Hunter Lesson Plan 3

Hunter Model 3

By Brooke Groeschel

Grade Level: Pre-Kindergarten

Area of Concentration: Communicative Disorders

Aim: The client will increase his/her overall speech intelligibility to unfamiliar listeners in an unknown context.

Goal: The client will use “tail” sounds when producing consonant-vowel-consonant --(CVC - consonant vowel consonant) syllable words.

Materials:

picture articulation cards with images of CVC words

pictures of frogs

crayons

scissors

tape

flashlight

1. Anticipatory set:

Note: Many students choosing to use this model fail to realize that any scripted dialogue must be accompanied by an activity! In the sample below the author states that prior to the main activity, students and teacher will be coloring and cutting out before preceding. Please make sure your lesson includes an activity that gets the learner(s) set for the body of the lesson. That is the intent of the "anticipatory set, to get the learner to anticipate the lesson.)

“Today we are going to go on a frog hunt. First we will need to color and cut out 10 different frogs. Then we will glue our special picture cards on the back of all the frogs. We want to put each frog in his own little hiding place around the room. Once all of the frogs are hidden, we will turn off the lights and hunt them down with our magic hunting lights. Each time we capture a frog, we need to say the words on our picture cards, making sure that we remember to put our tail sounds /t/ and /g/ on the end of the words. After we say our good words, we can put the frogs in our hunting bag.” The coloring activity is the anticipatory set.

2. Stated Objectives

The client will imitatively use the /t/ and /g/ sounds in the final position of vowel-consonant (VC) syllables.

The client will imitatively use the /t/ and /g/ sounds in the final position of CVC syllable words.

The client will produce CVC words using /t/ and /g/ in the final position of CVC syllable words when provided with a visual or verbal prompt.

3. Modeled Practice:

After coloring frog pictures with the client, the clinician will pick a card and imitate the VC portion of the word using the tail sounds /t/ and /g/ in the final position on the VC syllable. Following a successful production by the client of the VC pattern, the clinician will pick a another card that has the CVC word using the correct tail sound and model this pattern. The child will then be asked to imitate this pattern. Each time the client correctly says the pattern, the clinician will then tape the card on the back of the frog and find a hiding place for him. This process will be used until all the articulation cards have been taped to a frog.

4. Guided Practice:

The client will go frog hunting with his/her special light. Each time he/she finds a frog, the client will imitate the CVC word taped on the back of the frog, while being reminded to use a good /t/ or /g/ tail sound. The client will then be prompted to produce the CVC word three times on his/her own in order to fully capture the respectful frog. When an inappropriate response is made, the client will be corrected, asked to imitate the clinician's production of the word, and try the word on his/her own once more.

5. Independent Practice:

The child will be encouraged to continue hunting for frogs and using good tail sounds in words on his/her own and without prompting. Verbal praise will be given for correct responses and cues will be administered for help when a response is incorrect.

6. Closure:

After correct responses for each articulation card, the client will have completely captured the frog and will be able to put him in the hunting bag. After all the frogs have bee caught, the child will be rewarded with stickers to place on his/her sticker chart. The client will then be given a juice box and cookie as for working hard during the therapy session and remembering to use good tail sounds when saying words.