Nursery 1 Letter Works Lesson Notes – First Term (Self Introduction & Listening Skills)
A complete, ready-to-teach First Term Letter Works scheme of work and weekly lesson notes for Nursery 1 pupils, aligned with the Lagos State Unified Scheme of Work and NAPPS standards. Covers self introduction, listening skills, sound recognition, and pencil grip.
Letter Works is a foundational Nursery 1 subject that builds the pre-writing and pre-reading skills children need before they begin formal literacy. This page contains the full First Term Letter Works lesson notes for Nursery 1, following the Lagos State Unified Scheme of Work and NAPPS structure, week by week, with learning objectives, learning resources, lesson content, and class activities. Teachers, caregivers, and homeschooling parents can use these notes directly in the classroom or as a guide for teaching at home.
First Term Scheme of Work – Letter Works (Nursery 1)
Week 1
Self Introduction
| Class | Nursery One |
| Subject | Letter Works |
| Term | First Term |
Learning Objectives
By the end of the lesson, pupils should be able to:
- Identify and call the names of the teacher and the other members of the class correctly.
- Introduce themselves to the class correctly.
- Grip pencils correctly.
- Take turns while carrying out scribbling tasks.
- Perform scribbling activities, e.g. using crayon and pencil on a magic board.
Learning Resources
Audio-visual resources; flash cards, crayons, sand trays or boards, charts.
Lesson Content
Pupils should be able to introduce themselves and hold their pencils correctly to write. The ability to speak, read, and write is very important.
How to Introduce Yourself
When you want to introduce yourself, you can say it this way:
“My name is Sam. I am nine years old and I love dancing. I’m from Ogun State.”
Learning to Hold Your Pencil
Pupils must learn the correct way to grip a pencil for writing, and avoid the wrong grip that makes writing difficult and tiring.
Class Activity
- Introduce yourself in a few sentences.
Week 2
Listening and Communication Skills
| Class | Nursery One |
| Subject | Letter Works |
| Term | First Term |
Learning Objectives
By the end of the lesson, pupils should be able to:
- Communicate fluently with peers.
- Use strategies that make speaking easier.
- Tell apart different types of sounds in the environment.
- Use fine motor skills that fit their age.
Learning Resources
Audio-visual resources; environmental sounds on tape, a tape recorder, large manila drawing paper, pencils, and crayons.
Lesson Content
In our everyday environment, we are surrounded by different sounds. Examples include running water, alert beeps, doorbells, footsteps, washing machines whirring, coughing, and sneezing. We can make sounds with our mouth, nose, and hands. We listen to sounds with our ears. Some animals and objects also make sounds.
Class Activity
- What do we use to listen to sounds?
- List things that can make sound.
Week 3
Listening Skill
| Class | Nursery One |
| Subject | Letter Works |
| Term | First Term |
Learning Objectives
By the end of the lesson, pupils should be able to:
- Tell apart sounds made by objects and sounds made by people.
- Identify different types of sounds.
- Mention objects in their environment that make sounds.
Learning Resources
Audio-visual resources; bubble wrap, sandpaper, pencils or rhythm sticks to tap, beans in a container to shake.
Lesson Content
Making sounds involves listening to and creating sounds from different sources:
- The environment
- The voice
- The body
- Instruments
Sounds can be made by clicking, snapping, scraping, blowing, tapping, shaking, crunching, and crashing.
The Sounds Made by Objects
| Sound | Object |
| Bang, slam | Door |
| Beat | Drum |
| Blare | Loudspeaker, siren |
| Boom | Gun |
| Bubble, lap, drip | Water |
| Buzz | Telephone |
| Chime | Clock |
| Clap, peal, rumble | Thunder |
| Clink, jingle | Coin |
| Lash | Whip |
| Creak | Door, hinge |
| Crinkle | Paper |
Sounds Made by Animals
| Sound | Animal |
| Baa | Sheep |
| Bark | Dog |
| Bay | Wolf |
| Bellow | Bull |
| Birdsong | Bird(s) |
| Bleat | Sheep, goat, lamb, calf |
| Bow-wow | Dog |
| Bray | Donkey |
| Buzz | Bee |
| Cackle | Goose, hen |
| Meow | Cat |
| Neigh | Horse |
Class Activity
- List 5 ways sounds can be made.
- List 5 objects and their sounds.
- List 5 animals and their sounds.
Week 4
Listening Skill
| Class | Nursery One |
| Subject | Letter Works |
| Term | First Term |
Learning Objectives
By the end of the lesson, pupils should be able to:
- Tell which objects make particular sounds even when they can’t see the object.
- Identify objects by their sounds.
