Rationale: This
lesson is to help students recognize /p/, the
phoneme represented by P. By
learning a hand motion (popping bubbles)
to go along with the /p/ phoneme, students will learn to recognize the
phoneme
as they hear it in spoken words and will begin to recognize the letter
symbol P. Saying a tongue
twister using the /p/ phoneme
will allow students to think about the position the mouth is in while
saying
that sound.
Materials:
-Tongue twister on
chart
paper. "Pat the pig puts pickles and paper in his pack."
-Primary Paper and
Pencil
-List of Words to
ask- POT, TREE,
FEET,CRISP, PORK, LIKE, PIT, HAT, PART, TAPE
-Book- The
Pigs' Picnic by Helen H. Moore
-Worksheet
Procedures:
1.Introduce the
idea that our
written language is made up of different letters and sounds. Tell the
students
that today we are going to work on recognizing the movement of the
mouth during
the phoneme /p/. We need to know this in
order to spell the letter P. The
top of P looks like a bubble and /p/ sounds like we
are popping a
bubble.
2.Let's pretend to
pop
bubbles with our index fingers while saying /p/, /p/, /p/.
How are your lips placed as you make this
sound? (Lips together) When say /p/ air stops flowing for a brief
moment. To feel
this, let's put our hand in front of our mouth to see how the air stops
flowing.
3.I am going to say
a word- Nap.
When I hear the /p/ sound in this word I am going to use my
index finger
to pop a bubble. I am going to listen to each letter in the word. Nnn-aa- pp (pop bubble). I
popped my bubble as I heard the /p/ in last
letter of nap.
4.Now, we are going
to look
at the tongue twister on the chart. "Pat
the pig puts pickles and paper in his pack." We
are going to say it together several times
first. Now, I want you to say it again
using your finger to pop a bubble every time you hear the /p/. "/p/at the /p/ig /p/uts /p/ickles and
/p/a/p/er in his /p/ack." You
should have popped 7 bubbles in our tongue twister.
5.Since we are
becoming so
good at finding the /p/ sound in words I am going to ask you a few
questions,
but first I will give you an example. Do
I hear /p/ in tree or pot? /p/, /p/ pot I hear it in pot! Now let's see
if you
can find the /p/ sound. Do your hear /p/ in feet
or crisp? Pork or like?
Hat or Pit? Tape or left? Part or Swing?
6.Next we are going
to learn
to write the letter p, which represents the sound /p/.
(Take out primary paper and pencil.) I
will first model how to write the lowercase
letter p as I explain the steps to you. "Start
at the fence going straight down into the ditch, and then come back up
and
around to place the chin on the sidewalk.
Have the students write the letter 10 times correctly.
7."Does anyone like
pigs?" Today we are going to read a story about pigs that have a
picnic. In the story that are planning
what to pack for their lunch. We will
have to read the story to find out what they decide on.
Every time you hear /p/ as I read the story I
want you to use your index finger to pop a bubble, to make sure you are
recognizing the correct sound for the letter P. Read The Pigs' Picnic.
8.To assess the
students I
will use a worksheet. The worksheet asks
that the students look at a list of words to find the letter p.
They will use the words that use the letter p
to label a photograph of the object and then they will color the
pictures which contain the /p/ sound.
References:
-Book: The
Pigs' Picnic by Helen H. Moore, New York, Scholastic Inc.,
2001, 20 pages
-Internet site: The
Letter P
- http://specialed.about.com/library/ppic.pdf
-Brushing Your
Teeth with F by Bruce Murray http://www.auburn.edu/academic/education/reading_genie/sightings/murrayel.html
-Please Play with
Peter Puppy
by Amanda Merkel
http://www.auburn.edu/academic/education/reading_genie/passages/merkelel.html