Subject :


Topic :


Class :

Kindergarten 1 / KG 1


Term :

First Term


Week :

Week 4


Instructional Materials :

  • Wall charts
  • Pictures
  • Related Online Video
  • Flash Cards
  • Cut out of letters of the alphabet like A , B , C , D


Methods of Teaching :

  • Class Discussion
  • Group Discussion
  • Asking Questions
  • Explanation
  • Role Modelling
  • Role Delegation



Reference Materials :

  • Scheme of Work
  • Online Information
  • Textbooks
  • Workbooks
  • 9 Year Basic Education Curriculum
  • Workbooks

Previous Knowledge :

The pupils have been taught


in their previous lesson

Behavioural Objectives :  At the end of the lesson, the pupils should be able to

  • write out the letters of the alphabet



Content :



At this stage, the children should be writing at least a-e. You have to start teaching both the sound and the writing at the same time.

In numeracy for Pre KG, we discussed the lines and curves. Every letter is either a line, a curve or combination of curves and lines.



Refresh the children’s minds on the lines and curves. That is the easiest way to teach them writing.


Standing line= 1

Sleeping line =                        A back cuve= )

A front Curve = C

For instance, letter b is a standing line and a back curve. Letter e is a front curve and a sleeping line inside.

You have to begin to teach both the letter name, letter sound and how to write it at the same time.

If, for instance, you ask a child to write c, the child should say, ‘c— cccc, a front curve.

The children must practice writing everyday.

When it comes to writing and identification, introduce one letter at a time. Until the child can write the letter before you move to another letter.


*Why Children Confuse Similar Letters*

I would like to point out two of the reasons why children mix similar letters up.

1) The two letters are taught almost the same time lag; b&d, p&q etc. If letters that look or sound alike are thought almost the same time, the children will likely get confused. The is one of the reasons why the learning of alphabets do not come orderly (a, b,c,d…) in the Montessori Approach.

2) Most children do not learn how to write the letters in their correct order. Example: letter ‘d’ ought to begin with the curve; and will go up and down to form the stroke. Most children are thought to make the vertical stroke before the curve; this is not the right order. Children who learn the letter ‘b’ and ‘d’ in the same order of first making the stroke are more likely to mix them up; because the letter ‘d’ ought not to take the stroke as the first step.
The curve is the 1st, the movement of the curve up and down to form the stroke make the 2nd & 3rd movements. The same applies to p & q.

Taking note of the above suggestions can help curb the mix up by our children.






The topic is presented step by step


Step 1:

The class teacher revises the previous topics


Step 2.

He introduces the new topic


Step 3:

The class teacher allows the pupils to give their own examples and he corrects them when the needs arise



Class Activities 

Teacher : Write small letter a ( turn up down and look )

Pupils : Twenty six

Teacher  Write small letter b (stroke down and curve it )

Pupils : There are five vowel letters in the alphabet

Teacher   Write small letter c (Turn it )

Pupils : A  E  I  O  U

Evaluation :

  1. Write capital letter A and small letter a
  2. Identification of letters : a, b, c, d, e, f, g
  3. Making scribbling letter c





The class teacher wraps up or conclude the lesson by giving out short note to summarize the topic that he or she has just taught.

The class teacher also goes round to make sure that the notes are well copied or well written by the pupils.

He or she does the necessary corrections when and where  the needs arise.


Assignment :