Below are lesson plans for three consecutive days. The first two plans focus on a story, Big Red Barn, and the third plan focuses on listening skills. These plans have been written in the voice of an educator.

PLAN #1

Big Red Barn

Pre-requisite Skills
Students must be able to sit in seat quietly and listen to a narrative.
Students can manipulate flash cards.
Students can answer questions about the story.
Students understand safety rules for hands on materials.

Expected Outcomes

1. Students will be introduced to Big Red Barn.
2. Students will increase his/her awareness of the /b/ sound.
3. Students will increase his/her awareness of rhyming pairs.

Materials

Crayons Flash Cards-rhyming pairs Journals
Markers Flash Cards-non ryhming pairs Construction Paper
Stickers Board to put Flash Cards on Beans (uncooked)

Procedures

1. Have children seated in a U shaped table while I seat in the middle of the U. Tell children that I am going to read to them and I want them to listen very carefully because at the end of the story I am going to ask questions about it. Children with visual or behavioral issues will be seated closest to me. Children with hearing impairments will be able to easily view the interpreter.

2. Introduce the title of the book, Big Red Barn, while showing the book to the children and pointing to the title. Ask the children what they think the book will be about and why. Ask them what animals they think will live on a farm. Make a list of the children's answers and give each child time to respond.

3. Read the story to the children with great expression. Try to read while showing the pictures (this may keep some of the children's attention). After reading each page pause for a few seconds before moving to the next page

4. I will choose five rhyming pairs from the story. I will have pictures of each word of the pairs with the word written beneath the picture. The pictures will be enlarged to size 24 font for those who are visually impaired. I say each pair and have the children point and repeat in chorus each picture after me. After familiarizing them with each rhyming pair tell the children that the words sound alike they rhyme. The children should be active pointing at the pictures and repeating after me in chorus after I say the word and point to the picture.

The words are as follows:
Born Corn Big Pig Bee Tree Fox Box Frog Log

5. Play a game with the pictures. I have a special board that you can put the rhyming pairs up on. Use the cards that were prepared for step 4. Mix up the cards and have one child pick out a target word and have another child pick out its rhyming pair. Each child should have a chance to choose a target word and the pair that goes with it. When a pair of rhyming words are found put them on the board. It’s good to let the children do this because it motivates them and keeps them feeling involved.

6. Add five new pictures (non rhyming-Flash Cards) to the ten (rhyming) I already have and play a game where the children tell me whether or not the pictures rhyme. Card pairs that don’t rhyme can go on one side of the board while cards that do rhyme can go on the other side of the board.

The additional words are as follows:
Balloons Car Ball Apple Shoe

Assessment

The students will make up a story with my help. The story will have rhyming pairs in it. Each student will be responsible for contributing a rhyming word when prompted by the leader (me). When the story is completed, I will type and the children can cut and paste the text in their journals the next day. When the glue has dried we will read our story together. Just for fun, each student will be given a piece of construction paper with the letter B outlined on it and we will glue uncooked Beans on the B. This will increase the awareness of B.
· Journals
· Paste
· Scissors
· Construction Paper
· Beans

After the students have completed their story and read it together, then allow them to take time to draw pictures on the blank side of the journal. Words should only be pasted on one side of the journal for every two pages. Use stickers for reward (everyone who participates gets one).

Notations:

PLAN #2

Big Red Barn (2)

Pre-requisite Skills
Students must be able to sit in seat quietly and listen to a narrative.
Students can manipulate flash cards.
Students can answer questions about the story.
Students understand safety rules for hands on materials
Students have memory ability
Students have ability to write

Expected Outcomes
1. Students can work together to achieve a common goal.
2. Students can display what they know by thinking of their own B words.
3. Students will increase his/her sight vocabulary.

Materials

Flash cards Big Boo the Bear 2 empty coffee cans washable markers
Floor Tape crayons construction paper glue
Large B Blue glitter Blank Flash Cards Pencils

Procedures

1. Sit the children in a circle on the reading carpet and ask them if they remember the story that you read to them last session. If they can remember the book ask them what things they remembered about it.
2. I selected six target words from the book that start with B. (Big, Brown, Black, Bats, Barn, Born) Model the initial sound, B, of these words in isolation for the children. Have a large capital B in the front of the room so everyone can see it. You may need to have students with visual impairments set closest to the B and students with hearing impairment set closest to the teacher. Use Big Boo the Bear (teddy bear) to create an identity for the B sound.
3. Have Big Boo the Bear to say the B words. You have to be Big Boo the Bears voice. Now you need to pull out the two empty coffee cans. Label one of them with a “thumbs up” and one of them with a “thumbs down”. If Big Boo the Bear says the B word correctly tell the children to do a thumbs up and put the Flash Card of that word in the “thumbs up” can and vice versa. **Repeat this activity if time permits.

Assessment
Ask each child to try to think of their own word that starts with the B sound and write their word on a word strip. By using the word strip as a model, let them write their B word in their journals. Next, give them construction paper with the outline of a B on it and let them glue Blue glitter in the B. Ask each child if they can trace the B with their finger and tell you what sound it is.

Notations:

PLAN #3

Listening Skills

**This activity could be used when discussing the five senses.
Pre-requisite Skills
Students know procedure / appropriate behaviors for sitting in a reading circle
Students are attentive and respect others
Students know how to properly use the game pieces required for the lotto game
Students must be able to differentiate the sounds used in the lotto game

Expected Outcomes
1. Students will practice listening skills.
2. Students will learn the importance of listening.
3. Students will have the opportunity to play roles.

Materials

Lotto game boards
Game pieces
Cassette Tape/Player

Procedures

1. Have children form a circle and play the “whisper game”. You start a secret like, “The purple elephant eats red apples.” Let the secret circulate around the circle until it reaches the last student. (You may want to situate the students who are hard of hearing or deaf at the end of the circle so the students who are hearing can’t cheat.)
2. When the last student has received the secret let he/she tell the class what they think the secret is. The secret that the student tells is probably different from the original one.
3. Tell the children the original secret, “The purple elephant eats red apples.” Explain to the children how important it is to listen very closely to what is being said.
4. Next tell the children that you are going to play a lotto game. Give each child a game board and several game pieces. The game boards have different pictures on them. The children’s job is to listen for the sounds coming from a cassette tape that have already been pre-recorded. When the children hear a sound that goes with the picture on their board then they put a game piece on that picture. The first child to get five in a row wins the lotto. If there are any students who are hard of hearing or deaf, I suggest an auditory trainer and/or an interpreter to help with this activity. Now it is time to play the game. The teacher will operate the cassette player which will give auditory cues for the lotto game.

5. Finally tell the children you are going to read them a story and they will need to listen very carefully because you will need their help during the story. Assign all students a word that will reoccur throughout the story. However, make sure that students that have the same word to listen for are randomly mixed with in the group.

6. Begin to read the story and be sure to use a lot of expression. Remember to put a lot of emphasis on the words that you assigned to the children. An example of words to assign would be like Santa, Reindeer, Elves, etc. for a Christmas story. When you read a word that was assigned those children with that word should stand up or act out their word. For instance, the Santas could rub their bellies and the reindeer could use their hands as horns. (Adams, Foorman,Lundberg, & Beeler, 1998).

Assessment
Students will be monitored during all three activities; whisper game, lotto game, and listening story. These activities are pass/fail if it is obvious that the student is trying and participating then they pass.

Notations:

Back

Next

Back to Table of Contents