WORLD OF KNOWLEDGE

Oo
The Ox On The Mop

Unit 12

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

Listening and Speaking 1.1.3, 1.2.1(a) & (d) {SK & SJK} By the end of the lesson, pupils will be able to: i. say the phoneme / / correctly; and ii. identify objects with the phoneme / /. 30/60 minutes Pictures card,

Time: Teaching Aid(s):

Cross Curricular Element (s): Multiple Intelligences Introduction: a. Greet pupils. b. Encourage pupils to reply. Set Induction: a. Sing a song a few times. (Appendix 1) b. Pupils listen. Step 1: a. b. c. d. e. f. Step 2: a. Say aloud words: ox, on, mop, dog, hot, cot, top, shop. (Appendix 2) b. Show pictures. c. Get pupils to say the words with guidance. Step 3: a. Point to the pictures and pupils say aloud ox, top, etc. b. Get pupils to show the action for the phoneme // and articulate the sound.
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Step e.: Pupils may trace letter in the air, on the desk, in the sandbox, on a friends back etc. Introduce the phoneme // by showing an action. Draw a small circle (anti clockwise) in the air and say //. Demonstrate how to sound it out: open your mouth, lower your chin and say //. Get pupils to do the action and say //. Pupils trace the letter and say //. Get pupils to say // is for o.

Step 4: Game 1: a. b. c. d. Divide pupils into groups. Give each group a set of picture cards. Sing the song in Appendix 1. The group has to hold up pictures of the words each time it is sung. The group which holds up the correct pictures in each verse wins a point. The group with the most points wins the game.

Consolidation: a. Get pupils to do the action for the // sound and write the letter o in the air. Closure: a. Leave the class by thanking the pupils. b. Pupils respond appropriately.

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APPENDIX 1
The /o/ Song (Sing to tune: The wheels on the bus)

The ox on the mop calls O, O, O O, O, O , O, O, O, The ox on the mop calls O, O, O all day long. The dog in the cot goes O, O, O, O, O, O , O, O, O, The dog in the cot goes O, O, O all day long. The pot is so hot goes O, O, O, O, O, O, O, O, O, The pot is so hot goes O, O, O, all day long. The top in the shop goes O, O, O, O, O, O, O, O, O , The top in the shop goes O, O, O, all day long.

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APPENDIX 2

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

Reading 2.1.2 (c) / /, 2.2.1 (a) & (b) {SK & SJK} By the end of the lesson, pupils will be able to: i. Say the phoneme / / correctly; and ii. Match words with pictures. 30/60 minutes picture cards, word cards, manila cards with lyrics, worksheets

Time: Teaching Aid(s):

Cross Curricular Element (s): Multiple Intelligences Introduction: a. Greet pupils. b. Encourage pupils to reply. Set Induction: a. Say a tongue twister focused on the // sound. Ollie the ox is on the mop. b. Pupils repeat a few times but with a faster speed. Step 1: a. Sing together with pupils the song learnt in the previous lesson. b. Pupils sing and do the action of the / / sound when heard. c. Show a word card, ox and then point to the letter o and say //. Step 2: a. b. c. d. e. f. g. h. Post lyrics on the board. (Appendix 3) Replace pictures instead of words. (Appendix 2) Place word cards at the side of the board. (Appendix 4) Read together with pupils. As you say words with the / / sound, point to the picture. Take the correct word card and paste it on/above the picture. Repeat reading with pupils Let pupils decide where to put the word cards.
215 Step c.: Repeat with other words: mop, top, dog, cot, pot,

shop.

Step 3: a. Divide pupils to groups b. Give out a set of word cards and manila cards with lyrics and missing words to groups c. Pupils paste the word cards in the correct space provided. d. The fastest group to complete correctly wins the game. Step 4: a. Complete exercise on page 65 in pupils module. b. Pupils match words and pictures. Consolidation:
a. Repeat singing the song with action of the / / sound together with pupils. b. Pick a leader amongst the pupils to lead. Step c: Teacher may want to help by singing the song.

c. Sing together again. Closure:

a. Leave the class by thanking the pupils. b. Pupils respond appropriately.

