A Tongue-Twisting Language Arts Lesson Plan

A Tongue-Twisting Language Arts Lesson Plan Peter Piper Picked a Peck of Pickled Peppers! She Sells Seashells by the Seashore! Toy Boat! Toy Boat! Toy Boat! Try saying these words several times quickly and youll see why tongue twisters can be a totally terrific part of your Language Arts curriculum. Not only are they silly, but these funny phrases focus on phonics, parts of speech, oral language, alliteration, reading, writing, and more. First, pique the childrens interest by introducing them to some of the more well-known tongue twisters. Challenge the children to say each phrase five times fast. Toy Boat is a great one because it sounds easy, but its actually quite difficult to repeat it fast. Try it yourself and see! Next, read a tongue-twisting book such as Twimericks, Dr. Seuss Oh Say Can You Say?, or Worlds Toughest Tongue Twisters. The kids will love watching you struggle through the tongue-tickling phrases from these books. You will probably have to stop every so often to give the kids a chance to practice the twisters. Its simply too irresistible to them if they have to wait. After the book, introduce the concept of alliteration. If you teach students in second grade or older, they will probably be able to handle this big word. In fact, it is a third grade academic standard in my district that all students know alliteration and begin to apply it in their writing. Alliteration simply means the repetition of the beginning sound in two or more words together. Younger students can build on the letter decoding skills included in tongue twisters by reading phonics poems in books such as the Phonics Through Poetry series. These poems are a little different than traditional tongue twisters, but they are a fun way to practice certain beginning sounds, rhymes, digraphs, and more. You may also want to discuss what makes these sentences and phrases so difficult to pronounce quickly. To build in writing practice, the students will have a blast building their own tongue twisters. To start, you can have the kids make four columns on their papers: one for adjectives, one for nouns, one for verbs, and one for other parts of speech. To determine the letter for their twisters, I usually just have them pick one of their initials. This gives them a little bit of free choice, but also ensures that you dont get 20 twisters of the same letter. After the children brainstorm approximately 10-15 words for each column that begin with their chosen letters, they can start putting together their twisters. I stipulate that they have to write complete sentences, not simple phrases. My students got so carried away that many of them asked if they could make more than one. I even had one child who made 12! To culminate the tongue twisting lesson, I have the kids write one twister on the bottom of a page and illustrate it above. These make a great project to post on a bulletin board because the children will love reading each others sentences and trying to say them five times fast. Give this tongue-twisting lesson a try and its sure to become one of your favorite lessons to teach each year. Yes, its a little silly and full of giggles, but at the end of the day, the kids really will have gained valuable language arts skills.

Macromolecules Essay Example

Macromolecules Essay Example Macromolecules Essay Macromolecules Essay The four macromolecules that are essential to life are Carbohydrates, Lipids, Proteins, and Nucleic Acids. Carbohydrates Carbohydrates are made up of carbon, hydrogen, and oxygen. It provides energy for the body, especially the brain and the nervous system. The food sources are in sugar and grains. Lipids Lipids are made up of hydrogen, carbon and oxygen. It provides Energy storage, acting as structural components of cell membranes, and hormone production. The food sources are in fatty acids, dairy, and trygycerols. Proteins Proteins are made up of hydrogen, oxygen, nitrogen and carbon. It provides energy storage, basic building blocks of living things and is responsible for the growth and repair of body cells and tissues. The food sources are in vegetables, meats, and grains. Nucleic Acids Nucleic Acids are made up of oxygen, nitrogen, carbon, hydrogen, and phosphorous. It stores and transmits genetic material and Synthesis of Proteins. The food sources are seafood, nuts, vegetables, mushrooms, yeast, beef, broths and, soups. a casdvkpasdJvbdsakvJbnivJbdskvJadbfsvipqeubvsdoJVNBAD;FKBJVADF;KBVAD;KFBJVFJ Protelns are mace up 0T nyorogen, oxygen, nitrogen ana caroon. It prov10es energy It stores ana transmlts genetlc materlal ana syntnesls 0T Proteins. I n sources Nucleic AclOs are mace up 0T oxygen, nltrogen, caroon, nyarogen, ana pnospnorous.

Professional Learning Communities Assignment Example | Topics and Well Written Essays - 1000 words

Professional Learning Communities - Assignment Example he school all work towards ensuring their students gain the essential skills required in the utilisation of these resources and enhance the learning attribute. This remains closely related to the culture of the PLC in which collaboration remains a fundamental element in ensuring students learning becomes comprehensive. The school culture however does not fully align to the PLC tenet because of the imminent challenges faced in the implementation of the various aspects which define a PLC. The teachers are evaluated based on the capability for students to achieve definite targets but there is a limitation in the approach utilised by teachers in enhancing learning. Teachers can implement different approaches which they consider effective in achievement of impressive results. An authentic alignment of the processes to those of the PLC would be achieved through increased sharing between the teachers regarding the approaches which they utilise to enhance learning. This can result in the adoption of a single approach in seeking to implement a uniform approach for enhancing student learning capabilities. In achieving this authentic alignment, the school would face numerous challenges regarding the present organisational culture. Among the challenges which the organisation must overcome include the following The teachers within the school have fundamental beliefs in the students’ capabilities to learn, following the application of different teaching approaches. Many of the teachers commonly try to utilise different approaches in seeking to ensure that there is success in the teaching of the teaching elements. The aspect of trying out different approaches remains an indication of belief that the students are capable of learning. During the staff meetings, planned to undertake reviews of the teaching within the school, teachers commonly have different proposals aimed at ensuring the capability of students to learn. These proposals serve as fundamental aspects for