The Three Billy Goats Gruff

Author: Paul Galdone

Topic: Phonics

Grade Level: 1st

Common Core Standard(s):{CCSS.ELA-LITERACY.RF.1.3.D} Use knowledge that every syllable must have a [[#|vowel sound]] to determine the number of syllables in a printed word

Lesson Objective: Students will be able to determine the number of syllables and vowel sound in each syllable of a word

Lesson Materials: Smart board, YouTube videos, multiple I pads, Elmo, [[#|game board]] and pieces, timer, I pad lesson activities, white boards, markers

Instructional Lesson Methods and Assessment

Anticipatory Set

• The teacher will start this lesson out by asking the students if they know what it means to chop a word up. Students will raise their hands with their response.
• The teacher will then ask students if they ever chop their words up and what chopped words are called
• Next the teacher will tell the students they all chop words when they speak.
• The teacher will ask students if they know why their mouth opens when they are saying a word.
• The teacher will inform the students that they will be watching a [[#|short video]] on chopping words. The students are to listen to for what a chopped word is called and the reason their mouth opens as they speak.
• https://www.youtube.com/watch?feature=player_detailpage&v=TvcgVRULaWw#t=2
• Once video is over the teacher will again ask what chopped words are called, if we chop our words up when we speak and why our mouths open as we speak.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.1 Customize the display of information-Teacher will adjust [[#|the video]] so all students are comfortable	3.1 Provide or activate background knowledge- Teacher will active the student’s background knowledge by asking questions about chopping words.	9.1 Guide personal goal-setting and expectations-Students will be asked to listen for specific topics during the video.

Introduce and Model New Knowledge

• The teacher will introduce the word syllable to the students.
• The teacher will explain that syllables are broken up by [[#|vowel sounds]] and each syllable contains a vowel (a,e,i,o,u &sometimes y)
• Next the teacher will read the story The Three Billy Goats Gruff and ask the students to listen for the syllables in the words as she reads.
• After the story is read the teacher will choose vocabulary words from the text. Each word will be defined. After defining, the teacher will model to the students, by placing her hand under her chin, how their mouths open and close as the word is broken into syllables. Students will be asked to try this also.
• Next the teacher will model how to clap out the syllables in a word while asking students what vowel sound they here with each clap.
• The teacher will use the Elmo to project the vocabulary words onto the smart board. Each word will be broken into the different syllable sections. Each section will have the vowel sound underlined.
• Once this has been modeled a few times the teacher will pick students to come up. The student will break the word up into syllables and then underline the vowel sound in each syllable.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.1 Define vocabulary and symbols-Teacher will define vocabulary from text during the lesson	5.3 Provide ways to scaffold practice and performance-Teacher will model for students different methods of identifying the vowels sounds and number of syllables in a word.	9.2 Scaffold coping skills and strategies-Teacher will teach multiple strategies on how to identify syllables and the vowels sounds within each syllable. Teacher will allow students time to process strategies while modeling takes place.

Guided Practice

• Students will be broken in to groups to play a game called clip, clapping syllables. Each student will pull a card form the bag. Each card contains a picture or a troll from the story. If a troll is drawn you must move your game piece back two spaces. If you draw a picture you must identify how many syllables are in the word drawn. (Students will be given the choice of clapping it out, chopping the word with their hand under their chin, or simply speaking the word and counting the syllables) Once they have decided how many syllables there are they will move their game piece that many spaces. The student who reaches to end first wins.
• When students have completed their game they can “Think-pair-Share” with a partner. Students will each think about what they have learned and the activities they have completed. They will then take turns talking about how they feel about the new skill. They can discuss what they like or dislike about the activities or new skill they have learned.
• If time allows (while waiting on friends to finish their game) students can come up with words and have their partner name the vowel sound and number of syllables in the words.

  

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.3 Guide information processing- Students will model with the teacher and classmates their own understanding of syllables.	4.2 Provide varied ways to interact with materials- Students are provided with various materials to interact with. Students are given a game to play with a group, Think-pair-share activity and one on one activity with a partner.	8.3 Foster collaboration and communication- Students will work in groups and then share ideas with a partner.

Independent Practice

• Students will be given 8 minutes to practice independently on what they feel they need additional help with in order to master the syllables lesson. A timer will be to set alert them when their time has expired.
• Students will be allowed the opportunity to re-watch the video if they feel they need extra assistance.
• Students will be given several options of ipad activities to work on independently.
• www.learninggames**forkids**.com/vocabulary-games/**syllables**
• www.spellingcity.com/**syllables**-segmenting.htm
• www.readingrockets.org/syllables

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.2 Provide alternatives for auditory information- Students will be provided with headphones to use while listening to the video and working on their lessons.	6.1 Guide effective goal setting- Students understand that their ultimate goal is to master syllables. Students are given the opportunity to choose what they need extra help with in order to meet their goal.	7.1 Increase individual choice and autonomy-Students are given the choice of watching the video again if they feel further instruction is needed. Students are also given the choice of which activity to work on while practicing on their Ipad.

