Rationale:
 To enable students to recognize Consonant Digraphs in written words and use them in their own sentences.  These sounds that come from two consonants, /th/, /sh/, and /ch/ can be found at the beginning, middle, or ending of a sentence.  They are difficult to understand because they are two letters making one sound.  The ability to identify them in sentences and remember them will help them to decode a sentence easier and will aid them in spelling words by simple awareness and knowledge of their sounds.

Materials:
 Include the book, The Little Old Lady who was not Afraid of Anything (Can be found in Library), poster board for the word wall, the chalkboard, paper, pencils, markers, and pictures.  The poem Igga Bigga (shown later in lesson) must be written down or said by memory.

Procedures:
1. Begin with the Book, The Little Old Lady who was not Afraid of Anything.  Ask the students to predict what will happen in the book by looking at the cover.  Write the words on the chalkboard.  Teacher should say, “What do you think will happen in this book (read title)?  Let’s will write your predictions down on the board so we can see them throughout the lesson and find out if they come true!”
2.  Upon completion of the book, point out that the words in the book are repeated throughout and many have the sounds, /cl/, /ch/, and /sh/.  Review the sounds by modeling each cluster and that they can be found at the beginning, middle, and ending of words.
3. Let’s find these sounds in the words of our book and on the chalk board and build a word wall.  A word wall is a list of words we will make and post them on the wall in the room.  The teacher will go through the book again with the students, picking out words with the consonant digraphs in them.  The teacher will do the same with words written on the board. They will be written down in one color, and the digraphs will be written in a different color to enable discrimination in the word.  The wall will be posted in a visible place in the room.  This is guided practice.
4. After the word wall is placed on the wall in front of the room, the teacher needs to go over the sounds and point out that these sounds may appear at the beginning, middle, or end of a word. He or she should use a couple of the words on the word wall as examples.
5. Review the lesson by once again going over the word wall and finding the digraphs in the words.  The teacher needs to go over the location of the Digraph and the sound it makes in each word.  The teacher can begin by saying, “Let’s review the words we have found in our book.  After each word I will ask you where the sound is and you tell me beginning, middle, or end.  Then I will ask you to make that sound.  Do you understand the directions?” (teacher continues with, “What is the word?  Is the sound at the beginning, middle, or end of the word?  What is that sound?”
6. Tell the students that you like their word wall.  Now we are going to use that wall to make sentences of our own.  The teacher hands out Halloween decorated pieces of lined paper, which can be found at any store.  They will read the poem, “Igga Bigga”:
 If in the dark you’re frightened here’s all you have to do
 Say: Igga bigga dinka danka doo.
 These words give you protection from ghosts and witches too.
 Say: Igga bigga hunka dunka dinnka danka doo.
 So if at night a monster should whisper, “I’ll get you.”
 Yell: Igga bigga hunka dunka dinka danka doo!”
 This poem is just a little poem to set the mood and a fun activity to do before asking the students what they are afraid of.
7. Now ask the students what they are afraid of?  Tell them to write four sentences on the provided pieces of paper using four or five of the words on the word wall.  Begin each sentence with, “I am afraid of”.  This is how you assess whether or not they actually understand usage of the words with digraphs in them.

Reference: Gnazzo, Kerry L.
www.lessonplanspage.com/LAConstantDigraphs2.htm.

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