UbD_lesson plan for pronunciation 2

Lesson Plan by Understanding by Design (UbD) Subject/Course: Pronunciation 2 Topic: / aʊ / and / əʊ / Course system: , 12+4, year 2 Designers: Siphone Phommathan Stage 1 – Desired Results (PLAN) Established Goals: Ensure all student are capable and confident learners who are well- equipped to understand the / aʊ / and / əʊ / phonetics. Understandings: writing the phonetics Essential Question/Big Idea: transcriptions of the words given and - How do student pronounce / aʊ / and / the intonation in the Dialogue. əʊ / correctly? - How do student can identify the / aʊ / and / əʊ / from the word in the sentences and story? Students will know… Students will be able to… 1. pronuce / aʊ / and / əʊ / correctly 1. pronuce the / aʊ / and / əʊ / 2. write the / aʊ / and / əʊ / phonetics . 3. intonate / aʊ / and / əʊ / sound in the sentence correctly. Stage 2 – Assessment Evidence (STUDY) Performance Task (How will we know if they learned it?) Summary in GRASPS form Goal(s): pronounce and write the / aʊ / and / əʊ / correctly’ Role: follow the assigned tasks Audience: Teacher Situation: students accomplish task individually Performance: Students search for the word / aʊ / and / əʊ / in the context given; work in pair and group activities. They will nominate a person in a group to present their work/product. Standards: students can demonstrate / aʊ / and / əʊ / accurately. Key Criteria: to reflect Performance Tasks: Checklist Page 1

Other Evidence (How will we know if they learned it? - Reading quizzes on the last part of the lesson in the textbook. Stage 3 – Learning Plan (DO) Learning Activities (How will students learn it?) Student will 1. learn and practise to pronounce the / aʊ / and / əʊ / from the textbook and do the exercises 2. read out loud to the class 3. practise to write / aʊ / and / əʊ / phonetics individually 4. share their phonetics writing to partner or group members 5. read and correct the phonetic writing for their classmates by using English dictionary to prove the correct. 6. volunteer or be the group representative to read the word with / aʊ / and / əʊ / and spell the phonetics to the class. Resources 1. pronunciation 2 Textbook Reflection (ACT) Were the lessons successful? How do you know? What would you do differently next time? Intervention (What will we do if students don’t learn it?) 1. let the students do the checklist of the word that pronounce / aʊ / and / əʊ / Enrichment (What will we do if students don’t learn it?) 1. assign the extra task for students to find the reading text and video clip giving the English phonetic lesson Page 2

Lesson Plan by Understanding by Design (UbD) Subject/Course: Pronunciation 2 Topic: / iə / and / eə / Course system: 12+4, year 2 Designers: Siphone Phommathan Stage 1 – Desired Results (PLAN) Established Goals: Ensure all student are capable and confident learners who are well-equipped to understand the/ iə / and / eə / phonetics. Understandings: writing the phonetics Essential Question/Big Idea: transcriptions of the words given and - How do student pronounce / iə / and / eə / the intonation in the Dialogue. correctly? - How do student can identify the / iə / and / eə / from the word in the sentences and story? Students will know… Students will be able to… 1. pronunciation of and writing of / iə / 1. pronuce the/ iə / and / eə / and / eə / correctly 2. write the/ iə / and / eə / phonetics 3. intonate/ iə / and / eə / sound in the sentence . correctly. Stage 2 – Assessment Evidence (STUDY) Performance Task (How will we know if they learned it?) Summary in GRASPS form Goal(s): pronounce and write the / iə / and / eə / correctly’ Role: follow the assigned tasks Audience: Teacher Situation: students accomplish task individually Performance: Students search for the word / iə / and / eə / in the context given; work in pair and group activities. They will nominate a person in a group to present their work/product. Standards: students can demonstrate / iə / and / eə / accurately. Key Criteria: to reflect Performance Tasks: Checklist Page 1

Other Evidence (How will we know if they learned it? - Reading quizzes on the last part of the lesson in the textbook. Stage 3 – Learning Plan (DO) Learning Activities (How will students learn it?) Student will 1. learn and practise to pronounce the / iə / and / eə / from the textbook and do the exercises 2. read out loud to the class 3. practise to write / iə / and / eə / phonetics individually 4. share their phonetics writing to partner or group members 5. read and correct the phonetic writing for their classmates by using English dictionary to prove the correct. 6. volunteer or be the group representative to read the word with / iə / and / eə / and spell the phonetics to the class. Resources 1. pronunciation 2 Textbook Reflection (ACT) Were the lessons successful? How do you know? What would you do differently next time? Intervention (What will we do if students don’t learn it?) 1. let the students do the checklist of the word that pronounce / iə / and / eə / Enrichment (What will we do if students don’t learn it?) 1. assign the extra task for students to find the reading text and video clip giving the English phonetic lesson Page 2

