Lesson Plan Template

Name:

Kristen Chonka

Grade:K-2

Lesson
Letters Help Me Write
Title:
CCGPS Standard(s):

Date: November 12,

2014

ELACCKRF1d. Recognize and name all upper- and lowercase letters of the
alphabet.
PEK.1: Demonstrates competency in motor skills and movement patterns needed
to perform a variety of activities.

Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s):
Goal: The student will demonstrate improved communication skills.
Goal: B will improve visual perceptual, visual motor integration, and fine motor coordination to
improve ability to completer classroom activities.
Benchmark: B will correctly print 13/26 uppercase letters with 75% accuracy 4 out of 5 times.
Benchmark: B will correctly print 13/26 lowercase letters with 75% accuracy 4 out of 5 times.

Given a graphic organizer, students will be able

Learning Objective(s)
--Objectives are written in behavioral terms to accurately identify which pictures begin with
(e.g., What do you want to see/hear students the letter Dd and which do not, with 90%
do/say so that you know that they have
accuracy.
mastered the standard?)
--Objectives should be measurable, aligned
with the CCGPS standard, and written with
clear criteria for evaluation.
--Also include the learning objectives for
your focus student for todays lesson.

Focus Learner Objective:

When given a graphic organizer B will
correctly glue the letters in their correct box,
with 90% accuracy.

Academic Language
--What is the key Language Demand (e.g.,
reading, writing, listening/speaking,
demonstrating/performing)?

Language Demand
Demonstrating

--Language Function: what is the purpose

for which the language demand is being
used? (This will be a verb from the CCGPS
standard).

Language Function
Students will demonstrate they can identify the
letter Dd in letter and image form by using a
graphic organizer.

--What Language Vocabulary will you

Language Vocabulary to be taught

teach or develop (key words specific to the

content you are teaching)?
--What Opportunities will you provide for
students to practice this academic
language/vocabulary and to develop
fluency?
Assessment/Evaluation
--Standards listed above must be assessed.
--IEP goals & focus learners learning
objectives listed above must also be
assessed.
--Formative (ongoing) and summative (end
of the lesson) assessments should be
considered while planning.
--Questions to consider while planning:
How will students demonstrate
mastery of the lessons
objectives? What evidence will
you collect to document learning?
How will you provide feedback?

Materials
What resources are required for this lesson
in order to engage students?

Essential Question(s) (1-2)

--An EQ is like an itch; it makes you want
to scratch it. EQs should provoke deep
thought, encourage critical & original
thinking, and not have a right answer.
Good EQs are debatable. EQs should pull
students in and get them excited to learn
more.
Introduction to Lesson/

Uppercase, Lowercase
Opportunities for students to practice using
this language/vocabulary to develop fluency:
Students will identify each letter as uppercase or
lowercase.

Assessment Plan for Learning Objectives

(Before lesson, formative & summative):
The work the students do in small groups will be
collected and graded to see their progress. They
will receive a grade based on a 1-5 rating scale.
Assessment Plan for IEP Goals (Before lesson,
formative & summative):
B will completer the same worksheet at the
other students. This worksheet will show her
progress with letter recognition.

How will you provide feedback to students?

Students will receive feedback on their work
through smiley faces. It is a simple way to show
the kids how well they are doing. They can
understand this much better than giving them a
grade or talking with them about their work.

Promethean board
Packets
Markers
Crayons
Youtube
glue
Why is it important to understand what sound the
letter Dd makes?
What is the difference between uppercase and
lowercase letters?

We will begin by reviewing what we learned

Activating Thinking
--How will you introduce the lesson? What
is your hook?
--Include a statement about how todays
lesson relates to what students learned
previously. This should tie into the lessons
objective and standard.

yesterday about the letter Dd. We will use

starfall.com to demonstrate what the letter d
represents. At the end, students will be able to
play a matching game. We will then watch a
movement song that begins with letter Dd. This
will grab their attention and get their sillies out.
https://www.youtube.com/watch?v=NqntSJGu1t0
https://www.youtube.com/watch?v=h7E-tnTiW_Y

Body of Lesson/Step-by-step Procedures/

Teaching Strategies
After the lesson introduction
--How will you introduce and model new
knowledge?

In small groups students will use graphic

organizers to decipher between images that begin
with letter Dd and images that do not. They will
also decipher between which letters are Dd and
which are not. We will do these together because
it requires glue.

--How will you provide opportunities for

guided practice?
--How will students practice independently?
Closure/
Summarizing Strategies:
--How will you review the standard and
close the lesson?

We will come back together of the rug for whole

group. Students will sit down on the rug and
watch the sesame street video, reviewing the letter
Dd.

--How does todays lesson connect to what

students will be doing next (e.g.,
tomorrows lesson)? (Let students see that
your lessons are connected.)

https://www.youtube.com/watch?v=ekfFbEH3ilA

Accommodations and Modifications

--List the accommodations needed to assist
students with disabilities in accessing the
content (e.g., having test instructions &
questions read aloud; allowing a scribe to
record homework or test answers, etc.).

Accommodations:
Certain students will need one-on-one assistance
as well as hand over hand. L may be permitted to
use a tilted board if he needs to.

--List the modifications/changes to

instruction or assessment that students with
disabilities need to be successful in this
lesson (e.g., preview tests given as a study
guide; reduction in the number of story
problems assigned, etc.)

Modifications:
Some students glue may be put on their paper for
them, by the teacher. Some will try to eat the glue
or abuse their glue stick.

Differentiated Instruction
--To differentiate instruction is to recognize
students varying degrees of
background/prior knowledge, readiness
levels/abilities, language, preferences in
learning, and interests/talents and to work
with these differences in designing your
instruction.
--How will you differentiate instruction by
content (what you will teach), process (how
the material will be taught and learned),
product (what the students produce at the
end of the lesson to demonstrate mastery),
and/or learning environment (physical
layout of the classroom, use of space,
groupings, etc.) to account for the diversity
in your classroom?

Differentiated Instruction:
Certain students will have to be explicitly shown
where to glue their image.

Rationale: Why is this differentiation

appropriate?
This is appropriate because many of the students
are at such a low level that they do not quite
understand the concept of a graphic organizer. If
not shown explicitly, the image may be glued
anywhere.

***Credit for this template belongs to Tennessee State University and Columbus State
University.
***Adapted by Nicole M. DeClouette August 27, 2014