Difference between revisions of "Phonics Escape Room"
(Created page with "'''Name of Teacher:'''Ming Ching Bay '''Class/Grade/Language Level:'''5th Grade and above '''Textbook and specific lesson:'''We Can 1 '''Goal:'''to understand phonics '''P...")
Latest revision as of 23:14, 2 December 2019
Name of Teacher:Ming Ching Bay
Class/Grade/Language Level:5th Grade and above
Textbook and specific lesson:We Can 1
Goal:to understand phonics
Class time: 50 minutes
My lesson plan is as follows:
1) I play the Alphabet Jingle as a sing-along in order to review all of the letter sounds that they had learnt. (2 minutes)
2) I explained the concept of an escape room: that they are all stuck in a locked room and the only way to get out of that room is to tell me three separate passwords. In order to figure out the password, they must acquire the skills to do so. (3 minutes)
3) I began writing the alphabet in batches of five (a-e, f-j, etc) on the board, and get them to pronounce each alphabet from a-e in terms of their alphabet pronunciation and the subsequent phonetic pronunciation. I then handed out review worksheets where I will pronounce a word, and they have to circle the first letter of that word based on what they hear. The worksheets that I used were provided by MEXT （WeCan1Unit7）. So for instance, if the word is “apple”, I would stress the “a” sound. After finishing the worksheet, I would go through the answers and repeat for the next five letters until the entire alphabet is covered. (25 minutes)
4) Upon finishing the worksheet, I would teach them that the vowels are unique in the sense that they have a long sound, as well as a short sound. The short sounds were what they had already learnt, but the long sound were simply their alphabet sound. I would give examples and get them to recite both sounds; for instance: u, u (short sound), u (short sound), umbrella and u, u(long sound), u(long sound), uniform) (5 minutes)
5) This is the escape room component: I would give them a worksheet with words that has the first letter missing. (I used the worksheet provided by MEXT but you can create your own with your own words. Refer to pictures provided) In pairs or groups, they would work on the worksheets together. These missing letters would form one password, and the worksheet has two passwords. So for instance _urtle, _ce, _ouse, _ggs would form the password: time. I would recite each word closely with an emphasis on the phonetic pronunciation on the first letter. As these are words where the students are less familiar with the spelling, it relies on them to use their phonetic awareness in figuring out what the first alphabet is. Once they figured out the letters, they are supposed to blend the letters together to form the sound of the password. (7 minutes)
6) For the last password, they have to look around the classroom and find objects labelled with a star. In my game, I placed a star on a fan, table, bag, pencil and waterbottle. These are objects that should be visible to everyone regardless of where they are in order to minimize movement. This is to ensure that the classroom is adequately well-managed. I would pick up a pen, and say: “The last password is the name of the starred item that rhymes with pen.” (7 minutes)
7) If they are confident that they have figured out the missing letters and the pronunciation of the password, they can come to the teacher and whisper the password.