Ms. Faison's 

Plop the Peanut in the Pan

Emergent Literacy Design

By: Mary Cameron Faison

 

 

 

 

 

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Rationale:

This lesson will help children identify/p/, the phoneme represented by P. Students will learn how to recognize /p/ in spoken words by learning that plopping a peanut in the pan, which helps apply phoneme awareness with /p/ in phonetic cue reading by distinguishing rhyming words from beginning letters.

Ÿ Materials. You will need primary paper and pencils; chart with “Picky people pick Peter Pan Peanut Butter”. You need note cards for choosing between the two words. Words will be: mop, talk, like, type, beach, prop, sink, sip, pink, ink, lake, hope, cup, cat. You will also need the worksheet  printed out for everyone, and crayons.

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Procedures:

1. This is a secret language that we are about to decode. The difficult part is learning what letters stand for and how the mouth moves to form different words. Today we are going to spot how the mouth moves to form the sound /p/. We spell /p/ with letter P. The letter P sounds like the sound of a peanut hitting a pan.

2.  

   Lets pretend we are dropping peanuts in a pan. Grab a handful of peanuts and drop them in the pan. Do you hear the/p/, /p/, /p/ sound (sounds like plump)? Do you feel how your lips make the /p/ sound when the rub together. We make a popping sound with our lip

3.  

   Let me show you hot to find /p/ in the word epic. I am going to stretch epic out in slow motion and I want you to listen for the plump from my measuring cup. Ep-i-i-ic! There it was! I felt my lips rub together to make the popping sound. I can feel the plump from my measuring cup in epic

4.  

   Let’s try a tongue twister. “Picky people pick Peter Pan Peanut Butter.” I want everyone to repeat it three times together. Now say it again, but stretch the /p/ at the beginning of the words. “Pppicky pppeople pppick Pppeter Pppan Pppeanut Butter.”. Try it again and this time break it off the word: “/p/icky /p/eople /p/ick /p/eter /p/an /p/eanut butter

5.  

   Let’s practice writing the letter P now. (Use primary paper and pencil). Write the lowercase letter p by drawing a stick from the fence to the ditch. Then take your pencil and start at the top of the stick, right under the fence and make a half circle until it connects to the sidewalk side of the stick. I want to see everyone’s p and if they are correct then make ten more just like it

6.  

   Now lets class I will call on you and I want you to tell me which of the two words I read that you hear the sound /p/ in. Do you hear /p/ in mop or talk? Like or type? Beach or prop? Sink or sip? Pink or ink? Lake or hope? Cup or Cat

7.  

   Now we are going to read “Lilly’s Purple Plastic Purse” by Kevin Henkes. Lilly loves school and she is so excited for show and tell. She decides to bring in her beautiful purple plastic purse with all of her most prized possessions. Her teacher Mr. Slinger takes her beautiful purple plastic purse away though. Keep reading to find out if Lilly gets her purse back. Have the students make a list of all the words they hear that have P in it. What was the object that Lilly owned that starts with a P? What were some other words that have P in them

8.  

   The final assessment will be to complete a worksheet about the letter P and to color in the pictures that have P in it. Students will also come one by one to read a sentence with the letter P in it to the teacher.

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Reference:

Kenkes, Kevin. “Lilly’s Purple Plastic Purse”. Greenwillow Books. 2006.

 

Worksheet~

http://www.tlsbooks.com/letterp_1.pdf