Lesson Plan of Sound of Letter ‘C’ and ‘G’

Students’ Learning Outcomes

· Articulate hard and soft sounds of the letters ‘c’ and ‘g’ in different words.

Information for Teachers

· A soft ‘c’ is pronounced AS’s’ e.g. cell, city, mice, citrus, cylinder.

· A hard ‘c’ is pronounced as ‘k’ e.g. clock, correct, cup, cage, class.

· A soft ‘g’ is pronounced as ‘j’ e.g. giant, giraffe, and gypsy.

· A hard ‘g’ is pronounced as ‘g’

· E.g. golf, gun, great, gum, goat.

· Rule for hard ‘c’ and ‘g’: When ‘c’ or ‘g’ comes before the vowel ‘a’, ‘o’, and ‘u’ it produces ‘k’ and ‘g’ sound respectively as in cat, cot, cup, gate, goat, gun.

· Soft ‘c’ and ‘g’ when comes before the vowels ‘e’ ‘I’ and ‘y’ it usually produces ‘s’, ‘j’ sound as in cell, city, cycle, gentle, giraffe, (y sounds like ‘I’ as in gym).

Material / Resources

Word cards/worksheets given at the end of the lesson plan starting with letters’ notebooks, pencils, rulers, wall, clock/wrist watch, board, chalks/markers and duster

Worm up activity

· Discuss with students the concept of hard and soft sound of ‘c’.

· Write the information of hard and soft sound of ‘c’ on the board without writing examples.

· Tell the students that you will show them a word card (developed . selected from the activity 1 and activity 2, list attached at the end of the lesson)

· They will read the word and tell if it has a soft ‘c’ or hard ‘c’ sound.

· All the students must actively participate in reading and guessing the

Soft Sound of ‘C’ as ‘S’	Hard Sound of ‘C” as ‘K’
Cent	Car
Cell	Cot
City	Card
Cider	Cut
	Cane
	Color
	Curl
	Cup

· Tell the students that they are called soft ‘c’ words. Ask them if they can remember and tell how is soft ‘c’ pronounced? (soft is pronounced as ‘s’)

· After the students have given you their answers about soft ‘c’, explain to them that ‘c’ has soft sound when ‘c’ comes before the vowel ‘e’ ‘I’ and ‘y’. it usually produces ‘s’ sound like in cent, cycle, (y sounds like ‘I’), word. (This step is the recap of the concept taught in grade 3)

· Start the reading game.

· You will not tell/help anyone with the reading of the word. If the student reads correctly appreciate him/her by saying good/very good, if a student fails to read, pass the same word to the child sitting next to him/her.

· Continue writing the words using two words each from the activity list 1 and 2 on the board under the heading of soft ‘c’/hard ’c’ like this.

· Call out hard ‘c’ sound words. For example, you could call out the following hard ‘c’ words (pronounced as ‘k’): cat, cot, and cup.

· Revise the rule for hard ‘c’ that when it comes before the vowel ‘a’ ‘o’ and ‘u’. it produces ‘k’ sound.

· Repeat the same activity given above for soft and hard sound of ‘g’ words. The table for this activity will be made like this:

Soft Sound of ‘g’ as ‘j’	Hard Sound of ‘g’ as ‘g’
Gem	Goat
Gym	Gun
Page	Gate
Germ	Go
Giant	Gone
Magic	Goal
Age	Gave
Gel	Gulp
Huge	Goes
gee	Gust
	Good
	gum

Development

Activity 1

· For written activity, ask the students to take out their notebooks.

· Have students drawn four columns on their notebook page like this:

Soft sound of ‘c’ as ‘s’	Hard sound of ‘c’ as ‘k’	Soft sound of ‘g’ as ‘j’	Hard sound of ‘g’ as ‘g’

· Write the word “soft ‘c’ sound” as the heading of the first column in their notebooks.

· Give 5 minutes to students to write down the words that have soft ‘c’ sound. In their notebooks. Tell them to write at least three words with correct spellings during the time period.

· Repeat the same procedure for hard ‘c’ sound, soft ‘g’ sound and hard ‘g’ sound as well.

Activity 2

· In this activity students share their lists with other students.

· Ask the students to pair up with the students sitting next to each other and share the soft ‘c’ and hard ‘c’ sound words they have written.

· All students check each other’s work with pencil and identify if any wrong word has been written.

· While students are checking each other’s work, you should write the rules on the bard.

· When they have finished checking ask them to copy the rules for soft ‘c’ and ‘g’ sound words in their notebook.

Sum up / Conclusion

· Give students a quick recap by asking them the rule for soft ‘c’ and ‘g’/hard ‘c’ and ‘g’ sound words and an example for each.

· Find the exercise related to the topic in the textbook. Students must do this. Students must do this exercise in the notebooks.

Assessment

· The students’ understandings of soft ‘c’ and ‘g’/hard ‘sounds words can be assessed during the written activity. First, check to see whether each student can make a list of words for each column.

· Students can be assessed at the end of the week. Students can write the words and label them as soft or hard sound of ‘c’ or ‘g’.

Follow up

· Ask students to open their dictionary and write four words each starting withy letter ‘c’ / ‘g’. Make four columns. Separate and write the soft and hard sound ‘c’ and ‘g’ letters under the correct column.