Stetson University Department of Education Daily Lesson Plan

Name: Olivia Noboa Date: Time: 8:15 am- 8:45 am

August 30, 2018
Big Idea/Topic: Letter M Grade/ Subject: Kindergarten/ Writing
CPALMS/ Resource link: http://www.cpalms.org/Public/search/Standard#
Lesson Structure: Whole Group
Standards: (CCSS/NGSSS)
CCSS.ELA-LITERACY.RF.K.1.D: Recognize and name all upper- and lowercase letters of the alphabet.
CCSS.ELA-LITERACY.RF.K.3.A: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing
the primary or many of the most frequent sounds for each consonant.
Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)
Students will identify the letter M.
Students will practice writing the letter M.
Students will identify words that start with the letter M.
Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)
Students will write the letter M.
Students will state words that start with the letter M.
Key Vocabulary Instructional
Materials/Resources/Technology
Consonant: the opposite of vowel (a, e, i, o, and u). A consonant is a sound  https://www.education.com/lesson-
that is made by blocking air from flowing out of the mouth plan/marvelous-mrs-mary-the-letter-m/
 https://www.youtube.com/watch?v=rGbnc
OU3qlc&index=13&list=PL9bsPVRSg1sn
N6HWgjJIDHEep90jf1B1c
 https://www.youtube.com/watch?v=WFMI
-cV9sq8 (play at the end)
 Laptop & projector
 How to Make an M poem sheet
 Pencils
 M worksheet (20 copies)
 Mrs. Mary puppet and picture cards
 M&M
H.O.T.S. Graphic Organizer/Thinking Map
Bloom’s Taxonomy
Understand: Students will recognize upper and lowercase M. Letter sort: place all M’s under M and place
Analyze: Students will distinguish different words that start with the letter other letters aside.
M.
Lesson Portions: Pacing ESOL Support
 How will you introduce the lesson, assess or activate
prior knowledge, motivate students to learn?
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Box Higher Order/High Quality Questions in lesson.
Introduction/Building Background: B: Use visual aids.
Go over expectations and carpet rules. Have students repeat carpet
rules. 1-2
We will be learning how to write ANOTHER letter in the alphabet min.
today.
Write the letter on the board in uppercase and lowercase.
Ask what letter that is.
Have students raise their hands if they have the letter M in their
name.
Write students’ name on the board (for example: Manuel, Romeli,
Emily, and Benjamin).
Stetson University Department of Education Daily Lesson Plan

Instructional Steps: B: Model first.

1. Explain how to write the letter Mm to students. Practice writing
letter on the board. 1-2
- “Ptttt!” for the starting point min.
- “F-f-f-f-t!” for the first vertical stroke
- “Tk!” when lifting your marker
- “Sssssp!” for the first slanted stroke
- “Sssssp!” for the first slanted stroke
- “F-f-f-f-t!” for the second vertical stroke

Lowercase m:
- “Ptttt!” for the starting point
- “F-f-f-f-t!” for the first vertical stroke, the first hump of the m
- “L-l-l-l-oop!” for the curved stroke, the second hump of the m
*Repeat*
2. Instruct your students to practice using sound effects with you B: Use gestures.
as they “air write” the uppercase and lowercase letter M. 2 min.

Ask your students to describe how the lower case letter is

different from the uppercase letter.

3. Say the sound of M. B: Model how to make the /m/ sound.

Tell students to list some things that begin with the /m/ sound
(muffin, man, mouse). 2-3
min.
Write the words on the board.
Tell them to fold their lips and make the /m/ sound like the sound
at the beginning of the word mouse.
4. Play video as a quick brain break: B: N/A
https://www.youtube.com/watch?v=rGbncOU3qlc&index=13&list 3 min.
=PL9bsPVRSg1snN6HWgjJIDHEep90jf1B1c
4. Introduce the female puppet, Mrs. Mary (process). B: Help student identify what picture is.

Tell them she can only eat picture cards of letter M words. 5-6
Give each student one picture card. Some will begin with M and min.
some picture cards will not begin with the letter M (ex: crab).
Tell them to feed Mrs. Mary the card that begins with the letter M.
Go to each student and allow him or her to give the puppet a letter
M card, if he or she has one.
*If they feed Mrs. Mary the wrong card, let the puppet get a
tummy ache and let them try again. “Throw” words away that she
can’t eat in the trashcan.
Tell me words that start with the letter m that Mrs. Mary ate.

5. Pass out M worksheet and have students go back to their seats to B: Assist student with worksheet.
work on tracing the letter M. 5 min.
6. Collect worksheets and play M video. 3 min. B: N/A

Closures Pacing ESOL Support

Content/Procedural Closure: B: Use gestures during instructions.
Take out your magic pencil and practice writing the letter M with 1-2
me. What is something that starts with the letter M? (Mouse, min.
monkey, Manuel, money)
Procedural Closure:
Please leave your papers at the desk. I will come around and
Stetson University Department of Education Daily Lesson Plan

collect all the materials. ___ Table come stand on the carpet, ___
Table come stand on the carpet, etc.
ESE Modifications CPLAMS Access Points ESE Accommodations
Independent: N/A  Ensure students are sitting in assigned seats on
Supported: N/A the carpet.
Participatory: N/A  Monitor voice levels of students in the room.
 Use positive praise and reinforcements, as
needed.
 Allow student(s) to utilize the Take a Break
table.
Assessment of Student Learning:
Objective 1: Collect students’ M worksheet. Send home an extra practice
sheet for students who may need extra assistance in writing/tracing the letter
M.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)

The students did well at practicing writing the letter M. I included an additional worksheet into their center time. To re-teach, I
would find more traceable worksheets where students could practice writing the letter M. I would also include some area of
practice where they don’t trace, for example, using the sound effects to practice writing M on the whiteboard. I would spend
more time during re-teach going over the sound of m. I could use a game to find words that begin with the letter M—I would
utilize the picture cards and have the students sort them by M and Not M.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

My students love puppets because Ms. Young uses them frequently in the media center. I knew this would be a way to engage
the students. I know my students well and this is why I incorporated a brain break and went over the expectations. I always
explain directions before sending them back to their seats to manage smooth transitions.
I am working on applying what I read in the Power of Our Words. I have high expectations for my students and when they are
not doing what I asked, I use the term “forgot”. The book says to use the terms forgot, confused, etc. because it’s not as harsh.
I had one student get upset because I did not call on him because he yelled his answer out. I tried to stay firm because I said
only two more answers and I only wanted to hear from students who were following our carpet rules. That student had a small
meltdown, but I was able to talk to him during the video and explain why I did not choose him. I restated the expectations and
explained how he was being unkind to his classmates raising their hands. I suggested for him to go to the Take a Break table.
My CT has this table set up because we are practicing using a responsive classroom. This does not mean the student is in
trouble, it just gives them a few minutes to calm down and think.

Content Summary (One to two paragraphs describing the content to be presented. Do not restate lesson. Show what YOU
know about the content supplemental to lesson. )

The letter M is a consonant. It makes the sound /m/ like at the beginning of muffin, magnet, marshmallow, etc. Words also end
with the letter M, such as arm, farm, warm, etc.
Lesson plan from: https://www.education.com/lesson-plan/marvelous-mrs-mary-the-letter-m/