils repeat. Pupils match words to pictures learnt in previous lesson. Read aloud words.
Step 1: Associate verbal and written form of word, with emphasis on the focused sound.

Recite the rhyme learnt in previous lesson. Show pictures to help (Appendix 6) pupils recall. Pupils recall and repeat. Pupils identify words in the rhyme that has the /I/ sound. Show the letter i and say the sound /I/. Get pupils to repeat the sound.

Step c:

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Step 2: c. d. e. f. e. f. Step 3: a. b. Put up sentence strips. (Appendix 8) Read the sentences. Pupils repeat. Get pupils to do the action for /I/ and say /I/. Say pin and then followed by the /I/ sound. Show a word card, pin and then point to the letter i and say /I/. Repeat with other words. Put up phrase strips. (Appendix 7) Read the phrases. Pupils repeat.

Consolidation: a. b. c. d. e. Closure: a. b. Teacher leaves the class by thanking the pupils. Pupils respond appropriately. Play a Memory game comprising word and picture cards. Put up 6 picture cards and 6 corresponding word cards, faced down. (Appendix 9) Pupil opens a pair of random cards at a time to look for a matching pair. [a picture card to match a corresponding word card]

pin
If cards dont match, turn them back face down and repeat step 3. If cards match, remove them from the group of cards and place them side by side.

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APPENDIX 6

Pin, pin, pin, Bin, bin, bin, The pin is in the bin. Pin, pin, pin, Bin, bin, bin, Where is the pin? Pin, pin, pin, Bin, bin, bin, The pin is in the bin. Ink, ink, ink, Tin, tin, tin, The ink is in the tin. Ink, ink, ink, Tin, tin, tin, Where is the ink? Ink, ink, ink, Tin, tin, tin, The ink is in the tin. Kid, kid, kid, Pit, pit, pit, The kid is in the pit. Kid, kid, kid, Pit, pit, pit, Where is the kid? Kid, kid, kid, Pit, pit, pit, The kid is in the pit.
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APPENDIX 7

pin in bin ink in tin kid in pit

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APPENDIX 8

Where is the pin? The pin is in the bin. Where is the ink? The ink is in the tin. Where is the kid? The ink is in the pit.
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APPENDIX 9

kid pin ink

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pit bin tin

Focus: Learning Standard(s): Objective(s):

Writing 3.1.1 (b), (c), (f), 3.1.2 (a), (d), (e) {SK & SJK} By the end of the lesson, pupils will be able to: i. write the letter I/i correctly; and; ii. copy and write in neat legible print. 30/60 minutes Writing exercise book, pictures

Time: Teaching Aid(s):

Cross Curricular Element(s): Multiple Intelligences Introduction: a. b. Greet pupils. Pupils reply.

Set Induction: a. b. Step 1: a. Demonstrate correct way of writing letter I/i on the board using writing lines [red and blue lines]. Demonstrate drawing simple strokes up and down. Pupils follow.

I
2 3

b. Step 2: a. b.

Pupils complete exercise on page 30 in pupils module. (Appendix 10)

Distribute three pictures to each pupil: pin, tin, bin. (Appendix 11) Paste pictures in their writing books. Pupils copy and write the words below each picture.
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Step 3: a. b. c. Distribute three other pictures to each pupil: ink, kid, pit.(Appendix 12) Paste the pictures in their writing books. Pupils copy and write the words below each picture.

Consolidation: a. Closure: a. b. Teacher leaves the class by thanking the pupils. Pupils respond appropriately. Copy and i. pin in ii. ink in iii. kid in write phrases in their writing book: the bin the tin the pit

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Trace and write neatly.

APPENDIX 10

Ii

Ii Ii

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APPENDIX 11

pictures are for the whole class

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APPENDIX 12

pictures are for the whole class

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Focus: Learning Standard(s): Objective(s): Time: Teaching Aid(s):

Language Arts 4.1.2, 4.3.1 (b) {SK & SJK} By the end of the lesson, pupils will be able to: i. sing action songs with guidance. 30/60 minutes song, props

Cross Curricular Element (s): Multiple Intelligences - kinaesthetic Introduction: a. b. Greet pupils. Pupils reply.

Set Induction: a. Step 1: a. b. Step 2: a. b. c. Teach the song. (Appendix 14) Pupils repeat. Pupils put their hands in the envelope. Pupils sing with actions. Distribute pictures and envelopes. Pupils cut out pictures. (Appendix 13) Pupils paste pictures of bin, tin and pit on individual envelopes. Pupils recall the six words learnt: pin, bin, ink, tin, kid, pit based on pictures shown.

Consolidation: a. Closure: a. b. Teacher leaves the class by thanking the pupils. Pupils respond appropriately. Pupils sing and perform action song using the props made.

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APPENDIX 13

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APPENDIX 14
[To the tune of: Farmer In The Dell]

Pin, pin, pin, Bin, bin, bin, /I/, /I/, /I/, /I/, /I/, /I/, The pin is in the bin. Ink, ink, ink, Tin, tin, tin, /I/, /I/, /I/, /I/, /I/, /I/, The ink is in the tin. Kid, kid, kid, Pit, pit, pit, /I/, /I/, /I/, /I/, /I/, /I/, The kid is in the pit.

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