Grammar(Phonics)Lesson Plan


Age Range:     8-10 years

Grade Level: Standard Three

Analysis of Learners: There are 15 students from diverse  socio- economic as well as cultural backgrounds. Their average age is 7-9 years. There are fifteen girls in the class. There are students with multiple intelligences as verbal, visual, kinesthetic , mathematical, musical and interpersonal. The students are not enthusiastic about learning to read.  Many come from homes where there are very few books or none at all. Others have been exposed to reading in the home environment with parents support and involvement.  Students have not been diagnosed with any visual or auditory limitations.  Students have prior knowledge of consonant blends and digraphs. They work in groups fairly well.

Content Area Entry Skills and Prerequisite Knowledge: Students use a variety of words in their daily vocabulary. They are aware that letters have individual sounds and letters make words.

Technological Prerequisite Skills: Students have heard words used to form sentences in music from a variety of audio sources and movies on television, play stations and computers.

The Lesson

Lesson Title:     Phonics – consonant digraphs (sh)

Subject Area:    Reading

Student Technological Standards:

Communication and Collaboration

Digital Citizenship

Technology Operations and Concepts

Objectives: at the end of the lesson students would be able to

Lesson Technologies, Resources and Materials:

Compact Disc played through a CD player PowerPoint presentation, computer, multimedia projector, Flash card with the “sh” sound ,C.D player, C.D with sh jingle, Make believe baby wrapped in a blanket, Flashcards of words containing “sh’ sound, Big book

Plastic letters, concrete objects, labeled containers, worksheet, printed instruction for each station/group activity, Computer

Whiteboard and temporary marker

Lesson Description:

Teacher introduces the lesson by pretending to be a mummy rocking her baby son to sleep while singing a lullaby.  She informs the class to be quiet by placing her index finger on her lips and expressively making the sound ‘sh, sh, sh’. The teacher shows a flash card with sh written on it. She then explains to the students that these two letters make one sound and it goes “sh”. She asks the students to give the sound of sh. The students observe the flash card. They then give the sound of sh. The teacher presents a power point presentation with sh words. The teacher distinguishes “sh” as making one sound as compared to ‘bl’ and ‘cr’ as two sounds.  She emphasizes the “sh” sound as making one sound and such blends are called Consonant Blends. The students observe the power point presentation. Through guided questioning, the teacher places emphasis on the position of the “sh” sound: beginning, medial and final positions if only beginning sounds are being mentioned.

Question:  Can you tell me other words with the “sh” sounds that do not appear at the beginning of the word. The students participate by giving words that give the  sh sound. The teacher places students into groups. She elicits from students to use any of the recorded words containing the “sh” sound and create a sentence individually which she also records on whiteboard.  The teacher instructs students to go into assigned groups. Discuss within groups and choose a leader to give one sh word and their sentence. Students read the sentences aloud.

Teacher gives instruction to students to go in groups to their assigned computer and type in five sh word in Microsoft Word and save them for the next class. Teacher observe as students perform the given assignment at the stations. Students follow the teacher’s instruction and do the activity.

CLOSURE: The teacher using the CD player provides jingle with sh words to students.  She asks the students   to sing along with the jingle as it plays.

EVALUATION: The lesson highlighted the sh sound in words. The students were able to identify and say the sh sound. They were also able to give words as well as use these words in sentences. The lesson has impacted on their understanding of the sound of sh.

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