Lesson Plan:

Fruit Salad: Phonemes and Syllables

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November 14, 2015
by Chris Herman

Learning Objectives

Students will be able to identify the amount of syllables in their favorite fruits. Students will be able to understand greater than and less than mathematics principles.


Introduction (15 minutes)

  • Jump as a group to count the syllables in each person's name, with one jump per syllable. For example, for the name Christopher, have students jump as a group 3 different times, once per syllable.
  • Now, ask students to tell you their favorite fruits.

Explicit Instruction/Teacher Modeling (15 minutes)

  • After all students have selected their favorite fruits, create a graph to display each student’s favorite fruit on a poster.
  • Use corresponding colors for sticky notes and fruit if possible, such as red for strawberry, blue for blueberry, yellow for banana, etc.
  • One at a time, have students graph their favorite fruits in the corresponding column when called upon. You can put up labels with colored sticky notes and corresponding fruit names to avoid confusion.
  • Have students stand back up to jump to the syllables as a group. For example, your students would jump three times for strawberry, four times for watermelon, two times for apple, one time for grape, etc.

Guided Practice/Interactive Modeling (20 minutes)

  • Have students paint the Fruit Cartoon coloring page. Model how to color in the lines with the paintbrushes.
  • If you are feeling very adventurous, cut real pieces of fruit in half (such as an apple) and have students use these to paint their cartoon characters.

Independent Working Time (10 minutes)

  • When students have completed painting their cartoons, have them color dots at the bottom of the page to represent the number of syllables in each fruit. For example, with the word banana, you would color three dots at the bottom of the page.



  • Enrichment: For students who have grasped a strong understanding of phonological awareness, test their phonemic awareness by having them spell out each fruit at the bottom of their paintings.
  • Support: For students who may have trouble sounding out full words, have them write only the beginning sound of each fruit at the bottom of their cartoon sheets.

Related Books and/or Media


Assessment (5 minutes)

  • Assess your students' knowledge by looking at the number of dots on your students' pages.

Review and Closing (5 minutes)

  • Use examples of words from around the class to clap out the different parts of each word.
  • Review the results of the favorite fruit graph, using information to further explore greater than/less than concepts. Pose questions such as: Which fruit was chosen by our class the most often? How do you know strawberries were chosen more often than apples?

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