Lesson Plan by Understanding by Design (UbD) Subject/Course: Pronunciation 2 Topic: / p / and / b / Course system: 12+4, year 2 Designers: Siphone Phommathan Stage 1 – Desired Results (PLAN) Established Goals: Ensure all student are capable and confident learners who are well-equipped to understand the/ p / and / b / phonetics. Understandings: writing the phonetics Essential Question/Big Idea: transcriptions of the words given and - How do student pronounce / p / and / b / the intonation in the Dialogue. correctly? - How do student can identify the / p / and / b / from the word in the sentences and story? Students will know… Students will be able to… 1. pronunciation of and writing of / p / 1. pronuce the/ p / and / b / and / b / correctly 2. write the/ p / and / b / phonetics 3. intonate/ p / and / b / sound in the sentence . correctly. Stage 2 – Assessment Evidence (STUDY) Performance Task (How will we know if they learned it?) Summary in GRASPS form Goal(s): pronounce and write the / p / and / b / correctly’ Role: follow the assigned tasks Audience: Teacher Situation: students accomplish task individually Performance: Students search for the word / p / and / b / in the context given; work in pair and group activities. They will nominate a person in a group to present their work/product. Standards: students can demonstrate / p / and / b / accurately. Key Criteria: to reflect Performance Tasks: Checklist Page 1

Other Evidence (How will we know if they learned it? - Reading quizzes on the last part of the lesson in the textbook. Stage 3 – Learning Plan (DO) Learning Activities (How will students learn it?) Student will 1. learn and practise to pronounce the / p / and / b / from the textbook and do the exercises 2. read out loud to the class 3. practise to write / p / and / b / phonetics individually 4. share their phonetics writing to partner or group members 5. read and correct the phonetic writing for their classmates by using English dictionary to prove the correct. 6. volunteer or be the group representative to read the word with / p / and / b / and spell the phonetics to the class. Resources 1. pronunciation 2 Textbook Reflection (ACT) Were the lessons successful? How do you know? What would you do differently next time? Intervention (What will we do if students don’t learn it?) 1. let the students do the checklist of the word that pronounce / p / and / b / Enrichment (What will we do if students don’t learn it?) 1. assign the extra task for students to find the reading text and video clip giving the English phonetic lesson Page 2

Lesson Plan by Understanding by Design (UbD) Subject/Course: Pronunciation 2 Topic: / t / and /d / Course system: 12+4, year 2 Designers: Siphone Phommathan Stage 1 – Desired Results (PLAN) Established Goals: Ensure all student are capable and confident learners who are well- equipped to understand the / t / and /d / phonetics. Understandings: writing the phonetics Essential Question/Big Idea: transcriptions of the words given and the intonation in the Dialogue. - How do student pronounce / t / and /d / correctly? - How do student can identify the / t / and /d / from the word in the sentences and story? Students will know… Students will be able to… 1. pronunciation of and writing of / t / 1. pronuce the/ t / and /d / and /d / correctly 2. write the/ t / and /d / phonetics 3. intonate/ t / and /d / sound in the sentence . correctly. Stage 2 – Assessment Evidence (STUDY) Performance Task (How will we know if they learned it?) Summary in GRASPS form Goal(s): pronounce and write the / t / and /d / correctly’ Role: follow the assigned tasks Audience: Teacher Situation: students accomplish task individually Performance: Students search for the word / t / and /d / in the context given; work in pair and group activities. They will nominate a person in a group to present their work/product. Standards: students can demonstrate / t / and /d / accurately. Key Criteria: to reflect Performance Tasks: Checklist Page 1

Other Evidence (How will we know if they learned it? - Reading quizzes on the last part of the lesson in the textbook. Stage 3 – Learning Plan (DO) Learning Activities (How will students learn it?) Student will 1. learn and practise to pronounce the / t / and /d / from the textbook and do the exercises 2. read out loud to the class 3. practise to write / t / and /d / phonetics individually 4. share their phonetics writing to partner or group members 5. read and correct the phonetic writing for their classmates by using English dictionary to prove the correct. 6. volunteer or be the group representative to read the word with / t / and /d / and spell the phonetics to the class. Resources 1. pronunciation 2 Textbook Reflection (ACT) Were the lessons successful? How do you know? What would you do differently next time? Intervention (What will we do if students don’t learn it?) 1. let the students do the checklist of the word that pronounce / t / and /d / Enrichment (What will we do if students don’t learn it?) 1. assign the extra task for students to find the reading text and video clip giving the English phonetic lesson Page 2

