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This lesson integrates Phonics with body language, spoken language, and written language

Subject:

Language Arts  

Grades:

1, 2, 3  

 

Title – Basic Phonics Integrated with Body Language, Spoken Language, and Written Language
By – Benjamin J. Jackson
Primary Subject – Language Arts
Secondary Subjects – 
Grade Level – 1st-3rd

Concept: Humans communicate mainly through the use of body language, the spoken language, and with a written language. Are these separate entities, no, they are interconnected and I felt that a lesson combining these three areas (body, spoken, and written language) needed to be addressed. I believe this lesson will show students how the three languages are interconnected and how one language type can be applied to another in an authentic (real to life) situation.

Objectives:
The students will learn and understand that the alphabet is interrelated to words; how words when they are put together make a sentence, and how a lot of sentences put together make a letter to Grandma.
The students will learn and understand that these three languages are of course different, but that are related to each other by the fact that they are forms of communication which can relay the same message.

Arizona Academic Standards:
W-F6. Write well-organized communications, such as a friendly letters, memos and invitations, for a specific audience and with a clear purpose.
PO 1. Organize content, including necessary components of the selected format, for a specified audience.
PO 2. Place commas correctly in components (e.g., heading, greeting, closing, addresses) unique to letters, memos, invitations.

Introduction:
On the blackboard the teacher will have written the alphabet making sure you label this as the alphabet.

Alphabet
a b c d e f g h i j k l m n o p q r s t u v w x y z

Leave enough space to write words below the alphabet. On another section of the blackboard the teacher will have written the following,

Body Language            Spoken Language            Written Language

Teacher:
Today we are going to learn about language. There are three types of language, body language.Point to that section of the board. Make a smile but do not say anything, then ask.when my body language shows this.Point to your smiling face.what am I telling you? Allow students to respond. Improvise and repeat, thus reinforcing this concept of body language.
Another type of language is the spoken or oral language. I am happy. My body language (smile) says I am happy. My spoken language, or the words are being created in my mouth.I am happy.tells others like you that I am happy. Both body language (point to that section, smile) and the spoken language (point to that section and say.I am happy) tell you what I am feeling. Improvise again using different emotions or thoughts, (sad, angry, etc., etc.) moving from body language to spoken language and explaining the difference.
The other type of language is the written language. Now if we look up here we have the alphabet. If we combine certain letters in the alphabet we make words. For instance, if I took the first five letters abcde, write these letters together on the board, does this make a word.Wait for replies.if I wanted to write the word cat on the board I have to take individual letters and combine them with other letters. For the word cat I first need the letter c.write another letter c below the alphabet, draw a line from c to c.the second letter I need is a.write the letter a next to c, draw a line from a to a.etc. Using three letters from the alphabet I have made a word.cat.now when I say the word cat or you see the word cat on the board, your brain makes a mental picture of a cat.it is a body of a cat, or maybe the face of a cat.this word tells you what I am thinking and I am thinking cat.it gives you information and you think cat and we can talk to each other and know what we are talking about. Improvise words following this example and reinforce the idea of how and where we get words, and what words are used for (communicating ideas, emotions, thoughts). Reinforce the meaning of word. When you read a word each of us will think of something similar to the definition, what the word is, or means.

Alphabet
a b c d e f g h i j k l m n o p q r s t u v w x y z

c a t

Exploration Activity:
Teacher:
Now that we understand where words come from let us return to the other two languages. Smile.what does this tell you? Wait! I am happy. I just spoke and told you with body language and with the spoken language that I am happy. I told you the same thing in two different ways. Now let us pretend I want to write you a letter. Over here, under Written Language, I will now write.I am happy. Body language is. give example, spoken language is.give example, and written language, show what was written and slowly repeat sentence.
Improvise with other emotions, anger, sadness, etc., etc.

Erase I am happy and any other sentences you have. Show doll.

Now let us pretend that this doll is my Grandmother. Reinforce to students that this doll is your Grandmother. Place doll out in the open so the children can see it in plain sight and walk a small distance away. Now lets pretend I just arrived in this classroom. I have not seen Grandma for a long time and I missed her. I walk in the door, pretend opening the door, and there is my Grandma. Use body language to show surprise, joy, but make sure the biggest part of your body language shows the children you are waving Hello to her. What is my body language (point to board) telling you? Wait for responses, but go with Hello/Hi Grandma.
Now I am waiving, but I will use the spoken language (point to board) and say Hello Grandma! See how my two languages are different but they saying the same thing. Now lets pretend that my Grandma is in California (Wherever). She is in another state and as I said I miss her so much. I decide to write a letter to her. What should go first?
Wait for responses. Remember all these languages are different in one way but they all tell you the same thing. When I first saw Grandma in class I waived and then I said Hello Grandma. What should go first in the letter to Grandma? Wait. So in a letter to Grandma I would put the same thing.write on board.Hello Grandma,
OK, lets start all over. Pretend to walk in through door, waive, say hello grandma, and then.run up to doll and give it a big hug. Say.I love you!
Repeat steps that were shown above for Hello Grandma, only replace it with I love you. Show and explain body, spoken, and written language.
Now take out a tootsie pop, place it in you mouth and make yummy sounds and facially show that you like tootsie pop.
Repeat steps that were shown for Hello Grandma, only replace it with I like tootsie pops.
Show and explain body, spoken, and written language.
Offer a taste of the tootsie pop to your Grandma doll. Ask the children what are you doing. Wait for responses but go with, do you like tootsie pops.
Repeat steps, showing and explaining body, spoken, and written language.
Bring up one student and go through a few of the processes the same way guiding the child. Pretend like she is opening door, she sees her grandma, hello.I love you.etc., etc.
If you now feel that the students understand the lesson, move on, or repeat as necessary (improvise).

Back to explaining where words come from. Take the sentence I love you and write it under the alphabet. Repeat explanation of where words come from. How you develop sentences from words. This is also an opportunity to expand any phonics instruction you may wish to incorporate.

Alphabet
a b c d e f g h i j k l m n o p q r s t u v w x y z

I     Love     You

Expansion Activity:
Teacher:
I think it is time you write a letter to your grandma. Demonstrate to the children how you might do this at a desk (improvise).
Pass out paper, pencils, and extra dolls so that each student has one doll. Let them know that it is easy to write a letter because all they have to do is act out how they would talk to they Grandma, only put it into a written form of communication. This is also an opportunity for reinforcing the meaning of sentences. Ask the students that when someone tells you they love you, how do you feel. This same feeling happens when Grandma gets this letter from you. She sees you have written I love you and ask the students how do you think this will affect Grandma.
Let them write a letter. Walk around the room to guide them through the process.

Evaluation and Closure:
In conclusion repeat the main messages of the lesson plan. I am sure by now you understand what I am trying to accomplish and how I wish to do it. Adjust this lesson as you see fit. The letter can be turned in for evaluation. Best Wishes!

Materials:
– Paper
– Pencils
– Dolls

E-Mail Benjamin J. Jackson !

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