This document discusses teaching phonics, specifically the difference between hard 'c' and soft 'c' sounds. It outlines applying Bloom's Taxonomy to guide critical thinking in lesson planning and assessment. The teacher will begin with a game to engage students in assuming and analyzing the different sounds. Formative assessments will check understanding and evaluate learning, with alternative plans if needed to validate student reflection and knowledge.
3. Create
Evaluate
Analyze
Apply
Understand
Remember Gathers information
Assume and Analyze
Interpret
Apply and Test
Validate
Execute
B
L
O
O
M
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S
T
A
X
O
N
O
M
Y
C
R
I
T
I
C
A
L
T
H
I
N
K
I
N
G
Prior knowledge about my learner related to Phonics
Does all the letters have single sound?
Validate the results of the AFL to understand my learner’s
knowledge in the topic explained
Interpret my assumption and understanding of my learner and
plan for my lesson with the appropriate strategy, method and DI
AFL to check the understanding and knowledge of my learner.
Execute Plan B with different method, strategy and DI
Remember my learners age , class and preferences
Gather information that my learner is already aware with the
basic knowledge of phonics
Understand the learner’s readiness towards the topic The learners will be made to assume that few letter pronounce
in different ways.
Start the class with a game ‘HANGMAN’ with the words related to
Hard ‘c’ and Soft ‘c’
VARK and Concept Attainment is followed by playing the game
‘HANGMAN’
By playing the game my leaners will be able to predict the
difference in the phonics. I will mention the topic and it principles
An AFL will be dome based om the topic to check their
understanding by RAFT method or THINK-PAIR-SHARE
Evaluate my leaners understanding of the topic based on the
AFL results
Validate the reflection of my learner’s knowledge about the topic
taught.
Plan B with DI where I will be playing videos related to the topic. Create a list of five words of Hard ‘C’ and Soft ‘C’
