Teacher Trainee: Layla Obaid Student Number: 30

Date: February 26th , 2018 Subject/Grade: English/ 1T

Topic: Grammar (syllables) Resources:
 Online video
 Worksheet
 A4 paper
 Crayons
 A3 paper
 Pencil
 Whiteboard
 glue
 Scissors
 Flashcards

Syllables are sometimes described as the beats in words. Some teachers may refer to them as
“claps”. Syllables play an important role in reading and writing for young learners but also for
advanced readers and writers.

Prior knowledge:
 Student has knowledge in syllables and has methods of figuring it out.

Learning Objectives:
 Identify syllables.
Key Questions: (List key questions you want students to be able to answer at the end of
the lesson)
What is syllable?

Lesson Introduction 10 minutes: (Hartmann, 2016)

 During the circle time, the teacher will play a video by using YouTube about syllable
song. The syllable song will help students to hear the syllables in 1, 2 and 3 syllable
words and helps them develop their phonological awareness skills. The syllable song
is clear and will engage students with fun movements (clapping, stomping and
chomping with their arms.) This syllable song is perfect for kinesthetic (visual)
learners. They participate in singing (auditory) seeing the words (visual) and doing the
movements, clap, stomp and chomp to each syllable (kinesthetic).
 The teacher will use student’s names to clap out syllables.
 Ask children to identify (computer, window and box) syllables by clapping.
 Ask student to volunteer their own words to clap out the number of syllables.
https://www.youtube.com/watch?v=vlBc703kYMg&t=122s
Teaching Activities/Learning Strategies
Time Learning Activity
(You do it together)
5 min
A3 paper has three columns (1
syllable/2 syllables/3 syllables).
10 (you do it)
minutes
Law: use the crayons to color the
number of syllables (This activity
is designed to give students time
to practice slowing down words
and listening for the number of
syllables in them).
Middle: syllables worksheet (cut
and paste)
High: write list of the words.
How (Teacher says Student says and
and does) does
The teacher will Students will look at
give each group an the pictures and
A3 paper and identify how many
flashcards and give syllable in the word.
them instructions. For example, picture
of computer, student
will clap to identify
number of syllable,
after that stick the
picture in number
three column.
The teacher will sit Law: On each row in
with low level the worksheet,
students and make students will identify
sure they understand the picture. After that
the lesson. students will say the
word slowly, breaking
it into syllables. As
they do, they color the
number of syllables.
Middle: students will
cut the words and
paste it in one of two
columns (two
syllables/three
syllables).
High: students will
come up with a list of
words that contain
two or more syllables
(absent, fantastic,
intelligent) and put it
in a sentence.
Differentiation:
 Law: use the crayons to color the number of syllables.
 Middle: syllables worksheet (cut and paste).
 High: write list of the words.

Lesson Closing: 3 minutes

 Ask the students sit on the carpet. Use a combination of words from the lesson, name a
word and ask the students to explain how the word can be broken apart.
 Choose any wooden craft stick with students name on it and ask them questions.
Assessment of Understanding: (how do you know the students understand? When and
how will you check their understanding?) 5 minutes

Formative assessment: The teacher will hand out a whiteboard to each student. Write a word
on the whiteboard and ask students to write the same word and draw a slash to separate the
syllables on their small whiteboard. The teacher will Tell students to hold up their whiteboards
so you can assess if they are correctly separating their syllables.