SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Bloom's
Taxonomy

DETAILS
Vanessa Hadley
English Language Arts
Kindergarten
One class period
Upper and lower case letters combine to make words.
Letters represent sounds.
Why does letter order matter?
What sounds are in a letter?
What sounds are in words?
Pennsylvania Core:
CC.1.1.K.C Demonstrate understanding of spoken
words, syllables, and sounds (phonemes).
Pennsylvania Learning Standards for Early Childhood
(Kindergarten):
1.1.2 Word Recognition Skills: Identify upper and lower
case letters, associate the name of letters with their
shapes and sounds, create words and letters, and
segment and blend sounds into words.
A = Individually kindergarten students
B = match upper and lower case letters to pictures
C = given a candy corn matching game
D = 4 out of 4 times with 100% accuracy.

Webb's Depth of
Knowledge
(DOK)

Statement: Individually, kindergarten students will be able

to match letters with a corresponding picture given a
matching game 4 out of 4 times with 100% accuracy.

Essential
Questions
PA/Common
Core/Standards

Objective

A = In pairs, kindergarten students

B = locate and identify alphabet letters, sounds, and item
C = given a foam letter hunt
D = 1 out of 1 times with 100% accuracy.

Formative &
Summative
Assessment
Evidence

Statement: In pairs, kindergarten students will be able to

locate and identify alphabet letters, sounds, and items given
a foam letter 1 out of 1 time with 100% accuracy.
Formative Assessment:
Student responses during the alphabet hunt on what
letter he/she found along with saying the sound of the
letter.
o Whats that?
o Is it upper or lower case?
o What are two things that start with this letter?
o What sound does this letter make?
Observations focusing on the students way of
matching the letters and pictures. (See suggestions
below).

CK

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

o Are they saying the sounds of the letters?

o Do they say the picture and focus on the
beginning letter sound to identify?
o Do they know the difference between upper and
lower case letters?
Summative Assessment:
Completed candy corn match with one upper case
letter, one lower case letter, and one picture.
Framework for 21st Century Learning
Learning and Innovation Skills: Creativity and
Innovation/Communication and Collaboration
Keys Subjects and 21st Century Themes
Reading/Language Arts
For a student who is visually impaired/partially blind:
Have foam letters with braille markings for the student
to identify.
Have a second set of candy corn matching with letters
in braille.
When it is time to match pictures, the student will work
with either a partner or teacher to feel the object and
the helped can also state what the picture is of.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
Play the Alphabet Song to refresh students on the
alphabet and the shapes of letters
(https://www.youtube.com/watch?v=36IBDpTRVNEP)
Hook/Lead-In/Anticipatory Set
Students will quickly do an alphabet hunt. There will be
foam letters around the room and each student has to
find a specific letter. Students will be broken into pairs.
Once every pair has a letter, they will sit in a circle to
talk about the letters. The teacher will ask the following
questions: Whats that?, Is it upper or lower case?,
What are two things that start with this letter?, and
What sound does this letter make?.
Big Idea Statement
Upper and lower case letters combine to make words.
Letters represent sounds.
Essential Questions Statement
Why does letter order matter?

Lesson
Procedure

What sounds are in a letter?

What sounds are in words?
Objective Statement
Individually, kindergarten students will be able to match
letters with a corresponding picture given a matching
game 4 out of 4 times with 100% accuracy.
In pairs, kindergarten students will be able to locate and
identify alphabet letters, sounds, and items given a
foam letter 1 out of 1 times with 100% accuracy.
Transition
Kindergarteners will go from the carpet to their desk
when they hear the first letter of their names called. For
example, the teacher will say, everyones name who
starts with an A can go back to their desks. This will be
repeated until all students are back at their desks.
Key Vocabulary
Alphabet letters that can be either upper or lower case
that have sounds and make up words.
Upper case letters Capital letters, the letters are big.
Lower case letters small letters, the letters are smaller
compared to capital letters.
PreAssessment of Students
Students will be preassessed on how well they identify
the letters during the opening song.
Modeling of the Concept
During the opening song, the teacher will help students
identify which letters are upper and lower case by
drawing letters on the board to ask whether it is upper
or lower case based on the song. During the song,
students will see both upper and lower case letters.
During the sounds part of the song, the teacher will
pause after each letter to have the students repeat after
her. Once the song is played twice saying the alphabet,
fast forward to the sound portion of the song.
Guiding the Practice
The teacher will draw and say the sounds of the letter
first before the student. She will also have a copy of the
candy corn game to model to the students before the
complete the project at their tables.
Providing the Independent Practice
Each table of students will be given the candy corn
matching game. Each student will pick four letters from
the alphabet to find matches to. The goal is to match an
upper case letter with its lower case letter counter part
and a picture of an object that matches it. When all the
matchers are completed, a candy corn image should
appear.
Transition
Kindergarteners will go from the carpet to their desk

when they hear the first letter of their names called. For
example, the teacher will say, everyones name who
starts with an A can go back to their desks. This will be
repeated until all students are back at their desks.
iPad/SMARTboard to play alphabet songs
Foam letters (a-z)
Candy corn matching game
Circle area

Reading

Materials

Technology

Equipment

Supplies
Evaluation of
Formal Evaluation
the
The completed candy corn match game with completed
Learning/Master
matches. The teacher will notice how long and areas
y of the
where students struggled.
Concept
Informal Evaluation
The students verbal responses during the alphabet
hunt.
How well the students repeat and identify the sounds of
letters.
Observations during all activities.
Closure
Summary & Review of the Learning
Play ABC Phonics Song from LittleBabyBum
(https://www.youtube.com/watch?v=UQthLMdsQak).
Students will need to identify what set of letters come
first upper or lower case. When the letters appear, the
students need to repeat the sounds with the song.
Homework/Assignments
For the next in class project, students need to choose
one letter and bring in objects that start with that letter.
A note is sent home to guardians explaining so
appropriate items will be chosen and sent in.
Teacher
Overall my lesson went fairly well. The strengths of my lesson
Self-reflection
were it was well planned and organized, the letter hunt is a
great hook to get students engaged into the lesson, and the
candy corn activity was easy to adapt to small or large group
instruction. As I was teaching the lesson, I noted that I needed
to guide the activity more and I did this during the lesson. I
want from just handing the candy corn activity to the group
and doing it with them. My peers noted that the alphabet hunt
would be a great way for students to get their wiggles out
before activity and get the kids excited for the lesson. The
major weakness I noticed with my lesson was the pictures and
some of the letters on the candy corn. A couple of the pictures
could have been interpreted as a few letters not just one.
Knowing this, the next time I would teach the lesson, I would
go back and change some of the confusing pictures. Also some
of the letters looked confusing because I hand wrote them, in
the future I would type the letters out so they can be
distinguished easily. My peers noted that I need to work on my
big idea. Going back to my big idea I realize it does not really
cover what is addressed in the lesson and maybe make it

more board. All in all, the lesson went very well and by making
these minor changes my lesson could run smoothly without
errors. I would definitely reteach this lesson to a class.