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Lander University Teacher Education Lesson Plan Template

4Teacher Candidate: Allison Lawrence

Rev. 2013

Lesson # 4

Subject/Grade: ELA/K-4
Date and Time of Lesson: 10-28-14
and 11-6-14
Learning Objective: (must support unit objectives identified in TWS 3)
Students should be able to identify letter (uppercase and lowercase) and make letter
sound. Student should also be able to provide words that begin with that letter sound.
Students will learn the letter and the sound that it makes through various activities
depending on the letter. This lesson focuses on the letter C.
Alignment with Standards: (must support unit standards identified in TWS 3)
Identify the source and list standards (local, state, and/or national) that align with the
learning objective.
EEDA Standard(s)
CCSS.ELALITERACY.RL.K.1
Withpromptingandsupport,askandanswerquestionsaboutkeydetailsinatext.
CCSS.ELALITERACY.RF.K.1.D
Recognizeandnameallupperandlowercaselettersofthealphabet.
CCSS.ELALITERACY.SL.K.2
Confirmunderstandingofatextreadaloudorinformationpresentedorallyorthroughothermediaby
askingandansweringquestionsaboutkeydetailsandrequestingclarificationifsomethingisnot
understood.

SSCA Element(s) (harassment, intimidation, bullying, or appropriate behaviors)

(2) Harassment, intimidation, and bullying, like other disruptive or violent behaviors, are conducts that disrupt
both a students ability to learn and a schools ability to educate its students in a safe environment.
Developmental Appropriateness or Cross-curricular connections: (should
parallel information in TWS Section 3)
My students do not have any school based prerequisite knowledge. They do however,
have been taught to listen and respond to questions from a text, and participate with
naming objects shown to them. They worked with art supplies (paint) in their last
activity, this incorporates art into the lesson.
Assessment(s) of the Objectives: (must support unit assessments identified in TWS
3)
What assessment(s) will you use to determine student learning (pre, during, post)? Each
objective should be aligned with an assessment.
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Ability to recognize
and name letter.
Ability to verbally say
letter sound.

Pre: Students were


graded by checklist on
three criterias:

Use of Formative
Assessment
(TWS section 7)
If students did not
respond well to the
media given story,
I will for the next

Lander University Teacher Education Lesson Plan Template

1. Participation during
puppet performance of
the introduction of
letter, letter sound,
and objects that begin
with that letter.
2. Telling me the letter
name and sound
(repeat after me)
3. Ability to name the
objects I presented
During: Students were
graded by a checklist
on these criterias:
1. Participation during
reading (media)
2. Identified letter in
story/or letter sound
3. Understood the
moral of the story with
prompting.
Post: This activity was
done one on one and
students were graded
by a checklist of these
criteria:
1. ability to tell me
what letter we worked
on today and the
sound that letter
makes
2. Followed (verbal)
directions given by me
on how to do the
activity.
3. Ability to tell me
their favorite color, say

letter do a big book


or read the story to
them myself.
If students were
unable to identify
the letter or the
sound it makes I
will teach them the
motion that goes
with each
letter/sound.
If students were
unable to follow
directions during
post activity I will
tell them the
directions again
before leading
them to my table.
If students are
unable to tell me
their favorite color
I will teach them
one-on-one the
color names and
identify them.

