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Lesson Plan Template Name: __________Karlie Kennedy ________ Grade Level:____Kindergarten___ Has this lesson plan been completed for a course assignment? Yes __X__ No ______ Estimated number of days lesson will cover:_______One_________ Lesson Subject/Title: Apple Letters Performance Standards: ELAKR3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student b. Recognizes and names all uppercase and lowercase letters of the alphabet. c. Matches all consonant and short-vowel sounds to appropriate letters. Lesson Objectives (What students will know and/or do) : Students will learn to recognize and match the lower-case and capital letters of the alphabet. Essential Questions: What sound do the various letters of the alphabet make? How do you identify capital and lowercase letters? Key Vocabulary: Capital letters, lower-case letters, matching Time Procedures Differentiation Materials/Resources Assessment 1 min. Introduction/hook/activation of prior N/A N/A ------- knowledge I will remind the children of the letter drills and sounds we have been doing in class, as well as our unit on apples and Johnny Appleseed. 15 min. Behavior Expectations: Advanced students will Capital letter apple I will assess this be required to identify worksheets, lower-case activity based on I expect the children to remain seated in their the lowercase letter and apple cutouts, crayons observation, such as seats at the table, keep their hands to find the corresponding if they are making the themselves, and raise their hands when they capital letter, tell me the correct letter sounds have a question or are answering a question. sound the letter makes, and identifying the They are also held accountable for the five and give me a word that lowercase letters basic classroom rules that have already been begins with that letter. correctly. established. If the students do not abide by these expected behaviors, warnings will be Students needing extra I will also be given and then they will have to proceed with assistance will only be checking their the next steps on our behavior chart. required to indentify the worksheets after each lowercase letter find the letter that was called Instructional activities: corresponding capital to ensure that they letter. have colored in the I will have 26 cut out apples, each with a correct capital letters. different lower-case letter of the alphabet written on it. 1. I will pick a lowercase apple out of my “basket” at random, and the students will have to identify what letter it is. 2. I will have the students tell me what sound the letter I picked out of the basket makes. 3. The students will then find the matching capital letter on their apple worksheets and color it in with their crayons. 4. This activity will continue until all the apples have been colored in by the group. 2 min. Review and Closure N/A I will again be ----------- assessing this based We will close the exercise by going back over on observation of the any of the letters that the students had trouble students and their with during the activity. I will keep track of involvement and these letters by keeping two piles of the cut out improvement from apples, one that the students got correct, and the beginning to the one that needs to be further reviewed. end of the lesson. Lesson Reflection What worked well in your lesson? The students were very engaged and excited to showcase their knowledge of letters and letter sounds. All the children participated, and completed the entire lesson. What modifications did you make in your instruction for varying abilities of students based on your formative assessments? Advanced students were instructed to tell me the name of the lowercase letter, find the corresponding capital letter on their worksheets, tell me the sound the letter makes, and give me examples of words that begin with that letter. Students needing extra assistance were only required to tell me the letter, find the corresponding capital letter on their worksheets, and we will review the sounds of the letters together. For future lessons, since I perform the lesson in small groups, I will keep a record of which students are having difficulty with what letters (identification, sound, or words) so I can be sure to work on it more with the student in the future. What follow-up instruction related to your objectives is needed either for remediation or extension? The students all seemed to have a good grasp of the names of all of the letters, as well the sounds they make, so remediation or extension would not need to be extremely stressed, however daily review is necessary. What would you still like to learn that might help you to better meet the diverse needs of your students? Had I seen the students’ assessments (performed by the teacher) before my lesson, I would have been able to better put the children in their groups so they do not just rely on others to answer for them.
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