TCNJ Lesson Plan

Letter A Art Activity

Student Name: Britney Boyajian School Name: Hopewell Elementary

Grade Level: Pre- K Host Teachers Name: Mrs. Cohen

Guiding and/or Essential Questions:

- What are some A words?

- What does the sound A make?
- How is the letter A properly written?

Pre-lesson Assignments and/or Student Prior Knowledge

All students have done the letters L, T, I, E, F, H, J, U, C, O, Q, G, S, D, P, B and K previously

for their art alphabet booklet. They understand how the center works and what their final product
should look like.

Standards:

Standard 1.4.2- Create two-and three-dimensional works of art while exploring color, line,
shape, form, texture, and space.

Standard 2.4- Children develop competence and confidence in activities that require gross and
fine motor skills.

RF.PK.3.A- Demonstrate an understanding of beginning phonics and word skills.

a ) Associates many letters (consonants and vowels as ready) with their names and
their most frequent sounds.

Learning Objectives and Assessments:

Learning Objectives Assessment

Students will be able to properly trace the Teacher will observe that students are tracing
letter A with their pointer finger. the letter A correctly with their pointer finger.

Students will orally identify words that begin Teacher will listen for students to vocally
with the letter A express words that start with the letter A.
Students will orally identify what sound the Teacher will ask the student what sound the
letter A makes. letter A makes and will assess for correct
answer.

Materials/Resources:

- A art sheet (10)

- Green, yellow and red apple cutouts
- Glue
- Book (from Mrs. Sharons A library)

Plan for set-up/distribution/cleanup of materials:

Once students are seated at their seats, I will hand each student the letter A sheet that they will be
decorating with apples. Each student will then receive a glue stick and be given green, yellow
and red apple cut outs to decorate their A. As each student is done decorating their As, I will
collect their sheets and glue.

Step by Step Plan:

1. Lesson Beginning- Once students have sat down at my center, I will then ask
them, what is our letter of the week? Which they will respond A! Lastly, I will ask
them what sound the letter A makes.
2. I will then hand out the A paper to each student. After all students have received
the A paper I will then have them show me their pointer finger. Next, I will ask the
students, where do we start our letters? where they will respond, at the top! I will
then instruct students to then start at the top using their pointer finger and trace the letter
A.
3. After students have properly traced the letter A with their pointer finger, I will
then question the group, what letter does the word apple start with? After all students
have told me that the word apple starts with the letter a I will explain to them that I will
be handing them green, yellow and red apples that they will glue onto their A art sheet.
I will model with one student, who will let me, I will show the group how to properly
glue and place one apple down at a time, while staying within the lines. While students
are working on decorating their As, I will ask them what other words they know that
start with the letter A? and also ask them who has the letter a in their name?
4. Closure- After all students have completed decorating their A with green,
yellow and red apples, I will collect their papers and place them on the drying rack. I will
then read a short story from Mrs. Sharons A library to reinforce and add more words
that begin with the letter a to their vocabulary and specifically listen to how the a
sounds.
Key Questions:

- What is our letter of the week?

- What sound does the letter A make?
- Where do we start our letters?
- Who has a letter a in their name?
- What words do we know that start with the letter A?

Timing: 10 Minutes

Intro- 1 minute
Art Activity- 6 minutes
Closing/Book- 3 minutes
.
Transitions:

Transitions are rarely a problem for this group of students. Students know and understand that
once they hear Mrs. Sharons timer go off that they clean up the center they are working at, and
go to the next center. If a student is getting distracted during the transition process, Other
teachers will be there in order to make sure they get to the next center properly and in a timely
manner.

Classroom Management:

Classroom management is not a problem for this group of children. They follow directs very well
and understand proper classroom etiquette. I will monitor students to make sure they are not
fooling around while transitioning to different centers, during my center and bringing them back
to the task at hand when they become off task.

Differentiation:

Ella will have a teacher with her during my center to keep her on task and in her seat for the
entire center. Erich will be given the opportunity to hold an object to keep his hands busy during
the closing book. Students who are struggling while at this center will be redirected to the task at
hand and since I will be working with small groups, I will be able to individually scaffold
students that need extra attention.