Topic 4 Group Assignment
Planning a One-Week Hybrid / Blended Course Segment
Learning Area: Language Activities
Strand: Alphabet Learning (Letters A–E)
Level: Pre-Primary / ECDE
Duration: One Week
1. Learning Outcomes
-Learning outcomes describe the knowledge, skills, and attitudes learners are expected to
acquire at the end of the learning period. The outcomes should be measurable and aligned with
the learning activities and assessments.
-By the end of the one-week lesson, learners should be able to:
[Link] and recognize the letters A, B, C, D, and E when shown on flashcards, charts, or digital
media.
[Link] the sounds of the letters A–E correctly during classroom and online learning
activities.
[Link] each letter with familiar objects that begin with the same sound, such as A for
Apple, B for Ball, C for Cat, D for Dog, and E for Egg.
[Link] or trace the letters A–E correctly using worksheets, chalkboards, or digital tracing tools.
[Link] actively in both online and face-to-face learning activities, including songs, games,
and group discussions related to alphabet learning.
2. Planned Online Learning Activities
Online learning activities form an important component of blended learning because they allow
learners to access learning materials outside the classroom and learn at their own pace.
a) Recorded Alphabet Mini-Lesson: The teacher prepares a short recorded video explaining the
letters A–E. The video demonstrates how the letters look, how they are pronounced, and
examples of words beginning with each letter.
Purpose of the activity:The purpose of this activity is to introduce the alphabet letters in a clear
and engaging way. Recorded lessons allow learners to replay the video several times, which
helps reinforce understanding and pronunciation.
b) Online Picture Matching Activity: Learners participate in a digital activity where they match
letters with pictures of objects that begin with those letters. For example:
A – Apple
B – Ball
C – Cat
D – Dog
E – Egg
Purpose of the activity: This activity helps learners connect alphabet letters with real-life
objects. It also strengthens memory and improves letter recognition skills.
c) Digital Story Listening: Learners listen to a short digital story that includes several words
starting with letters A–E.
Purpose of the activity: The purpose of this activity is to improve listening skills and help
learners identify letters within spoken language. It also makes learning enjoyable through
storytelling.
d) Online Practice Worksheets: Learners complete simple digital worksheets where they trace
letters A–E using interactive tools.
Purpose of the activity: This activity helps learners practice writing the letters while improving
hand-eye coordination and early writing skills.
3. Planned Face-to-Face Learning Activities
Face-to-face activities provide opportunities for learners to interact directly with the teacher
and classmates. These activities also help reinforce the concepts learned during online learning.
a) Alphabet Song Activity: The teacher leads learners in singing an alphabet song that includes
the letters A–E.
Purpose of the activity: Music and rhythm help young learners remember information easily.
The song reinforces the pronunciation of letters in an enjoyable way.
b) Letter Tracing and Writing: Learners practice writing the letters A–E on worksheets,
chalkboards or sand trays.
Purpose of the activity: This activity helps learners develop fine motor skills and improves their
ability to form letters correctly.
c) Object Identification Activity: The teacher brings objects such as an apple, ball, cat picture,
dog picture, and egg to class. Learners identify the beginning letter of each object.
Purpose of the activity: The purpose is to help learners relate alphabet letters to real-life
objects in their environment.
d) Group Poster Activity: Learners are divided into small groups. Each group creates a poster
showing letters A–E and draws pictures representing each letter.
Purpose of the activity: This activity promotes teamwork, creativity, and collaboration while
reinforcing alphabet knowledge.
4. Synchronous and Asynchronous Components: Blended learning involves both synchronous
and asynchronous learning activities.
Synchronous Learning Activities: Synchronous activities occur in real time, allowing immediate
interaction between the teacher and learners.
Examples include:
°Live online alphabet lessons
°Classroom discussions and demonstrations
°Singing alphabet songs together
°Group activities and games
Justification:
These activities require direct interaction between learners and the teacher. They allow
learners to ask questions and receive immediate feedback.
Asynchronous Learning Activities: Asynchronous activities allow learners to learn
independently at their own pace.
Examples include:
•Watching recorded alphabet lessons
•Listening to digital stories
•Completing online worksheets
•Practicing letter recognition at home
Justification:
These activities do not require learners to be present at the same time. Learners can access the
materials whenever it is convenient for them.
5. Planned Digital Tools
-Digital tools play an important role in supporting learning in a hybrid or blended learning
environment.
-The following types of digital tools will be used:
[Link] conferencing tools
-These tools allow teachers to conduct live online lessons, interact with learners, and answer
questions in real time.
[Link] learning resources
-These include videos, audio recordings, animations, and digital stories that help make learning
more interesting and engaging.
[Link] learning platforms
-These platforms provide activities such as matching games, quizzes, and letter tracing exercises
that support active learning.
[Link] digital documents
-These tools allow learners to work together on simple tasks and share their work online.
-These digital tools help improve communication, engagement, collaboration, and
understanding among learners.
e. Assessment Strategy
Assessment is used to determine whether learners have achieved the learning outcomes. Both
formative and summative assessment methods will be used during the one-week learning
period.
Formative Assessment: Formative assessment takes place during the learning process and
helps the teacher monitor learners’ progress.
Examples include:
°Observing learners during classroom activities
°Checking participation in online discussions
°Reviewing digital worksheets
°Asking oral questions during lessons
°What is being assessed:
°Learners’ ability to recognize letters, pronounce sounds, and match letters with objects.
°How learners demonstrate learning:
-By answering questions, participating in activities, completing worksheets, and identifying
letters during class exercises.
When assessment occurs: Formative assessment occurs throughout the week during both
online and face-to-face learning sessions.
Summative Assessment: Summative assessment is conducted at the end of the learning period
to evaluate overall learning.
•At the end of the week, learners will complete a short alphabet activity that includes:
[Link] letters A–E
[Link] letters with pictures
[Link] the letters correctly
What is assessed: Learners’ overall understanding of alphabet letters and their ability to apply
the knowledge learned during the week.
How learners demonstrate learning: Through written exercises, oral responses, and simple
identification tasks.
When it occurs: The summative assessment takes place at the end of the one-week lesson.