Lesson Plan

Neonisha Terrell

ESE 697

Professor Sherry Lelaloha-Walpa

Lesson plan

Lesson: Teaching phones and oral language

Grade level: Grade 1

Subject area: Phones- short vowels between consonants

Classroom setting: In the classroom with learners sitting round the tables

Number of students: 22

Any other pertinent information about the classroom: There are display boards all around the classroom.

Specialized teaching for students with disabilities: the lesson is customized for the sake of the learners with mild impaired hearing. Due to the hearing impairment, the learner requires special attention for example constant repetition, using safe- to learn headphones, showing thelearner how to read lips by articulating sounds while changing the shape of the lips.

Objective: By the end of the lesson the learner should be able to utter out the sounds with vowels between consonants. They should also be able to read words with the sounds taught. The learner should be able to play sound games involving the sounds taught well. These objectives align with the Common Care Core in that they all aim at helping the learner produce complete sentences when appropriate to task and situation.

For the purposes of the learner with a hearing impairment, a few adjustments are made. These involve paying more attention to the learner, for example by providing them with hearing aids such as specialized headphones, articulating the sounds while exaggerating the lips so the learner can understand the words and sounds by looking at the lips as well.

Materials: video on the sounds, charts, games, phonic stories, phonic power point lessons, headphones, letters on flash, a thread.

Procedure.

12:00–12:15 → Play musical video clips with the sounds that occur between consonants such as that, check, fat, chop, and chips and so on. At this point, ensure that the learner with a hearing impairment has their headphones on so they can hear well.

12:15–12:30 → Articualting the words with the sounds and repeating them while the learners repeat the words after you. The learner with a hearing impairment should be given special attention by articulating the words when close to them and emphasizing the movement of lips while producing the words. Ensure that they are seated at an easily accessible spot.

12:30–12:45 → Put the children at different tables, and hand out art supplies. Demonstrate to them how to use the letter shapes to combine them and make some of the words learnt. Have them read the words out loud after joining the letters. Ensure you give the disabled learner the instructions carefully and even demonstrate further to ensure that they participate in the exercise.

12:45–1:45 → Give the students ample time to complete forming the words. Go around and help them construct the words. These words are already on the board so the learners just make them. Frequently ask questions when going around about other things each season. Ensure that the hearing impaired learner is at purr with the rest of the class.

1:45–2:00 → illustrate how to join the letter flashcards with the piece of thread provided. Ensure they put knots on both sides of the words formed by the flashcards and hung them aroud the class. Clean up with them.

2:00–2:15 → Have a final wrap-up with the children with a reading aloud session where they read the words on the hang flashcards. Involve the disabled person with the other learners and ensure their participation in every stage of the class.

Homework: Have them fill in gaps in blank words.

One can check for understanding through how the learner forms the words in the flash cards and how they read out the words in flashcards. It is also possible to determine if the disabled learner has understood by asking them to mimic your articulation of the words and also of the words they hear from the headphones.

Determining the learner’s achievement from assessment will help to evaluate the success of the teaching aids and resource material as well as the methodology. Assessment will help to determine if teaching the learner with a mild hearing problem is effective or not and whether or not.

If the students do not met the required objectives, then the lesson will be repeated using a different approach such as student learning songs through constant repetition.

References

Athletics Australia.(2002). Lesson plans. Melbourne, Vic.: Author.

Charner, K., Murphy, M., & Clark, C. (2008).The giant encyclopedia of lesson plans: For children 3 to 6 : more than 250 lesson plans created by teachers for teachers. Beltsville, MD: Gryphon House.

Rotalo, S. K. (1982). Right-brain lesson plans for a left-brain world: A book of lesson plans for English and speech. Springfield, IL: Thomas.