Mr. Monsters Madness

 

 

 

 

Rational: This lesson will help children identify /m/ the phoneme represented by M.  Students will learn to recognize /m/ by learning a meaningful representation, learn how to write the letter M, practice finding /m/ in words, and apply phoneme awareness with /m/ in phonetic cue reading by distinguishing rhyming words from beginning letters.

 

Materials:

• Primary pencil and paper

• Drawing paper

• Crayons

• Dr. Seuss’s ABC (Random House, 1963)

• M&M’s

• Scissors

• Glue stick

• Word cards with MAT, MAKE, MAIL, MAN, SLIME and MILK,

• Index cards

• Large lined paper (chart paper)

• Worksheet to assist with identifying pictures that start with /m/

 

Procedures:

1. Say: Our written language is a secret code.  The tricky part is learning what letters stand for—the mouth moves as we say words.  Today were going to work on spotting the mouth move/m/.  We spell /m/ with letter M. /M/ sounds like someone humming.

2. Lets all hum together! /m/, /m/, /m/.  Notice what happens with your lips? (Lips are pressed together).  When we say /m/ we hum with out lips together.

3. Let me show you how to find /m/ in the word slime.  I’m going to stretch slime out in super slow motion and listen for my hum. Ss-ll-ii-mm-ee.  Slower. Ss-lll-iiii-mmmmm-eee.  There is was! I felt my lips come together and hum.  I can feel the hum /m/ in slime.

4. Lets try a tongue twister (on chart). “Monsters munch much mush.” Everybody say it three times together.  Now say it again, and this time, stretch the /m/ at the beginning of the words. “Mmmonsters mmmunch mmuch mmmush”.  Try it again, and this time break it off the word: “/m/onsters /m/unch /m/uch /m/ush.”

5. (Have students take out primary writing paper and pencil).  We use letter M to spell /m/.   Capital M looks like two spikey mountains.  Lets write the lowercase letter m.  Start at the sidewalk and move your pencil to the fence and make a small hump, like an upside down “u”, then make another hump the same way without lifting your pencil.  I want to see everybody’s m.  After I can give you an m&m, then I want you to make nine more just like it!

6. Call on students to answer and tell how they knew: Do you hear /m/ in month or week? Mom or dad? Milk or tea? Made or laid? Moon or star? Hum loudly if you hear/m/: The monster made his mom make him more cookies.

7. Say: “Lets look at an alphabet book.  Dr. Seuss tells us about many mumbling mice in the moonlight.   Read the page drawing out /m/.  Ask children if they can think of other words with /m/.  Ask them to make up a silly creature name like Minty-motty-mod or Mibly-monty-mogy.  Then have each student write their silly name with invented spelling and draw a picture of their creature.  Display it and later have children come up and tell about their creature to the class.

8. Show MAT and model how to decide if it is for mat or pat: The M tells me to hum, /m/, so this word is mmm-at, mat.  You try some MAIL: mail or snail? MAN: man or pan? MAKE: make or take? MILK: milk or silk?

9. For assessment, distribute the worksheet and have students cut the letter “m’s” out.  Then have them use a glue stick and glue a letter /m/ by each word that begins with letter /m/. Call students individually to read the phonetic cue words in step #8.

 

 

 

 

Reference:

http://www.readwritethink.org/classroom-resources/lesson-plans/phonics-through-literature-learning-180.html?tab=4

Assessment worksheet: http://www.schoolsparks.com/assets/worksheets/pdf/alphabet-parade/matching-pictures-with-same-sound-m.pdf