Lesson Plan
Business/Materials Lesson Objectives
● Google Slide deck with By the end of the lesson, students will be better able
images and words to…
● Handout with sentences ● distinguish the /r/ and /l/ sounds in words related
from Less Guided Practice to the classroom
activity ● pronounce /r/ and /l/ accurately in words
connected with the classroom
● create and speak full sentences about the
classroom with accurate pronunciation of words
with /r/ and /l/
Warm-up and Objective Discussion
Warm Up (10 mins)
● Welcome Ss.
● Project slide on the screen with 3-4 tongue twisters with words from the classroom
(see tongue twisters at end of lesson plan)
○ Larry's ruler rolls right under Lily's large notebook.
○ Lena read the long list and left to collect her ruler in the library.
○ Rob’s class learns to color, write, and read real reports.
○ Lola’s red pencil rolls around the yellow classroom rug.
● Say tongue twisters and ask Ss to repeat them.
● Ss repeat tongue twisters.
● Ask Ss to practice pronouncing the tongue twisters with their partners for a few
minutes.
● Ss practice.
● Ask Ss to take out their phones and make a recording of them saying one of the tongue
twisters on the screen.
● Ss record.
● Ask students to save their tongue twister recording for part of their homework
assignment.
Objective discussion (1-2 mins):
● Tell the Ss that today they’ll focus on clearly pronouncing the /r/ and /l/ sounds of
words from the classroom, creating their own sentences with /r/ and /l/, and speaking
those sentences with clarity.
Instruct and Model ❑ R ❑ W ✓ L ✓ S
Instruct (5 mins):
● Show Ss 2 photos on a slide with the words under them, for example, low/row
● Pronounce the words and ask Ss to repeat.
● Ss repeat words.
● Show the image of a mouth making the /r/ sound on the screen (see image at end of
lesson plan). Tell them to:
○ form lips into a small “o” shape
○ pull tongue back so that it’s in the middle-to-back part of the mouth
○ aim the tip of the tongue towards the top of the mouth
○ make the /r/ sound
● Ss practice the /r/ sound.
● Show the image of a mouth making the /l/ sound on the screen (see image at end of
lesson plan). Tell them to:
○ open the mouth
○ curl the tip of the tongue and touch it to the top of the mouth behind the front
teeth
○ make an /l/ sound
○ If Ss struggle, demonstrate how to do this by placing a clean pencil behind
curled tongue.
● Ss practice the /l/ sound.
● Lead the class through /r/ and /l/ pronunciations: /r/, /l/, /r/, /l/…
● Refer back to the slide and ask Ss to repeat: low/row
Model (5 mins):
● Show slides with images and words of minimal /r/ and /l/ pairs and ask Ss to repeat.
○ low/row
○ light/write
○ led/red
○ lead/read
○ lamp/ramp
○ late/rate
○ collect/correct
○ card/called
○ hard/hold
● Ss repeat.
Guided Practice ✓ R ❑ W ✓ L ✓ S
Guided Practice (5 mins)
● Point to images on slides from Model activity, and ask class to pronounce words
together.
● Ss say words.
● Call on different Ss to pronounce the words.
● Offer pronunciation feedback in the moment.
Less Guided Practice (5 mins)
● Tell Ss they will now read aloud sentences to each other with the words from the
Model activity (for example, I’m speaking in a low voice. I’m sitting in the front row.).
Remind Ss to focus on saying the /r/ and /l/ clearly. Give Ss handout with sentences.
● Ss read sentences to each other in pairs.
● Monitor and provide feedback on /r/ and /l/ sounds.
Independent Practice ❑ R ✓ W ✓ L ✓ S
Writing Sentences (10 mins)
● Ask partners to work together and write 4-5 sentences about the classroom with words
from the Model activity or other words with /r/ and /l/ sounds. Each sentence will
contain 1-2 words with /r/ and /l/ sounds.
● Ss write.
● Tell Ss to practice saying their sentences together.
● Ss say these sentences together.
● Monitor and give feedback in the moment.
Assessment ✓ R ❑ W ✓ L ✓ S
Speaking Sentences (10 mins)
● Tell Ss to now give their sentences to another pair. Each pair will practice saying the
new sentences together. Remind Ss to focus on saying the /r/ and /l/ clearly.
● Ss practice saying these sentences together.
● Monitor and give feedback in the moment.
● Ask each group of partners to read 1-2 sentences together to the class.
● Offer feedback with a focus on /r/ and /l/ sounds.
Homework:
● Ss record themselves speaking the same tongue twister they recorded in the warm up
to have two recordings of the same tongue twister before and after lesson.
● Each student listens to both recordings, identifies any differences, and makes a 30
second recording reflecting on
○ the differences they notice from the recording before and after class
○ one thing they learned in class
● Ss submit all 3 recordings.
○ 1 recording from the warm up
○ 1 recording from the homework
○ 1 recording of their reflection
Possible tongue twisters with words from the classroom1:
Larry's ruler rolls right under Lily's large notebook.
1
From OpenAI. (2025). ChatGPT (Feb 10 version) [Large language model]. [Link]
Lena read the red report and left to collect her ruler in the library.
Rob’s class learns to color, write, and read real reports.
Lola’s red pencil rolls around the yellow classroom rug.
The clever girl wrote a rule on the rolling board.
Rick’s rolling eraser landed near Lisa’s little clipboard.
Ray read aloud while Lily labeled the blue folders.
The librarian placed the large red book on the right rack.
Potential visual for Instruct and Model section2:
2
From Renne, A. (n.d.). Speech therapy activities articulation [Pinterest post]. Retrieved February 10, 2025, from
[Link]