Picture
Perfect Popcorn!
Title: Picture Perfect P
Rationale: This lesson is designed to
teacher
students to identify and locate p=/p/ in spoken and written words.
Students
will also understand and learn what phonemes are. Students will become
successful readers and writers when they can locate individual phonemes
of the
alphabet and their sounds.
Materials:
Primary
Paper,
Pencils,
Chart
with "Peter
Puts Popcorn in a Pail to Pop"
Pictures
of 6
of the 19 things: pizza, popcorn, pencils, puppies, pan, paint, panda,
paper,
people, piano, pineapple, pig, pirate, plate, soap, brush, tooth, car,
dog
Dry
erase
board
Markers
Bag
with the
following items inside: Pencil, Paper, Pen, Pecan, Puzzle Piece, ball,
cup,
dice
The Popcorn Book
Procedures:
1.Introduce
the lesson to the students
Say to
students, "Today, we will learn about the letter p.
The letter p makes the /p/ sound. You can hear the /p/ sound in the word picture
and paint. Do you know any other words with the /p/
sound?"
2. Children
will practice
saying the /p/
sound and learn a meaningful gesture for the /p/ sound. This gesture
will be
using your hands and opening them to make the popcorn sound. Ready!
Ppppp (open
both hands) Ppppp (open both hands)
Say to
students, "When
I think about the sound that /p/
makes, I think about a piece of popcorn popping!" Demonstrate to the
students a piece of popcorn popping and saying "/p/
/p/" for the popping
of the popcorn. Ask students, "Can you show me how to pop
some popcorn?" Say, "When I say /p/, how
does my mouth look? Look at how my lips start out
together and then they open as a puff of air comes out. Now let's pop
our
popcorn while we practice the /p/
sound."
3. Have
students say:
"Peter Puts Popcorn in a Pail to
Pop." I will first demonstrate aloud how to
say
the tongue twister 'Ppppeter Pppputs Ppppoppppcorn in a Ppppail to
Ppppop'
Students will then say the tongue twister off of the poster board aloud
with
me. The first time the students and I will just say it. The second time
the
students and I say it stressing the /p/
sound and using the new hand gesture that we learned.
4. The letter
p can
sometimes be a problem to write. Give each student a piece of primary
paper and
a pencil to use through this activity. Using the marker board,
demonstrate how
to write p and P. Talk student through the process of
writing p.
Give assistance as needed.
Say to
students, "I
am going to show you how I write the lowercase letter p. First,
watch me
write p and then you can practice on your paper. (Write as you
talk) start at
the fence, go straight down
into the ditch, come up and put his chin on the sidewalk. Now say it
with me as you
practice. start
at the
fence, go straight down into the ditch, come up and put his chin on the
sidewalk. Let
us try again. Now write little p six times."
Say to
students, "I
am going to show you how I write the uppercase letter P. First,
watch me
write P and then you can practice on your own paper. (Write as
you talk)
Go down, pick
up, and
around to the fence. Now say it
with me as you
practice. Go down, pick up, and
around to the fence. Now write big P
six times."
5. Play a
drawing game to
help students hear the /p/ sound in words. Students will select items
out of a
bag. When the item is selected, students will name the item aloud and
say
whether they hear the /b/ sound or not in the items name.
Tell
students, "We are
going to play a drawing game. Each of you is going to pick an item out
of my
bag. When you draw an item out, you will name the item and tell if that
item
begins with a /p/ sound. For example, I selected a __________. I do/do
not hear
the /p/ sound in _________." Do this with each student and repeat if
necessary.
6. Read The Popcorn Book aloud to students. Each
time that students hear a word with the /p/ sound, the students will
silently
do the hand gesture that I taught them for /p/.
Tell
students, "I am
going to read The Popcorn Book by
Tomie
dePaola aloud
now.
While
I read, each time that you hear the /p/ sound, I want you to silently
make the
motion that we use for /p/. (Show motion) Let's practice with the
title. Ready.
Remember to only do the motion when you hear the /p/ sound." Remember
our
motion was popping popcorn. (PPPOP!)
Assessment:
Give students
coloring
sheet with six pictures on it. Students are to color only the pictures
that
have the /p/ sound. I will talk to each student while they work to
determine if
they have any problems with the letter p.
We will color and then discuss their pictures.
Reference:
Collins,
Virginia. Bad
Baby B. http://www.auburn.edu/academic/education/reading_genie/voyages/collinsel.html
Murray, Bruce. Teaching Letter Recognition http://www.auburn.edu/rdggenie/letters.html
Murray,
Bruce. Mouth Moves
and Gestures for Phonemes. http://www.auburn.edu/rdggenie/mouthmoves.html
dePaola, Tomie. The Popcorn Book. Holiday House. (May 1984) http://www.amazon.com/Popcorn-Book-Tomie-dePaola/dp/0823405338