A Semi-Detailed
Lesson Plan In
SPED 14-05
Schedule: TF 11:30-1
“Music
as an Aid in Speech Remediation: Activities to Correct Specific Articulation
Errors”
I.
Objectives:
At
the end of the day’s lesson, our students are expected to:
A.
identify the different activities in correcting specific articulation errors,
B.
sing the song __________ correctly and,
C.
appreciate the value of music in overcoming articulation errors.
II.
Subject Matter:
A. Topic:
Music as an Aid in Speech Mediation
B. References
: Music Activities For Special Children by Ruth Zinar Ph.D, pp. 169-191
C. Materials:
Visual Aids
Hand outs
Audio System
III.
Procedure:
A. Daily
Routine:
1. Check
the cleanliness and orderliness of the classroom
2. Prayer
3. Check
the attendance
B. Motivation:
“Last is First”
C. Lesson
Proper:
|
Teacher’s Activity
|
Students’ Activity
|
|
1. What
is speech?
2. What
is a serious communication disorder?
3. How
can music be an aid in speech remediation?
4. Did
you know the alphabet?
5. Let’s
pronounce every letter correctly.
A /ae/
B /bi/
C /si/
D /di/
E /i/
F /ef/
G /dƷi/
H /eǀtʃ /
I /aǀ/
J /dƷeǀ/
K /keǀ/
L /el/
M /em/
N /en/
O /o/
P /pi/
Q /kju/
R /ar/
S /es/
T /ti/
U /ju/
V /vi/
W /ᵈ˄ᵇᵊǀjᵤ/
X /eks/
Y /waǀ/
Z /zi/
6. Children,
did you know the song _______?
7. Before
singing the song ______ please roll a piece of tissue paper. After that, we
are going to sing ______ with our faces held to the paper and with the
(letter) sounds exaggerated. The paper will move each time the sound is
produced correctly.
(place the lyrics on the board)
(play the song)
8. Every
time you hear a word starts with letter __. You will be seated for a moment
and stand up again.
9. Let
us remember that for each sound you should hear you sat it, watch your mouth
as you say it, practice making the sound, and sense through touch to find out
what is happening to the vocal cords, lips, and breathe.
|
Speech is
needed as a form of communication and as an aid to self-expression.
Serious
communication disorder is any difficulty in producing sounds, words or
sentences.
The use of
singing tones on one vowel sound,
humming tunes, and breathing and articulation exercises to correct speech
deficiencies, singing is used in efforts to overcome stuttering and to
encourage that music be used to elicit attention and to help discrimination
of different sounds.
Yes Ma’am
A /ae/
B /bi/
C /si/
D /di/
E /i/
F /ef/
G /dƷi/
H /eǀtʃ /
I /aǀ/
J /dƷeǀ/
K /keǀ/
L /el/
M /em/
N /en/
O /o/
P /pi/
Q /kju/
R /ar/
S /es/
T /ti/
U /ju/
V /vi/
W /ᵈ˄ᵇᵊǀjᵤ/
X /eks/
Y /waǀ/
Z /zi/
Yes Ma’am
(students are
singing)
|
D. Exercises:
Instruction: Match the letter to its corresponding
sound
1. G /ᵈ˄ᵇᵊǀjᵤ/
2. H /ae/
3. Z /i/
4. X /ju/
5. J
/aǀ/
6. W /eks/
7. A /dƷeǀ/
8. E /zi/
9. I /eǀtʃ
/
10. U /dƷi/
E. Generalization:
There
are more children with impaired speech than with any another disability. Speech
therapists deal with the most severe problems, but classroom in music teachers
can play a role in supplementing their worth and can also help children with
less severe problems. “Tongue twisters” set to music and some music games can
be helpful. The development of pitch awareness through body movement and song
are used to create variety in a monotone voice. Although people whose stutter frequently
do not do so when they sing, music and song have no lasting effect or this
dysfunction. because words and music are united in song, singing has been shown
to be of great value in overcoming speech disorder. Let us remember that for
each sound you should hear you sat it, watch your mouth as you say it, practice
making the sound, and sense through touch to find out what is happening to the
vocal cords, lips, and breathe.
IV.
Evaluation:
Think
of any tongue twister and present it in front of the class. Recite the tongue
twister ten times.
V.
Homework:
Group
work
Choose
a song below and present it on class with action or any creative
representation.
Songs
are:
Oooh Pah Pah
My Bonnie
Betty Barter
Little Tommy Tinter
Singing Susie
The Merry-Go Round
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