Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher Molly Hine
Date 18 November 2015 Subject/ Topic/ Theme Phonics/Making Letter/Art Materials Grade _Kindergarten_
I. Objectives
How does this lesson connect to the unit plan?
Children are able to distinguish letters from one another by their features.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Construct efficient movements for making letters by visual memory and by associating that X
letter with its name.
Distinguish between uppercase and lowercase letters. X
Use iPads to help students construct the correct letter formations. X
X
Use their writing books to help them practice tracing and then forming the uppercase G.
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.L.K.1.A Print many upper- and lowercase letters.
CCSS.ELA-LITERACY.RF.K.1 Demonstrate understanding of the organization and basic features of print: recognize and
name upper- and lowercase letters.
CCSS.ELA-LITERACY.W.K.5&6 With guidance, explore a variety of digital tools to produce and publish writing,
including in collaborating with peers.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an
objective applies to particular learners write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start
Identify prerequisite Recognize some letters.
knowledge and skills. Know that each letter has its own name.
Some knowledge of upper and lowercase letters.
Pre-assessment (for learning):
Day before go over and observe writing workshop with students.
Formative (for learning):
Note on a class list letters you want to revisit with individual children or with the whole
Outline assessment group.
activities Formative (as learning):
(applicable to this lesson)
Observe students capability to write letters.
Summative (of learning):
Select a piece of text that has many letters have children individually locate specific letters
or ask them to circle letters.
What barriers might this Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
lesson present? Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
What will it take
Mini Chalkboard Using name chart
neurodevelopmentally, Write G with different tools.
experientially,
emotionally, etc., for your
students to do this lesson? Provide options for language, Provide options for expression and Provide options for sustaining effort
mathematical expressions, and communication- increase medium and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language oriented feedback
Who can find G on our alphabet
Easel, paper and thick paper chart? Use chalkboard, writing books, and
iPads to practice writing G.
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Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
term goals, monitor progress, and strategies, self-assessment &
Write G in different ways modify strategies reflection
chalkboard, whiteboard, markers,
and Magnadoodle. Making G with chalkboards, Have children say letter names,
writing books, and iPads. describe path to form the letter and
ask what they remember about G
Mini chalkboard
Chalk pieces
Erasers
Materials-what materials Magnadoodle
(books, handouts, etc) do Pencils
you need for this lesson
Easel and paper with thick markers
and are they ready to
use? Name chart
Alphabet linking chart
Verbal path for formation of letters
iPads
Students writing books
How will your classroom Large group table work partner work large group
be set up for this lesson?
III. The Plan
Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Motivation Letters are different from each other Use mini chalkboards to practice forming
(opening/
You can notice the parts of letters the uppercase G before using their
introduction/
Use wooden pieces to show this writing books and iPads.
engagement)
Introduce use of iPads how to treat
them, show the app they will be using, and
explain they will be working in pairs.
Make letter G on chalkboard say the Trace and write uppercase G in writing
name and demonstrate how its formed, books.
using verbal path formations. Use Little Writer app to practice tracing
Invite children to do this with me again the uppercase letters of the alphabet on the
using their chalkboards iPads.
Development
Use other writing materials (colored Use whiteboards to practice forming the
(the largest
component or markers, or magnadoodle) each time letter G or writing words that begin with
main body of describe the verbal path G if they are finished in their writing
the lesson) Who can find g on the alphabet chart? book and its not time to switch.
Tell the students about how the activities
will be laid out. Half the class will be
practicing G in their writing books and
the other half will be using the iPad app
called Little Writer. There will be a
switch-taking place when the timer is up.
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Look for comments from students about Observe children and have them tell you
how to form the letter G big curve, how to form the letter G.
Closure little line up, little line across, what words
(conclusion, start with G, etc.
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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