Lesson Plan Organizer
Teacher: Regina Myles
Grade Level: K-2
Lesson Title:
Contrastive Analysis Lesson: Focus on “th/f”
Common
Core State
Standards
Reading Standards: Foundational Skills
Kindergarten 2.d: Isolate and pronounce the initial, medial vowel and final sounds
(phonemes) in three-phoneme words.
First Grade 2.c: Isolate and pronounce initial, medial vowel, and final sounds in spoken
single-syllable words.
Language Standards:
Second Grade 3.a: Compare formal and informal uses of English.
MELD
Objective
Students will be able to codeswitch from African-American Language to
Standard English when saying and writing words with the final /th/ sound.
Culminating
Task/Project
Depth of
Knowledge
Levels
Students will use words ending on “th” to create a book with illustrations
and sentences.
DOK 1: Students read words with the final /th/ sound in Standard English.
DOK2: Students compare and contrast standard English and AfricanAmerican Language.
DOK 3: Students apply their knowledge of the final /th/ sound to create
sentences.
“What are the different ways we use language?”
(From DOK Matrix)
Essential
Question(s)
Access
Strategies
Discussion
and
Participation
Protocols
(When writing
lesson indicate
where they will be
used.)
Constructive
Conversation
Skills
(When writing
lesson indicate
where they will be
used.)
Materials and
Making Cultural Connections
Contrastive Analysis
Cooperative and Communal Learning Environments
Instructional Conversations
Academic Language Development
Advanced Graphic Organizers
Pick-A-Stick
Roll ‘Em
Raise a Righteous Hand
Rally Robin
Think-Pair-Share
Create
Clarify
Fortify
Negotiate

MELD Journals (if applicable)
1
Resources
(Attach
applicable
items.)
Key
Vocabulary
Opening
(Activity to
activate student
engagement
and introduce
concept/skill)
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1.
2.
3.
4.
5.
Model/Guide
(Activities that
demonstrate
skill, then
supports
students as they
collaborate
prepare for
culminating
task.)
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Chart paper for recording appropriate situations for using
Standard English and Home Language.
Sentence strips or chart with various examples of Home Language
(AAL/MxAL) and their Standard English Translation. (i.e.: The dentist
examined my teef during the appointment.)
Flashcards with words ending “-th” sound at the end.
Cards for matching activity (1 per student)
Contrastive Analysis Activity Sheet
African American Language
Mexican American Language
Home Language
Situational appropriateness
Digraph or ending sound
Share the lesson’s MELD objective with students.
Introduce/review situations for which it would be appropriate to
use Home Language and situations for which it would be
appropriate to use Standard English. Ask: What are some
situations where it is appropriate to use Home Language? (If this
concept was addressed in previous lessons, reference any charts
or graphic organizers that were used. If not, create a double
bubble map to record student responses.)
Ask: What are some situations when it is appropriate to use
Standard English. (Record responses.)
Ask: Are there situations when people use both? (Record
responses.)
Explain that Home Language or African American Language and
Mexican American Language is the blending of the grammar rules
of African Languages or Spanish with the vocabulary or words of
the English Language.
Say: I am going to introduce a linguistic feature to you today. A
linguistic feature is a grammar rule for a specific language.
(Display a sentence strip with the sentence. “The dentist
examined my teef during the appointment.”) Ask students to
chorally read the sentence.
Ask: Does anyone notice something about that sentence. Use
Pick a Stick to select a student. (There is a substitution of /f/ for the
/th/ sound.)
Say: In African American Language the “th” is mostly pronounced
as /f/. However, in Standard English the “th” spelling is
pronounced /th/. So if we were to translate this sentence, we
would say, “The dentist examined my teeth during the
appointment.” (Place the sentence strip with the translation in the
pocket chart.)
Repeat the process with two more sentences asking students what
they notice and how the sentence would be translated into
Standard English.
2

Introduce various pictures that represent words ending with /th/
sound. Have student practice saying the words with the final /th/
sound in a whole group. Explain unfamiliar pictures to students.
Practice
Small Group Practice:
(Students work in Students are given either a picture card or a word card. They have to
small groups or
find one partner that has either the picture or word that matches their
independently
card. The students work together saying the word, and then create a
to complete
sentence using the word. Let students know that you want them to
task.)
create elaborate sentences and reference the chart posted in the
classroom titled, “Strong Sentences.”
They write the sentence on a sentence strip making sure to underline the
“th” in the word they use. Partners read their sentences to the class
making sure they pronounce the /th/ at the end of the words with “th”.
Independent Practice: Students work with groups to complete activity
sheet where they create sentences of their own. They will underline the
“th” at the end of the words.
Wrap –Up
(End of lesson
activity to
provide
opportunity for
students to
reflect on
learning.)
Assessment
(Task with Criteria
charts, scoring
guide, or rubric)
Extension:
Students create a 3-page flip book where they use sentences from the
activity sheet or they can create book using a story with words with the
/th/ sound. The book is illustrated.
1. Say: During today’s lesson we focused on the /th/ sound at the
end of words. (Reviewing the key points of the lesson.)
2. Ask: What did we learn about the –th sound today? (Giving
students opportunities to draw conclusions from the lesson.)
3. Ask: How can we use this skill in real life? (Describing when the
students can use this new information.)
4. Say: Today, you worked in groups and by yourself to codeswitch
from Home Language to Standard English and also wrote
sentences (or stories) using words that end in –th. (Demonstrating
student’s problem-solving process.)
5. Say: Throughout the year, we will learn more linguistic features and
how to code-switch from home language to Standard English.
(Previewing future lessons.)
6. Validate students for their hard work.
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Group practice and Independent Practice: Teacher observation
Activity Sheet: Work will be scored using a standard grading
scale based on percentage.
Student-Created Book: Rubric (attached)
3
4
5
6
7
8
9
10
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bathtub
north
Earth
teeth
moth
12
cloth
strength
mammoth
math
mouth
13
path
wreath
south
sloth
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Name: ___________________________
Directions:
Date: ______________
1. Say the word that names each picture.
2. Use the word in a complex sentence.
3. Read your sentence to a friend.
4. Write your sentence next to the picture.
1.
2.
3.
4.
5.
6.
7.
8.
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Contrastive Analysis Pop-Up Book
Task: Create a 3-page illustrated book with sentences using words that end with “th”.
Rubric
Common Core State Standards
Reading Standards: Foundational Skills
Kindergarten 2.d: Isolate and pronounce the initial, medial vowel
and final sounds (phonemes) in three-phoneme words.
First Grade 2.c: Isolate and pronounce initial, medial vowel, and final
sounds in spoken single-syllable words.
Language Standards:
Second Grade 3.a: Compare formal and informal uses of English.
MELD Objective
Students will be able to codeswitch from AfricanAmerican Language to Standard English when saying
and writing words with the final /th/ sound.
4
3
2
1
 All three pages have sentences
using the “-th” ending and an
illustration for each sentence.
 Most pages have sentences using
the “-th” ending and an illustration
for each sentence.
 Book has three pages. Some
sentences may not have words with
the “-th” ending or may not have
illustrations.
 Most pages have sentences without
words ending in “-th” and many
illustrations are missing.
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