| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | 'ur' and 'ir' vowels |
| What length (min) | 30 |
| What age group | Year or Grade 3 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 15 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
'ur' and 'ir' Vowels
Grade 3
English
30 Minutes
20 Students
This lesson aligns with the National Standards for English Language Arts, focusing on phonics and word recognition.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 5 mins | Introduce the topic of 'ur' and 'ir' vowels. Explain the objectives of the lesson and engage students with examples. |
| 2 | Homework Presentation | 5 mins | Select one or two students to present their homework to the class, encouraging peer feedback. |
| 3 | Direct Instruction | 7 mins | Teach the difference between 'ur' and 'ir' sounds using examples. Write words on the board and explain their meanings. |
| 4 | Card Distribution | 5 mins | Hand out printable cards to each student. Explain the activity where they will fill in words that contain 'ur' and 'ir'. |
| 5 | Guided Practice | 4 mins | Students complete the cards in pairs, discussing their answers and helping each other as needed. |
| 6 | Random Checking/Collection | 3 mins | Collect cards or randomly check some students' cards to assess understanding and provide feedback. |
| 7 | Homework Assignment | 1 min | Assign homework related to the lesson's content, explaining expectations. |
This lesson will provide Grade 3 students with an interactive and engaging way to learn about 'ur' and 'ir' vowels through various activities, enhancing their understanding and application of the concepts.
“Good morning, class! Today we are going to learn about two very special vowel patterns: ‘ur’ and ‘ir’. Can anyone tell me if they have heard of these before? (Pause for responses) Great! By the end of this lesson, you will be able to identify these patterns in different words and understand their sounds. Let’s get started!”
“Now, I would like to hear about your homework from last time. Can I have a volunteer to share what they did? (Select a student) Thank you! Please tell us what you learned. (After the student shares, encourage other students to provide feedback or ask questions) Wonderful job! Does anyone else want to share? (Select another student, if time allows) Fantastic work, everyone!”
“Alright, let’s dive into the lesson! First, let’s talk about the ‘ur’ sound. Can anyone think of a word that has ‘ur’ in it? (Wait for answers) Yes, ‘burn’ is a great example! When we say ‘burn’, we can hear that ‘ur’ sound. Now, let’s look at ‘ir’. What’s an example of a word with ‘ir’? (Wait for answers) Exactly, ‘bird’! Now, I’m going to write some words on the board. (Write ‘burn’, ‘turn’, ‘bird’, ‘whirl’ on the board) Let's say them together. Ready? ‘Burn’, ‘Turn’, ‘Bird’, ‘Whirl’. Can you hear the differences in the sounds? Great!”
“Next, I have a fun activity for you! I’m going to hand out some printable cards. Each card has a list of words with ‘ur’ and ‘ir’. Your task is to fill in the blanks with the correct vowel patterns. Remember to think about the sounds we just discussed. (Distribute cards) Has everyone received a card?”
“Now that you have your cards, let’s work together in pairs to complete them. Discuss with your partner which vowel pattern you should use for each word and help each other out. You have four minutes! (Monitor the class as they work, providing assistance where necessary)”
“Time’s up! I hope you enjoyed that. Now, I’m going to collect your cards, but first, I’ll randomly check a few to see how you did. (Select a few students to check their work) Good job! I see that most of you are getting the hang of it. If you had any difficulties, don’t worry; we will keep practicing!”
“For your homework, I’d like you to find five words that have either the ‘ur’ or ‘ir’ vowel pattern. Write them down and then use them in a sentence. Make sure to bring this back to class, and we’ll share them! Does anyone have questions about the homework? (Clarify any confusion) Great! I can’t wait to see what you come up with. Thank you for your hard work today!”
List five words that contain the ‘ur’ vowel pattern.
Create a sentence for each of the words you listed in question 1, ensuring that the sentence demonstrates the meaning of the word.
List five words that contain the ‘ir’ vowel pattern.
Create a sentence for each of the words you listed in question 3, ensuring that the sentence demonstrates the meaning of the word.
Choose one of your sentences from question 2 or question 4 and illustrate a picture that represents the word in that sentence.
Explain the difference in sound between the ‘ur’ and ‘ir’ vowel patterns. Provide examples to support your explanation.
Find a short story or a poem that includes words with ‘ur’ and ‘ir’ vowel patterns. Highlight or underline the words you find.
Share your findings: What did you learn about the ‘ur’ and ‘ir’ vowel patterns from completing this homework?
| Question | Answer |
|---|---|
| What sound does the ‘ur’ vowel pattern make? | |
| Can you give an example of a word that contains 'ir'? | |
| What were the four words written on the board? | |
| How many words are you required to find for your homework? | |
| What should you do with the words you find for homework? | |
| In pairs, what task were you asked to complete? | |
| Why is it important to practice identifying vowel patterns? | |
| What did we say together that features the sound ‘ur’? | |
| Which word did we discuss that has the ‘ir’ sound? | |
| How did students help each other during the guided practice? |