Paige DeShazo 

Pancakes with Piper the Pig 

Emergent Literacy Design 

Paige DeShazo 

 

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Rationale: This lesson is designed to help children identify /p/, the phoneme represented by P. Students will learn to recognize /p/ in spoken words by learning a visual interpretation of the phoneme. I will begin by showing them a picture of Piper with Pancakes to help with their visualization. We will practice finding words that contain /p/, and apply phoneme awareness with /p/ in phonetic cue reading by distinguishing rhyming words from beginning letters.

 

Materials: Primary paper and pencil; If You Give a Pig a Pancake by Laura Numeroff Publisher: HarperCollins Children Books, April 1998; picture that has Piper the Pig with pancakes; cards with the words PEN, PUMPKIN, POKE, PARTY, and PANDA; paper with tongue tickler: “Piper the pretty pink pig proudly eats pancakes”; coloring page with Piper and pancakes and coloring pencils; assessment worksheet identifying pictures with /p/ (URL below).

 

Procedures:

1. Say: Our written language is a secret code. The tricky part is learning what each letter stands for – the mouth moves as we make words come out of our mouth. For each letter and sound, our mouth moves differently. Today, we are going to work on making our mouth move and say /p/. We spell /p/ with the letter P.

 

2. Let’s see what our mouth does when we say the letter P. Our lips are together and then when they come apart to make the sound. When we are making the sound, we are pushing the air out of our mouth.  

 

3. Let me show you how to find /p/ in the word blimp. I’m going to stretch the word blimp out in super slow motion and make sure you listen for /p/. Bbb-ll-iii-mm-pp. Slower: Bbb-ll-iii-mm-pp. Yes! There we go!! I felt my lips open and push out air at the end of blimp.  

 

4. Let’s try a tongue tickler together: (hold up sheet of paper) “Piper the pretty pink pig proudly eats pancakes.” Now let’s say it three good times together. Say it one more time, but make sure you stretch out the /p/ in the words. “Ppp-ii-pppp-er the ppp-rr-ee-tttyy ppp-ii-nnk pp-ii-g ppp-rrr-ouudd-lly eats ppp-aa-nn-c-aaa-kkes.” Okay, this is the last time but now break the /p/ off of the word: “/p/iper the /p/retty /p/ink /p/ig /p/roudly eats /p/ancakes.

 

5. (Have students take out primary paper and pencil). We have been using the letter P to spell /p/. Let’s draw the lower case p. start at the fence in the middle. Pull the straight line of the P all the way to the sidewalk at the bottom, and then stop. Pick up your pencil and place it back at the fence in the middle, the start to curve it down towards the sidewalk and connect it to the straight line of the letter P. I am going to walk around to see everyone’s pancake P’s. I. After I give you a smiley, I want you to draw it like that four more times.

 

6. Call on students to answer and tell which words they hear /p/ in. Do you hear /p/ in snap or sit? Flip or fin? Strip or send? rot or pot? Marker or pencil? Say: lets see if your mouth pushes out air when spotting /p/ in some words. Hold your hands up if you hear /p/: lip, on, skip, brick, pudding, far, rip, week.

 

7. Say: “Let’s now look at our new book that tells us all about our pig Piper and what happens whenever we give her a pancake.” Read the story and then at the end of each page, ask students to find each word that has /p/ in it. Have the student to stretch out each word that has /p/. Then after the book, have the students color the picture of Piper the Pig with her pancakes. Make it a competition to see who can have the most creative Piper the Pig, and display them in the classroom.

 

8. Show PEN and model how to decide if it is pen or ten: the /p/ says the letter P. So when we stretch the words out tt-e-nn and pp-ee-n we hear /p/ in pen. Now you try some: PUMPKIN: pumpkin or skin? POKE: coke or poke? PARTY: cart or party? PANDA: bandana or panda?

 

9. Assessment: (hand out the worksheets) Say: on the left side on the paper is Piper the Pig. On the right side are pictures, and some have /p/ in them and some do not. As I read each picture, if it has /p/ in them, draw a line that connects it to Piper.

 

Assessment Worksheet: http://www.kidzone.ws/kindergarten/p-begins1.htm

Reference: Pancakes for Pigs http://www.auburn.edu/academic/education/reading_genie/journeys/ballardel.htm

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