Lesson Plan #

Thursday November 16, 2017

Sarah Wade

Topic: Letter C/Tortoise and the Hare

Lesson Plan Type: Whole Group

Standards:
CCSS.ELA-LITERACY.RF.K.1.B Recognize that spoken words are represented in written language by specific
sequences of letters.
CCSS.ELA-LITERACY.RF.K.1.D Recognize and name all upper- and lowercase letters of the alphabet.
CCSS.ELA-LITERACY.RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words.
CCSS.ELA-LITERACY.SL.K.1.A Follow agreed-upon rules for discussions (e.g., listening to others and taking
turns speaking about the topics and texts under discussion).

Objective: Students will be able to create a word using onset and rhyme and identify the letter sound and
name of C with 85% accuracy.

DOK: Level tow- compare the letter c to the letter s? What is the difference in their sound?

Assessment Plan: Students will each be given a card with an onset or rhyme on it that they will match up
with a peer to create a word. These cards will be placed in the students’ pockets before school begins. The
students will also be able to write the letter c in their handwriting booklets and then will say the letter and
sound individually when the teacher comes to check them off. This will help us drive further instruction.

Materials Needed: Transition Jar, onset/rhyme cards. Magnet letters, I can read books, handwriting
booklets, The Hare and the Tortoise book.

Gain Attention: Boys and girls, this week we have been focusing on the ways animals move. Here are
some words that describe how we and animals can move. We are now going to sort them into two
columns. I will use the white board to draw two columns and then label them as on land and in water. The
two columns are on land and in water. We are going to think or words that fit words into these categories.
I will start. Splash. What category does that go in? Yes, in water. What words can you think of? F the
children have trouble thinking of words I will say… When I say a word, I want you to tell me where to
put it. I will hold p the word dive. What is this word? Yes, it is dive. Where do we dive? On land or in the
water? Yes, in water so I will place it in the column that says in water. I will do the same thing for the
following words: run, hop, swim, splash, walk, march, skip, float. I may ask the children to come grab a
word and place it in the right column.
Recall Prior Knowledge:
Now we are going to review onset and rhyme. But first I want to introduce you to a new thing called the
Transition Jar. This is a jar that has different animals in it. I will pick someone to come and pick a picture
from the jar which will determine how we move back to our seats. Once we pick from the jar that is your
signal to start moving, but before then we listen to instructions for the activity. I placed a card in your
pocket behind your seat. I want each of you to go to your seat and grab it. You will find someone from
your table to create a word. Let’s see if we can figure out the puzzle! Once you have found your word
stand facing the front so that I can read it while facing you. Now, we will have someone choose from our
transition jar how we will move to our seats. We will then do the activity and near the end of the activity I
will direct them to sit back in their seats.

Input and Modeling:

I will display Callie Cat alphafriend. Who is this? What sound does her name start with? What sound does
she start with? Let’s all do the action together. I will say a word and if it starts with /k/ I want you to shake
your hands in the air. I will say the words: cap, carpet, camera, coat, seat, meat, and rake.
Now we are going to go back to our seats and complete our letter c and d worksheet.

Total Participation Techniques: Puzzle match up. When reviewing onset and rhyme they will match up the
onset and rhyme with someone at your table.

Guided Practice (Direct Instruction), Group Organization (Cooperative Learning):

We are going to review our high frequency words. I’m going to assemble a sight word with alphabet
magnet letters on the board. And when I write it I want you to whisper to a neighbor what you think it is.
Ready? I will assemble the word like on the board. Now whisper to your neighbor what you think the word
is. Now say the word together as a class. Yes, that is right. I will do the same thing for the words: I, a, we. I
will then assemble the word the on the board. This time we are going to do something different. I will say
each of our sight words and I want you to raise your hand when I say the word you think it is. I will do this
for the words: and, see.

Discovery Procedure (Discovery/Inquiry):

Boys and girls, we are now going to read a story that is a traditional tale which means it has been told by
many people for a long time. This story is called The Hare and The Tortoise. This story is also called a fable
which teaches the characters a lesson and often times the animals talk and act like humans. What
animals are in this story? I will read pages 32-33. Hares move fast and tortoises run slowly, who do you
think will win the race? I will read pages 34-35. Who is winning? Where are they having the race? What
other animals are in the race? How do you think they feel about the race? How do you know? Why did the
hare stop? Does the tortoise have a better chance of winning the race now? Why did the hare stop? Does
this change who you think will win the race? I will read pages 36-37. Why is the tortoise ahead when the
hare is faster? Why is the hare looking back after he wakes up? Who wins the race? Why? How does hare
feel at the end of the race? What lesson does this fable teach us?
Now we are going to compare the texts we have read this week. What are some similarities between the
Move! and the Hare the and Tortoise? The hare and the polar bear (pg. 8) run. How are they different?
Yeah, the Move! shows ways that animals really move and it’s a nonfiction and the hare and the tortoise
the animals act like people and it’s a fable.
The children will then do their handwriting lowercase letter c unless it is needed at a different time if the
children are fidgety.
If time-
Now we are going to use our student readers books to read a story together. This story is called, I Can See.
Point to the words as I read them and point to them on the big screen. You will notice that this book has
some words and some pictures. The book includes the pages: I see a cat. I see a caterpillar. I see a
computer. I see a castle. What high frequency words were in this story?

Differentiated Instruction:
For my high students, I will give them the harder words to match up (fish and horse) for onset rhyme.
For my low students, I will give the easier words (dog and bear) for onset and rhyme and my lowest on
each table will have both matches in their seat so they can focus on hearing the difference between the
onset and the rhyme.

Closure: Boys and girls, today we learned about how the tortoise moves compared to the hare. Who won
the race? Yep, the tortoise even though the hare is faster. We can learn not com compare ourselves to
others and to try try try and do the best we can.

Transition:
Transition jar-I will pick an animal from the jar to see how they will transition.
We are now going to hop to our seats like a bunny.
We are going to fly to carpet like a bird.
We are going to waddle to our seats like a penguin.
(I will do one of these for each time we are going to or from our seats.)

Reflection:
Strengths:

Improvements: