Lesson Plan:

Letters J, j; N, n; and I, i

Learning Objectives:

Date: May 13th, 2015

Cycle Level: Kindergarten
Time: Morning (9:30 a.m. to
10:05 a.m.)
Duration: 30 minutes
By the end of this lesson, the students will be able to:
- Identify the beginning letter
- Identify word with image
- Identify beginning sounds

Big Ideas:

Grapheme and Phoneme correspondence

Guiding Question:

What words start with the letters J, j, N, n, and I, i?

What sounds do these letters make?
6 students
Smartboard
Smartboard pointer
Worksheet: cut and paste
Slant board(s) and helping scissors
Glue, scissors and pencils

Group Size & Materials:

Subject Competency:
-

Competency 1: To perform sensorimotor actions effectively in different contexts

To broaden his/her repertoire of actions:
To demonstrate the use of gross motor movement(s). The student will have to move
towards the Smartboard, they will have to press and drag the appropriate image into the
appropriate column.
To demonstrate fine motor movements. During the follow-up activity students will begin
by writing their name at the top of the handout. They will then have to cut, and then glue
the image in the appropriate box.
- Competency 3: To interact harmoniously with others
To cooperate with others:
To demonstrate overall cooperation with others and participation throughout the entire
lesson.
To take turns and follow instructions.
To encourage and help others.
- Competency 4: To communicate using the resources of language
To show interest in communication:
To use proper vocabulary pertaining to the subject and conversation.
To show interest in ICT activity, by participating and following instructions in regard to the
use of the Smartboard.
To understand a message:
Ability to follow instruction.
To express understanding of instruction, by using appropriate vocabulary pertaining to the

subject and activity.

Competency 6: To complete an activity or project:
To become involved in the activity or project
To show interest through participation and engagement.
To express what he/she knows by using appropriate vocabulary

Cross Curricular Competencies:

-

Communicates effectively
Students will use the appropriate vocabulary pertaining to the subject content.
Exercise critical judgment
Students will need to make the appropriate choses when deciding which column the image
goes under.

Time

Lesson
Activity Description:
The following lesson is an overall review of the letters J, j; N, n and I, i. The
students have been previously exposed to these letters and selected images through
readings. The students will work individually in identifying and labeling an image,
as well as, identifying the beginning sound to its appropriate grapheme.
This activity aims at assessing their ability to use appropriate vocabulary, identifying
an image and its beginning sound.

1-2 Minutes

Hook:
The students will be seated in front of the Smartboard and will engage in a mini
discussion, followed by a simple Smartboard activity.
The activity will begin with the teacher posing a question, Can someone tell me
which letters we have been work with this week? (i.e. J, j; N,n and I,i). The teacher
will then pose the following statement to the group, Today we will be looking at
words that begin with these letters, and their beginning sounds. In order to engage
students in our review of the letters J, j; N, n; and I, i, we will begin with a short
activity. The teacher will have already prepared a Smartboard page filled with 12
images that start with the letters J, N and I, and have been previously reviewed in
class. These images will be the same as those used during the lesson.
From the list of 12 images, the teacher will point to an image for each student to
identify.
The teacher will ask questions like
- [Students name] Can you please tell me what this is? (As the teacher
points to an image).
If the student is having difficulty identifying the image you can say
- Is this a _____ or a _____ (Making the answer obvious)

25 minutes

Development:(step by step sequential procedure how the lesson will unfold)

Before the activity begins the teacher will have prepared a Smartboard page. The
page will be split into three columns, and the bottom of the page will consist of the
12 images, placed in any order. Each column will be labeled with a letter: N, n; I, i
and J, j.
The teacher will give a brief demonstration of the tasks that must be completed.
The teacher will go over the expectations for the activity. The students are asked to
complete three steps. The students must first chose a picture and identify it, then
identify the beginning letter and/or sound. The students must then drag the image
under the appropriate beginning letter column.
25 minutes

As the students come up to the board the teacher may guide them by prompting
questions such as:
- [Students name] Can you please choose a picture from the bottom box?
- Can you please tell me what this is?
- Can you please tell me which letter this word starts with?
- Can you please tell me what the beginning sound is? If the student has
difficulty identifying the sound you can help him by slowly saying the word
and accentuating the beginning sound. You can then have them repeat the
word and ask them to try again to find the beginning sound.
- Can you please drag the picture under the beginning right letter?
PART 2:
Follow-up Activity:
Following the matching activity, students will be given a handout. They must first
begin my labeling their work. The teacher will then go through all the images found
at the bottom of the page with the group. He/she can ask certain students to identify
the pictures. The students must then cut out the 6 images found in the bottom box,
place and glue them under the appropriate letter/beginning sound (J, j; or N, n).