Learning Resources
Audio-visual resources; a large cardboard box to block the view of the object, chair, paper clips, book, newspaper, balloons, rubber band, wax paper, tin foil, water, and a container to pour or splash the water.
Lesson Content
Any object that vibrates will create a sound. Some objects make sound even when you don’t see what is causing the sound. Examples include:
- Wall clocks make a tick-tock sound.
- Rolling fans make a humming noise.
- Car tyres screech.
- Vibrating strings produce sound.
- Ropes make a thwack sound.
Class Activity
- List 4 objects that make sound without seeing the cause of the sound.
Week 5
Listening Skill
Content pending: your source document skips from Week 4 to Week 7, so Week 5’s detailed lesson note wasn’t included in what you sent me. Send me the Week 5 content and I’ll drop it in, or let me know if you’d like me to draft one that fits the listening-skill progression.
Week 6
Mid-Term Break
Week 6 is set aside for the mid-term break.
Week 7
Listening Skill
| Class | Nursery One |
| Subject | Letter Works |
| Term | First Term |
Learning Objectives
By the end of the lesson, pupils should be able to:
- Tell the difference between loud and soft sounds.
- Recognise and reproduce sounds with different intensity.
Learning Resources
Audio-visual resources; appropriate objects and noisemakers within the classroom.
Lesson Content
Sounds are very important. They help us locate our friends easily. We can call people by their names and they hear us. Sounds make it possible to reach many people around us. We communicate with our friends by sounds, and we make signals to them using sounds, such as snapping our hands or clapping. We also interact with our teachers by making sounds.
The intensity of a sound is how much sound travels through the environment. We hear either loud sounds or soft sounds because of the intensity of the sound. People may shout or speak gently. Loud sounds and soft sounds are what we experience every day. There are many different types of sound, including audible, unpleasant, pleasant, soft, and loud sounds. The sound of a piano is soft, audible, and musical, while the sound of road construction is audible but not pleasant or soft. A dog’s bark is loud and unpleasant to the ear.
Week 8
Listening Skill
| Class | Nursery One |
| Subject | Letter Works |
| Term | First Term |
Learning Objectives
By the end of the lesson, pupils should be able to identify, trace, and locate the position of classmates in the classroom using sound.
Learning Resources
Audio-visual resources; blindfolds.
Lesson Content
We can locate each other in the classroom using our voices. It is easier to find someone who is missing if we hear their sound. For example, when the teacher comes into the class looking for Mary, she calls her by name, and Mary raises her hand to answer.
We must always learn to address our classmates by their names, and not by whistling at them. Calling classmates by name helps us build a friendly relationship with them.
Week 9
Listening Skill
| Class | Nursery One |
| Subject | Letter Works |
| Term | First Term |
Learning Objectives
By the end of the lesson, pupils should be able to:
- Locate the initial, middle, and end sound patterns in words.
- Perform simple sound deletion tasks.
- Carry out simple sound manipulation tasks.
Learning Resources
Audio-visual resources; animal pictures, tape-recorded sounds, laminated coloured paper squares with pictures, and/or a magnetic board.
Lesson Content: Locating Initial, Middle and End Sound Patterns
Let us look at these words: MAT, SIT, BED, CUT.
| Word | Initial Sound | Middle Sound | End Sound |
| MAT | M | A | T |
| SIT | S | I | T |
| BED | B | E | D |
| CUT | C | U | T |
Class Activity
- Say the initial, middle, and end sound of the word DOG.
- Say the initial, middle, and end sound of the word PEN.
Week 10 & 11
Revision
These weeks are used to revise all topics covered from Week 1 to Week 9, in preparation for the First Term examination.
Week 12 & 13
Examination
Weeks 12 and 13 are set aside for the First Term examination on Letter Works.
Need More Nursery & Primary Lesson Notes?
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Frequently Asked Questions
What is Letter Works in the Nursery school curriculum?
Letter Works is a Nursery 1 subject that builds the foundation for reading and writing. It covers pre-writing skills like pencil grip and scribbling, alongside listening and sound-recognition skills that prepare children for phonics and early literacy.
Is this Nursery 1 Letter Works scheme of work aligned with the Lagos State curriculum and NAPPS?
Yes. The topics and weekly structure follow the Lagos State Unified Schemes of Work for Nursery 1, and are also aligned with NAPPS standards used by private schools across Nigeria.
Can I use these lesson notes for homeschooling?
Yes. Parents teaching at home can follow the same weekly topics, learning objectives, and class activities to guide their child through the First Term Letter Works curriculum.
Letter Works Lesson Notes – Nursery 1, First Term. Aligned with the Lagos State Unified Scheme of Work and NAPPS. Published by LessonPlan.com.ng.
