Lesson Plan Sample #4

Student Goal/s Activities Materials Modifications Sensory

- Step by step method & Script for introducing activity Considerations
Main idea: - Syllable Segmentation: “Today we’re going to sing a really silly Pictures or -If one/two -Student is
Student will improve overall song. Have you ever heard of the song “Five Little Monkeys?” It’s real-life syllable words able to move
phonological awareness one of my favorite songs because it’s so silly. It’s about monkeys objects are easily around and
skills. jumping on a bed! Do monkeys jump on beds? No, how silly! Before that identified we clap.
Short term: we sing the song, we’re going to listen to and think about some of represent can clap out
Student will improve the words in the song. I’m going to show you a picture/object and vocabulary -After the
three syllable
syllable segmentation skills tell you what it is. Then I want you to clap out how many sounds from the listening
words
and rhyme awareness. you hear in the word. For example, I could show you a picture of a song activities, the
dog and say that this is a dog. I want you to think about how many including our
Session goal: noted student will
parts you hear in that word. You can clap it out like this – dog (1 below names and
1. Student will accurately have time to
clap). How many claps do you think are in the word cover? (Model List of other relevant
identify the number of play and move
syllables in one and two as appropriate by clapping out two parts). Now let’s look at some of words to vocabulary
freely.
syllable words by clapping the words in our story” (go through pre-identified list of words). clap out: (e.g. banana,
them out with 80% - Rhyme Awareness: “Now we’re going to sing the whole song.” As five, little, pajamas,
accuracy given minimal the clinician sings the song, she will pause and emphasize rhyming monkeys, names of the
verbal cues to listen to the words to promote rhyme awareness. After the first verse the jumping, monkeys,
sounds in the words. clinician will stop to note that some of the words in this song rhyme bed, etc.)
2. Student will generate a or sound the same (e.g., “I hear the words bed and head in our song bopped,
word that rhymes with a and those words end with the same sound, so they rhyme. Bed. head,
target with 80% accuracy Head. Can you say those words? Bed. Head. Let’s keep listening for momma,
given moderate verbal more rhyming words.”). called,
cues emphasizing the - Syllable Segmentation/Rhyme Awareness: “Now that we sang our doctor
sounds in the words. song about the monkeys, we are going to play with them. Here I Toy house,
Why is this goal important have a toy house, 5 baby monkeys, a momma monkey, some food, monkeys,
for this student? and some clothes. What should the monkeys do?” During play, the food, and
Increased phonological clinician will follow the students lead. When appropriate the clothes
clinician will ask the student to identify the number of syllables in a
awareness skills are
word or produce rhyming words (e.g., “I see you just gave the
important because they
monkey a shower! How many sounds do you hear in that word
provide a foundation for shower? Shower.” Wait for student’s response. “Great job listening
future literacy skills. to those sounds! Should all the monkey’s shower now?)