Part C: Outline for a Daily Lesson Plan

Date: October 29th Objective(s) for todays lesson: Write the letter for consonant or vowel sounds Rationale (Explain why this content and/or skill is important and worthwhile, and how you will work to make it relevant to your students lives): This skill is a foundation for beginning writers. Students will make the correlation that a sound can be written in the form of a letter so that eventually, they will be able to isolate sounds within a word and write them down, thus becoming writers. I will make this relevant to students by showing them that writing letters will allow them to eventually make words and write stories that can be shared many times, which they are very excited to do. (I have noticed that my class has many stories to share and they love to share them to the class, and in our writing unit we have begun brainstorming for our first books) Materials & supplies needed: shaving cream, picture cards with images of characters, setting ,etc. from Rapunzel and other fairy tales we have already read in class, SMARTboard, Rapunzel story, clipboards, paper, pencils Procedures and approximate time allocated for each event Introduction to the lesson (What will I say to help children understand the
purpose of the lesson? How will I help them make connections to prior lessons or experiences in and out of school? How will I motivate them to become engaged in the lesson and understand its real world purpose? How will I make explicit behavior expectations and other issues related to classroom management?) (10

minutes) Show students sheet from previous lesson (pictures with corresponding letter for beginning sound) "Can somebody please raise their hand and remind me what we did to complete this activity yesterday?" Have student volunteer to tell how we completed the sheet. "Today, we are going to do a similar activity. I am going to show you a picture that has a character or an object from one of our fairy tales on it, and I will say what the picture is. When I read the word to you, I want you to write the beginning letter that you hear. Let's practice." Show an example with a student's name (we have done a lot of work with names). Model thinking aloud by saying exactly how I am going through the process to listen for the letter. Have a student come up and practice with the word Rapunzel and a blob of shaving cream on desk near ELMO. "Ok, _____, here is our picture. Can you tell me who that is? Ok, good. Let's say it again and really listen to that beginning sound. Rah, rah. Hmm. What letter makes that sound? R? Let's write an R! Thank you for your help." Explain to students that I will call them by table to put on their shirt and get their shaving cream. They may play with their blob until I clap, then it is time to start writing. Explain that if everybody is participating, we will get a few minutes at the end to play with our shaving cream until it disappears.

OUTLINE of key events during the lesson (Include specific details

about how I will work on developing and improving my core practice and attend to other instructional issues such as beginning and ending activities; what discussion questions I will use; how I will help children understand behavior expectations during the lesson; when/how I will distribute supplies and materials)

(20 minutes) As students go to large group before lesson introduction, have a helper from each table put away caddies, lay out messy shirts on the table at each spot Call students by table number from rug to return to their seats When students get to table, say their name and ask them what the beginning letter is, make letter with shaving cream on table Students can play with shaving cream until everybody has a blob Clap for attention, move clips up on behavior chart for students

Academic, Social and/or Linguistic Support during each event be VERY EXPLICIT about expected behavior during lesson by listing ways we will use the shaving cream; show students the right way, and list specific examples of things we will NOT be doing with the shaving cream (rubbing it on ourselves, putting it in our mouth, putting it on a friend, must stay on table, etc.) If not using shaving cream properly, must wash hands and do activity from the rug using a clipboard and a pencil to support our speech therapy student, refer to the listening loop chart in our class (say it, listen, correct) support behavior during lesson by saying "eyes should face me, follow me as I move around the room so you can see the next picture" to academically support students, remind them as I circulate between letters that they can

who have their hands up and eyes on me to see the first picture, verbalize so that other students know that's what I'm looking for them to be doing Begin showing/reading one picture at a time, circulate to ensure that students are writing letters in their shaving cream Circulate, listen for students voicing the name and then writing what they think is the beginning letter

Closing summary for the lesson (How will I bring closure to the
lesson and actively involve children in reflecting on their experiences? How will I help them make connections to prior lessons or prepare for future experiences? What kind of feedback do I want from them at this time?) (15 minutes)

Clap to get whole class attention. Call by table to line up and wash hands in the classroom. "When your hands are clean, please leave your shirt on the table by the art center and find your spot on the rug." When all students are cleaned up, try a few more letters on the ELMO using a clipboard. What letters were hard? What letters were easy? "Let's practice watching for some of these letters in our book today like we did yesterday. Pretty soon, we will be listening for the end sounds, the middle sounds, and then we will be able to write the whole word!" MODEL thinking aloud before reading, repeat reading activity from yesterday. "Let me see if I can read the beginning sound of any of the words in the title today. Hmm. This is a different book, but I see the same letter as I did yesterday! R!" Read Rapunzel. Following book, ask several volunteers to come find a word they recognized by the beginning sound.

check the Zoophonics animal/alphabet in our classroom if they need help encourage students that have the skills to write more sounds to do so (if they can write R, can they also write the ending sound?) If a student is struggling to remember how to write the letter, ask them to tell you what letter it is, then direct them toward our word wall if they know the letter or to our Zoophonics alphabet for help

Transition to next learning activity

Fantastic work, friends! Let's switch gears and practice some handwriting. Please turn your bodies and face Mrs. Geerlings, she is going to introduce a brand new letter to us today!

Assessment (How will I gauge the students learning as I implement the lesson
plan and once the lesson is completed? Specifically, what will I look for? How will I use what I am learning to inform my next steps?)

I will circulate throughout the activity and formatively assess for: whether or not students are verbalizing the pictures and writing the corresponding letter students' overall comprehension of formation of letters (which students need more practice making letters? Does the D face the right way? B? look for and make note of students that are not making lettersound connections so that they can later be pulled aside or given more intensive one-on-one support with letters and their sounds, can practice with ring cards Following the story, I will compare the number of volunteers to share what words they recognized by the beginning letter to the number of volunteers the day before, and call on students that did not share yesterday. (Check notes taken yesterday)

Academic, Social, and/or Linguistic Support during assessment Formative assessment; observe students and support as listed above

Reflection After teaching each lesson, write a Book Club Blog Posting discussing the following: What students learned and which students struggled with the lesson. What are alternate reads of your students performance or products? What did you learn about your students literacy practices that extend beyond your objectives? When and how will you re-teach the material to students who need additional support? If you were to teach this same lesson again, what would you do differently and how do you think the changes would

improve students learning? What did you learn so far about implementing your core practice and what do you need to do to continue your professional learning?