Lesson Plan by Understanding by Design (UbD) Subject/Course: Pronunciation 2 Topic: / k / and /g / Course system: 12+4, year 2 Designers: Siphone Phommathan Stage 1 – Desired Results (PLAN) Established Goals: Ensure all student are capable and confident learners who are well- equipped to understand the / k / and /g / phonetics. Understandings: writing the phonetics Essential Question/Big Idea: transcriptions of the words given and the intonation in the Dialogue. - How do student pronounce / k / and /g / correctly? - How do student can identify the / k / and /g / from the word in the sentences and story? Students will know… Students will be able to… 1. pronunciation of and writing of / k / 1. pronuce the/ k / and /g / and /g / correctly 2. write the/ k / and /g / phonetics 3. intonate/ k / and /g / sound in the sentence . correctly. Stage 2 – Assessment Evidence (STUDY) Performance Task (How will we know if they learned it?) Summary in GRASPS form Goal(s): pronounce and write the / k / and /g / correctly’ Role: follow the assigned tasks Audience: Teacher Situation: students accomplish task individually Performance: Students search for the word / k / and /g / in the context given; work in pair and group activities. They will nominate a person in a group to present their work/product. Standards: students can demonstrate / k / and /g / accurately. Key Criteria: to reflect Performance Tasks: Checklist Page 1

Other Evidence (How will we know if they learned it? - Reading quizzes on the last part of the lesson in the textbook. Stage 3 – Learning Plan (DO) Learning Activities (How will students learn it?) Student will 1. learn and practise to pronounce the / k / and /g / from the textbook and do the exercises 2. read out loud to the class 3. practise to write / k / and /g / phonetics individually 4. share their phonetics writing to partner or group members 5. read and correct the phonetic writing for their classmates by using English dictionary to prove the correct. 6. volunteer or be the group representative to read the word with / k / and /g / and spell the phonetics to the class. Resources 1. pronunciation 2 Textbook Reflection (ACT) Were the lessons successful? How do you know? What would you do differently next time? Intervention (What will we do if students don’t learn it?) 1. let the students do the checklist of the word that pronounce / k / and /g / Enrichment (What will we do if students don’t learn it?) 1. assign the extra task for students to find the reading text and video clip giving the English phonetic lesson Page 2

Lesson Plan by Understanding by Design (UbD) Subject/Course: Pronunciation 2 Topic: /s / and /z / Course system: 12+4, year 2 Designers: Siphone Phommathan Stage 1 – Desired Results (PLAN) Established Goals: Ensure all student are capable and confident learners who are well- equipped to understand the /s / and /z / phonetics. Understandings: writing the phonetics Essential Question/Big Idea: transcriptions of the words given and the intonation in the Dialogue. - How do student pronounce /s / and /z / correctly? - How do student can identify the /s / and /z / from the word in the sentences and story? Students will know… Students will be able to… 1. pronunciation of and writing of /s / 1. pronuce the/s / and /z / and /z / correctly 2. write the/s / and /z / phonetics 3. intonate/s / and /z / sound in the sentence . correctly. Stage 2 – Assessment Evidence (STUDY) Performance Task (How will we know if they learned it?) Summary in GRASPS form Goal(s): pronounce and write the /s / and /z / correctly’ Role: follow the assigned tasks Audience: Teacher Situation: students accomplish task individually Performance: Students search for the word /s / and /z / in the context given; work in pair and group activities. They will nominate a person in a group to present their work/product. Standards: students can demonstrate /s / and /z / accurately. Key Criteria: to reflect Performance Tasks: Checklist Page 1

Other Evidence (How will we know if they learned it? - Reading quizzes on the last part of the lesson in the textbook. Stage 3 – Learning Plan (DO) Learning Activities (How will students learn it?) Student will 1. learn and practise to pronounce the /s / and /z / from the textbook and do the exercises 2. read out loud to the class 3. practise to write /s / and /z / phonetics individually 4. share their phonetics writing to partner or group members 5. read and correct the phonetic writing for their classmates by using English dictionary to prove the correct. 6. volunteer or be the group representative to read the word with /s / and /z / and spell the phonetics to the class. Resources 1. pronunciation 2 Textbook Reflection (ACT) Were the lessons successful? How do you know? What would you do differently next time? Intervention (What will we do if students don’t learn it?) 1. let the students do the checklist of the word that pronounce /s / and /z / Enrichment (What will we do if students don’t learn it?) 1. assign the extra task for students to find the reading text and video clip giving the English phonetic lesson Page 2

