1. Title: Letter Fun with Pumpkins
2. Author: Haley Carter
3. Subject: Language
4. Grade Level: 1^st grade
5. IEP classification(s): ADHD
6. Common Core Standard(s): RF.1.2.B
7. Lesson Goals- Students will able to recognize and produce consonant blends orally and written.
8. Lesson Materials: ELMO, SMART BOARD, You tube video, Hard copy- song, metal trays, magnetic letters, pencils, cut and paste sheet, scissors, glue, matching blends sheet

Instructional Lesson Methods and Assessment

Anticipatory Set:

• Show students You tube video of the “Consonant Blends” two letters song
• http://www.youtube.com/watch?v=ZBkaAx8H1LA
• Hand out paper copy of song
• Discuss consonant blends seen in the video with the class
• Ask the following questions
  • Did this video share all consonant blends there are with us?
  • Can you think of more?
• Students will “buzz” discuss with a partner to answer these questions and will write down another consonant blend to share with the class during whole group discussion.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.1 Provide or activate background knowledge Teacher will activate the students' prior knowledge by asking them questions about consonant sounds and consonant blends.	4.1 Provide varied ways to respond Students will discuss with a partner, questions presented to them from the video and present their ideas to the class as whole group.	8.4 Foster collaboration and communication. Students will discuss the presented question to the whole group using their peer's answers.

Introduce and Model New Knowledge

• Teacher will ask the students the following questions to get them thinking:
  • How many letters can a blend have/consist of?
  • Why is it called a blend?
  • Why is it called a consonant blend?
• Teacher will ask the students to read/sing along with her using the hand out she gave them with the blend song on it. “There are 2 letters that work together to help make words begin..”
• Teacher will view with the class over the Smart Board the song and examples of consonant blends.
• As a class, they will determine the consonant blends present on the given options on the Smart Board.
• The teacher demonstrates how to do this activity and works through the phonemes with the students for better understanding.
  
  
   
  
  

  Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
  1.1 Customize the display of information 3.3 Guide information processing  Students use the song/phrase handout to process the new information being given to them.	4.3 Integrate assisted technologies Teacher uses the Smart board to capture their attention and display information differently to help them process the information she is giving them.	7.1 Increase individual choice and autonomy. The students have the chance to express their ideas on consonant blends as they work through questions as a class on the Smart Board.

  
  
  Guided Practice
• Students will be separated into groups of 3-4
• Students will use magnetic letters and a metal tray for practice building consonant blends.
• Each student will form a consonant blend and the other group members will have to come up with a word using the consonant blend on the tray.
• Teacher will monitor the students understanding
• After an alloted amount of time is spent on this, specific questions will be asked:
  • If you put any two consonants together, does it make a working blend that begins a word?
  • Were any blends used for more than one word? Two words? etc

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.3 Provide alternatives for visual information. Teacher provided metal trays and magnetic letters for practice and for processing.	4.2 Provide varied ways to interact with materials Students could build blends, words, etc on their tray or to the side on their desk if it worked better or them individually.	8.2 Vary levels of challenge and support Students had a chance to challenge themselves and their peers during this exercise as well as support one another with feedback.

Independent Practice

• Students will now work independently at their seats on a worksheet with picture questions -cut and paste sheet.
• Teacher will monitor the students' independent work
• Students will be given the option of using the alphabet letters and magnetic tray to help with processing the words they are building on paper.

 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.4 Support memory and transfer	4.2 Provide varied ways to interact with materials.	7.1 Increase individual choice and autonomy.
Teacher helps support memorization with the cut and paste sheet.	The students have the option of using the magnetic letters and tray to help with processing the words they are building.	Students have the autonomy and choice to decide what blend should be placed where and whether or not to use additional materials to help with processing and understanding.

Wrap-up

• Teacher will have the students turn their sheets in.
• Teacher will project the sheet on the Smart Board.
• Students will discuss the sheet with the teacher and communicate as whole group about what blend goes with each picture/word.
• The teacher will discuss the role the consonant blends have and their importance.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.4 Guide Information Processing	4.2 Integrate assistive technologies	8.4 Increase mastery oriented feedback.
Teacher displays the sheet to ensure the students understand the concept of consonant blends.	The Smart Board is used to help display to the entire group and to draw attention to what she wants them to process.	Discussing the worksheet and communicating about the correct answers helps with mastering the concepts of consonant blends.

Assessment

• Teacher will use the independent practice sheet as the assessment.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.4 Support memory and transfer	4.1 Provide ways to respond	8.2 Vary levels of challenge and support
The cut and paste sheet helps support the students' memory on consonant blends and shows their ability to transfer their knowledge.	Students can respond to the activity by cutting and pasting, writing the correct blends, and using the magnets and tray to help with processing if needed.	The students are challenged to use two options for manipulative's to help with transferring their knowledge on paper independently.