Two-Week Lesson Plan: English Writing (Grade 1, India)
Overview
Grade Level: 1
Subject: English
Theme: English Writing (Letter Formation, Simple Words, Basic Sentences)
Duration: 2 weeks (10 school days, 40-minute periods)
Objective: Students will learn to write English letters, form simple 2–3 letter words, and create basic sentences (e.g., "This is a cow"), focusing on alphabet recognition and early writing skills.
Learning Outcomes:
Recognize and write 10 lowercase English letters (e.g., a, b, c, m, n) with correct formation.
Write 10 simple 2–3 letter English words (e.g., am, an, bat, cat).
Form 3–4 word basic sentences (e.g., "This is a cat").
Develop fine motor skills, phonemic awareness, and confidence in English writing.
Resources: Alphabet chart, flashcards (letters, words, pictures), worksheets (e.g., from twinkl.in), storybooks (e.g., The Very Hungry Caterpillar), slates, chalk, notebooks, pencils, crayons, chart paper, audio clips (English rhymes), picture cards (e.g., cat, dog).
Assessment: Observations, class participation, worksheets, letter/word writing tasks, and a final “English Picture Book” project.
Week 1: Letter Formation and Simple Word Writing in English
Day 1: Introduction to English Letters (a, m, n)
Objective: Recognize and write lowercase English letters a, m, n.
Activities:
Rhyme Time (10 min): Sing "A for Apple, M for Mango" to introduce letters. Show an alphabet chart, pointing to a, m, n.
Discussion (10 min): Model writing a, m, n on the board, emphasizing stroke order. Say the sound of each letter: "a says /a/, m says /m/." Show picture cards (apple for a, mango for m, nest for n).
Activity (15 min): Students trace a, m, n on slates with chalk, then write each letter 5 times in notebooks.
Wrap-Up (5 min): Play “Letter Hunt”: Show flashcards (a, m, n), students name the letter and sound.
Resources: Alphabet chart, flashcards (a, m, n), picture cards, slates, notebooks.
Assessment: Check tracing and writing accuracy; observe letter recognition.
Day 2: Writing Simple 2-Letter Words (am, an)
Objective: Form and write 2-letter English words using a, m, n.
Activities:
Story (10 min): Tell a story about an ant (using "an") that says "I am small" (using "am"). Introduce words: a + m = am, a + n = an.
Discussion (10 min): Show flashcards for am and an. Pronounce each word, breaking into sounds: "a-m, am." Use examples: "I am happy," "This is an ant." Show pictures (happy face for am, ant for an).
Activity (15 min): Students write am and an 5 times in notebooks, then color a worksheet with pictures (e.g., smiling child for am, ant for an) and write the words below.
Wrap-Up (5 min): Students point to one picture and say the word (e.g., "an").
Resources: Flashcards (am, an), picture cards, worksheet, crayons, notebooks.
Assessment: Evaluate writing and worksheet for word-picture matching; note participation.
Day 3: More English Letters (b, c)
Objective: Recognize and write lowercase English letters b, c.
Activities:
Rhyme (10 min): Sing "B for Ball, C for Cat," pointing to b and c on the alphabet chart.
Discussion (10 min): Model writing b and c on the board. Say the sounds: "b says /b/, c says /k/." Show picture cards (ball for b, cat for c).
Activity (15 min): Students trace b and c on slates, then write each letter 5 times in notebooks. Draw a cat (for c) next to the letter.
Wrap-Up (5 min): Play “Find the Letter”: Show flashcards (a, m, n, b, c), students name the letter.
Resources: Alphabet chart, flashcards (b, c), picture cards, slates, notebooks.
Assessment: Check tracing, writing, and drawing accuracy; observe letter naming.
Day 4: Writing 2–3 Letter Words (bat, cat)
Objective: Form and write 2–3 letter English words using b, a, t, c.
Activities:
Story (10 min): Narrate a story about a cat with a bat (toy). Introduce: b + a + t = bat, c + a + t = cat.
Discussion (10 min): Show flashcards for bat and cat. Pronounce: "b-a-t, bat." Use sentences: "This is a bat," "This is a cat." Show pictures (bat toy, cat).
Activity (15 min): Students write bat and cat 5 times in notebooks, then draw the matching picture (toy bat for bat, cat for cat).
Wrap-Up (5 min): Play “Say the Word”: Show flashcards, students read aloud.
Resources: Flashcards (bat, cat), picture cards, notebooks, crayons.
Assessment: Check writing and drawings; observe reading accuracy.
Day 5: Review Letters and Words
Objective: Review letters (a, m, n, b, c) and words (am, an, bat, cat).
Activities:
Game (10 min): Play “Letter Bingo” with letters a, m, n, b, c. Students mark letters on bingo cards as teacher reads.
Discussion (10 min): Review all words using flashcards. Ask, “What does cat mean?” (point to picture).
Activity (15 min): Students complete a worksheet: Match words to pictures (e.g., bat to toy bat, cat to cat) and write each word once.
Wrap-Up (5 min): Class sings "A for Apple, C for Cat" to review letters.
Resources: Bingo cards, flashcards, worksheet, alphabet chart.
Assessment: Check bingo participation; evaluate worksheet matches and writing.
Week 2: More Words and Basic Sentences in English
Day 6: Introduction to New Letters and Words (d, t, at, mat)
Objective: Recognize and write letters d, t, and words at, mat.
Activities:
Rhyme (10 min): Sing "D for Dog, T for Tiger," pointing to d and t on the alphabet chart.
Discussion (10 min): Model writing d and t. Introduce words: a + t = at, m + a + t = mat. Show pictures (child pointing "at" something, mat on the floor).
Activity (15 min): Students trace d and t on slates, write at and mat 5 times in notebooks, and draw a mat (for mat).
Wrap-Up (5 min): Play “Find the Picture”: Show words, students point to matching pictures.
Resources: Alphabet chart, flashcards (d, t, at, mat), picture cards, slates, notebooks.
Assessment: Check tracing and writing; observe picture matching.
Day 7: More 3-Letter Words (dad, tan)
Objective: Write 3-letter English words (dad, tan).
Activities:
Story (10 min): Tell a story about a dad with a tan (sunburn). Introduce: d + a + d = dad, t + a + n = tan.
Discussion (10 min): Show flashcards for dad and tan. Use sentences: "This is my dad," "He has a tan." Show pictures (father, tanned skin).
Activity (15 min): Students write dad and tan 5 times in notebooks, color a picture of a dad (for dad).
Wrap-Up (5 min): Students share one word they learned.
Resources: Flashcards (dad, tan), picture cards, notebooks, crayons.
Assessment: Evaluate writing and coloring; note participation.
Day 8: Forming Basic English Sentences
Objective: Write 3–4 word English sentences using "This is."
Activities:
Discussion (10 min): Teach "This is." Model sentences: "This is a cat," "This is a mat." Show pictures to match sentences.
Activity (15 min): Students write 3 sentences in notebooks: "This is a cat," "This is a mat," "This is a dog" (introduce dog picture), and draw one picture (e.g., cat).
Game (10 min): Play “Sentence Match”: Show picture cards, students say the sentence (e.g., "This is a dog").
Wrap-Up (5 min): Students read one sentence aloud.
Resources: Picture cards (cat, mat, dog), notebooks, crayons.
Assessment: Check sentences and drawings; observe reading and matching.
Day 9: English Picture Book Project (Preparation)
Objective: Plan a group “English Picture Book” project with words and pictures.
Activities:
Discussion (10 min): Explain project: Groups create a picture book with 5 pages, each with a word (e.g., cat) and a picture. Show a sample page with "This is a cat."
Planning (15 min): Divide class into 4 groups. Each group picks 5 words (e.g., am, bat, cat, mat, dad) and plans pictures.
Activity (10 min): Groups start drawing pictures and writing words on pages.
Wrap-Up (5 min): Groups share one word and picture idea.
Resources: Paper, crayons, sample book.
Assessment: Observe group planning; note word choices.
Day 10: English Picture Book Presentation
Objective: Complete and present picture books; review English writing skills.
Activities:
Craft (20 min): Groups finish their picture books, writing 5 words and adding pictures. Bind pages with string or tape.
Presentation (15 min): Groups present their book, reading 3 words aloud and showing pictures.
Wrap-Up (5 min): Class votes for “Most Beautiful Book”; teacher reviews key letters and words.
Resources: Paper, crayons, string.
Assessment: Evaluate books for word accuracy and creativity; assess presentations.
Notes for Teachers
Cultural Context: Use relatable examples (e.g., mango, cat, Diwali lamp) to teach words. Highlight festivals like Pohela Boishakh for cultural connection (e.g., "This is a lamp").
Differentiation: For advanced students, introduce more words (e.g., hat, fan). For struggling students, focus on fewer letters (e.g., only a, m) with picture support.
Parental Involvement: Encourage parents to point out English words at home (e.g., cat on a book) and practice writing letters.
Safety: Supervise use of crayons and string during crafts.
Extension: Organize an “English Word Day” where students bring objects labeled with words (e.g., a toy bat for bat).
Assessment Summary
Formative: Daily observations, participation in games/discussions, worksheet accuracy, writing quality.
Summative: English Picture Book project (group effort, word accuracy, creativity) and presentations (reading, expression).
Feedback: Provide verbal encouragement daily; written comments on worksheets; group feedback after presentations.
Expected Outcomes
By the end of two weeks, Grade 1 students will:
Write 10 lowercase English letters with correct formation.
Write 10 simple 2–3 letter English words.
Form 3–4 word basic sentences (e.g., "This is a cat").
Show improved handwriting, phonemic awareness, and confidence in English writing.