Lesson Planning of Consonant Cluster

 

Lesson Planning of Consonant Cluster -1

Subject English

Grade V

 

Students` Learning Outcome

• Classify words that begin or end with the same consonants clusters.

Information for Teachers

• Cluster means group, bunch or collection. When two or three consonants are combined they make consonant cluster, as; ck, br, sk, bl, nd etc.

• It is important to distinguish between clusters and digraphs. Clusters are made of two or more consonants sounds, while a digraph is a group of two consonant letters standing for a single sound. For example, in the word ship, the two letters of the digraph (sh) together represent the single consonant-sound.
• Examples of some same common consonant clusters at initial and final positions are: as;

-sk	skill, skin, skim, skip, etc.
-sp	speak, special, speech, spark, sparrow, speed, etc.
-sk	ask, desk, risk, dusk, brisk, etc.
-sp	crisp, grasp, wasp, etc.

• Make the same flashcards for each word or add more words if you wish.
• Make at least three flashcards for each word.
• While teaching the lesson, the teacher should also use textbooks.

Material/Resources

Writing board, chalk/marker, duster, picture cut outs or flashcards of the given consonants clusters are in information for teachers

Introduction

• Divide students into groups of five members each and ask them to write 3 words and color or circle the consonant letters in those words.
• Share with other groups the words written by them telling the consonant letters in the words. Give them three minutes for this activity.

• Write them on the writing board.
• Write on the writing board words starting with sh, ch, sk, and sp.
• Explain to them the difference between diagraph and consonant clusters. (see information for teachers).
• Students realize that if two consonants without a vowel in between come together, it is a consonant cluster.

Development

Activity 1 Give the groups mixed flashcards of words starting or ending with the same consonant clusters. Ask them to separate words starting and ending with the same consonant clusters. Ask them to think and tell more words starting and/or ending with the same consonant clusters.

 

Sum up/ Conclusion

• Ask students the difference between a digraph and a consonant cluster. Assess students through their responses in the class during the lesson by checking their pronunciation

Assessment

Assess students` responses during class activities and follow up activities.

 

• Involve the students in solving problems related to consonant clusters given in exercise of the textbook.

Follow up.

• Look into a dictionary or newspaper or your textbook or any other book and find your new words starting with ‘br’, ‘tr’ and ‘sc’ consonant clusters.
• Possible responses would be as;

brow, brown, bread, bring, brought, broom, branch

tree, trip, trunk, treasure, trolley, try, trail, tray

scare, scale, scold

• Find consonants cluster in the beginning/initial position and write these words in your notebooks.