Assessment:

The hook and initial activity will be assessed using a checklist.

Each students name will be identified in the checklist. As the student accomplishes
a task they will be assigned a checkmark.
The hook will be assessing their prior knowledge on the letters, their ability to
label a picture and use appropriate vocabulary.
The initial activity will be assessing the students ability to following instructions- a
three-step process. Firstly, to choose an image; label the image; and lastly, identify
the beginning sound.
The follow-up activity will be assessed based on their ability to follow instructions,
and complete the handout. The students will receive a check for every picture that is
placed under the correct letter.

Professional
Competencies
Addressed:

Competency 2: To communicate clearly in the language of instruction, both

orally and in writing using correct grammar, in various contexts related to
teaching.
This competency will be met through the way in which I address the children, and
give out expectations, along with the instructions for the activity. I will explain to
the students what the activity consists of, and we will go over together the steps that
they must complete. I will use simple and clear language and instruction in order to
relay my message.
Competency 4: To pilot teaching/learning situations that are appropriate to the
students concerned and to the subject content with a view to developing the
competencies targeted in the programs of study.
In order to create and meet this competency, I will create a learning situation that
meets both the needs and abilities of my students, along as the subject specific
competencies. I will reflect upon their strengths and adapt the lesson accordingly. I
will prompt the students through guiding questions, as well as, give them continuous
feedback on their work and participation.
Competency 6: To plan, organize and supervise a class in such a way as to
promote students learning and social development.
In order to promote students learning and social development, I will give guidance,
continuous feedback and prompt the students who need more help. I will also
collaborate with my cooperating teacher to plan and organize a lesson that promotes
learning.

Differentiation: During the hook, the students who might have more difficulty will be given an

image that they might be more familiar with. For students that can take on more of a
challenge, the teacher can select an image that might be a little more difficult.
For students who have more difficulty the teacher can begin to differentiate this
activity by choosing the image that they want the student to identify. Therefore,
choosing an image that they are certain the child will know. Secondly, the teacher
will ask them to identify the image, and give them the choice between two
beginning letters; therefore, completing two out of the three tasks. Students with less
difficulty can be challenged to complete the three tasks (label the image, find the
beginning sound and identify the letter).
As students come up to the board, they will get the choice of using the Smartboard
pointer or not. The Smartboard pointer is used to help students to press and drag
icons on the Smartboard. The teacher can also help the student by physically helping
them to press on the icon.
As for the follow up activity, students who have more fine motor difficulties can use

the helping scissors to cut out the images, as well as, the slant board to write on for
more control on the worksheet.

Reflection:

For my lesson, I wanted to create a fun interactive activity for the kids based on the
letters that we had been working with for the past two weeks. The boys in my class
really enjoy working with the Smartboard; therefore, both my CT and I decided that
I could create a lesson using an ICT. I focused my lesson on the big idea- the aim
of my lesson: grapheme to phoneme correspondence. By establishing my big idea, I
was able to situate what I wanted my students to learn, along with the skills I wanted
them to gain. With the use of a big idea, students are able to create links between
what they know and the skills they have acquired.
I was very satisfied with the way the entire lesson turned out. Since the class
consists of six students, I decided to complete the lesson with the entire group, rather
than in small groups. I was able to assess the students prior knowledge on the
subject, and their ability to apply what they know to the activity. This activity gave
students the time to express and display their understanding, through its interactive
fashion.
The decisions made for this lesson, were discussed and executed with the help of my
cooperating teacher. In order to engage the students, we decided to begin with a 2-5
minute activity. The idea to begin the lesson with a hook was a great way of
introducing/engaging the students to the lesson. This was a great way of eliciting
their prior knowledge. The idea to use the same images in both the hook and initial
activity, helped in engaging and keeping the group focused. The idea of introducing
new images and words was discussed, and might of caused confusion and
frustration.
Following the hook, I explained the steps that they needed to follow in order to
complete the activity: firstly, to choose a picture and identify the image; secondly,
identify the beginning letter and thirdly, identify the sound and place the image
under the appropriate beginning letter. All together, we recited the steps. By using
repetition as a tool for reinforcement, the students were focused and aware of the
expectations for this activity. Though we did not follow the 5-E model exactly, the
way in which we incorporated the elements of the lesson follow some form of the 5E model. The 5-E model breaks down the lesson very easily, and is easier to follow.
The students become aware through their prior knowledge, and through the hook
what was being taught and explored. With the 5-E model, comes a more elaborate
lesson. Students gain a deeper understanding of what is being taught. With the
lesson my CT and I created, we wanted the students to primarily demonstrate what
they have learnt within a wider context- the evidence of learning approach is what
my lesson reflects.
This activity gave all students the opportunity to demonstrate what they have
learned, and also challenge those who wanted to take the extra step. This lesson can
easily be altered for all students, based on the type of questions the teacher poses

