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Lesson Plan Organizer

Teacher: Regina Myles Grade Level: K-2

Lesson Title:

Contrastive Analysis Lesson: Focus on “th/f”

Common

Core State

Standards

Reading Standards: Foundational Skills

Kindergarten 2.d: Isolate and pronounce the initial, medial vowel and final sounds

(phonemes) in three-phoneme words.

First Grade 2.c: Isolate and pronounce initial, medial vowel, and final sounds in spoken

single-syllable words.

Language Standards:

Second Grade 3.a: Compare formal and informal uses of English.

MELD

Objective

Students will be able to codeswitch from African-American Language to

Standard English when saying and writing words with the final /th/ sound.

Culminating

Task/Project

Students will use words ending on “th” to create a book with illustrations

and sentences.

Depth of

Knowledge

Levels (From DOK Matrix)

DOK 1: Students read words with the final /th/ sound in Standard English.

DOK2: Students compare and contrast standard English and African-

American Language.

DOK 3: Students apply their knowledge of the final /th/ sound to create

sentences.

Essential

Question(s)

“What are the different ways we use language?”

Access

Strategies

Making Cultural Connections

Contrastive Analysis

Cooperative and Communal Learning Environments

Instructional Conversations

Academic Language Development

Advanced Graphic Organizers

Discussion

and

Participation

Protocols (When writing

lesson indicate

where they will be

used.)

Pick-A-Stick

Roll ‘Em

Raise a Righteous Hand

Rally Robin

Think-Pair-Share

Constructive

Conversation

Skills (When writing

lesson indicate

where they will be

used.)

Create

Clarify

Fortify

Negotiate

Materials and MELD Journals (if applicable)

2

Resources (Attach

applicable

items.)

Chart paper for recording appropriate situations for using

Standard English and Home Language.

Sentence strips or chart with various examples of Home Language

(AAL/MxAL) and their Standard English Translation. (i.e.: The dentist

examined my teef during the appointment.)

Flashcards with words ending “-th” sound at the end.

Cards for matching activity (1 per student)

Contrastive Analysis Activity Sheet

Key

Vocabulary

African American Language

Mexican American Language

Home Language

Situational appropriateness

Digraph or ending sound

Opening (Activity to

activate student

engagement

and introduce

concept/skill)

1. Share the lesson’s MELD objective with students.

2. Introduce/review situations for which it would be appropriate to

use Home Language and situations for which it would be

appropriate to use Standard English. Ask: What are some

situations where it is appropriate to use Home Language? (If this

concept was addressed in previous lessons, reference any charts

or graphic organizers that were used. If not, create a double

bubble map to record student responses.)

3. Ask: What are some situations when it is appropriate to use

Standard English. (Record responses.)

4. Ask: Are there situations when people use both? (Record

responses.)

5. Explain that Home Language or African American Language and

Mexican American Language is the blending of the grammar rules

of African Languages or Spanish with the vocabulary or words of

the English Language.

Model/Guide (Activities that

demonstrate

skill, then

supports

students as they

collaborate

prepare for

culminating

task.)

Say: I am going to introduce a linguistic feature to you today. A

linguistic feature is a grammar rule for a specific language.

(Display a sentence strip with the sentence. “The dentist

examined my teef during the appointment.”) Ask students to

chorally read the sentence.

Ask: Does anyone notice something about that sentence. Use

Pick a Stick to select a student. (There is a substitution of /f/ for the

/th/ sound.)

Say: In African American Language the “th” is mostly pronounced

as /f/. However, in Standard English the “th” spelling is

pronounced /th/. So if we were to translate this sentence, we

would say, “The dentist examined my teeth during the

appointment.” (Place the sentence strip with the translation in the

pocket chart.)

Repeat the process with two more sentences asking students what

they notice and how the sentence would be translated into

Standard English.

3

Introduce various pictures that represent words ending with /th/

sound. Have student practice saying the words with the final /th/

sound in a whole group. Explain unfamiliar pictures to students.

Practice (Students work in

small groups or

independently

to complete

task.)

Small Group Practice:

Students are given either a picture card or a word card. They have to

find one partner that has either the picture or word that matches their

card. The students work together saying the word, and then create a

sentence using the word. Let students know that you want them to

create elaborate sentences and reference the chart posted in the

classroom titled, “Strong Sentences.”

They write the sentence on a sentence strip making sure to underline the

“th” in the word they use. Partners read their sentences to the class

making sure they pronounce the /th/ at the end of the words with “th”.

Independent Practice: Students work with groups to complete activity

sheet where they create sentences of their own. They will underline the

“th” at the end of the words.

Extension:

Students create a 3-page flip book where they use sentences from the

activity sheet or they can create book using a story with words with the

/th/ sound. The book is illustrated.

Wrap –Up (End of lesson

activity to

provide

opportunity for

students to

reflect on

learning.)

1. Say: During today’s lesson we focused on the /th/ sound at the

end of words. (Reviewing the key points of the lesson.)

2. Ask: What did we learn about the –th sound today? (Giving

students opportunities to draw conclusions from the lesson.)

3. Ask: How can we use this skill in real life? (Describing when the

students can use this new information.)

4. Say: Today, you worked in groups and by yourself to codeswitch

from Home Language to Standard English and also wrote

sentences (or stories) using words that end in –th. (Demonstrating

student’s problem-solving process.)

5. Say: Throughout the year, we will learn more linguistic features and

how to code-switch from home language to Standard English.

(Previewing future lessons.)

6. Validate students for their hard work.

Assessment (Task with Criteria

charts, scoring

guide, or rubric)

Group practice and Independent Practice: Teacher observation

Activity Sheet: Work will be scored using a standard grading

scale based on percentage.

Student-Created Book: Rubric (attached)

4

5

6

7

8

9

10

11

12

bathtub

north

Earth

teeth

moth

13

cloth

strength

mammoth

math

mouth

14

path

wreath

south

sloth

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Name: ___________________________ Date: ______________

Directions:

1. Say the word that names each picture.

2. Use the word in a complex sentence.

3. Read your sentence to a friend.

4. Write your sentence next to the picture.

1.

2.

3.

4.

5.

6.

7.

8.

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Contrastive Analysis Pop-Up Book Task: Create a 3-page illustrated book with sentences using words that end with “-

th”.

Common Core State Standards

Reading Standards: Foundational Skills

Kindergarten 2.d: Isolate and pronounce the initial, medial vowel

and final sounds (phonemes) in three-phoneme words.

First Grade 2.c: Isolate and pronounce initial, medial vowel, and final

sounds in spoken single-syllable words.

Language Standards:

Second Grade 3.a: Compare formal and informal uses of English.

MELD Objective Students will be able to codeswitch from African-

American Language to Standard English when saying

and writing words with the final /th/ sound.

Rubric

4 All three pages have sentences

using the “-th” ending and an

illustration for each sentence.

3 Most pages have sentences using

the “-th” ending and an illustration

for each sentence.

2 Book has three pages. Some

sentences may not have words with

the “-th” ending or may not have

illustrations.

1 Most pages have sentences without

words ending in “-th” and many

illustrations are missing.