Lesson Plan of Multi Syllable Words
English Grade IV
Students’ Learning Outcomes
· Write multi-syllable words with correct spellings.
Information for Teachers
· A syllable is a portions or beats of sound.
· A syllable is the smallest unit of sound in a word. Each syllable is formed with the blending of a vowel sounds: a, e, I, o, u and consonant sounds.
· Syllables help in breaking words into smaller units that are helpful in spelling and pronunciation.
· There are single syllable words e.g. cat, dog, etc.
· There are double syllable words that are called di-syllable words e.g. ho/ly, cre/scent, etc.
· The words having three or more syllables are called multi-syllable words, for example: cong/ra/tu/la.tion/s, a/ca/de/mic, hel/i/cop/ter,
·
Syllables division rules:
1. Isolated prefixes and suffixes from root words.
Ø examples: pre-view, work/ing, re/do, end/less, & out/ing
2. Are two (or more) consonants next to each other?
o Divide between the 1st and 2nd consonants.
o examples: buf/fet, des/sert, ob/ject, ber/ry, & pil/grim
o Never divided 2 consonants that make only 1 sound when pronounced composed and aren’t the same letter (i.e., ‘ff’).
o examples: th, sh, ph, th, ch, & wh
3. Is the consonant surrounded by vowels?
o Does the vowel have a long sound? (Like the ‘i’ in line)
§ Distribute before the consonant.
§ examples: ba/by, re/sult, i/vy, fro/zen, & Cu/pid
o Does the vowel have a short sound? (Like the ‘i’ in mill)
§ Distribute after the consonant.
§ examples: met-al, riv/er, mod/el, val/ue, & rav/age
4. Does the word end with ‘ckle’?
o Divide right before the ‘le.’
o examples: tack/e, freck/le, tick/le, & buck/le
5. Does the word end with ‘le’ (not ‘ckle’)?
o Is the letter before the ‘le’ a consonant?
§ Divide 1 letter before the ‘le.’
§ examples: ap/ple, rum/ble, fa/ble, & ta/ble
o Is the letter before the ‘le’ a vowel?
§ Do nothing.
§ examples: ale, scale, sale, file, & tile
· During spelling learning tell students to memorize the vowels because:
Ø Same vowels may have different sounds: a=aeroplane, a=bat.
Ø Same vowel sound can be represented through different letter clusters e.g. a=aeroplane, ay=May, ai, main, etc.
· Use first lesson of the textbook to teach the correct spellings of multi-syllable words.
· Introduce slash (/) to tell the students that this sign is used to separate syllables.
Material / Resources
Chalk/marker, board, chart
Worm up activity
· Pronounce the following words.
· Ask the students to listen carefully and count how many syllables are there in the words. Speak these simple words in such a way that the syllables become clear.
· Divide reach word by putting a slash (/) symbol between each syllable. On the space provided, write how many syllables each word has. Use a dictionary if you are not sure where to divide the syllables:
|
Word
|
Syllable
|
No.
|
|
Dolphin
|
Dol/phin
|
2
|
|
Submarine
|
Sub/ma/rine
|
2
|
|
Teacher
|
Tea/cher
|
2
|
|
Dinosaur
|
Di/no/saur
|
3
|
|
Prehistoric
|
Pre/his/to/ric
|
4
|
|
Herbivore
|
Her/bi/vore
|
3
|
|
Yesterday
|
Yes/ter/day
|
3
|
|
Pakistan
|
Pa/kis/tan
|
3
|
|
Television
|
Te/le/vi/sion
|
4
|
|
Kilometer
|
Ki/lo/me/tre
|
4
|
|
December
|
Dec/em/ber
|
3
|
|
Festival
|
Fes/ti/val
|
3
|
|
misbehaving:
|
mis /be / hav / ing
|
4
|
|
pottery
|
pot /ter / y
|
3
|
· Tell the students that now there are multi-syllabic words.
· Ask them to count syllables when you say the words.
· Ask them how they prepare for dictation at home. Do they find it to learn long and difficult new words? What method do they adopt?
· Tell them that by identifying number of syllables in a word, they can spell it easily.
Development
Activity 1
· Draw a column on the board and write ‘words’ in one column and ‘syllables’ in the next column.
|
Word
|
Syllable
|
No.
|
|
Elephant
|
El/e/phant
|
3
|
|
Alphabet
|
||
|
Caterpillar
|
||
|
Alligator
|
||
|
Helicopter
|
||
|
Balloon
|
||
|
Banana
|
||
|
Watermelon
|
||
|
Rabbit
|
||
|
Fraction
|
||
|
Medicine
|
||
|
Library
|
||
|
Supervisor
|
||
|
Eating
|
Answer key:
|
Word
|
Syllable
|
No.
|
|
Elephant
|
El/e/phant
|
3
|
|
Alphabet
|
Al/pha/bet
|
3
|
|
Caterpillar
|
Ca/ter/pillar
|
3
|
|
Alligator
|
All/i/ga/tor
|
4
|
|
Helicopter
|
Hel/i/cop/tar
|
4
|
|
Balloon
|
Ba/lloon
|
2
|
|
Banana
|
Ba/na/na
|
3
|
|
Watermelon
|
Wa/ter/mel/on
|
|
|
Rabbit
|
Rib/bit
|
2
|
|
Fraction
|
Frac/tion
|
2
|
|
Medicine
|
Med/i/cine
|
3
|
|
Library
|
Lib/ra/ry
|
3
|
|
Supervisor
|
Su/per/vi/sor
|
4
|
|
Butterfly
|
But/ter/fly
|
3
|
· Ask the students to come to the board and write the break-up of words into syllables with slash (/).
· Do the required corrections on the spot.
· After correction, do the drill of the above mentioned words with the correct spellings.
Activity 2
· LOOK, COVER, WRITE, CHECK
· Guide the students to adopt the above sequence to memorize each word: Tell them to look at the word. Then cover it with their hand. Write it without looking. Then check the word they wrote with the word in the book to check spellings.
· Ask the students to get ready for dictation.
· Dictate the words at least two times in a loud and clear voice.
· When finished with dictation, give the students three to five minutes to read and check their work individually.
Sum up / Conclusion
· Ask the students:
Ø What are syllables?
Ø What are multi-syllables words?
Assessment
· Write the following words on the board.
· Ask the students one by one to pronounce the words to identify syllable division in them:
(Familiar, November, destruction, condition, autumn, Saturday)
Follow up
· Ask the students to identify number of syllables in words they read in the textbook or any story book.
