Adolescent Literacy Lesson Plan
Title: We Do A Lot With 26 Letters!
Aim/Objective: Students will complete the Speaking section of the Assessment while reviewing the English alphabet, the American names of the letters, and the pronunciations of vowels and consonants.
Required Materials: Markers, Flip Chart
Do Now: As the Assessment has not been concluded, no Do Now will be given.
1) Fist-To-Five: “Who here can name the letters of the English alphabet? Fist meaning you cannot, five fingers means you can teach the class.” Have the strongest participants to get up and write the letters on the flip chart.
2) Review the 10 sounds vowels make in the English language.
3) Review the sounds of the letters B, D, F, H, J, K, L, M, N, P, R, S, T, V, W, and Z. These consonants have only one sound associated with them!
4) Review the sounds of the letters C, G, Q, X, and Y. Why are they different from the others? Because they have different sounds!
Guided and Independent Practice:
1) Have the newcomers catch up to the rest of the class by creating their name card and introducing themselves to the class.
2) Have the students count themselves from 1 to 4, break up each group and have them review a different vowel sound per group. Make them yell out the soft sound, then hard sound for their vowel.
3) Time permitting, assign the groups to C, G, Q, X, and Y to do the same exercise.
Assessment and Reflection: Fist-To-Five self-assessment will be performed at the lesson’s start, and at its conclusion to gauge confidence in skills. Students will be given homework, which will be to practice saying the basic sounds.
1) Fist-to-Five is an assessment technique where the students are asked to raise their hands in response to to how well they know a subject. Fist means they know nothing, one finger means they know very little, and so on, with five fingers meaning they can get up and teach the class themselves. It’s a fun activity which gives the kids a little push to think and exert some energy, and even allows for some peer instruction/learning to take place.
2) Since these students are ELLs, this lesson ended up changing to sounds and letter combinations, with direct reference links to the students’ native languages. The students seemed a bit more engaged as a result, sharing their own sounds, and understanding why some of their native language is often mispronounced by others.