Lesson Plan Template for Content-Based Instruction

Teachers Name: Thompson Deufel

Date: June 14, 2015

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Grade/Class/Subject: GHS 1 Grade

Time Period: 50 min

Unit/Topic: Pronunciation and Phonics

Lesson Title: Speak Up!

Content Objectives:
The student will be able to differentiate the phonemes /p/ and /b/ by completing an
aspirated/unaspirated activity. The student will be able to differentiate the phonemes /f/ and /v/ by
completing a voiced/unvoiced activity.

Language Objectives:
Function

Form

1) Pronounce correctly the sounds /p/ and /b/

Pan, Pain, Pear, Peer

Ban, Bear, Box, Berry

2) Pronounce correctly the sounds /f/ and /v/

Fan, Face, Fill, Flew

Van, Veer, Vein, Vase

Review Vocabulary
(previously taught vocabulary that
students likely need review of)

Pronunciation
Telephone
Fairy
(All words used in Slap the
Word)

New Vocabulary
(new vocabulary to be explicitly taught
that is critical to an understanding of the
content)

Truffle
Parry
Slap the Word

Signal Words
(vocabulary that may need to be taught or
emphasized that link concepts in
meaningful ways, such as conjunctions and
time markers)

Phonics
Lips/Teeth
Breath/No Breath
Vibration/No Vibration

By the end of the lesson, students will recognize how to distinguish and pronounce correctly the
phonemes /p/ and /b/.
By the end of the lesson, students will recognize how to distinguish and pronounce correctly the
phonemes /f/ and /v/.

Special Cross-Cultural Considerations: Include here anything relevant to culture that you will either
incorporate as part of your lesson or that you need to be attuned to in terms of your students background
to ensure a lesson that is culturally responsive.
A possible lack of exposure to the various English language phonemes may make learning the new
sounds difficult.
Some students have studied abroad to various countries, so the idea of phonetics is likely to be
different based on each students individual perspective and past experiences.

Materials: Include here all the materials that you need, including textbook titles and the page
numbers you will refer to.
2 sets of numbered cards from 1-20 (one set purple, the other green), One set of Word Wall vocab
words, Whiteboard, Dry Erase Markers, Projector, Projector Screen, Computer, Pronunciation and
Phonetics PowerPoint, Fly Swatters, Scrap Paper
Lesson Sequence: This may be adjusted as necessary to accommodate unique lesson plan features.
For each step, explain what the teacher will do, the expectation of what the students will do, and how
long the stage should take.
I.

MOTIVATION: Describe how you will build content background and introduce the specific language
functions/forms that you will target.
TIME: 10 MINUTES

The teacher will(specifically what the teacher

does)
Before Class Starts: Randomly hand out both sets
of numbered cards so each student has a card.
Greet the students.
Ask, Have you ever played the telephone game
before?
Explain the rules of the activity both orally and
with a physical demonstration.
Have the students complete the activity.
Separate the groups by having them sit on
opposite sides of the classroom.

The students will (specifically what the students

should do in response to what the teacher does)
Before Class Starts: Get a card and sit in a seat.
Respond to the informal questions asked by the
teacher.
Answer whether or not they recognize the activity.
Listen to the instructions given to the teacher and
respond either positively or negatively to
comprehension checks.
Participate in the activity.
Sit in the specific area with their group.

Formative Assessment (How will you gauge whether or not students are connecting to the background the teacher
is providing?):
Frequent use of comprehension checks during instructions, Provide correct word given in Telephone
activity in both verbal and written form
II. PRESENTATION: Describe the specific techniques you will use to make your presentation of new content and
linguistic material comprehensible to students, to provide opportunities for interaction through appropriate
questioning, to engage learner strategies, and to assess whether or not students are getting it.

TIME: 15 MINUTES

The teacher will(specifically what the teacher

does)
Ask, How hard do you think it is to say words in
English? using an either/or format.
Introduce the main lesson topic of phonics and
pronunciation.
Explain T-P-S activity.
Ask, What is the hardest word you know to say
in English?
Direct the activity as students engage in the T-PS.
Regroup and have students share their words as
you write them on the board.
Utilize powerpoint presentation to describe the
difference between the /p/ and /b/ sounds and
the difference between the /f/ and /v/ sounds.

The students will (specifically what the students

should do in response to what the teacher does)
Raise their hands in accordance to how they feel
about pronouncing English words.
Listen to the teaching and ask questions if
clarification is needed.
Understand how the T-P-S is going to work.
Begin thinking of difficult English words that they
know.
Participate in the T-P-S and ask questions if need
be.
Share the words that they came up with during the
T-P-S activity.
Follow along with the explanations and examples
provided by the teacher, repeating words and
offering answers when questions are asked.

Formative Assessment (How will you gauge whether or not students are comprehending/using the targeted
language forms as presented?):
Constant comprehension checks during explanations and instruction, Frequent utilization of repetition
and recasting of the phonemes and example words, Completion of the short, informal evaluation
Lips/Teeth, Breath/No Breath, Vibration/No Vibration

III.

PRACTICE/APPLICATION: Describe the activities you will use to allow for meaningful practice targeting the
lessons objectives, the learner strategies you will engage, and the formative assessment you will provide
to gauge whether or not students practice is moving them along closer to the target)

TIME: 23 MINUTES

The teacher will(specifically what the teacher

does)
Introduce the Slap the Word activity and
explain the rules.
Manage and conduct the Slap the Word
activity.

The students will (specifically what the students

should do in response to what the teacher does)
Ask any clarifying questions needed to understand
how the game is played.
Options: Go up to the board, slap the word that is
verbally given, and repeat it back with correct
pronunciation.
Read aloud the word on the notecard to the
students up at the board.
Encourage fellow classmates and give hints on the
location of the word on the board when needed.

Formative Assessment (How you will gauge whether or not students practice is moving them closer toward
achieving the objective in a meaningful way?):

Comprehension checks, Repeating of sounds and words that are easily confused or mispronounced

EXTENSION: Describe the student-centered activities you will use for students to further apply language
skills toward greater mastery of the targeted content and language objectives, either independently or
with a group. This should be an opportunity for developing higher-order thinking skills and using language
in communicative ways.
TIME: 2 MINUTES

The teacher will(specifically what the teacher

does)
Review the hardest words that were identified in
the Slap the Word activity.
Offer ways for students to improve their English
speaking.

The students will (specifically what the students

should do in response to what the teacher does)
Add any words they found difficult to those being
reviewed.
Listen to closing words and consider how to
improve their English proficiency.

Summative Assessment

(Describe the ways in which you plan to determine whether or not students achieved the content and
language objectives for the lesson. Be specific in terms of not only what the students will do to demonstrate their knowledge and
skills, but how you will evaluate what they produce.):

The gauging of acquisition for the content and language objectives is established from the completion
and participation of the activities throughout the class, Correction for mispronunciation or other
phonetically induced errors are offered immediately as they occur in class