1. Topic-
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| Recognizing the letter "Jj" in words, sentences, and stories and
building words |
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2. Content-
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| This lesson will help students recognize and respond to the sound
of the letter J. Students will create (using various colors of glitter)
their own letter J on Popsicle sticks. The teacher will introduce
vocabulary words that begin with the letter J; such as: Jam, juice,
jar, jet, jack, jelly, jeep, janitor, jeans, jello, jungle, jellyfish,
jewelry, jack-o'-lantern, jaguar, and jug. |
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3. Goals: Aims/Outcomes-
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| Determine the pronunciation and meaning of words by using phonics
(matching letters and combinations of letters with sounds and semantics). |
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4. Objectives-
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1. Students will be able to recognize both the upper and lowercase
Jj.
2. Students will be able to recognize and respond to the sound of
the letter J at the beginning of a word.
3. students will be able to say the J sound.
4. Students will develop an understanding of the way letters and sounds
combine to make words.
5. Students will be provided with practice with writing letters, words,
and sentences. |
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5. Materials and Aids-
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| Alphabet chart, letter J's that are pre-cut, glue, glitter, Handi-wipes,
Popsicle sticks, sample of complete project, index cards, paper, pencils,
Jack-In-The Box rhyme by Jean Warren, alphabet worksheets to take
home |
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6. Procedures/Methods-
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A. Introduction-
1. Before beginning the lesson, the teacher will review the entire
alphabet with the students to make sure they are familiar with their
letters (after this, the teacher will point out the letter J to let
the children know that this is the letter that they'll be studying
for the day).
2. After reviewing the 26 alphabets, the teacher will test the students
knowledge to see whether or not they know of any words that start
with the letter J.
3.The teacher will hand out blank sheets of paper to see if they students
are able to write the letter J, draw pictures of items that begin
with the letter J, or write out words that begin with the letter J.
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B. Development-
1. After reviewing the letter with the students, the teacher will
begin reciting the sound of the letter by saying the vocabulary words
aloud and having the students repeat those words back to her.
2. The teacher will begin to the pass out the index cards with the
following letters or letter groups written on them: at, an ap, et,
en, ell, it, in, ick, ot, ock, un, ut, ub, b, c, d, f, h, j, l, m,
n, p, r, s, t, w.
3. While passing out the materials, the teacher will be explaining
the directions for the next set of activities, while continuing to
emphasize the J sound. After all materials have been passed out, allow
the students to see a completed version of the project they will be
working on. |
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C. Practice-
1. The students will begin the first activity by dipping their index
fingers into the glue and tracing the pre-cut letter J with the glue.
2. Next, have the students sprinkle their glitter onto the glue. Shake
off any excess glitter into the trash or back into the container of
glitter.
3. Wait a few minutes for the glue to dry and then have each student
glue a Popsicle stick to the bottom of their letter.
4. When all of the letter are finished, read Jack-In-The Box rhyme
by Jean Warren. Whenever the students hear a word that begins with
the letter J, have the students hold up their letters and shake them.
Let the students know that this will require that they listen very
carefully to the story.
JACK-IN-THE-BOX
“Jack-in-the-box, jumped out of his box,
To see what he could see.
He saw some juicy jelly beans
And jam for biscuits and tea.
He saw some super sonic jets.
He saw some jazzy jeeps.
He saw a jolly jester
With jingles on his feet.
He saw a jet black jaguar
At the Jackson Zoo.
He saw jellyfish
And jumping kangaroos��.
5. After they have settled down from the Jack in the Box story, pass
out more blank sheets of paper (if necessary) and have the students
make words from the letters and letter groupings from the index cards
that you passed out before the story (the teacher can allow them to
break into groups if she wants to).
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D. Independent Practice-
1. Hand out worksheets with different letters and letter groupings
printed on them. Allow the students to work on this in class, independently
for a while, and walk around to see how they do without any help from
fellow students or the teacher.
2. Teacher can also hand out worksheets that allows the students to
practice writing the letter J and the vocabulary words that begin
with the letter J.
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E. Accommodations (Differentiated Instruction)-
1. The students will start off by working on finding words using
the letter and letter groups individually, but if the teachers sees
that some students are having trouble working on their own, then those
students will be paired with another student to complete the task.
2. The students will all be working individually (on the gluing of
their letter J), in groups (helping one another find words using the
index cards), and complete a worksheet to learn the sound for the
letter J. |
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F. Checking for understanding-
1. Students will also receive a worksheet that instructs them to
draw lines between pictures that all begin with the letter J. There
will be 8 pictures on a page that actually begin with the letter J;
each picture that is correctly identified is worth 1 point.
0-1 points= novice
2-4 points= basic
5-6 points= proficient
7-8 points= advanced
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G. Closure-
The teacher should review by asking the students what they have
all learned during the class period.
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