and the steps instructed. This lesson also gave students the opportunity for
autonomy. I simply was there for guidance and prompting, the students were given
the opportunity to choose and manipulate their own image. Therefore, the lesson can
be as student-centered, where the students are able to do the majority of the task
on their own, and would come to me for more support.
Before the lesson, I discussed with my CT the ways in which I would assess their
different abilities - she told me that it would vary from student to student; some may
be able to complete all steps; whereas, others may only complete two out of three
(i.e. some students would only be able to identify the image, and the beginning
letter; they might not possibly be able to identify the beginning sound). Depending
on the student and what I knew about them, I prompted them in different ways. If
the student was able to, I had them identify the beginning sound- giving them more
of a challenge. By guiding them individual through the steps, and prompting them
with questions, I was able to assess their ability to follow instructions and
demonstrate understanding. To my surprise, all students were able to do so; some
needed a little more prompting though. As the activity went on, I gave continuous
feedback, and prompting. I praised students for their good participation, effort and
overall work.
Prior to the lesson we (my CT and I) anticipated that we wouldnt have enough time
to complete the handout activity. In the end, we did! I handed out the activity sheets,
the slant boards, and helping scissors for those who needed support. The students
independently went to get their glue sticks, scissors and pencils. They began by
writing their names and as a group we went over all six images found in the bottom
box. In order to assess each students understanding, I gave them each the chance to
identify an image and tell the class the beginning letter and where it would be placed
(either under N, n or J, j). Overall, the students responded very well to this
handout- it was very similar to the activity we did on the Smartboard, but the
students had to use their fine motor skills to cut and paste the images in the
appropriate box. This activity went very well as well, the students were fast and
efficient at completing the task.
If I were to do this activity again, I dont think I would change anything. I believe
that the overall response from the students, has allowed me to reflect on this
experience as a positive one. The students were engaged from the beginning, and
they were able to complete each part of the activity quite efficiently. A way in which
I could further or make this lesson more challenging would be by altering the
images, as well as the expectations. The big idea for this lesson would look at the
creation of sentences, using words they have learnt.
To begin, both the hook and initial activity would comprise of different images. The
hook would consist of the same activity. The initial activity would consist of
completing four steps, rather than three. The students would now have to create a
sentence with the image they have chosen. As a teacher, I will accept all sentences.
If I see that a student is having difficulty creating a sentence, I can help them by

asking them questions and depending on their response, create a sentence with them.
This activity would allow me to assess the students ability to label and comprehend
the image (visual literacy), as well as, their ability to create a sentence using the
image. As for the follow-up activity, I would give the students the choice of using
the same image and sentence, or choosing a new image and creating a new sentence.
They would then have to write the sentence in their journals and illustrate it. To
assist them, I would write the sentence out for them and they would recopy it.
Finally, they would have to create an illustration for the picture.

References
MELS,QuebecEducationProgram,ElementaryEducation,chapter4:Preschool,pp.51
to69.Retrievedfrom:
http://www1.mels.gouv.qc.ca/sections/programmeFormation/primaire/pdf/educpr
g2001/educprg2001.pdf
MELS,(2001).TeacherTraining:Orientations:ProfessionalCompetencies,pp.57to
117.Retrievedfrom:
http://www.mels.gouv.qc.ca/fileadmin/site_web/documents/dpse/formation_ens_a
.pdf