Lesson Plan for the Hard "C" Sound

University of South Alabama

Name: Shelby Owen                                                                       Date: 6/20/12

School: Hewitt-Trussville Elementary School                             Grade Level:1^st

Teaching Strategy: Group                                                              Time Required:

1. Concept or Skill- Hard “C” Sound

2. Alabama Course of Study Correlation – 1^st grade 21.) Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.1.2] d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [RF.1.2d]

3. Behavioral Objectives – (Level 1: Knowledge) Student will be able to recognize pictures that have the hard “c” sound in them.

(Level 4: Analysis) Student will be able to distinguish the hard “c” sound that is in a word out of many other words without the hard “c” sound.

4. Evaluation – Students will be able to recognize pictures with the hard “c” sound as well as be looked at and evaluated with a checklist of bad, good, and excellent. Also how students distinguished the hard “c” sound from other words will be evaluated with a checklist of bad, good, and excellent.

5. Materials – Big cut outs of the letters c, k, a, o, and u

                      Magnets that stick to the whiteboard

6. Teaching/Learning Procedures

1. Motivation/Set Induction – Give each student a piece of blank white paper and on the whiteboard write four words such as cat, city, cow, and sock. Tell the students to pick one of the words on the board that they think starts with the hard “c” sound and draw a picture of it. So, if they thought it was cat they would draw a cat. Then you will pick a few students to show what they drew and why they picked that word to draw.

2. Instructional Procedures –

·         Tell the students that the letter “c” has a brother and his name is hard “c”

·         Question: Why does the letter C have a brother and other letters don’t?

Answer: Some other letters such as G, S, and X do have brothers but we haven’t gotten to those yet.

·         Then put the big cut out “c” on the whiteboard

·         Hard “c” only comes out to play when the vowels A, O, and U are there

·         Question: Why does hard “c” only play with the vowels A, O, and U?

Answer: The reason hard “c” does not play with the rest of the vowels, E and I, is because hard “c” actually has a sister which is soft “c” that plays with those letters

·         Then put the cut out letters A, O, and U on the board

·         When hard “c” plays with his vowel friends he then creates the same sound the letter K makes

·         Then place the big cut out K on the whiteboard by the letter C

·         The sound the hard “c” then makes is the same sound the K makes in the word king

·         Then show how hard “c” works with some of his vowel friends by writing words on the board such as Cat, Coat, and Cut and show them how hard “c” plays with each of his vowel friends

·         After you model some words that have the hard “c” sound in by providing examples on the board you will have a list of words written on the board and have each student come up and circle one word they think has the hard “c” sound in it

·         As each student comes up to the board I will have my checklist and will evaluate them as they come up to the board and pick a letter

·         Then you will hand a worksheet out that has pictures on it and they will circle the picture that has the hard “c” sound in it

·         I will then take up the worksheet and grade them by the checklist and decide if I need to go over the topic again tomorrow, but with a new approach.

3. Closure – Tomorrow we will go over the letter C’s sister soft “c”, which we briefly talked about today. Before we move on to the next activity I would like three people to come write on the board one word that we went over today that begins with hard “c” sound.

7. Supplemental Activities- For those students who finished early I will tell them to draw pictures of words that start with the hard “c” sound on the back of their worksheets.

8. Professional Reflection – This will be completed after you teach the lesson.

How did you think through the lesson plan?

The first thing I thought about when I was coming up with the lesson plan was what exactly I going to teach. After I picked a topic I then went straight into thinking what activity I was going to do in order to reinforce this topic. Then I thought about how I was actually going to teach this topic. I thought to myself what am I going to do to get on the students level and make them understand what I say and be able to apply this topic to reading. Then I thought about siblings, and how probably almost everyone has a sibling or a cousin so they can relate to this lesson. After I connected the topic to the student’s lives I had to go over in my head if I was really teaching to a classroom full of kids what would I exactly say. That was the hardest part to me because it is hard to know what you are going to say before you actually get up in front of the classroom and say it. It actually came easy to me to think of questions that students would ask because the more and more I learn in this class the more I realize how difficult it is to learn the sounds of letters.

Were you aware of your own thought processes?

I was aware of my thought process but not to the extent of what I have written in the question above. It seems logical to me to pick your topic and then think of the activity that goes with that topic, but I had no idea how I got to what I was going to do next. I guess I just did next whatever thought that came into my head.

What questions did you ask yourself as you were creating the plan?

One of the major questions I asked myself when doing this lesson plan was how was I going to make learning the hard sound “c” into something that was going to be something the students could relate to. I figured it out because I figured the letter C and the hard sound and the soft sound were like brothers and sisters. That thought process made sense to me because the letters were alike just like brothers and sisters are somewhat alike, but they are also different just like the sound is different. Also another question that I asked myself is how am I going to make a motivation/set induction to hook the students. I picked them drawing a picture because it was a hands-on activity that the kids would love because who doesn’t love drawing?

What are the benefits from writing this lesson plan for you and for your students?

The benefits for writing this lesson plan for me are I will be more organized. If I did not have a lesson plan written out before I taught the lesson my thoughts would be all over the place. Also the lesson plan is needed for me in case I get sick and a substitute needs to know what to do that day. With the lesson plan she will have a very detailed outline of what the students need to do. The benefits from writing this lesson plan for my students is I will be more organized so they will have a lot less down time to do their own thing and maybe get into trouble.

How do you think this lesson will be received by students if you do teach it?

I believe students will love this lesson if I teach it because it is very interactive and it gets down to their level.

Alternative Method of Teaching- If this lesson did not work out then I would teach the hard “c” and the soft “c” together and not separately. This is a good idea to do if the first lesson did not work out because the students might be getting confused by the fact that city has to be the hard “c” sound because it starts with a C and there is no other option. By teaching the students that the letter C can produce the hard “c” and the soft “c” this might prevent confusion because now they know all the options the letter C can make.

The activity I would do with this lesson you would need enough dry erase board and markers for every student. You would be in the front of the classroom and you would state a word that began with the letter C. If the word you stated had a hard “c” sound in it then the students would write an H on their dry erase board, but if the student thought it had a soft “c” sound in it they would write and S.

I believe this lesson is a lot different than the first lesson so therefore would be a good contrasting lesson to follow up that lesson with. This presented the material in a much different way, but still had a fun hands-on activity at the end that could be used to help the teacher understand if the students got the lesson.