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Monsters Munch on Muffins

Rationale: This lesson will help children identify /m/, the phoneme represented by M. Students will learn to recognize /m/ in spoken words by learning a sound analogy (example: say mm-m-m when something tastes good). They will also practice writing the letter M.

 

 

Materials:

  • Primary paper

  • Pencils

  • Me on the Map by Joan Sweeney

  • Word cards with MAT, MUNCH, MILE, MASH, MAD, and MAN

  • Crayons

  • Mirror

  • Worksheet with pictures to help identify words with /m/

  • Tongue tickler: “Many monsters munch on muffins.”

 

 

Procedures:

   1. [Distribute small mirrors to the students.]

Say: Today we are going to help our monsters make muffins. First, we are going to practice watching our mouth move in the mirror when we say /m/. We can spell /m/ with the letter M. M sounds like saying mm-m-m when a muffin tastes good. ​

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   2. Now pretend like we are tasting the muffins our monsters have made for us. If they are good we say mm-m-m. Just like the sound the letter M makes. /m/ /m/ /m/. I want you to watch my lips when I say /m/. When I say /m/ my lips touch each other. Let’s all look in the mirror and make the sound of the letter M by saying mm-m-m.

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    3. Now I’m going to show you how to find /m/ in Moon. I’m going to stretch the word out super slow so that you can hear the sound the letter M makes which is /m/. Mm-oo-n. I’m going to say it again even slower. Pay attention to the /m/ sound that we can make when something is really good.

       

    4. Now let’s try a tongue tickler: “Many monsters munch on muffins”

Everyone repeat after me.

Let’s say it two more times.

Now I’m going to say it slow so that you can hear the /m/ sound. Mm-any  mm-onsters mm-unch on mm-uffins.

Did you see how I stretched out the /m/ at the beginning of the words?

Now I want you to try saying it sounding out the /m/. Awesome! Now let’s say it one more time and this time try to break the /m/ off the words. For example, /M/any. Now let’s say the entire sentence together:

       “/M/any /m/onsters /m/unch on /m/uffins.”

 

      5. Good job practicing our tongue ticker! Now I want you to practice writing the letter M that is used to make the sound /m/, so let’s get out our primary paper and a pencil. I will show you how to write it first. To write a capital M, we are going to go straight down, down the slide, up the slide, and down again. We are also going to learn how to write the lowercase m. I will show you first. To write a lowercase m, you go straight down, hump around, hump around, and go straight back down. Now I want you to practice on your own. I will come around and look at your capital M and lowercase m and help you if you need it. Once I say your first practice letters look good, I want you practice writing capital M and lowercase m ten times each. When you are done, raise your hand and if it looks good, then you will get a sticker on your paper. 

 

     6. Now that everyone is done practicing writing capital M and lowercase m, we are now going to work hearing /m/. I am going to give you two words and I want you to tell me what word you hear /m/. Do you hear /m/ in map or rat?….moon or soon?….man or kid? Awesome! Let’s try a few more. Do you hear /m/ in mother or father?.....mad or happy?....mop or sweep?

Great Job!

 

    7. Now we will look at the book, Me on the Map by Joan Sweeney, to see if we can find words that have the letter sound /m/ in it.  Then ask the students if they heard any other words with /m/ in the book. Discuss some of their examples.

 

     8. [In order to assess the students, give them the worksheet. In the worksheet, the students have to color the pictures that have /m/.

 

     9. Once students finish the worksheet, review it by coming together as a class and letting the students tell which pictures they colored.

 

References:

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