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Lesson 6: Nickey & Duckyسبق 6:

Daily Lesson Planروزانہ سبق منصوبہ

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Daily Lesson Plan — Unit 6

Nickey & Ducky

Subject: English | Class: 3 | Series: Leeds (SNC 2020)

Overview

This unit tells the story of Nicky (a chick) and Ducky (a duck) who are friends. They find a worm on a hill, but it turns out to be a rat's tail. They all fall into a pond together and must cooperate to get out safely. The unit teaches the moral that cooperation is the key to success. Language skills include the three sounds of -ed (/d/, /t/, /id/), possessive words (my, your, his, her, its, our, their), inflectional endings (s, es, ed, ing), joining words (and, or, but, because), word replacement in creative writing, and a cooperation dialogue.

Learning Objectives

After completing this unit, students will be able to:

  • Use pre-reading strategies to predict words from a picture/title
  • Apply critical thinking to interact with text using intensive reading strategies
  • Read/scan specific factual information to answer short questions
  • Use critical thinking to respond to text by applying world knowledge
  • Understand that co-operation is the only thing that will redeem mankind
  • Recognise that -ed has three sounds: /d/, /t/, /id/
  • Recognise and use words my, your, his, her, its, our, their before nouns to show possession
  • Recognise specific parts of words including common inflectional endings
  • Recognise the function of joining words
  • Use joining words and, or, but to show addition, alternative, and contrast; use because to express reason
  • Make sentences by replacing words and phrases in given sentences
  • Demonstrate conventions of oral interactions in group to describe things and objects

Day 1: Pre-Reading and Reading — The Story (40 minutes)

Materials

  • Textbook pages 32-33
  • Board and markers

Warm-Up (10 minutes)

  1. Pre-reading: "Read the title of the story and guess three words related to it."
  2. Ask: "Do you have friends? What do you do together?"
  3. Discuss: What does cooperation mean?

Reading Activity (25 minutes)

  1. Read the story aloud with expression:
    • Nicky (chick) and Ducky (duck) were two friends who roamed together.
    • One day, they went up on a hill and saw a worm. The worm was wagging its tail from right to left.
    • Ducky said, "Nicky, I have got good food." Nicky replied, "Of course, but I am vegetarian. Now, hurry up and get your food."
    • Ducky reached near the worm and picked it up with its beak. Suddenly, Ducky screamed and they both rolled down the hill.
    • SPLASH! They all fell into the pond.
    • It was actually a small rat, not a worm, searching for food in a hole. Its tail was wagging out of the hole.
    • The rat fell down too because its tail was in Ducky's beak.
    • Ducky was used to swimming while Nicky was not. The little rat was also shivering with cold.
    • Nicky caught the back wings of Ducky and tried to swim. The rat climbed on Ducky's back and hid in its feathers.
    • They swam towards the bank of the pond. Ducky felt very happy that it had saved the life of the little rat it was going to eat.
    • They reached outside the pond with the co-operation of each other. All three were very happy.
  2. While-reading: "What is the name of the chick?" "Where is the name of the duck?"
  3. Students read silently, then volunteer to read paragraphs.

Wrap-Up (5 minutes)

  1. Post-reading: "Do you co-operate with your friends?" "Do you like the story? If yes, why?"
  2. Discuss the moral: cooperation helps everyone.

Differentiation

  • Support: Use simple drawings on the board to show the sequence of events.
  • Extension: Students write an alternative ending to the story.

Day 2: Comprehension and Phonics — Sounds of -ed (40 minutes)

Materials

  • Textbook pages 34-35
  • Word cards
  • Notebooks

Warm-Up (5 minutes)

  1. Quick retelling: "Who can tell us what happened in the story?"
  2. Ask: "Who saved whom in the story?"

Words Treasure and Comprehension (15 minutes)

  1. Vocabulary:
    • gratitude — thanks
    • joyous — cheerful
    • sacrifice — ritual slaughter
  2. Comprehension questions:
    • Who roamed together? (Nicky and Ducky)
    • Who did not know how to swim? (Nicky)
    • Who was searching for food in the hole? (The rat)
    • Why did the rat fall down? (Because its tail was in Ducky's beak)
    • Why did Ducky feel very happy? (Because it saved the life of the little rat)
  3. Students write answers in notebooks.

Phonics — Sounds of -ed (20 minutes)

  1. Review the three pronunciations of -ed:
    • /id/ — when -ed follows "t" or "d." Example: wanted, decided
    • /d/ — when -ed follows "b, g, i, j, l, m, n, o, u, v, z." Example: cleaned, saved
    • /t/ — when -ed follows "k, s, ch, sh, f, p, th." Example: helped, finished
  2. Matching exercise — match words with their ending sounds:
    • decided → /id/
    • laughed → /t/
    • finished → /t/
    • saved → /d/
    • helped → /t/
    • advised → /d/
  3. Students sort more -ed words into three columns.

