Teacher: Ashley

Date: June 9-13

Class Level: Infant 2
Time and Duration of the lesson: 10:00-11:45 (75 mins)
Subject: English
Topic: Consonant Diagraph, Parts of Speech
Sub topic/s: Initial and Final Sound-sh, ch, Nouns, Adjectives and Verbs
Core Competency Areas:
Shows social competences that will help the child become involved in collaborative learning
activities.
Takes initiative in participating in class projects.
Listen with attention for brief periods.
Content:
What is “ch”?
“ch” is a digraph, which means it’s two letters that come
together to make one sound. In this case, the letters c and h
work as a team to make the /ch/ sound.
What is “sh”?
“sh” is also a digraph — two letters that come together to
make one sound: /sh/.
“The + adjective + noun + verb”
This is a simple sentence that helps us describe something and say what it is doing.

Part Explanation Example

Adjective A word that describes the noun small, shiny, sleepy

Noun A person, place, or thing chicken, shark, shell

Verb An action word – tells what it is doing is swimming, is chewing

Examples:
 The shiny shell is sitting.
  The small ship is sailing.
 The sleepy sheep is smiling.
Skills
Build vocabulary through the use of new words in communicating with others.
Recognize and read grade-appropriate irregularly spelled words.
Read with sufficient accuracy and fluency to support comprehension.
Read grade-level text with purpose and understanding.

Dispositions:
Can focus.
Work positively and learn from others.
Celebrate their own and each other's successes.
Reflect on your own learning.
Is organized.
Specific LO’s
LA 1.05 Read text with sufficient accuracy and fluency to support comprehension.
LA 1.07 Identify, read, spell and appropriately use 50-100 high-frequency words to complete and
write sentences.
LA 2.60 Formulate an opinion and answer simple questions about their feelings in response to
stories and poetry presented orally.
LA 4.38 Use singular and plural nouns with correct verbs in basic sentences.
LA 3.58 Use oral and written sentences to express ideas, preferences and needs.
LA 1.27 Identify and read with confidence words with consonant digraphs /sh/, th & /ch/ in oral
and written text.
Teacher References:
Academic Guides: Writing: Sentence Structure and Types of Sentences. (n.d.).

[Link]
Miss Phonics. (2022, November 26). ch Sound Phonics | Learn to Read with “ch” Words |

British Teacher’s Phonics Lesson [Video]. YouTube. [Link]

v=_RaZ4UwNrQQ

Miss Phonics. (2022, November 26). sh Sound Phonics | Learn to Read with “sh” Words |

British Teacher’s Phonics Lesson [Video]. YouTube. [Link]

v=4p2KXlFbog0

Monday:
Materials Needed
 Video:
 Visual aids: Images of objects with /ch/ sounds (e.g., chair, cheese, chicken)
 Word cards: Adjectives (e.g., big, small), nouns (e.g., chair, cheese), verbs (e.g., sits,
melts)
 Sentence strip templates
 Whiteboard and markers
 Student worksheets for practice
Learning Objectives:
After watching the video “ch Sound Phonics | Learn to Read with 'ch' Words | British Teacher's
Phonics Lesson” and after watching teacher demonstrate how to write a sentence using different
parts of speech, students will be able to:
Identify and pronounce at least five words with the /ch/ sound by watching the video and
participating in pronunciation of these diagraphs.
Actively participate in sentence-building activities by contributing adjectives, nouns, and verbs,
showing enthusiasm and willingness to collaborate during class discussions.
Write at least two sentences using the pattern “The + adjective + noun + is + verb.”
Introduction
Begin by asking: "Have you ever heard the sound /ch/ before? Can you think of any words that
start with this sound?"
Introduce the /ch/ digraph, explaining that when 'c' and 'h' come together, they make the /ch/
sound.
Video Viewing
Play the video: [Link]
 Encourage students to listen carefully and repeat the /ch/ words presented.
 Pause after key examples to discuss and reinforce pronunciation.
Sentence Construction:
Write the sentence structure on the board: "The + adjective + noun + is + verb."
 Provide examples:
o "The cheerful child is chatting."
o "The chilly chicken is chilling."
Elicit from students some adjectives, nouns and verbs to create sentences as a class.
Have students practice writing a few sentences on their own, have them share it and then if
needed, fix it as a class.
Formative Assessment:
Distribute word cards with the ch digraph to students and have students create sentences using
the provided structure.
Conclusion
Review the /ch/ sound and the sentence structure learned.

Tuesday:
After watching the video “sh Sound Phonics | Learn to Read with 'sh' Words | British
Teacher's Phonics Lesson”
Identify and pronounce at least five words containing the /sh/ sound, demonstrating
understanding of the digraph 'sh'.
Participate actively and collaboratively in sentence-building activities, showing enthusiasm and
respect for peers' contributions.
Write at least two complete sentences using the structure "The + adjective + noun + is + verb,"
applying proper handwriting and spacing.
Materials Needed
  Video:
 Visual aids: Images of objects with /sh/ sounds (e.g., ship, shell, shark)
 Word cards: Adjectives (e.g., shiny, small), nouns (e.g., ship, shell), verbs (e.g., sails,
shines)
 Sentence strip templates
 Whiteboard and markers

