“Lets Pop some Popcorn”
“Lets Pop some
Popcorn”
Emergent
Literacy
Rationale:
In order to
learn how to read and
write, children need to be aware that spoken words have phonemes that
are the
sounds of the letters. They also need to understand the relationship
between
those sounds and the letters that represent them Today students will
learn the
letter p and the sound it makes. This will allow the students to make
connections between the written letter and the vocal sound. The goal of
this
lesson is for students to be able to write a capital and a lowercase p,
to
recognize the connection between the written or spoken letter and its
sound,
and finally to recognize words or objects that begin with the letter p.
Materials:
Procedures:
1. Introduce
the lesson by explaining
that all of the letters of the alphabet have different sounds. Also
explain
that our mouths move differently when we say the different letters.
“Have you
every heard popcorn popping in the microwave? Can anyone tell me what
sound
popcorn makes? You’re right! The sound that popcorn makes sounds a lot
like the
sound the letter p makes. Now, let’s all make the /p/ sound together.” Demonstrate the /p/ sound and then have
everyone join in. “Some words that have the /p/ sound are, pan, rap,
and pop.
Everyone pretend to pop popcorn a couple of times. I want to hear
everyone
making the /p/ sound, Good Job.”
2. “Now I
want everyone to get out
their paper and pencil. We are going to practice writing the letter p.
First I
am going to show you how I write a lowercase p on the board. For
lowercase p,
I start at the fence, go straight down into the ditch, come up and put
his chin
on the sidewalk. Now I want everyone to practice writing the lowercase
p. If
you have trouble remembering what a p looks like. Remember start at the
fence,
go straight down into the ditch, come up and put his chin on the
sidewalk. I
like how hard everyone is working on writing the lowercase letter p.
Now I want
everyone to watch me write a capital p. For capital P,
go down,
pick up, and around to the fence. Now I want everyone to practice
writing a
capital p.”
3. “Now we
are going to read a funny
tongue twister. First I am going to read it and then I want everyone to
say the
sentence together. Princess Peggy picked
pink pansies for Princess Patty’s party. Now lets all say it together.
Good
job. This time when we read the sentence, every time you hear and say
the /p/
sound, I want you to pretend your hands are pieces of popcorn and make
them pop
in the air just like popcorn.” Repeat this activity until all of the
students
are popping at the correct times.
4. “Okay,
now I’m going to give you a
couple of words. Tell me which one you hear /p/ in. For example, I will
say Do
you hear /p/ in hop or dog? hhh-ooo-ppp. Hop, ddd-ooo-ggg. Dog. I hear
the /p/
in hop. Now, lets look at the rest of our words.”
Do
you hear /p/ in:
doze
or sleep?
up
or down?
sing
or rap?
apple
or orange?
pizza
or cheese?
cat
or skip?
To practice
a bit more, I’m going to
show you a couple of pictures. I want you to say what the picture is
and if it
has the /p/ sound. Hold up picture cards with the following: pig, pear,
pen,
bat, cat, dog, soap, plane, apple.
5.. Next we
will read the book Hop
on Pop by Dr. Seuss. Students will use the hand gesture of popping
popcorn
when they hear a word in the text that has the /p/ sound.
Assessment:
Each student
will be a given a
worksheet with various pictures on it that begin with the letter p and
make the
/p/ sound. Some pictures will not begin with the letter p and won’t
have the /p/
sound. The students will have to decide which pictures do and will
color them.
This will allow me to know if students can recognize the letter-sound
correspondence for the letter p.
Resources:
Hop on Pop by Dr.
Seuss. Random House Books for Young Readers.2002
Gina
Reynolds, Perfectly Popping. http://www.auburn.edu/rdggenie/innov/reynoldsel.html
The Reading
Genie:
http://www.auburn.edu/rdggenie/