LESSON PLAN TEMPLATE Practicum  

Fall 2020 Holy Family School, Red Deer Alberta

 

LESSON PLAN
Grade: Kindergarten Lesson Title: Letter Sounds Review Lesson Duration: 20-30 min
 

Overview of the lesson. ​Write a clear and concise overview that indicates the following: What the lesson is, the purpose/goal of the lesson, what
students will do/learn and how the lesson will conclude.

This is a language arts lesson that focuses on reviewing the sounds of the different letters the children have learned
throughout the year. In the lesson, the students will watch and sing along to an alphabet sounds video. After the video, the
students will be asked to come up to the front and pick a letter from our letter board. (Only the letters we have reviewed
and made sounds for). They will be asked to say the name of the letter, and when the student is seated, as a class, we will
say the sound and make the respective action. After this, the activity for the day will be explained. Students have to match
the beginning sounds of the words to the respective letter. Examples will be done and the students will help me with the
activity as I do some of them on the board. The activity will then be handed out to the students.

Alberta Program of Study: Goals and Objectives​. ​Carefully select GLO and SLO that pertain to your lesson. Choose selectively and think
carefully about what is achievable for students to learn by the end of the lesson

GLO /GLE SLO/SLE

● The child listens, speaks, reads, writes, views ● Uses phonics and structural analysis
and represents to comprehend and respond
personally and critically to oral, print and ○ begins to make connections among sounds, letters,
other media texts. words, pictures and meaning

○ hears and identifies sounds in words

○ associates sounds with consonants that appear at

the beginning of personally significant words.

Learning Objectives. ​Translate the SLO's into learning objectives. Using Stem, directing verbs and what is to be learned the language. ​Use Bloom's
Taxonomy directing words

● SWBAT interpret the names of letters and the specific sounds they make.

● SWBAT recognize the beginning letters and sounds in certain words.

Lesson Guiding Questions: ​ U​se Bloom's Taxonomy​, directing verbs in the areas of apply, analysis contrast, express, appreciate. Be clear on what type of
knowledge/skill/attitudes that students are developing and expecting them to do. This informs the types of questions you develop. Guiding questions must support this
and provoke student thinking and help them understand what they are learning, why they are learning, what they have learned, what they still need to learn etc.

What letter does the word “star” start with?

What Letter does the word “horse start with”

What is the name of this letter? - What sound does it make?

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 LESSON PLAN TEMPLATE Practicum   Fall 2020 Holy Family School, Red Deer Alberta
Annotated Learning Resources List​ ​These must be relevant and age-appropriate and from a reliable source. If it is an online resource provide an ​active link.​ If
it is a book, ​cite the book and author.​ Provide 1-2 sentences (annotated) to indicate what the resource is and how it supports your lesson/ student learning? *you may
have more or less than three resources. It depends on your lesson.

Resource #1: ​Learning Letter Sounds - Jack Hartmann

Resource #2: ​Christmas Beginning Sounds Worksheet

Material and Equipment: ​List: Art supplies, manipulatives, smartboard, online whiteboard etc…What you will use AND, therefore what you will
organize ahead of time before your lesson

- Worksheet
- Glue
- Scissors
- Pencil
- Crayons
- Video- Whiteboard
- Laminated instructions

Lesson Procedures

Introduction ​(5 min.)​: ​Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body.
Indicate the timing for each section. This can be written in point form

● Students will watch the Jack Hartman Video

● Students will be told that we will be reviewing the the letters and their beginning sounds
● Transition to the body

Body ​( min.)​: ​This is the largest part of your lesson. Write clearly and concisely. ​Writing must be descriptive and organized. Specify activities and
transitions in the lesson. ​Indicate the timing of each section​. Identify teaching strategies, include any questions that you will use, organization of class etc. How and
when are you using formative assessment in your lesson? Indicate differentiation within the body of your lesson.

Steps and Procedures​: ​Lessons are divided into portions. Lesson body there should be at least Formative Assessments Type/Name:
two activities and one transition. You may have 3 activities and 2 transitions. An activity can be reading -
transition - partner dialogue (as an example). * Style of writing is descriptive and concise. (NOT POINT FORM) As
Well you are not narrating, rather you are describing the activity, the learning, critical information to carry out the Observation
lesson. Any questions you have developed to use during the learning, to facilitate discussion for instance are to
be written directly into the lesson description.

Activity #1: Name of Activity [Type of instruction] (Time) Where Assessment Occurs:

Letter Sounds Review [Whole Group Instruction] ( min) As I am walking around the classroom, I ensure the
students are matching the correct picture with the
Students will be called to the front of the class and asked to point beginning letter.
to one of the letters on the board. Once they point to the letter,
they will be asked to say the name of the letter. The whole class
will then say the sound the letter makes together. this will be done
for each letter.

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 LESSON PLAN TEMPLATE Practicum   Fall 2020 Holy Family School, Red Deer Alberta

Transition: Prepare and grab the sheet for the next activity.

Activity #2: Name of Activity [Type of instruction] Time

Christmas Beginning Sounds [Whole Group Instruction] ( min)

Differentiation: Indicate in brief sentence areas of
Explain the sheet- match the letter of the word on the picture with differentiation.
the letter on the sheet- count the number of ornaments- review 2
pictures with the students- walk around with paper and ask Verbal reminders about letter names and sounds
students to tell me what the object in the picture is (star)- then ask throughout activity, OR hand over hand using
for the letter that it starts with (S)-say the sound- ask to come up scissors.
and point to that letter (S) on the whiteboard where the example
sheet is. Repeat this for 3 letters. Cut each letter and glue it on the Visual Reminders to look on board for instructions.
board as an example. Go over the instructions. (cut,glue,colour).

Transition: The students will be told what they need to use for
their language activity. (glue, scissors, crayons/pencil crayons to
colour)

Consolidating (At different times throughout the lesson)​ I​n this part of your planning you are providing time for ensuring that students learned and understood
what was intended in the lesson. If they haven't you will need to revisit your lesson plan or re-teach (if necessary). Here you could provide an exit slip or walk through a guided whole group and/or small
group discussion. This part of the lesson can act also as a transition from the lesson body into cleanup and getting ready for the next class. Don't forget to time this and to indicate very clearly how you
will facilitate consolidation and closure. Provide clear steps and indicate the process. To consolidate, clean up and get students ready for transition can take up to 10 depending on the lesson

The students will bring me their sheet and we will work through the sounds together. Here, they will be able to tell
me what the pictures are, and the sounds and the beginning letters. This can also be done during the lesson if a
student is having a hard time.

Clean up ( 2 ) mins

Students will put away their scissors, glue, and crayons. They will throw away their scrap paper. And they will give their
finished worksheet to a teacher and transition into centre time.

Reflection​ ​(after the lesson responds to these questions in brief. This reflective process must be done after each lesson. These become points of extended reflection and conversation in post-conference with
TA and UC)

How the students responded to the lesson as planned and taught:

Specific strengths of the lesson plan and delivery:

Specific weaknesses in the lesson plan and delivery:

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 LESSON PLAN TEMPLATE Practicum   Fall 2020 Holy Family School, Red Deer Alberta

What must be addressed to improve this plan?

How I have grown from this teaching experience:

Other Notes