Blended Learning Lesson Plan

Lesson Title: Getting to know the Alphabet

Objectives:
Students will be able to recognize the letters of the alphabet.
Students will be able to compare vowels to non-vowels.
State Standards:
1.4 Recognize and name all upper- and lowercase letters of the alphabet.

2.1 Distinguish long from short vowel sounds in spoken single-syllable words.

Context: It is important to learn these fundamental preskills while learning this strategy. Give
regular education and assessment in the sounds of vowels and vowel combinations and at
rapidly recognizing common prefixes and suffixes. Education at the thought of these language
components will help expand students' vocabularies. Students should be instructed to
recognize and judge each syllable form. Give the syllable types one at the time and give training
on new learnt syllable cases combined with previously taught syllable types. It is really
important to examine the sounds of these vowels at each syllable form. This is important to
their education because once they get into higher levels, they will need to know the difference
between vowels and non-vowels.
Data: Students will be grouped based on how well each individual student knows the alphabet.
This will be based on what they have scored on their exit slip from last class. At the end of the
lesson they will fill out another exit slip to see where they have improved from last time.
Materials:
 iPad
 Pen
 Paper
 Alphabet Flashcards

Detailed paragraphs from here on down.

Procedures:
 Introduction (10 minutes): This will be the introduction for the lesson for the day.
Students will come in put their stuff in the cubbies sit down and eat breakfast. After they finish
eating they will clean up their mess throw all the trash out and sit back down in their seats. Once
everyone is sitting and listening I will then begin the introduction and explain what we are doing
for the day and for this lesson. I will go on to explain that this is a lesson where they’re gonna be
stations and not everyone is going to be working together. Each student will get the same amount
of time at each station in will stay at each station until I say switch. To begin the introduction I
will ask the class as a whole if they ever heard of vowels and see if any of them know or ever
heard of what vowels are. I wouldn’t ask them if they know their alphabet and if they do I will
have the classing it as a whole. Then after that I will go on to explain what vowels are. Once I
explained that I would then split the class up into groups and tell them which station they will
begin at.

Teacher Directed (15 minutes): At this station this group of students will be one on one
with the teacher. I will go more in depth of what I did an introduction and thoroughly explain
what vowels are if they are still confused. At the station we will be using the alphabet flashcards.
Your flashcards and see what they know or what they don’t know meaning see if they can
identify a vowel or not. What they get wrong will be set aside and I will individually go through
them with each individual to help them through it.

Collaborative (15 minutes): at the station the students will be using the iPads. They were
using an app that goes through the whole alphabet and they will have to pick out which ones are
vowels and which ones are not. With this app there’s different ways you can use it meaning
there’s different ways to learn and identify vowels by using various functions on the app or even
play game if they like to.

Independent Digital (10 minutes): at the station students will be working as individuals.
They will be writing out the entire alphabet on a sheet of paper they will then take a different
color marker and circle vowels and one color and non-vowels and one color.

Closure (10 minutes): after soon as cleanup at each station I will then have them sit in
their seats and wait for further instruction. Once they are all listening I will then ask them what
they have learned today and if they can now identify vowels. I will go to the whole alphabet as a
class and quiz them to see what they have learned or what they haven’t learned and still need to
practice.
Rationale:
(Multimedia 1= App or website):
I chose to use this app on the iPad because it will get students using technology and
it will help them with the vowels and being able to identify them. It’s support
student learning because it get some college reading and writing readiness. I know
it’s up to quality because I did that app evaluation on it.

(Multimedia 2= App, website, video, educational game, song, podcast, etc.): Why this
piece of multimedia? How does it support student learning and your standards and
objectives? How do you know it is of high-quality? Refer to the 8 bullet points in the
Evaluating Multimedia PowerPoint to support your rationale. How does this multimedia
choice differentiate instruction for all learners (consider differentiation and assistive
technologies)?
The alphabet flashcards are a piece of multimedia because it is something that is
being used in the classroom. The supports the standards because students need to be
able to identify. They are also up to standards because they pass the app evaluation
test. This makes it easy for all learners because it is very easy to navigate and is very
visual and they can see what they are learning.