EDUC 347 Calvin College Lesson Plan Format

Universal Design/Access

Teacher: Hope Triezenberg Date: 11/13/18 Subject/Topic/Theme: Upper case vs. lowercase letters
I. Objectives
What is the point of this lesson? What is the Big Idea?
Students will be able to distinguish between uppercase letters and lowercase letters from A-F

How does this lesson fit into a unit or long term plan?
Students each week learn a new letter and come to recognize the uppercase and lowercase form of those letters

The Learner will (your objectives):

 sort uppercase and lowercase letters A-F, when given flashcards with 80% accuracy measured by the end of the
lesson.
 identify which letters are uppercase and which are lowercase letters in their name and words (Good Morning,
Hello, Good Night, when given their name and words on a medium, with 80% accuracy by the end of the lesson

Connection to Standards (Common Core, GLCES, Extended GLCES)

College and Career Readiness Anchor Standards for Reading

- Integration of Knowledge and Ideas
o 7. Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.*
EE.RF.1.3:
- Demonstrate emerging letter and word identification skills. A. Identify upper case letters of
the alphabet.

IEP Goals
- K
o Match identical pictures
- K
o Make communicative intents using AAC devices
- T
o Respond using a topic board/cue cards
- A
o Answer WH questions by pointing to pictures or objects
- A
o Answer simple WH and yes/no questions by using an AAC system
- D
o Make communicative intents using my iPad
- M
o Stay on task with group activity
- C
o Answer yes/no questions, using an AAC system

II. Before You Start

Identify Prerequisite Skills (modified Task Analysis)
- Movement of the hands
o Grasp objects – pick up and put down

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EDUC 347 Calvin College Lesson Plan Format
Universal Design/Access

o Move objects from place to place

- Use of finger
- The ability to use their vision

Assessment Method (How will you know what student knows)

- Look at how the students sorted the letters into upper and lowercase letters
- Review which letters students identified as upper and lowercase in the given words and in their names
- Listen for students responses to prompting and questioning
Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Representation Multiple Means of Expression (Action) Multiple Means of Engagement
Options for Perception Options for action/interaction Options for recruiting interest
- Letters will be said aurally, - Identifying big and little - Students will be using their
provided visually, and in sign. letters of ones name can be own names
done through pointing,
circling, coloring, stamping,
or vocalizing (includes
through AAC devices)
Options for Language/Symbols Options for Expression Options for Sustaining Effort &
- Letters and their respective - Students can place their Persistence
symbols will be reviewed at flashcard onto perspective - The students will work as a
the beginning of the lesson side of the T chart, vocalize group during the letter
- Letters will be printed on whether the letter is big or sorting activity
paper and in magnet/physical little, or answer yes or no to
form “is this letter big?/is this
letter little?”

Options for Comprehension Options for Executive Function Options for Self Regulation
- Reviewing over the letters of - Each student will receive - If there have been mistakes
the week previously and different amounts of made while sorting the
reviewing the difference flashcards to place in the students can try again
between big and little letters sorting activity depending on
that the students have their goal/threshold
already been exposed to
Materials Needed and Arranged
- Large paper
o T chart
o With words Good Morning, Hello, Good Night, on it
- Flash cards with A-F both upper and lowercase on them
- Paper with students’ names on them
- Markers, pencils, stamps
- Large letters A-F both upper and lowercase on same paper
- Alphabet puzzle
Instructional Space Arrangement
- Blank wall for large paper
- Big table for everyone to sit at and where they can all see the large paper

III. The Plan

Time Parts Teacher Activity Student Activity

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Universal Design/Access

Motivation/ Review letters A-F with the Students will say, sign, or use their
Engagement/ students. Go through each letter communication device to repeat
Opening having both upper (big) and the letter name after the teacher.
lowercase (little) on a paper and
say the letters name out loud. Ask
the students to repeat the letter
name after you.

Teacher will hold up a big letter

and a little letter that are the Student will point to either the big
same and ask the student to or little letter depending on the
identify one question they have been asked.
- Example
o Which one is the
big D? Can you find
the big D for me?
o Which one is the
little f? Can you
show me which is
the little f

Development Sorting letters activity

Teacher will model this activity for Students will observe the teacher
the students. There will be a large modeling the activity.
T chart on a large sticky note
paper that has big letters and little
letters as headings on opposite
sides with examples of each kinds
of letters. The students will be
provided with big and little letters
A-F on flashcards.
- Start with letter A and a
and model how you want
them to place big letters
on one side of the paper
and little letters on
another.
- After this hand a flashcard
to each student and ask Student will place the flashcard(s)
them if the letter is big or they have been given in the
little and ask them to place correct place on the T chart
it on the correct side of the
T chart.
o Is this letter big
(little), yes or no? –

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Universal Design/Access

o Is this letter a big

letter or a little
letter?
- Give K a set of letters that
matches another student - K will take her flashard(s)
and ask her to match her and match the letters to
letters to the letters ones already on the T chart
already on the T chart

Identifying big and little letter in

words.
Tell the students that you would Students will watch the teacher
like them to identify the big and model
little letters in the following words
- Good Morning
- Hello
- Good Night
Model to students what you
would like them to do using the
word
- School
o Circle the big letter
o Color over the
small letters
- Now work with one word Students will identify the big and
at a time and ask different little letters in the words
students’ what letter is the - Good Morning
big letter an what letters - Hello
are the small letters - Good Night
o Identifying can be
circling, pointing,
coloring, stamping,
ect
-

Closure Finding letters in name Student will identify which letters

Each student will have their name are big and little in their name
printed out on a piece of paper or
other medium. Explain the activity
to the student and model how it
will look using your name.

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EDUC 347 Calvin College Lesson Plan Format
Universal Design/Access

- Teacher will have their

name on large piece of
paper. The teacher will say
that she needs to find the
big and little letter(s) in
their name. Teacher will
identify big and little
letters in their name and
circle the big letters. Then
the teacher will box in the
little letters in their name.
The teacher will leave the
example up for students to
see
- Ask student to identify the
big letter(s) in their name
- Ask the student to identify
the little letter(s) in their
name
o Identifying can be
circling, pointing,
coloring, stamping,
vocalizing ect