1. Topic-
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2. Content-
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The following consonants: (p), (f), (r), (w), and (h) |
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3. Goals: Aims/Outcomes-
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1.Match oral words to printed words.
2.Create and state a series of rhyming words, including consonant
blends. Students will be able to understand the importance of cooperation.
Students will be able increase vocabulary, pronunciation and enhance
reading skills.
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4. Objectives-
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1.Given sufficient materials, students will complete a chart using
a letter assigned by the teacher and present this project to the class
through an oral presentation.
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5. Materials and Aids-
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Magazines, newspapers, scissors, glue, and bulletin board paper |
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6. Procedures/Methods-
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A. Introduction-
1.Teacher will review what a consonant is, giving examples to the
students. Students will work in groups, using the assigned letter
of p, (f), (r), (w), or (h).
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B. Development-
1.Visual examples will be demonstrated. Modeling allows teacher
to describe and demonstrate the procedure expected of the children
and this strategy allows the students to learn visually, audibly,
and then clarify any initial confusion. Finally, teacher will ask
for questions that pertain to completing the lesson. |
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C. Practice-
1.Divide the class into groups, and then give each group a sheet
of bulletin board paper with a beginning sound at the top of the paper.
Also give the group magazines, newspaper, scissors, and glue. Then
have each group work together to find pictures that have the same
consonant as is on their paper. Next have them cut out the pictures
and glue them to their paper. Have them share their work with the
rest of the class. I will monitor each group by circulating throughout
the classroom and listening for adequate pronunciation.
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D. Accommodations (Differentiated Instruction)-
Students will divided into groups with stronger linguistic students
and students who struggle with language arts activities. During the
independent practice, students will be given different prompts to
write the response to; some prompts will summarize, others will reflect
new found knowledge and what they learned, while an additional response
might ask the student to describe how this will benefit their reading
later on.
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E. Checking for understanding-
The students will be assessed from the overall creation of the poster
as well as the individual student response activities. Also, throughout
the entire lesson, teacher will circulate the classroom informally
assessing the students while providing feedback. |
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F. Closure-
Students will orally present their chart to the class as a review
of each letter. Teacher will reinforce lesson with praise and correction
if necessary. |
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7. Evaluation-
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Evaluation will come from observation and the efficiency of student
responses. |
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8. Teacher Reflection-
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Did this activity prove to be as instructional and beneficial as
the teacher thought? Did the students have fun and learn today? Did
they work well in groups? What should I do to make this lesson more
meaningful? What should I eliminate or add? |
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