Rev. 2013

Lander University Teacher Education Lesson Plan Template

Rev. 2013

the color name


correctly and identify
it.
Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)
Students sat according to how many letters they had prior-knowledge of before I arrived.
Each row on the carpet is as followed, first row: can only identify 1-5 letters, second row:
can identify up to 15 letters, and third row can identify up to 20, last row: can identify all
of their letters.
Materials:
Media: The crayon box that talked by: Shane Derolf, video spoken by: Natasha
Materials that started with the letter C: cat, corn, candy, crayon, crayon box, car ECT.
Paint: 6 colors (green, yellow, red, purple, blue, and orange)
Paintbrushes: 6
Permanent marker-black
Green marker
Finger Painting sheets (20)
Puppet
Procedures: Include motivation techniques, grouping, instructional strategies (steps in
the lesson), probing questions*, and lesson closure. Refer to rubrics for specific items
that should be included in every lesson plan.
*Procedures must include probing questions that will be asked during the
lesson. Probing questions focus student attention on important elements of
the lesson and help them think more deeply about the concepts.
1. Letter Introduction:
I have already introduced Alli-the alligator puppet to the children and for each
letter I say Today we are going to talk about one of Allis friends, the letter C. I then
talk in Allis voice and pull out the 3D objects that start with the letter C and name them
in Allis voice, then my voice.
2. Comprehension:
After I have gone through an object I say the objects name embellishing on the C
sound at the beginning of the word. Then after each object has been named I ask in my
voice What letter did we talk about today? and What sound does that letter make?
Then I tell them the answer after they have responded, reinforcing it.
3. Activity (Book):
I first explained that we are going to listen to a story about a box or crayons that
could talk, and all they seemed to talk about at first was that they did not get along.
What does not getting along mean? I would then say it means that they were mean
and were not friends. I would then tell the students to look out for words in our story that
begin with the letter C. During the story I would pause and ask probing questions such
as: What word on this page did we hear that starts with the letter C? Are the crayons
getting along? During the story if an unfamiliar word came along I would pause the
media after the page was read and ask, for example in this story, What does the word
unique mean? I would let them respond then I told them that unique means that they
are not different (color ECT), but they need to be friends in order to make a picture.
4. Connection:

Lander University Teacher Education Lesson Plan Template

Rev. 2013

I asked Were the crayons friends in the beginning of the story? Where they friends at
the end? Why do you think they were friends? How can you be like the crayons in the
story and become friends with everyone because we are all unique?
Let them respond then state my answer.
5. Day two-Activity
I explained that we are going to make our own unique crayon boxes today with paint
using our hands. I will call you one at a time. During that one-on-one time I asked them
to hold up their hand on mine, and asked Are our hands the same (size, shape, color
ect)? I would respond after then no because we are unique and different but we can still
both make beautiful crayon boxes and work together. I then asked them What is your
favorite color? After they responded I wrote my favorite color is (then whatever they
said) at the top of the page. Below I told them to hold out their hand and try not to
move. I painted the yellow and green part of their hand then told them to point to what
finger they wanted the other colors to be placed. I helped them put down their hand and
showed them my picture. Different and unique but still beautiful.
Later on I added the green lines and circle, placing their name in the middle to help it
look more like a crayon box and sent them home later that day after they dried.
6. Wrap UP:
After they washed their hands I asked them three questions:
1. What letter is this? (Showing them a C) What sound does it make?
2. Name me one thing that begins with this sound?
Activity Analysis: (must support TWS 3 and show use of TWS 1 data)
Students were to be able to recognize the letter, say the sound the letter
makes, and identify objects that began with that letter. My activities focused
on that. The students had three different sensory-geared activities (listening,
visual, and kinesthetic) to help them in remembering the objectives.
I implemented the smart board to play the media story so that I could pause
when I needed and point to the words in the story that began with the letter C.
The smart board also made it easier for the children to see.
References:
Story online:
TheCrayonBoxThatTalked.(2013,December4).RetrievedNovember6,2014,from
http://www.youtube.com/watch?v=H5A0AQs3SCI
Activity:
Lawler,K.(2014,October10).Crafts.RetrievedNovember6,2014,from
http://www.pinterest.com/pin/532761830893350357/

Labels
Objective
Standard

Points
2
5
5

Grade
2
5
5

Lander University Teacher Education Lesson Plan Template

DAP/ CCC
Pre
During
Post
Accommodations
Materials
Procedures
Activity Analysis
Technology
References
Mechanics
Total

5
7
7
7
7
10
15
15
5
5
5
100

4
6
6
6
7
8
14
14
5
5
5
92

Rev. 2013