ELI Lesson Plan

Week 2, Session 2

Teachers: Kaitlin Griswold

Level: Pronunciation and Accent Reduction
Date/Time: November 9, 2016, 6:30 – 8:30 PM

Goal: Introduce students to “ch” and “th” phonemes; practice extended speaking.

Objectives (SWBAT):
Students Will Be Able To…
1. Demonstrate understanding of the difference between the voiced and voiceless “sh” sounds by
creating tongue twisters.
2. Understand differences between voiced/voiceless “ch” and “th” phonemes through activities from
Pronunciation Pairs.
3. Speak freely in front of the class for 5-10 minutes during “Story Slam” storytelling activity.
4. Review first episode of Limetown. Prep for listening for the next episode with WC graphic
organizer.

Theme: “Ch” and “Th” Phonemes; Storytelling.

Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time

Warm-Up Review voiced/voiceless “sh” phonemes by creating S-S 5-10

tongues twisters with a partner. Partners will teach their WC min
tongue twisters to the class. Each tongue twister must have
voiced and voiceless “sh” phonemes.

Extension: Have advanced pairs create more than one if

their peers are struggling to create them.

Activity 1 1.1 Pre-Stage: T will list the 4 phonemes being gone over S-S 5 min
“Ch” and “Th” in class on the board. T will pass out word lists to the Ss.
Phonemes They will practice saying the words with a partner,
designating which phoneme is being emphasized.

WC will create a “word bank” to choose from. T will elicit WC 5-10

other words from the Ss with those sounds. min

1.2 During Stage: With a partner, the Ss will write 4-8 S-S 10 min
alliterative sentences with each phoneme. Unlike the
tongue twister, they will use only one of the phonemes in
each sentence. T will give an example of the board.

Ss will share their sentences with the class. WC 5 min

Transition to #2: 1.3 Post Stage: T will show moving diagram on the places T-Ss 10-15
Now that we’ve of articulation for the 4 phonemes. T will also share S-WC min
worked with these 4 spelling/pronunciation “rules” for “ch” phonemes – first
phonemes, let delve a eliciting them from the Ss. This will lead to the activity on
little deeper into the pronunciation rules for “th” phonemes.
differences of the
voiced and voiceless Tangible Outcome & T. feedback/peer feedback:
“th”. WC word bank, alliterative sentences.

Activity 2 2.1 Pre-Stage: T will have Ss look at the words in the S 2 min
“Th” Phonemes – voiced and voiceless columns on the word banks.
Pronunciation Rules
2.2 During Stage: Ss will write anything they notice about S-S 5-10
when the “th” is voiced or voiceless (in partners). They min
will try to come up with at least 3 rules or “tips and tricks”
for the pronunciation rules for “th”.

Pairs will share rules with the class. S-WC 2 min

2.3 Post Stage: T will tell Ss that there are no “rules” T-WC 2-5 min
because there are many exceptions in English. However,
Transition to #3: these tips will be helpful when pronouncing unfamiliar
Great work with these words.
new phonemes! Now
let’s move into our Tangible Outcome & T. feedback/peer feedback:
Story Slam. Tips and tricks for pronouncing “th”

Activity 3: 3.1 Pre-Stage: T will introduce the activity and remind Ss T-Ss
WC Story Slam that they will be recorded. T will record in one chunk (i.e.
all of the Ss stories).

T will open the video by announcing the theme for the

P&AR Story Slam is Gifted: the students have prepared
stories about a treasure received, given, bequeathed, found,
uncovered or even tripped upon. Tell us about inherited or
divinely inspired gifts like good teeth, great aim,
mathematical prowess, rhythm or a green thumb. Or gifts
of a material nature, like a pony, an iPod or a plane ticket.
Snow days, lost kittens your mom lets you keep, a fifty-
dollar bill in a pair of old pants.

3.2. During Stage: Ss share their stories with the WC. T S-WC 20-45
will record story and remind Ss to pay attention to time – min
 they must speak for at least 5 minutes.

T will use speaking rubric to provide feedback to the Ss.

Ss will have to ask the speaker at least 2 questions to their

peers. T will call on people to ask questions after each
story in order to ensure that the Ss are listening to their
peers.

3.3 Post-Stage: Have 1 S read the “Gift of Insults.” Ss S-WC 5 min

respond with thoughts about the parable and how it relates
to the theme of “Gifted.”
Transition to #3:
Great stories, Ss underline the “sh”, “ch”, and “th” phonemes and write S 5-10
everyone. Speaking of if they are voiced or voiceless. Share their annotations with S-S min
stories, let’s review a partner.
what happened in the
first episode of Tangible Outcome & T. feedback/peer feedback:
Limetown. Qs to peers after stories, annotated “Gift of Insults”

Activity 4: 4.1 Pre-Stage: WC will review what happened in the first S-S 10-15
Reviewing Limetown episode of Limetown – Isabel and Guarantee will not WC min
participate since they added so much to it during the last
class.

4.2. During Stage: T will hand out graphic organizer to S-S 5-10
students missing some key information. Ss will have to fill WC min
in the missing information in partners/groups/WC
depending on the number of Ss present.

Ss will share completed organizers with the class.

4.3 Post-Stage: Ss will add their predictions to the graphic S 5 min

organizer provided. Ss will share predictions with the class
– We will have to wait and see if their predictions come
Transition to Wrap- true!
Up:
Thank you everyone T will remind students to listen in 10-15 minute “chunks”
for sharing your in order to get through the episode over the
wonderful stories.
Let’s go over the HW Tangible Outcome & T. feedback/peer feedback:
assignment for next Graphic organizer for 1st episode along with predictions for
Monday. the upcoming episodes
Wrap-up HW: Listen to 2nd episode of Limetown. Record poem on T-Ss 5 min
Exit Ticket SoundCloud. Watch and add comments to “Story Slam”
once it is uploaded to YouTube – need to show students
how to add comments! Have Ss use a rubric while listening
to their story.

Remind students to complete HW assignments, even if

they are late.

Lesson Evaluation Procedures:

Exit Ticket – S 5 min
1. Read “Union Square” poem

Materials: Chapters from Pronunciation Journey, laptop/phone to record Ss’ stories, “Gift of Insults”
parable, Limetown website, “Union Square” poem, rubric for assessing stories, error log for students

Anticipated Problems & Suggested Solutions: We may run short on time for going over the “ch” and “th”
phonemes. I will make sure to be bettered prepared with activities that do not require too much time but
can be extended if need be.

Contingency Plans (what you will do if you finish early, etc.): If we run out of time, I will make sure to
assign the activities from Pronunciation Journey as hw. If we run out of time, we will review all of the
phonemes we have learned thus far (“sh”, “ch”, “th”).

Post-Lesson Reflections: