Title – Tongue Twisters

By – Tasia James

Primary Subject – Language Arts

Grade Level – 3rd

Topic or Unit of Study – Comprehension Literacy Text

Time Allotment – 1 class period. 50 Min. per class.

Message from LessonPlansPage.com:

The tongue twister worksheet mentioned in this lesson was not included in this submission, but the internet has no shortage of tongue twister sites. The hard part will be picking just six!

Goals and Objective:

Students will work in pairs to complete tongue
twisters’ phrases, then students will recall the tongue twisters that have
been handed to them in a worksheet.

Standards: AZ – Arizona Academics Standards

• Subject: Language Arts
  
• Subject/Grade/Domain: Writing
  
• Grade: Grade 3
  
• Strand 3: Writing Applications

  • Concept 1: Expressive
    Expressive writing includes personal narratives, stories,
    poetry, songs, and dramatic pieces. Writing may be based on
    real or imagined events.
    • Performance Objective PO 2
      Write in a variety of expressive
      forms (e.g., poetry, skit) that may employ:
      
      Example a: figurative language
      
      Example b: rhythm
      
      Example f: appropriate format

Anticipatory Set:

The focus of this lesson will be on a handout given to
the students, on well-known tongue twisters. I will ask students questions
on writing up their own poetry and what is included in their poetry.

Input:

Students will need to know how to read, follow directions and work
cooperatively with one another. Also I will be lecturing on what tongue
twister phrases are.

Model:

There is no demonstration due to the students will just be
recalling the information from the worksheet.

Check Understanding:

The students will recall information from the
worksheet. The worksheet has six tongue twisters that students will need
to recall. I will give them time to memorize one specific tongue twister
at a time. Then I will write the tongue twister that is needed to be
recalled on the board.

Guided Practice:

Under my supervision students will use their
comprehension abilities to repeat and recall tongue twisters. I will stop
students every tongue twister to evaluate how well they processed the
tongue twister.

Closure:

During the closure I will do informal observations, walk around
and ask questions, then explain to the students they will have another
tongue twister assignment in which they will have to create their own
tongue twister and include a drawing with it.

Independent practice:

Students will have the tongue twister as homework if
not completed in the 50-minute period that was focused on the lesson.

Instructional Materials (handouts, etc.):

Teacher’s Resource Book

(Second
Edition): Language: Skills and Use

E-Mail

Tasia James

!