THE LETTER G LESSON PLAN

Specific Objective to Meet Goals

Students will be able to identify the upper and lower case letter G.
Students will be able to recognize the sound the letter G makes.
Students will be able to identify the characters in a story that starts with G and understand what
is happening.
Students will be able to identify the author and illustrator of the book.
Students will be able to trace the letter G.
Students will be able to cut out the G word pictures and glue them on the paper.
Ohio Early Learning and Development Standard Pre-K (3-5 years old) Language &
Literacy
With modeling and support, recognize and name some upper and lower case letters in addition to
those in first name.
With modeling and support, recognize the sounds associated with letters.
Identify characters and major events in a story.
With modeling and support, name the author and illustrator of a story and what part each person
does for a book.
Use a 3-finger grasp of dominant hand to hold a writing tool.
With modeling and support, demonstrate letter formation in writing.
Use classroom and household tools independently with eye-hand coordination to carry out
activities.
Motivational Techniques
Review letter from last week before introducing new letter (L). Read a story.
Materials Needed
Chalk board, book that starts with the letter G (Giggle, Giggle, Quack), G tracing worksheet
(see attached), pencil, green/gray marker, scissors, glue
Procedure for the Lesson
-Students clean up toys and go to carpet time (discuss weather, day of the week, review colors,
etc.).
-Teacher introduces new letter. Write upper and lower case G on the board.
-What sound does it make?
-What words start with the letter G? Give examples. (Goose, green, grapes, gift, etc.)

-Teacher introduces book that starts with the letter G. Ask students to identify the letter G.
-Read author and illustrators names. Ask students what each person does.
-Read the book, asking questions along the way to check comprehension.
-After finishing book, ask who the main characters were and what the book was about.
-Students move to centers. One center includes G tracing worksheet. Students trace the upper
and lower case G, cut out the pictures, and paste them around the G. Teacher monitors
students and provides guidance and support as needed.
Academic Language
Letters, reading comprehension, writing, fine motor skills
Assessment Methods
Ask students to repeat the letter and identify words that begin with the letter. Ask questions to
gage comprehension of story. Who is the story about? What is happening? Observe students as
they complete the G tracing worksheet.
Evaluation of Field Experience Students performance
The lesson went fairly well, and it allowed me to learn more about the strengths and weaknesses
of the students. The students were able to identify the letter G and the sound it makes, repeating
the sound back to me and pointing out the letter in the title of the book. They also demonstrated
knowledge about the roles of the author and illustrator. The book was a little too difficult for
them, which was bad in the sense that comprehension was low, but it at least gave me an idea of
what level they are at. In the future, however, I would choose an easier book. I was pleased with
the students performance on the worksheet, which gave me a better idea of their strengths and
weaknesses, especially in writing. Using scissors was especially challenging for some students,
but it was good practice. Overall, the lesson went well, but there is a lot I could improve on in
the future, including presentation.