•    Rationale:  This lesson will help children identify /g/, a phoneme represented by G. They should be able to learn to recognize /g/ in spoken words by learning a representation (gulping) and the letter G, practice finding /g/ in phonetic cue reading by distinguishing rhyming words from beginning letters. 
•    Materials: primary paper and pencils, tongue tickler poster, copy of Little Apple Goat by Caroline Church, drawing paper and colors, word cards with the words GO, GET, GAS, HEAT, GRIM, and GIVE; and the assessment worksheet. 
•    Procedures: 1. Say that our written language is a secret code. The tricky part is learning what letters stand for—the mouth moves we make as we say words. Today we're going to work on spotting the mouth move /g/. We spell /g/ with letter G. G looks like a C but with a fishing hook on it. /g/ makes the same sound as when you gulp grape juice.  
2. “Let’s pretend to gulp our favorite grape juice. /g/, /g/, /g/ [pretend to gulp your juice]. Now you try. [Students pretend to gulp their juice].  Notice how when you gulp, your mouth is open, and your tongue is bent at the back of your mouth. When we say /g/, our mouth is open, and our tongue is bent at the back of your mouth.” 
3. “Now I will show you how to identify /g/ in a word. I will stretch the word out very slowly and you will have to listen for my gulping. Mm-uu-gg-yy. Slower: mmm-uuu-ggg-yyy. There it was! Did you hear the /g/ in muggy?”
4. Now we will try out the tongue tickler. “Let’s try out this funny saying (pointing to poster) ‘Garrett gets greedy over gulping the grape juice’ and then say it together three times in a row. Now say it again, but this time stretch out the /g/ at the beginning of the words like so ‘Gggarrett gggets gggreedy over gggulping the gggrape juce.’ Now break off the /g/ when you say the words: /g/ arrett /g/ ets /g/ reedy over /g/ ulping the /g/ rape juice.
5. Make the students take out some primary paper and their pencil to practice writing G. “The letter is used to write the /g/ sound. A capital G looks like a C with a fishing hook attached. Let’s write a lowercase g. First make a lowercase “a” and then add the fishhook to the bottom.  Let me see your g’s. Now I would like you to write nine more just like that. 
6. Call on different students to answer and tell how they knew: “Do you here /g/ in grace or lace? Time or greet? Give or take? Now let’s see if you can spot the mouth move with the /g/ in some words. I want you to gulp if you hear /g/: gold, gave, fake, glitter, gallop, goose. 
7. Now we will look at a /g/ book.  Say: “Let’s look at Little Apple Goat. Have you ever seen a goat eat? Don’t they eat just about anything they can get their mouths on? Well, the goat in this story is a little different. She only likes to eat fruit from the orchard. But unfortunately, one day comes and the orchard is no longer there, and the little apple goat doesn’t know what to do! To find out what happens we will have to read Little Apple Goat.” Ask your students to read the title and tell you where the /g/ is. Then ask them to draw a picture of the little apple goat and write the word “goat.” 
8. Show GO and model how to tell if it says go or stop: The G tells me to gulp, so this word is gggo. Now you guys try some: , GET: sat or get?, GAS: mask or gas?,  HEAT: meat or heat?, GRIM: grim or limb, GIVE: take or give?
9.  For assessment, distribute the worksheet: https://images.app.goo.gl/6WQhTJJD8Ri4Py6y8

•    References: 
-    Adapted from Gulping Grape Juice with G By: Lydia Moore
https://sites.google.com/site/lydiasreadinglessons/home/gulping-grape-juice-with-g-1
-    Church, C. J. (2007). Little Apple Goat. Oxford: Oxford University Press.
-    http://www.auburn.edu/academic/education/reading_genie