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APPENDIX 3
The __________ on the _________________ calls O, O, O, O, O, O , O, O, O, The __________ on the __________________ calls O, O, O all day long.

The ______________ in the ________________ goes O, O, O, O, O, O , O, O, O, The _____________ in the ______________ goes O, O, O all day long.

The ________________ is so ________________ goes O, O, O, O, O, O, O, O, O, The ______________ is so ___________ goes O, O, O, all day long.

The _________________ in the ______________ goes O, O, O, O, O, O, O, O, O, The ____________ in the ____________ goes O, O, O, all day long.

*Note: On manila card board

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APPENDIX 4

ox dog shop

mop cot a hot pot

top pot

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APPENDIX 5

Match correctly.

ox mop dog cot pot

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

Writing 3.1.1 (b), (c) & (e), 3.1.2 (a) & (b) {SK & SJK} By the end of the lesson, pupils will be able to: iii. write the letter o correctly 30/60 minutes Worksheet, crayons, plasticine, plain/blank papers.

Cross Curricular Element (s): Multiple intelligences Introduction: a. Greet pupils. b. Encourage pupils to reply. Set Induction: a. Introduce a chant to pupils. Hop on the ox, hop Hop on the ox, hop Hop on the ox, Hop on the ox, Hop on the ox, hop. Step a: Get pupils to clap as words with the // sound ischanted.

b. Pupils repeat after the teacher. c. Pupils say and clap to the chant. Step 1: a. Show pupils to form squiggles from left to right. b. Pupils follow the teacher by drawing squiggles in the air. c. Give pupils blank papers and crayons or use their writing books. Step 2: a. Get pupils to do the action for // and say //. b. Show how to write uppercase O and lowercase o. c. Say around and up around to encourage pupils to listen and follow.

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O o
1

Step 3: a. Distribute plasticine to pupils. b. Get pupils to form the letter o. Step 4: a. Show picture cards and get pupils to say the words. b. Next, teacher says //..o.

ox/o/...o c. Repeat with the words learnt Step 5: a. Complete exercise on page 68 in pupils module. (Appendix 6) b. Pupils circle the letters o found on the octopus and colour it. c. Pupils trace and write the letter o correctly. Consolidation: a. Get pupils to say the chant again. Closure: a. Leave the class by thanking the pupils. b. Pupils respond appropriately.

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APPENDIX 6
Name :_________________________________ Trace and write neatly. Year:____________

Oo Oo Oo

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

Language Arts 4.1.2, 4.3.1 (a) {SK & SJK} By the end of the lesson, pupils will be able to: i. sing with actions; and ii. produce an octopus mobile. 30/60 minutes Picture cards, scissors, glue, pencil colours,

Time: Teaching Aid(s):

Cross Curricular Element (s): Multiple intelligences, creativity Introduction: a. Greet pupils. b. Encourage pupils to reply. Set Induction: a. Sing the song learnt in previous lessons. b. Pupils follow and sing together with the teacher. Step 1: a. Divide pupils into groups. b. Give each group a set of picture cards. (Appendix 2) c. Sing the song in Appendix 1. The group has to hold up pictures of the words each time it is sung. Step 2: a. Give out photocopiable pictures of the octopus and pictures of words with // sound learnt. (Appendix 7 and 8) b. Pupils cut the picture of the octopus and pictures of objects. c. Pupils paste the pictures on each end of the octopuss tentacles with glue d. Pupils colour and decorate their octopus. Steps a- d.: Teacher guides and demonstrates the process.

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Step 3: a. In groups, pupils sing the song. b. Pupils decide what actions they want to do with the mobile when they say the // sound. Step 4: a. Pupils perform in their groups. b. Assesses pupils performance. c. The group with the best performance is the winner. Step 5: a. Pupils trace and write the letter g correctly Consolidation: a. Teacher asks pupils to do the actions for the // sound using their octopus mobile Closure: a. Leave the class by thanking the pupils. b. Pupils respond appropriately. (Material adapted from Phonics Phonemic Awareness Word Recognition Activities, teacher created materials, inc. author Brenda Calabretta,1997, USA)

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APPENDIX 7

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APPENDIX 8

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