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Week 3, Session 1
Goal: Review consonants; differentiate long and short “e” sound; begin writing pair/group script.
Objectives (SWBAT):
Students Will Be Able To…
1. Review consonants – “sh”, “ch”, and “th” – through Pronunciation Battleship.
2. Introduction to vowels through Pronunciation Pairs activities and recipe writing activity.
3. Write pair/group script focusing on phonemes introduced at this point.
4. Review Limetown Episode 2/Winona’s story through key word activity.
5. Understand how to create and add content to e-portfolio.
Warm-Up Ss will be paired with another S – 1 with whom they have S-S 10-15
Pronunciation not been paired with before. Ss will be given pronunciation min
Battleship battleship handout and shown an example of what they are
going to be doing. Ss will need to make the following
“ships” – 1 box, 2 boxes, 3 boxes, and 4 boxes. Ss will try
to sink their partner’s battleship by saying certain words to
indicate a location (i.e. ship – chop). First person to “sink”
all their partner’s ships wins!
Activity 1: 1.1 Pre-Stage: T will share information on vowels with Ss T-S 5-10
Long and Short “E” - place of articulation, voiced quality, differences between min
vowels and consonants.
WC will perform the script – Ss will volunteer to read the Ss-WC 5-10
dialogue, T will read the information on the scene. While T-WC min
it is being performed, Ss listening will underline the
phonemes that have been covered in class so far.
Ss will use this script as an example for the script they will
write with their partner/group.
3.2. During Stage: Ss will work with partner to write S-S 10-15
preliminary script following these guidelines: min
At least 10 lines for each person in the group (right
now)
Transition to #3: Must include all phonemes that have been covered
Thank you for in class – “sh”, “ch”, “th”, long and short “e”
participating in the
group writing 3.3 Post-Stage: Ss will underline the syllabic stress in their S-S 10 min
activities today. Now dialogue following the rules discussed earlier.
we are going to focus
on what happened in Tangible Outcome & T. feedback/peer feedback:
Limetown episode 2. Pair/group script
Activity 3: 4.1 Pre-Stage: T will give Ss graphic organizer for the first WC 5 min
Reviewing Limetown episode. Ss will review the first episode to review the basic
Episode 2 facts of Limetown.
Ss will add Winona to graphic organizer with a partner. S-S 2-5 min
They will choose 3 things to highlight about Winona.
Partners will share with WC.
Wrap-up T will show Ss how to make an e-portfolio using Weebly. T T-Ss 10-15
Introduction to E- will show examples of Ss’ e-portfolios. min
Portfolio
Exit Ticket HW: Record an audio diary for Winona or Leah. Create
and begin adding content to e-portfolio. Limetown episode
3.
**Let Ss know that I will be emailing them about missing S 2-5 min
assignments so that they can make them up over the
holiday**
Anticipated Problems & Suggested Solutions: Ss may have a difficult time completing the recipe activity
because the parameters are very specific (i.e. using mostly long and short “e” sounds). T will encourage
students to look up words and other recipes online to make the activity more manageable.
Contingency Plans (what you will do if you finish early, etc.): If we finish early, we will use the rest of
class to cover the next pair of vowels (long/short “a” sound).
Post-Lesson Reflections: