Lesson Plan
Sound Sleuths Lesson Plan
Students will identify and accurately articulate targeted speech sounds (/s/, /r/, /l/) through guided modeling, peer feedback, and self-monitoring to improve clarity in everyday conversation.
Clear articulation reduces misunderstandings and boosts confidence in academic discussions and social interactions. Practicing challenging sounds helps students communicate more effectively.
Audience
7th Grade
Time
30 minutes
Approach
Interactive modeling and paired practice with feedback.
Materials
- Handheld Mirror, - Phoneme Practice Sheet, - Peer Feedback Checklist, and - Sound Sleuth Observation Form
Prep
Prepare Materials
10 minutes
- Print and cut out enough copies of the Phoneme Practice Sheet for each pair of students
- Print the Peer Feedback Checklist and Sound Sleuth Observation Form for each student
- Gather handheld mirrors so each pair can view tongue placement
- Review target sounds (/s/, /r/, /l/) and the forms to familiarize yourself with feedback criteria
Step 1
Warm-Up Introduction
5 minutes
- Explain today’s goal: become “Sound Sleuths” by mastering clear /s/, /r/, /l/ sounds
- Lead a quick vocal warm-up: have students hiss like a snake (/s/), roll their tongue (/r/), and tap alveolar ridge (/l/)
- Model one tongue-twister for each sound and have students echo
Step 2
Teacher Demonstration
5 minutes
- Use a mirror to show tongue and lip positions for each target sound
- Pronounce sample words (e.g., “sun,” “river,” “light”) slowly and clearly
- Ask students to note key observations on their Sound Sleuth Observation Form
Step 3
Guided Pair Practice
10 minutes
- Students form pairs, each with a mirror and one copy of the Phoneme Practice Sheet
- Partners take turns reading words and marking pronunciation accuracy on the Peer Feedback Checklist
- Teacher circulates, using the Sound Sleuth Observation Form to provide corrective cues and positive reinforcement
Step 4
Self-Monitoring
5 minutes
- Students individually read two short sentences containing each target sound while watching themselves in the mirror
- They complete the self-assessment section on the Sound Sleuth Observation Form, rating their clarity
Step 5
Closing & Assessment
5 minutes
- Invite 2–3 volunteers to demonstrate improved pronunciation
- Collect completed Sound Sleuth Observation Forms for review—look for at least 80% accurate self-ratings
- Assign optional practice: students choose three favorite sentences from today’s sheet to rehearse at home
Slide Deck
Sound Sleuths
Objective: Master the /s/, /r/, and /l/ sounds
Agenda:
• Warm-Up (5 min)
• Teacher Demo (5 min)
• Guided Pair Practice (10 min)
• Self-Monitoring (5 min)
• Closing & Assessment (5 min)
Welcome, Sound Sleuths! Today we’ll sharpen our /s/, /r/, and /l/ sounds. Introduce the objective and walk through the agenda. Keep energy high and encourage participation.
Warm-Up Introduction
- Explain today’s goal: become “Sound Sleuths” by mastering clear /s/, /r/, /l/ sounds
- Vocal warm-up:
• Hiss like a snake (/s/)
• Roll your tongue for /r/
• Tap the alveolar ridge for /l/ - Echo these tongue-twisters:
• “Sally sells seashells”
• “Red roses”
• “Lovely lilies”
Say: “Today, we’re becoming detectives of sound!” Lead students through each warm-up activity. Model first so they know what it looks and sounds like.
Teacher Demonstration
- Use a mirror to show tongue and lip positions for each sound
- Pronounce sample words slowly:
• sun (/s/)
• river (/r/)
• light (/l/) - Students note observations on their Sound Sleuth Observation Form
Position a hand mirror so all students can see tongue and lip placement. Emphasize key visual cues. Prompt students to jot notes on their forms.
Guided Pair Practice
- Form pairs; each pair gets a mirror and a Phoneme Practice Sheet
- Take turns reading words and marking accuracy on the Peer Feedback Checklist
- Teacher circulates to provide cues and positive reinforcement using the Sound Sleuth Observation Form
Remind students to be kind and specific with peer feedback. Model the process with one pair, then circulate to support and correct.
Self-Monitoring
- Individually read two short sentences for each sound while watching yourself in the mirror
- Complete the self-assessment section on the Sound Sleuth Observation Form, rating your clarity
Encourage honest self-reflection. Remind students to adjust if they hear or see any unclear articulation.
Closing & Assessment
- Invite 2–3 volunteers to demonstrate improved pronunciation
- Collect completed Sound Sleuth Observation Forms (target: ≥80% accurate self-ratings)
- Optional practice: choose three favorite sentences from today’s sheet to rehearse at home
Invite volunteers by name you observed making progress. Collect forms and highlight next steps. Reinforce that daily practice builds mastery.
Worksheet
Phoneme Practice Sheet
Name: ______________________ Date: _______________ Class: _________
Instructions: Use your mirror to watch tongue and lip placement. Read each item out loud, then move on when you feel you’ve produced the sound clearly.
Part 1: Word Practice
/s/ Sound
sun
sister
snake
six
cell
/r/ Sound
river
robot
red
rose
rain
/l/ Sound
light
lake
lady
lovely
lily
Part 2: Tongue Twisters
Practice each tongue twister slowly, then increase your speed while keeping clarity.
/s/ “Sally sells seashells by the seashore.”
/r/ “Red roses really run rampant.”
/l/ “Lovely lilies line the lane.”
Part 3: Sentence Practice
Read each sentence aloud, paying attention to the target sound in bold.
/s/ “The sun sets slowly in the sky.”
/r/ “Robert raced the red car around the raceway.”
/l/ “Lucy’s little lamb likes licking lollipops.”
Congratulations, Sound Sleuth!
Keep practicing these words, tongue twisters, and sentences until your articulation is crystal clear.
(Use this sheet during today’s Guided Pair Practice with your partner and mirror.)
Lesson Plan
Articulation Lesson Plan
Students will identify and accurately articulate the /s/, /r/, and /l/ speech sounds through guided modeling, peer feedback, and self-monitoring to improve clarity in everyday conversations.
Clear articulation minimizes misunderstandings and boosts confidence in academic discussions and social interactions. Mastering challenging sounds strengthens communication skills essential for presentations, reading fluency, and peer collaboration.
Audience
7th Grade
Time
30 minutes
Approach
Modeling, paired practice, and self/peer feedback.
Materials
- Handheld Mirror, - Phoneme Practice Sheet, - Peer Feedback Checklist, and - Sound Sleuth Observation Form
Prep
Prepare Materials
10 minutes
- Print and cut out copies of the Phoneme Practice Sheet for each pair
- Print the Peer Feedback Checklist and Sound Sleuth Observation Form for each student
- Gather handheld mirrors so each pair can view tongue placement
- Review the target sounds (/s/, /r/, /l/) and familiarize yourself with the feedback forms
Step 1
Warm-Up Introduction
5 minutes
- Explain today’s goal: become “Sound Sleuths” by mastering clear /s/, /r/, and /l/ sounds
- Lead a quick vocal warm-up: hiss like a snake (/s/), roll your tongue for /r/, tap the alveolar ridge for /l/
- Model and have students echo tongue-twisters: “Sally sells seashells,” “Red roses,” “Lovely lilies”
Step 2
Teacher Demonstration
5 minutes
- Use a mirror to show tongue and lip positions for each target sound
- Pronounce sample words slowly and clearly: sun (/s/), river (/r/), light (/l/)
- Ask students to note observations on their Sound Sleuth Observation Form
Step 3
Guided Pair Practice
10 minutes
- Students form pairs, each with a mirror and one Phoneme Practice Sheet
- Partners take turns reading words and marking accuracy on the Peer Feedback Checklist
- Teacher circulates, using the Sound Sleuth Observation Form to provide corrective cues and positive reinforcement
Step 4
Self-Monitoring
5 minutes
- Students individually read two short sentences containing each target sound while watching themselves in the mirror
- Complete the self-assessment section on the Sound Sleuth Observation Form, rating their clarity
Step 5
Closing & Assessment
5 minutes
- Invite 2–3 volunteers to demonstrate improved pronunciation
- Collect completed Sound Sleuth Observation Forms for review (target: ≥80% accurate self-ratings)
- Assign optional home practice: choose three favorite sentences from today’s sheet to rehearse
Slide Deck
Sound Sleuths
Objective: Master the /s/, /r/, and /l/ sounds
Agenda:
• Warm-Up Introduction (5 min)
• Teacher Demonstration (5 min)
• Guided Pair Practice (10 min)
• Self-Monitoring (5 min)
• Closing & Assessment (5 min)
Welcome, Sound Sleuths! Today we’ll sharpen our /s/, /r/, and /l/ sounds. Introduce the objective and walk through the agenda. Keep energy high and encourage participation.
Warm-Up Introduction
- Explain today’s goal: become “Sound Sleuths” by mastering clear /s/, /r/, /l/ sounds
- Vocal warm-up:
• Hiss like a snake (/s/)
• Roll your tongue for /r/
• Tap the alveolar ridge for /l/ - Echo these tongue-twisters:
• “Sally sells seashells by the seashore”
• “Red roses really run rampant”
• “Lovely lilies line the lane”
Say: “Today, we’re becoming detectives of sound!” Lead students through each warm-up. Model first so they know what it looks and sounds like.
Teacher Demonstration
- Use a mirror to show tongue and lip positions for each sound
- Pronounce sample words slowly and clearly:
• sun (/s/)
• river (/r/)
• light (/l/) - Students note observations on their Sound Sleuth Observation Form
Position a hand mirror so all students can see tongue and lip placement. Emphasize key visual cues. Prompt students to jot notes on their forms.
Guided Pair Practice
- Form pairs; each pair gets a mirror and a Phoneme Practice Sheet
- Partners take turns reading words and marking accuracy on the Peer Feedback Checklist
- Teacher circulates to provide cues and positive reinforcement using the Sound Sleuth Observation Form
Remind students to be kind and specific with peer feedback. Model the process with one pair, then circulate to support and correct.
Self-Monitoring
- Individually read two short sentences containing each target sound while watching yourself in the mirror
- Complete the self-assessment section on the Sound Sleuth Observation Form, rating your clarity
Encourage honest self-reflection. Remind students to adjust if they hear or see any unclear articulation.
Closing & Assessment
- Invite 2–3 volunteers to demonstrate improved pronunciation
- Collect completed Sound Sleuth Observation Forms (target: ≥80% accurate self-ratings)
- Optional practice: choose three favorite sentences from today’s sheet to rehearse at home
Invite volunteers by name you observed making progress. Collect forms and highlight next steps. Reinforce that daily practice builds mastery.
Worksheet
Peer Feedback Checklist
Name: ______________________ Partner: ______________________ Date: _______________
Instructions: As your partner reads words, tongue twisters, and sentences from the Phoneme Practice Sheet, listen closely. For each item, mark whether their articulation was clear and provide constructive feedback to help them improve.
Part 1: Word Practice
/s/ Sound
sun Clear? Yes [ ] No [ ] Feedback:
sister Clear? Yes [ ] No [ ] Feedback:
snake Clear? Yes [ ] No [ ] Feedback:
six Clear? Yes [ ] No [ ] Feedback:
cell Clear? Yes [ ] No [ ] Feedback:
/r/ Sound
river Clear? Yes [ ] No [ ] Feedback:
robot Clear? Yes [ ] No [ ] Feedback:
red Clear? Yes [ ] No [ ] Feedback:
rose Clear? Yes [ ] No [ ] Feedback:
rain Clear? Yes [ ] No [ ] Feedback:
/l/ Sound
light Clear? Yes [ ] No [ ] Feedback:
lake Clear? Yes [ ] No [ ] Feedback:
lady Clear? Yes [ ] No [ ] Feedback:
lovely Clear? Yes [ ] No [ ] Feedback:
lily Clear? Yes [ ] No [ ] Feedback:
Part 2: Tongue Twisters
/s/ “Sally sells seashells by the seashore.” Clear? Yes [ ] No [ ] Feedback:
/r/ “Red roses really run rampant.” Clear? Yes [ ] No [ ] Feedback:
/l/ “Lovely lilies line the lane.” Clear? Yes [ ] No [ ] Feedback:
Part 3: Sentence Practice
/s/ “The sun sets slowly in the sky.” Clear? Yes [ ] No [ ] Feedback:
/r/ “Robert raced the red car around the raceway.” Clear? Yes [ ] No [ ] Feedback:
/l/ “Lucy’s little lamb likes licking lollipops.” Clear? Yes [ ] No [ ] Feedback:
Worksheet
Sound Sleuth Observation Form
Name: ______________________ Partner: ______________________ Date: _______________ Class: _________
Instructions: Use this form during today’s lesson—note what you observe during the Teacher Demonstration, record feedback during Guided Pair Practice, and complete your Self-Assessment and Reflection.
Part 1: Teacher Demonstration Observations
Write two key tips or visual cues the teacher shows for each sound when using the mirror.
/s/ Sound Tips:
/r/ Sound Tips:
/l/ Sound Tips:
Part 2: Teacher Feedback (Guided Pair Practice)
During practice with the Phoneme Practice Sheet, listen for your teacher’s corrective cues and positive reinforcement. Record what you did well and what to work on next.
/s/ Sound
What went well:
Next steps:
/r/ Sound
What went well:
Next steps:
/l/ Sound
What went well:
Next steps:
Part 3: Self-Assessment
Stand in front of a mirror and read each sentence. Then circle how clearly you pronounced the target sound.
Scale: 4 = Always clear 3 = Usually clear 2 = Sometimes unclear 1 = Often unclear
/s/ Sound: “The sun sets slowly in the sky.” Rating: 4 [ ] 3 [ ] 2 [ ] 1 [ ]
/r/ Sound: “Robert raced the red car around the raceway.” Rating: 4 [ ] 3 [ ] 2 [ ] 1 [ ]
/l/ Sound: “Lucy’s little lamb likes licking lollipops.” Rating: 4 [ ] 3 [ ] 2 [ ] 1 [ ]
Part 4: Reflection & Goal Setting
Reflect on today’s practice and set a goal for your next session.
What did I improve most today?
What do I want to focus on next?
My practice plan: I will practice _______________ to work on my /____/ sound clarity.
Teacher Signature: _____________________ Student Signature: _____________________