LESSON THREE: LESSON PLANS FOR SCHEDULE B

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BELOW ARE THE DAILY LESSONS FOR THE THIRD WEEK

Your schedule is below. Prepare your time wisely.

If you REALLY want your student to learn, you'll make time to follow through on a daily basis!

Schedule B

Time: One half hour to Two hours per session each day depending on your student's ability to focus EXCEPT on Sunday when you may decide to modify the schedule because of the day's activities.

Sessions: As many as it takes to cover the material. Each project (songs, games, other activities) should take a minimum of twenty minutes to accomplish

Rewards: Should not be necessary on this schedule but if it becomes necessary rewards should follow the sessions and be given only if the student assumed proper responsibility in his or her assignments

Monday: Tell the stories for G, g, H, h, I and i. You will find the games listed on the menu table for the fourth lessons. Play the games (one or two different games a day). You will find the Mulberry Bush song and the Hokey Pokey ( Dance To The Alphabet Song ) listed on the song table. Sing both songs. Review the Alphabet with flash cards. Mix up the cards.

VERBAL EXERCISES Have your student say the Alphabet from A to Z. Then ask your student to say the Alphabet backwards. Make sure you prepare the Alphabet backwards on paper ahead of time so you know if he or she is correct. Ask your student to say the Alphabet beginning with A and skipping every other letter. In other words, say A. Do not say B. Say C. Do not say D, etc. Ask your student to say the Alphabet backwards beginning with Z and skipping every other letter. In other words, say Z. Do not say Y. Say X. Do not say W, etc.

Your student should already know the Alphabet so get a telephone book and have him or her record various letters on a page within the listed names. Sort the letters by placing them under a proper heading where they belong. Do it like this. Take a paper. Turn it sideways and write the Alphabet A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, and Z across the top. Then take the names from a page out of the phonebook and write the letters within each name under its proper heading. If the name is Mary Smith, then write (M) under the heading M. Write (a) under A. Write (r) under R. Write (y) under Y. Write (S) under S. Do this until the name is finished and has been written all across the page in its proper place. Let each new name begin on the line below. Take the next name and do the same thing but keep the names in order. You will end up with the names having letters spread across the page and each new name will be on a different line.

In as much as possible, your student should do this as an independent exercise once he or she understands what to do. Be sure to correct the finished paper. If the letter is uppercase, your student should write it that way. If the letter is lowercase, your student should likewise write it that way. Be sure to check the upper and lower case writing of each letter in this exercise too. YOU WILL NEED THIS SAME LESSON FOR YOUR ACTIVITIES ON WEDNESDAY OF THIS WEEK!

Tuesday: Play the games (one or two different games a day). Sing the Alphabet songs. You will find the links below. Review the Alphabet with flash cards. Mix up the cards.

Ask your student to say the Alphabet beginning with A and skipping every other letter. In other words, say A. Do not say B. Say C. Do not say D, etc.

Ask your student to say the Alphabet backwards beginning with Z and skipping every other letter. In other words, say Z. Do not say Y. Say X. Do not say W, etc.

Ask your student to say the Alphabet backwards beginning with Z, skipping every two letters. In other words, say Z. Do not say Y. Do not say X. Say W. Do not say V. Do not say U. Say T, etc.

Ask your student to say the Alphabet backwards beginning with M and skipping every other letter. In other words, say M. Do not say L. Say K. Do not say I, etc.

Ask your student to say the Alphabet backwards beginning with R and skipping every other letter. In other words, say R. Do not say Q. Say P. Do not say O, etc.

Ask your student to say the Alphabet beginning with O and skipping every other letter. In other words, say O. Do not say P. Say Q. Do not say R, etc.

Have your student record various letters on a page within the listed names. This time choose a business page from the yellow pages or business listings.

Sort the letters by placing them under a proper heading where they belong. Do it like this. Take a paper. Turn it sideways and write the Alphabet A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, and Z across the top. Then take the names from a page out of the phonebook and write the letters within each name under its proper heading.

If the name is Garcia's Lawn Care, then write (G) under the heading G. Write (a) under A. Write (r) under R. Write (c) under C. Write (i) under I. Do this until the name is finished and has been written all across the page in its proper place.

Let each new name begin on the line below. Take the next name and do the same thing but keep the names in order. You will end up with the names having letters spread across the page and each new name will be on a different line.

Wednesday: Play the games (one or two different games a day). Sing the Alphabet songs. You will find the links below. Review the Alphabet with flash cards. Mix up the cards.

Ask your student to say the Alphabet beginning with A and skipping every three letters. In other words, say A. Do not say B. Do not say C. Do not say D. Say E. Do not say F. Do not say G. Do not say H. Say I. etc. Your student should not write these exercises on paper. This should be done verbally.

Ask your student to say the Alphabet backwards beginning with Z and skipping every third letter. In other words, say Z. Say Y. Say X. Do not say W. say V. Say U. Say T. Do not say S. etc. Your student should not write these exercises on paper. This should be done verbally.

Ask your student to say the Alphabet backwards beginning with Z, skipping every two letters and saying every third letter twice. In other words, say Z. Do not say Y. Do not say X. Say W. Say W again. Do not say V. Do not say U. Say T. Say T again. etc.

Ask your student to say the Alphabet forwards beginning with M and repeating every other letter. In other words, say M. Say N, N. Say O. Say P, P. Say Q, etc.

Ask your student to say the Alphabet backwards beginning with R and skipping every other letter but repeating every three verbalized letters by saying them forwards and backwards. In other words, SAY R. Do not say Q. SAY P. Do not say O. SAY N. Now repeat forwards. Say N, P, R. Now repeat backwards. Say R, P, N. Now continue, etc.

Ask your student to say the Alphabet beginning with K and skipping every fifth letter. In other words, say O. Do not say P. Do not say Q. Do not say R, Do not say S. Say T. Do not say U, etc.

Have your student sit down with the two papers he or she did on Monday and Tuesday of this week. Find the business section in the phone book that you used for Tuesday's exercise. Take the paper that was completed on MONDAY. Choose ten names from that listing. Rewrite the businesses using the names from Monday's paper and eliminating the real names. In other words, Garcia's Lawn Care becomes Mary Smith's Lawn Care.

Now go back and have your student look at the new listing which will be the third paper. Ask him or her to record the duplicate letters. In other words, Mary Smith's Lawn Care has 3 (a's), 2 (m's), 2 (r's), etc. Your student should be able to do this written exercise independently but be sure to correct your his or her work.

Thursday: Review the games and songs. Practice writing the letters. Have your student underline the letters he or she thinks are written in the best possible handwriting. Dictate the letters. You say, "Uppercase A" and the student writes (A). You say, "Lowercase a" and the student writes (a). You say, "Uppercase B" and the student writes (B). You say, "Lowercase b" and the student writes (b). You say, "Uppercase C" and the student writes (C). You say, "Lowercase c" and the student writes (c). Continue this way until all the letters are pronounced by you and written down by the student. Repeat ALL the VERBAL EXERCISES of Monday, Tuesday and Wednesday! Don't forget that you are building a foundation and you want to be sure that the structure is solid.

Friday: Review the games and songs. Practice writing the letters. Have your student circle the letters he or she thinks is written in the best possible handwriting. Dictate the letters. You say, "Uppercase A" and the student writes (A). You say, "Lowercase a" and the student writes (a). You say, "Uppercase B" and the student writes (B). You say, "Lowercase b" and the student writes (b). You say, "Uppercase C" and the student writes (C). You say, "Lowercase c" and the student writes (c). Continue this way until all the letters are pronounced by you and written down by the student. You may want to mix up the order in which you pronounce the letters. Remember, you are building a foundation and you want to be sure that the structure is solid.

Saturday and Sunday: Repeat the VERBAL EXERCISES for this week!!!

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