Introduction
Begin by asking: "Have you ever heard the sound /sh/ before? Can you think of any words that
start with this sound?"
Introduce the /sh/ digraph, explaining that when 's' and 'h' come together, they make the /sh/
sound.
Video Viewing
 Play the video: [Link]
 Encourage students to listen carefully and repeat the /sh/ words presented.
 Pause after key examples to discuss and reinforce pronunciation.
Guided Practice
Write the sentence on the board:
“The shiny shell is sparkling.”
Point to each word and explain its role:
o “The” introduces the noun.
o “Shiny” is the adjective that describes the noun.
o “Shell” is the noun.
o “Is sparkling” is the action (verb phrase).
o Read the sentence aloud clearly and slowly.
o Write another example: “The small ship is sailing.”
o Underline each part of the sentence to highlight the pattern.
Draw a sentence frame on the board:
The ___ ___ is ___.
Ask students to help fill in the blanks:
 o Elicit an adjective (e.g., “shy”).
o Elicit a noun that starts with “sh” (e.g., “shark”).
o Elicit a verb or verb phrase (e.g., “swimming”).
o Complete the sentence together: The shy shark is swimming.
o Read the sentence as a class. Repeat with another example if needed.
Provide students with writing paper or sentence strips.
Have students write 1–2 original sentences following the pattern:
The + adjective + noun + is + verb.
Invite volunteers to read their sentences aloud to the class. If needed, revise a few examples
together on the board as a class for clarity and correctness.
Formative Assessment
Distribute word cards with the “sh” digraph to students and have students create sentences using
the provided structure.
Conclusion:
Review the /sh/ sound and the sentence structure learned.

Wednesday:
Materials Needed
 Story
 Word cards: Adjectives (e.g., shiny, small), nouns (e.g., ship, shell), verbs (e.g., sails,
shines)
 Sentence strip templates
 Whiteboard and markers
Learning Objectives
After reading the story “A Day at the Beach with Shelly” and being provided with the sentence
pattern “The + adjective + noun + is + verb.”, students will be able to:
Identify and differentiate between /sh/ and /ch/ digraph words from the story.
Express personal opinions and feelings about the story and beach experiences, participating in
class discussion by responding to open-ended questions.
Write 1–2 original sentences using the sentence pattern “The + adjective + noun + is + verb,”
incorporating /sh/ and /ch/ words from the story.
Introduction
Objective: Review /sh/ and /ch/ sounds
 Write or display /sh/ and /ch/ word cards (e.g., shark, ship, shell, chair, chill, chew).
 Students take turns identifying which sound they hear and sort the words.
Read the Story: “A Day at the Beach with Shelly”
  Present students with a picture for the story and have them predict what the story will be
about.
 Read the story aloud once while students listen.
 Read again, this time pointing out /sh/ and /ch/ words. Ask students to signal when they
hear a word with one of those sounds.
 Allow students time to read on their own.
Discussion & Opinion Sharing
1. “Where your guesses right? What differences do you recall?”
2. “Would you like to go to the beach like Shelly? Why or why not?”
3. “What part of her beach trip do you like the most?”
4. “Do you think Shelly was scared when she saw the shark?”
5. “What were the word with the “sh” diagraph?”
6. “Do you recall any word with the “ch” sound?”
Sentence Construction
Use the diagraphs from the story to write sentences using the sentence pattern "The + adjective +
noun + is + verb."
Write on the board:
 “The shiny shell is sitting in the sand.”
Highlight each part of the pattern.
As a class:
 Build a sentence together based on student input:
“The small ship is sailing near the shark.”
Independently:
 Students write 1–2 sentences using the pattern. Encourage them to:
o Describe something in the story
o OR describe something they would do at the beach
 Share with a partner or read aloud.
Formative Assessment:
Recall words from the story with the ‘ch’ and ‘sh’ diagraph. If it is a ‘ch’ diagraph, have students
sit, if it is a ‘sh’ diagraph, have students stand.
Conclusion:
Review the sounds produce through choral pronunciation and have volunteer students create
sentences orally.

Thursday:
After reviewing the story “A Day at the Beach with Shelly”, students will be able to:
Recall and sequence key events from the story in correct order.
Reflect on their favourite part of the story and explain why they liked it.
Write a sentence about a story event using the pattern: “The + adjective + noun + is + verb.”
Materials
 Printed copy of the story or projected version
 Visual sequencing cards (4–5 events from the story)
 Word bank (with /sh/ and /ch/ words from the story)
 Sentence frame templates
 Crayons or colored pencils
Introduction
 Review digraphs /sh/ and /ch/ with a few examples from the story:
o sh: shore, shells, shark, ship, shallow
o ch: chill, chair, chew, chasing
 Students sort the words by sound (use word cards or say them aloud and sort on the
board).
Story Re-read & Opinion Sharing
Briefly review the story with students.
1. Present 4–5 sentence cards with key events (e.g., Shelly collecting shells, chilling in her
chair, chewing gum, watching a ship, seeing the shark).
2. Students work in small groups or as a class to put the events in order.
Ask guiding questions:
 What happened first?
 What did Shelly do after she sat in her chair?
  What was the most exciting part?
 Which part of Shelly’s beach day was your favourite
 Have you ever done something like Shelly did?
 Would you like to see a shark like Shelly did?
Sentence Writing
Review sentence pattern:
“The + adjective + noun + is + verb.”
Model a sentence from the story:
o The shiny shell is sitting.
o The little shark is chasing a fish.
Have students write their own sentence about one event from the story or their favourite part
using the pattern.
Formative Assessment:
Have students draw a picture of their favourite part of the story and write a sentence using the provided
sentence pattern to express themselves.

Conclusion:
Ask a few students to read their sentences aloud.
What did we learn today about Shelly’s day?
 Quick review of /sh/ and /ch/ sounds—students give one word for each.

Friday
Graded work