Mr. Bounce and the “ou” Sound

Lesson Topic/Theme: Classroom Activity on Phonics Date: TBD

Subject: Language Arts Grade: Grade One Length: 45-60 minutes

General Outcome(s): General Outcome 2 Students will listen, speak, read, write, view and represent to

comprehend and respond personally and critically to oral, print and other media texts.

Specific Outcome(s):(Cluster, Heading, and Statement)

2.1 Strategies and CuesUse prior knowledge

Use knowledge of context, pictures, letters, words, sentences, predictable patterns and rhymes in a variety of oral, print and other media texts to construct and confirm meaning

Use phonics and structural analysis Use analogy to generate and read phonically regular word

families Associate sounds with letters and some letter clusters

Use comprehension strategies Identify high frequency words by sight Read aloud with some fluency and accuracy, after rehearsal

Lesson Materials:

The book “Mr. Bounce” By: Roger Hargreaves

The SMART Board CD with the Jolly Phonics Song that

reviews phonics sounds and blends Jolly Phonics learning activity containing

words with the sound “ou” for interactive white boards

Learning Log Activity Pencils for each student

Audio-Visual Equipment:

Projector SMART Board Computer SMART Notebook

LESSON PHASES

Phase Learning Activities Time Frame1. Warm-up/Review

Phase(Get children’s attention, connect to previous knowledge; explain why the topic is important to learn)

Invite the students to the carpet, have students line up around the perimeter of the carpet space. Begin the lesson with the Jolly Phonics song that reviews phonics sounds and blends. This song reviews all of the phonics sounds with actions, and through sound and signing. The teacher will hold up a picture of each sound, as the song reviews the particular phonics sound. (See Appendix A).

10 minutes

2. Presentation Phase(Introduce new

Present students with the word sound of the day which is “ou”. Do the action and word with the 15-20

information and concepts)

students by showing them a picture of a man pricking his finger and say “ou”, “ou”, “ou”, Ouch!. (See Appendix B)

Turn on the SMART Board and begin the interactive SMART Board learning activity.

In this activity, the teacher will load up the Jolly Phonics Software for the “ou” words. An illustration of a man will appear, who has just got a prick on his finger from a needle and says “ou, ou, ou, OUCH!”. Have the students repeat this statement as a class.

Next, the whiteboard game will load up a series of pictures. The students must identify the pictures, by saying the word that appears on the photo aloud to the collective group. For example, a picture of a cloud will appear. Once the students identify the word, the teacher presses the “next” button and the narrator of the game says the word “cloud”. The word then stays on the interactive screen, and various students can be invited up to the whiteboard to circle the “ou” sound in the word “cloud”. 20 words will appear, giving each student a chance to partake in the activity.

After all the students have had a chance to partake in the activity, the teacher will then read the book “Mr. Bounce” by Roger Hargreaves (Synopsis of the book in Appendix C).

After reading the story, the teacher will ask the students if they could remember any words from the book that contained the words “ou”. Each student who correctly identifies a word can write it up on the SMART Board. The teacher will write up all remaining words that the students do not recall from the story. (The “ou” words from the story are: bounce, couch, cloud, found, hour, mouse, mouth, south.).

minutes

15-20 minutes

3. Practice Phase(Students practice the new concepts and extend their learning)

Ask students to work though the Jolly Phonics Learning Log activity. The students will be asked to create a sentence using two words from the word bank, and then draw a picture illustrating that sentence. (Appendix C)

Once the students have completed the activity, they can begin a word search activity for “ou” words, which is on the reverse of the Learning Log Activity.

20- 25 minutes

4. Closure (e.g. Brief review, assigning homework, linking to next class)

Students will be asked to gather together in a circle on the carpet space to have a group discussion about Step 1 of the Learning Log Activity, and correct it as a group. Students who wish to share their sentences and picture with their classmates, will have the opportunity to do so. Close off with a large group saying of the “Ou, Ou, Ou,

10-15 minutes

Ouch!” sound and action.

Assessment of Students’ Learning: (Briefly describe how you will assess students’ learning (e.g. linked to instruction versus at the end of the lesson/unit, ongoing, quiz, homework)

During the presentation phase:- The teacher will be checking for understanding during the Jolly

Phonics song, by ensuring that all students are participating in the activity, and doing the correct actions. If the teacher hears a pause during the song, or feels as though the students did not grasp a certain concept, the teacher will pause the song and take a minute to review the particular phonics sound/blend and the action that accompanies it.

- The teacher will collect the learning log activity to check for the students work on the “ou” words. Attention will be paid to the sentences the student created using the word bank, to see if they are legible, and also make sense.

Strategies for Addressing Learner Diversity: (Briefly describe how your lesson will address learner diversity (e.g. learning activities and lesson materials that are appropriate for different learning styles, multiple intelligences, first language speakers and additional language speakers)

The Jolly Phonics song is a great means of addressing learner diversity. The song gives kinesthetic learners the opportunity to do hand actions to learn the phonics sounds, while auditory learners will have the chance to listen to the song for phonics clues, and visual learners will have the opportunity to view the phonics sounds/blends with the illustrations that the teacher will flip though during the song presentation.

The interactive SMART Board activity also engages multiple learning styles, by giving the students the opportunity to visualize a word that contains the “ou” sound with an illustration, the students will also hear the word narrated by a voice other than the teacher’s, and students who participate in the lesson will also have the chance to physically circle the “ou” sound of the word that appears on the screen. The appropriate use of technology helps to engage students, as it provides a different means of differentiated instruction.

Children who are below the grade level standard in reading, and ESL who might be struggling with their phonic sense will have the opportunity to view, write, and sound out different phonics sounds, while focusing on the “ou” sound during the lesson. This lesson is a great review activity of the phonics sounds for all learners!

Appendix A

Find below the sounds that are in the Jolly Phonics Song, with actions. The children love it! It is played to the tune of a harmonica and a guitar, with a man’s voice singing.

Appendix B

Here is the visual picture card I will hold up when I teach my students the “ou, ou, ou, OUCH!” sound.

Appendix C

Mr. Bounce was a man who bounced everywhere he went, as he could not walk. It was quite frustrating for Mr. Bounce, as he would often bounce down the stairs, or bounce off the sidewalk into puddles when he was walking.

He decided to go and see a physician about his predicament, as he was getting lots of bruises from bouncing all over the place where ever he went. One day, as he was walking past the tennis courts of his town, he accidentally tripped and fell. With is his fall, he bounced right into the tennis court and was accidentally mistaken for a tennis ball by the players. When the players realized that Mr. Bounce was not a bouncy tennis ball, they apologized. The next day, Mr. Bounce decided to try and go back to the physician. The doctor prescribed Mr. Bounce a pair of red shoes that would stop him from bouncing everywhere. Mr. Bounce walked home from the Doctor’s office for the

first time without bouncing. He was happy once again.

Appendix D

Name: _________________________________ Date: _________________________________________

Look at the words below and place them next to the picture that describes the word.

Step 1: Match the Words from the Word Bank to the Picture. Write the word under the picture.

Word Bank:

____________________________________ ____________________________________

____________________________________ ____________________________________

____________________________________ ____________________________________

Word Bank

Bounce Cloud Mouse

House Couch Loud

Step 2: Pick a word from the word bank and write one or two sentences about that word. You can then draw a picture about your sentence.

My Word is: _____________________________________________

My Sentences:

My Picture