Wrap-up

• Students will gather on the carpet to watch a short interactive video on syllables. This video will allow the students to dance and move while they review important information about syllables. **https://video.search.yahoo.com/video/play**
• When video is complete students will be given white boards to write on. Students that feel comfortable with syllables will write a smiley face. Students that are not comfortable will write what questions they have on the board.
• The teacher will circle the room while looking at each student’s board and answer questions they may have.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.3 Provide alternatives for visual information- Wrap up section will be discussed orally in addition to a visual interactive activity allowing the students to move about.	4.3 Integrate assistive technologies- An interactive video will be played so that students are able to move around and continue to stay engaged. This will help to keep their interest in the activity.	9.3 Develop self-assessment and reflection- Students will decide if they are comfortable with what they have learned. If they are comfortable they will make a happy face, if they are not comfortable they will write their questions out.

Assessment

Students will be given a paper with eight pictures. Each picture will be labeled with the word that goes with the picture. Students will be asked to determine how many syllables are in each word. They will write the number of syllables in the box next to the picture. Next they will draw a line under the vowel sound they hear in each syllable. Finally students will draw a line to separate each syllable.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.4 Support memory transfer- During the assessment activity students will be using information previously stored in their memory to complete the worksheet given.	4.1 Provide varied ways to respond- Students will be asked to show their understanding in three ways. They will determine the number and write it in the box. They will underline the vowel sound in each word. Finally they will draw a line to separate each syllable.	8.2 Vary levels of challenge and support- Students will use the various supports they have learned to identify the number of syllables and vowels sounds in order to complete their individual assessment activity.

	Specific UDL Accommodations (1.1 – 3.4)	Key Elements	Please Put a Check Mark Next To the Ones You Incorporated	Where in the project? (Which Lesson Phase 1-6)
**Provide options for perception**
1.1Customize the display of information	X	Anticipatory Set
1.2Provide alternatives for auditory information	X	Independent Practice
1.3Provide alternatives for visual information	X	Wrap Up
**Provide options for language and symbols**
2.1Define vocabulary and symbols	X	Introduce and model new knowledge
2.2Clarify syntax and structure
2.3Decode text and mathematical notation
2.4Promote cross-linguistic understanding
2.5Illustrate key concepts non-linguistically
**Provide options for comprehension**
3.1Provide or activate background knowledge	X	Anticipatory Set
3.2Highlight critical features, big ideas, and relationships
3.3Guide information processing	X	Guided Practice
3.4Support memory and transfer	X	Assessment
	II. Multiple Means of Action and Expression ensures that the Strategic networks of students are supported Specific UDL Accommodations (4.1 – 6.4)	Key Elements	Please Put a Check Mark Next To the Ones You Incorporated	Where in the project? (Which Lesson Phase 1-6)
**Provide options for physical actions**
4.1Provide varied ways to respond
4.2Provide varied ways to interact with materials	X	Guided Practice
4.3Integrate assistive technologies	X	Wrap Up
**Provide options for expressive skills and fluency**
5.1Allow choices of media for communication
5.2Provide appropriate tools for composition and problem solving
5.3Provide ways to scaffold practice and performance	X	Introduce and Model New Knowledge
**Provide options for executive functions**
6.1Guide effective goal setting	X	Independent Practice
6.2Support planning and strategy development
6.3Facilitate managing information and resources
6.4Enhance capacity for monitoring progress
	III. Multiple Means of Engagement ensures that the Affective networks of students are supported Specific UDL Accommodations (7.1 – 9.3)	Key Elements	Please Put a Check Mark Next To the Ones You Incorporated	Where in the project? (Which Lesson Phase 1-6)
**Provide options for recruiting interest**
7.1Increase individual choice and autonomy	X	Independent Practice
7.2Enhance relevance, value, and authenticity
7.3Reduce threats and distractions
**Provide options for sustaining effort and persistence**
8.1Heighten salience of goals and objectives
8.2Vary levels of challenge and support	X	Assessment
8.3Foster collaboration and communication	X	Guided Practice
8.4Increase mastery-oriented feedback
**Provide options for self-regulation**
9.1Guide personal goal-setting and expectations	X	Anticipatory Set
9.2Scaffold coping skills and strategies	X	Introduce and model new knowledge
9.3Develop self-assessment and reflection	X	Wrap Up