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Teacher Candidate: Jeremy Jones Subject: Letter A: sound and shape Central Focus: (Content of the lesson)

Lesson Plan Design 2013

Date: September 14, 2013 Course for which the Lesson is developed: EDU 1070 Classroom Teacher: Jeremy Jones Time allotted: Two lessons of 15 minutes each

How to make the sounds of and how to draw the letter A and a. Grade Level(s): 4s and 5s
Theoretical Principles and/or ResearchBased Best Practices in this Lesson Why are the learning tasks for this lesson appropriate for your students? Cite references

My students would be learning how to make sounds of the letter A and how to write the capital and small letters A and a. References: The Illinois Early Learning Standards (Sounds) 4.D.ECb- With teacher assistance, demonstrate understanding of the one to one correspondence of letters and sounds. (Drawing) 4.B.ECd- With teacher assistance, begin to form some letters of the alphabet.
Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson What are common errors or misunderstandings of students related to the central focus of this lesson? How will you address them for this group of students? The common errors are when the teachers do not sound interesting or do not feel involved in the lesson. Another is when the students eyes start to wander and not focus on you. Another would be not making the children feel like they are a part of the lesson. A developmental approximation would be teaching a lesson that is either too simple or too hard for the age of the children.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

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Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective. 4B.ECd goes with how to write the letter A in upper case and lower case form. 4.D.ECb goes with how to make the sounds with their mouths and teeth and also what a vowel is.

Lesson Plan Design 2013

Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson. They are expected to learn how to draw the letters of the alphabet, how draw the lower and upper case letters. They are also learning how to use their mouth and teeth to make sounds. Learning objective: the student shall be able to write the letter A in both upper and lower case and be able to say the sounds of the letters with their mouths.

Assessment Tool(s) and Procedures: What will provide evidence that students meet objectives? Every objective must be assessed.

I would assess whether the students had learned the lesson by asking them each to say the letters and show me their worksheets with the letters they had practiced.

Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment may be included here.) I could show them the letter A on a dry erase board and tell them that this is the letter we were going to learn today. how to make a letter and show them the sound from my mouth and movement in how to do and use my finger and show them how to make the letter A. B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment): I would tell them, Today we are going to learn how to say the letter A and how to write it in two different ways. C. Instructional Sequence: For the first lesson: I would show them the letter A on the dry erase board and ask if anyone knew what the letter was. Next, I would say the letter and asked them to repeat it. I would ask them to think how it feels in their mouth to say the letter. For instance, does their tongue have to move or touch their teeth to make the sound? I would explain that the letter A can have several sounds and demonstrate the long and short vowel sounds. Next, I will ask them to think of different words that contain the long and short vowel sounds. For the second lesson: I would show them the letter A on the dry erase board and ask if they remembered the name of the letter and how it sounds. I would tell them that we are going to learn how to write the letter today. I will show them how to write the letter A by demonstrating the movements used including the cross bar. We would let them practice. Then we would move on to writing the lower case A. Then the students will practice upper and lower case As and I will check each childs work. D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) As the students are writing the letters A and a, I would walk around and look at their work and ask them if they had a favorite word with A sound in it. E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?)
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

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Lesson Plan Design 2013

First the students would get into group each person show one another how to do the shape or sound of the letter. Also, one of the students could show the students how pronounce the letter and how to use their mouth for that letter. We could have a game where groups of students would compete with each other to come up with the most A words. E. Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment) Learning objective: the student shall be able to write the letter A in both upper and lower case and be able to say the sounds of the letters with their mouths. I would assess whether the students had learned the lesson by asking them each to say the letters and show me their worksheets with the letters they had practiced.

Lesson Plan Details Instructional Materials: Computer, dry erase board and markers, or paper and crayons/ markers, themselves (tongue and teeth), index cards, teachers finger Use of Technology: I would like to find out about technology that uses a computer to learn how to write and use the upper and lower case A. Safety in the Physical Environment: I do not think there are any risks with this lesson plan. List the Academic Language used in the Lesson. Include Tier 1, 2, and 3 language. I dont know what this is. The lesson plan that I am proposing is hands-on learning like how to make sounds with their teeth and tongue and how to draw the letter in upper case and lower case. They will be using material like dry erase board for the movement and for the drawing Other options are to use markers, pencils, paper, chalk, and computer. Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-): (Formal or Informal) I dont what this is. Could you explain this in cla ss with me? Formative: (Formal or Informal) Reflective: (Formal or Informal)
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Academic Language Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports.

Describe the Evidence that Students know and use Academic Language appropriately:

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Summative: (Formal or Informal)

Lesson Plan Design 2013

Differentiating Instruction Identify the Element(s) of the Lesson that is Differentiated: Content Process Product (dont know what this means) Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. Students with an IEP and 504 plans would have a helper or student aid who will be helping in case of they have trouble. Depending on their disability we might need to modify the lesson plan or materials to include other things such as a sand table, computer, voice to print software (Dragon Natural Speaking), or other accommodations. Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile (dont know what this means) Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. I would look up their curriculum of the school to find out if this lesson fits in it. I would also be familiar with the developmental levels of the children to know if this was at the right level.

Analyzing Teaching (Reflection): To be completed after the lesson is taught A. Give evidence that the lesson was successful for students meeting the learning objective/s. (at least one example) Lesson has not been taught yet. B. If you could teach this lesson to the same group of students again, what are two or three things you would do differently to improve the learning of these students based on their varied developmental and academic needs and characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment. Clearly state each change you would make. Explain why and how you would change it. Explain the difference it would make in student learning. Give evidence from your experience in teaching the lesson.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.