Lesson Plan by Understanding by Design (UbD) Subject/Course: Pronunciation 2 Topic: /ʃ/ and /ʒ/ Course system: 12+4, year 2 Designers: Siphone Phommathan Stage 1 – Desired Results (PLAN) Established Goals: Ensure all student are capable and confident learners who are well- equipped to understand the /ʃ/ and /ʒ/ phonetics. Understandings: writing the phonetics Essential Question/Big Idea: transcriptions of the words given and - How do student pronounce /ʃ/ and /ʒ/ the intonation in the Dialogue. correctly? - How do student can identify the /ʃ/ and /ʒ/ from the word in the sentences and story? Students will know… Students will be able to… 1. pronunciation of and writing of /ʃ/ and 1. pronuce the/ʃ/ and /ʒ/ /ʒ/ correctly 2. write the/ʃ/ and /ʒ/ phonetics 3. intonate/ʃ/ and /ʒ/ sound in the sentence correctly. . Stage 2 – Assessment Evidence (STUDY) Performance Task (How will we know if they learned it?) Summary in GRASPS form Goal(s): pronounce and write the /ʃ/ and /ʒ/ correctly’ Role: follow the assigned tasks Audience: Teacher Situation: students accomplish task individually Performance: Students search for the word /ʃ/ and /ʒ/ in the context given; work in pair and group activities. They will nominate a person in a group to present their work/product. Standards: students can demonstrate /ʃ/ and /ʒ/ accurately. Key Criteria: to reflect Performance Tasks: Checklist Page 1

Other Evidence (How will we know if they learned it? - Reading quizzes on the last part of the lesson in the textbook. Stage 3 – Learning Plan (DO) Learning Activities (How will students learn it?) Student will 1. learn and practise to pronounce the /ʃ/ and /ʒ/ from the textbook and do the exercises 2. read out loud to the class 3. practise to write /ʃ/ and /ʒ/ phonetics individually 4. share their phonetics writing to partner or group members 5. read and correct the phonetic writing for their classmates by using English dictionary to prove the correct. 6. volunteer or be the group representative to read the word with /ʃ/ and /ʒ/ and spell the phonetics to the class. Resources 1. pronunciation 2 Textbook Reflection (ACT) Were the lessons successful? How do you know? What would you do differently next time? Intervention (What will we do if students don’t learn it?) 1. let the students do the checklist of the word that pronounce /ʃ/ and /ʒ/ Enrichment (What will we do if students don’t learn it?) 1. assign the extra task for students to find the reading text and video clip giving the English phonetic lesson Page 2

Lesson Plan by Understanding by Design (UbD) Subject/Course: Pronunciation 2 Topic: /i / and /æ/ Course system: , 12+4, year 2 Siphone Designers: Phommathan Stage 1 – Desired Results (PLAN) Established Goals: Ensure all student are capable and confident learners who are well- equipped to understand the /i / and /æ/ phonetics. Understandings: writing the phonetics Essential Question/Big Idea: transcriptions of the words given and the intonation in the Dialogue. - How do student pronounce /i / and /æ/ correctly? - How do student can identify the /i / and /æ/ from the word in the sentences and story? Students will know… Students will be able to… 1. pronunciation of and writing of /i / 1. pronuce the/i / and /æ/ and /æ/ correctly 2. write the/i / and /æ/ phonetics 3. intonate/i / and /æ/ sound in the sentence . correctly. Stage 2 – Assessment Evidence (STUDY) Performance Task (How will we know if they learned it?) Summary in GRASPS form Goal(s): pronounce and write the /i / and /æ/ correctly’ Role: follow the assigned tasks Audience: Teacher Situation: students accomplish task individually Performance: Students search for the word /i / and /æ/ in the context given; work in pair and group activities. They will nominate a person in a group to present their work/product. Standards: students can demonstrate /i / and /æ/ accurately. Key Criteria: to reflect Performance Tasks: Checklist Page 1

Other Evidence (How will we know if they learned it? - Reading quizzes on the last part of the lesson in the textbook. Stage 3 – Learning Plan (DO) Learning Activities (How will students learn it?) Student will 1. learn and practise to pronounce the /i / and /æ/ from the textbook and do the exercises 2. read out loud to the class 3. practise to write /i / and /æ/ phonetics individually 4. share their phonetics writing to partner or group members 5. read and correct the phonetic writing for their classmates by using English dictionary to prove the correct. 6. volunteer or be the group representative to read the word with /i / and /æ/ and spell the phonetics to the class. Resources 1. pronunciation 2 Textbook Reflection (ACT) Were the lessons successful? How do you know? What would you do differently next time? Intervention (What will we do if students don’t learn it?) 1. let the students do the checklist of the word that pronounce /i / and /æ/ Enrichment (What will we do if students don’t learn it?) 1. assign the extra task for students to find the reading text and video clip giving the English phonetic lesson Page 2