| If you are in need of a sample lesson plan, the first | | | | Skills: Understanding of letter sounds; Aware of splits in |
| thing to look at is to understand what makes a good | | | | words based on sounds |
| lesson. To understand, here is a basic format for a | | | | Title: Sounds |
| lesson. | | | | Description: Using words to separate sounds into |
| Lesson Sample | | | | words and words back into sounds. |
| Teacher: | | | | Goals: To have students understand the separation of |
| School: | | | | sounds with words and vice versa. |
| Grade Level: | | | | Objectives: Students demonstrate the understanding |
| Subject Area: | | | | of phonetics by separating words into sounds and |
| Skill | | | | sounds into words. |
| Title: | | | | Procedure: |
| Description: | | | | · Start by having the students listen to a word you |
| Goals: | | | | say and let them know the beginning, end, and middle |
| Objectives: | | | | sounds of that word. After they do this correctly, they |
| Procedure: | | | | can all say the word together. |
| Materials/Resources: | | | | · When it begins, say the word three times (Example: |
| Assessment/Evaluation: | | | | cat, cat, cat) and ask what is the beginning sound. The |
| By looking at this lesson plan format, it becomes easy | | | | student should answer with "c". If confused, say the |
| to not only organize a lesson into the design you are | | | | combination of both consonant and vowel "ca" and |
| looking for, but also to structure the lesson to best suit | | | | separate both "c" and "a" so they understand they are |
| the level of the students along with what exactly you | | | | separate sounds. |
| wish the students to learn. | | | | · Next ask what is the middle sound whereas the |
| Each and every lesson plan can be designed to best | | | | student should answer with "a". |
| suit the students that you are teaching rather than as | | | | · Then ask what is the end sound and the answer |
| a general lesson plan. In this way, students can best | | | | should end with "t". |
| maximize their understanding of the subject as well as | | | | · Repeat each sound and then have the students |
| for the teacher to best understand what it is that the | | | | repeat all the sounds separately as well as to form |
| student requires. | | | | "cat" altogether. |
| The following is a sample lesson plan designed for | | | | · Use this procedure several times with other words |
| kindergarten students to understand the study of | | | | such as "big, bag" etc. |
| phonetics and sound. | | | | Materials/Resources: None |
| Lesson Plan Sample | | | | Assessment/Evaluation: Assessment can be done by |
| Teacher: | | | | analyzing students understanding and checking |
| School: | | | | whether they understand the change between sounds |
| Grade Level: Kindergarten | | | | and words. |
| Subject Area: Phonetics | | | | |