Maggie Hanks

Verona pre-k
2/14 at 9:30 teaching

LESSON PLAN OUTLINE

JMU Elementary Education Program

A. TITLE/TYPE OF LESSON
Learning upper and lower case H and L
Whole group valentines lesson

B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students readiness, interests, and/or
learning preferences?
I talked to my CT about what letter sounds would be best to use during the lesson.
Why is this an appropriate activity for these students at this time?
The class is currently working on letters and sounds, but it will also be valentines day.
So I wrote a lesson and activity that combines both.
How does this lesson fit with what you know about child development?
Since the students are learning letter identifying and the sounds that match. So I
wanted to find a way to match the holiday and a lesson.

C. LEARNING OBJECTIVES
Understand What happens in the Know Learn upper and lower case Do See the letter we talked about
book and letter recognition H and L. This will includes the throughout the book as I read and be
sounds they make and what they able identify it when brought back
look like. up in a large or small group lesson.

D. ASSESSING LEARNING
After talking about H and L we will read the book Olive My Love, and I will point out and ask
questions about the letters as we go through the book. Every student will be able to pick out a
heart with one of the two focus letter in the lesson.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

Virginia Literacy Foundation Block 4: The child will demonstrate basic knowledge of
alphabetic principle and understand that the letters in written words represent the sounds in
spoken words.

F. MATERIALS NEEDED
Olive My Love by: Vivian Walsh
Hearts with letters wrote on them

G. PROCEDURE
Engage -Introduction of the lesson
I am first going to start my lesson by talking to the students about H for heart and L
for love.
I will draw on the board an upper and lower case letter for both and we will go over
what sound the letter make.
Next I will show them the book Olive My Love and I will ask does anyone see one
of the letter we just talked about?
Once one or two kids come up and help answer my question I will start reading the
book.
 Implementation of the lesson (specific procedures and directions for teacher and students)
Before starting the book, I will open the book to the opening page and go over the title
author and illustrator.
One the third page of text Im going to stop and ask who remember the word
onamonapia from the other week?
Then after I read the page ask does anyone see or hear an onamonapia on this page?
On the 8th page, I will explain what weaving is, I will do this by having the kids weave
their fingers together.
Closure
The finish the lesson I will talk about heart and love again then I am going to hold up
foam hearts with different letters on them and ask to pick out the letter L or H.
I will also have upper and lower case letters so they will work on learning both letters
and being able to pick them out within a word.

H. DIFFERENTIATION
We just found out one child has a moderate hearing loss. So now the teacher wears a
microphone during group time, and the student has a speaker that he can control the volume so is
able to hear during the activities. I will where the microphone during my lesson so he is able to
hear.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
The biggest worry I have is keeping the kids focused and engaged in the book. I have found
asking questions helps the student refocus, but there is a balance in how many to ask. I will
judge how the student are reacting to the book and us that to decide to keep asking question or
just finish the book and more on to the activity.

As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why
you made them.
a. I learned do not try and teach a lesson on a holiday. I know all the students just wanted to get into
their valentines box. In the beginning, the students listened and were interacting but by the
middle of the book they were not listening anymore and would interrupt with very off topic
comments. One other problem that came up that I wasnt sure how to handle was when they
would become off topic or I would ask a question my CT would intervene so I didnt know when I
should try to get them to refocus or when she was going to.

II. Based on the assessment you created, what can you conclude about your impact on student learning? Did
they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are
valid?
a. I dont know if they really learned anything from this. When the lesson starts the students really
struggled to understand the difference between 1 and lowercase l. Before reading the book we
spent extra time talking about the difference so I think some of them started to understand more by
the questions they were asking me during the lesson.

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.
 a. I would try and find the book in bigger print because I wanted the students to pick out letters from
the book. I found this hard because the student would come up but it couldnt involve the other
students because they couldnt see.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?
a. I would continue the focus on H and L but I would focus more on upper and lower case L since the
students didnt really understand the different between 1 and l. I would do this by working with
them on the difference between letters and number and show them different ways both 1 and l
can look.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?
a. I found like I said before there is a happy middle to how much I should involve my students.
Asking question to help keeping them engaged and learning is great but they can become off topic
quickly if you dont keep them focused on the one question.

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?
a. The biggest thing I learn is being mindful about teaching on a holiday. I also have learned
sometime teaching a lesson is just trial and error, because this lesson did not work. After teaching I
thought of a much better way to teach it.

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?
a. I would like to talk to my CT and ask about better tips to keeping the students focused without just
fussing at them. I also would like to teach without the CT there so I would feel more comfortable
asking the students to focus without worrying about overstepping.