Differentiation

  • Support: Say each word aloud clearly so students hear the -ed sound.
  • Extension: Students find 3 more words for each -ed sound from the story.

Day 3: Possessive Words and Inflectional Endings (40 minutes)

Materials

  • Textbook pages 35-36
  • Notebooks

Warm-Up (5 minutes)

  1. Hold up a book and say "This is MY book." Point to a student's bag: "That is YOUR bag."
  2. Ask students to identify the words that show ownership.

Possessive Words (15 minutes)

  1. Teach possessive words: my, your, his, her, its, our, their.
  2. These words are used before nouns to show possession.
  3. Examples from the textbook:
    • The child has worn his new clothes.
    • Your cat is sitting on the mat.
    • The goat has finished its food.
    • Ayesha and Abdullah love their mother.
    • The cow has its long tail.
  4. Students write 5 sentences showing possession using different possessive words.

Inflectional Endings (15 minutes)

  1. Explain: An inflection is an addition to the end of a base word (also known as a suffix).
  2. Common inflectional endings:
    • -s: apples, bags, cats, eggs, toys
    • -es: boxes, dishes, foxes, peaches, wishes
    • -ed: (past tense — covered in phonics)
    • -ing: (continuous tense)
  3. Students write three words with each inflectional ending.

Wrap-Up (5 minutes)

  1. Quick quiz: teacher says a base word, students add the correct ending.

Differentiation

  • Support: Provide a possessive words chart with pictures.
  • Extension: Students write a short paragraph about their family using all 7 possessive words.

Day 4: Joining Words and Creative Writing (40 minutes)

Materials

  • Textbook pages 36-37
  • Notebooks

Warm-Up (5 minutes)

  1. Write on the board: "I like tea. I like coffee."
  2. Ask: "How can we join these two sentences?" → "I like tea and coffee."

Joining Words (20 minutes)

  1. Teach joining words (conjunctions):
    • and — for addition: "Allama Iqbal was a kind and honest man."
    • or — for alternatives: "Would you like to eat vermicelli or baryani?"
    • but — for contrast: "Sana likes the meal but not the dessert."
    • because — for giving reasons: "Abdul Rehman came to the office late because it was raining outside."
  2. Practice — fill in the blanks:
    • Abdullah plays polo _______ tennis. (and)
    • I like shawarma _______ not pizza. (but)
    • The postman did not bring the letter yesterday _______ he was ill. (because)
    • My favourite colours are black, white, _______ blue. (and)
    • Would you like hiking _______ swimming? (or)

Creative Writing — Word Replacement (15 minutes)

  1. Replace underlined words with words from the word bank (happy, daily, drama, beautiful, grateful):
    • The patient takes medicines every day. → daily
    • We saw a play on TV yesterday. → drama
    • I am glad to see my children. → happy
    • We should be always thankful to Allah. → grateful
    • What a pleasant weather it is! → beautiful
  2. Students practise replacing words in 3 more sentences.

Differentiation

  • Support: Provide colour-coded cards for each joining word.
  • Extension: Students write 4 sentences, each using a different joining word.

Day 5: Oral Communication — Cooperation Dialogue and Review (40 minutes)

Materials

  • Textbook page 37
  • Review materials

Dialogue Practice (15 minutes)

  1. Read the dialogue:
    • Deer: Hi, Zebra and Ostrich! How do you do?
    • Zebra: I am fine.
    • Ostrich: I am fine, too.
    • Deer: Where are you going so early in the morning?
    • Zebra: We are thirsty so we are going to drink water from the pond.
    • Ostrich: It is the most beautiful pond of the jungle.
    • Deer: That is great. Let us go together.
    • Zebra: You are welcome.
  2. Students read in groups of three (Deer, Zebra, Ostrich).
  3. Discuss: the animals cooperated and went together — just like Nicky, Ducky, and the rat.

Unit Review (20 minutes)

  1. Review all key concepts:
    • Story of Nicky and Ducky — cooperation is key
    • Three sounds of -ed: /d/, /t/, /id/
    • Possessive words: my, your, his, her, its, our, their
    • Inflectional endings: -s, -es
    • Joining words: and, or, but, because
    • Word replacement in sentences
  2. Quick written review quiz.

Wrap-Up (5 minutes)

  1. Teaching tip: "It is a good habit to co-operate with each other rather than hurting."
  2. Students share one way they cooperate with friends or family.

Differentiation

  • Support: Provide a word bank for review quiz answers.
  • Extension: Students write a short story about cooperation between two animals.
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