Lesson Plan Template Content Area or Developmental Focus: Literacy Age/Grade of Children: 3-5 years of age Length of Lesson: One Month Goal Objective The major goal is to offer children the knowledge and skills of alphabets and different sounds that alphabets make. Another goal is to enable children to identify the beginning letters of things and objects at ease. Another goal is to provide students with an opportunity to pinpoint long words with smaller bits and pieces of letters and sound. Finally, is to offer children with a device and strategies to memorize the letter and sounds of alphabets. At the end of the lesson, the children shall be able to read and write letter of alphabets, form or construct sentences using the alphabet, to easily pinpoint the specific letter of alphabets in a given set of words, and to demonstrate strong ability to use the letters in daily basis (Center on Enhancing Early Learning Outcomes, 2014). In addition, another objective is to enable children to write the capital letters on a piece of paper. It is important to understand that learning is not only about seeing but is also using what you saw. Standards Included For children age 3 to 5, the standards that are required for a student to demonstrate in relation to Child Development, California Department of Education include: Begins to trace or write letters of alphabets, ability to construct sentences using the letter of alphabets, read and write their own sentences, pinpoint the errors in words, correlate words in a sentence, and ability to point a letter of alphabets whenever asked to (Common Core State Standards Initiative, 2015). Materials The materials needed include: 1. Pencils 2. Coloring sheets 3. Crayons 4. LeapFrog Letter Factory DVD 5. The letter and sound CD 6. Alphabet tracing sheets 7. Flashcards 8. Letter tiles or letter cards The pencils and crayons will be used by the students to make personal drawings and to shade letter of alphabets on a coloring sheet. The letter sound CD will be used to enable children to easily memorize letter sounds, alphabet, and letter formation. Leapfrog Letter factory DVD enables children to learn Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department the letter of alphabets with fun and positive experience. As the name suggests, alphabet tracing sheets is used to trace the letter of alphabet in a sheet. Introduction To introduce the topic in a manner that capture and win the attention of the children on alphabets and different letters and sounds, playing students a short clip on alphabet, Cuisenaire rods model, using anecdote, using of pictures of alphabet, making teacher’s own video, boggle guess the word, dingbats, and whiteboard race. For example, one may introduce like: “Hello, class! Today we are going to learn about the letter of alphabets and various sound patterns that we make! Do you want to read and write books one day? After the students respond. The teacher can proceed by asking “Right, today we are going to learn the letter of alphabets and different sounds that form it.” Secondly, playing students a short clip on alphabet triggers attention and eager to learn among the students. While the clip is playing, it is important for a teacher to periodically interrupt and give additional information that can support the learning of the students (Nisbet & Shuck smith, 2017). Supporting the clip with personal video enables the children to appreciate and understand the reality of the information. At the end of the clips, the teacher might ask “Did you learn anything from the video? Are you ready to learn? What letter did you notice is unique in the video? et al. Lesson Development General Class For the general class, the letter of alphabets can be taught by first enabling children to watch the Leapfrog Letter factory DVD and the letter and sound CD. After watching, students should be requested to identify “That’s my letter”. After students identifying “their letters”, the teacher should request them to brainstorm other letters they can remember from the videos. After students pointing out other letters, children should be given pictures of letters and a piece of sheet they can draw those letters. Differentiation For students with special needs To help these group of students, using voice and music inflection such as short video clips, showing letter flashcards one by one and asking questions such as “What letter is this?”, using letter tiles or letter cards, and drawing letters are important modifications to make. Assessment (Practice/ Checking for Understanding) To assess the level of understanding on the letters of alphabet, assessment strategies that can be used include letter sound assessment (a student match the sound with the letter), letter matching (student match the uppercase and lowercase letter), lowercase letter naming, and uppercase letter naming are used (Piasta et al, 2015). In addition, students are given personal homework that they can complete at their leisure. Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department Closing At the closing, the teacher give each student a one-minute speech to the class, offering corrections and feedbacks, give a recap on confusing letters that the students encountered, and can request students to play a fly swatter game. A fly swatter game involves the teacher writing letters of alphabets in the board and requesting each student to point a letter. Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department References Center on Enhancing Early Learning Outcomes.(2014). State-By-State.Retrieved from http://ceelo.org/state-information/state-map/. Common Core State Standards Initiative.(2015). Standards by State. Retrieved from http://www.corestandards.org/standards-in-your-state/ Nisbet, J., & Shucksmith, J. (2017). Learning strategies. Routledge. Piasta, S. B., Phillips, B. M., Williams, J. M., Bowles, R. P., & Anthony, J. L. (2016). Measuring young children’s alphabet knowledge: Development and validation of brief letter-sound knowledge assessments. The Elementary School Journal, 116(4), 523-548. Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department Lesson Plan Reflection Template Week 5 Journal 1. What was easy for me in planning the lesson? Why? 2. What components were difficult for me to complete when planning the lesson? Why? 3. What do I want to improve on when creating lesson plans? 4. How will this assignment help me in my future role? Evaluation of Peer’s Lesson Plan: Strengths: Areas of Reflection: Evaluation of Peer’s Lesson Plan: Strengths: Areas of Reflection Evaluation of Peer’s Lesson Plan: Strengths: Areas of Reflection
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