UMU Lesson Plan Template: Explicit Instruction

2016-2017

Name: Jessica Kulas Date: February 28, 2017

Grade Level: Kindergarten Class Period: 9:00 -10:00 AM
Subject: Reading/Writing Lesson # & Title: ABC Quilt
Function of the Lesson (check all that apply):
Introduce New Skill or Content
Practice
Review
Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:

Learner Attributes: There are a total of 20 students (11 boys and 9 girls) in the second grade classroom. There are
students from different socio-economic backgrounds and ethnicities. Three students are identified with disabilities
and one student is identified as an ELL.
One student is identified with autism and is on the high functioning end of the spectrum. She is on grade level in
mathematics but struggles at oral and written communication and is currently performing two grade levels
below her peers in ELA subjects.
Two other students receive special education services in reading, written expression, and math. The first student is
identified with a Specific Learning Disability and reads one grade level below peers. He has significant
difficulty forming written sentences and paragraphs on given topics. He often makes errors in capitalization,
punctuation, and spelling which impact the readability of his writing. In math, the student can solve grade level
equations with the aid of a number chart. He has difficulty answering applied math problems due to limited
reading skills and the need for concrete examples in math. The student is extremely motivated to learn. The
second student is identified with an Intellectual Disability and reads nearly three grade levels below peers. The
student can copy basic words but has difficulty writing basic words or sentences from memory. In math, the
student can solve addition and subtraction equations with the aid of a calculator. He has difficulty answering
applied math problems and cannot count money or tell time. The student shows little interest in reading, writing
or math within the classroom setting but enjoys working with classmates on projects.
One student is identified as ELL. This student recently arrived in the USA and appears to have some receptive
language abilities in understanding basic conversations. She struggles with communicating what she knows
both orally in English or in written format.

Classroom Environment: The classroom is bright and inviting to the students. The room is set up for having 20
students in mind, with the desks grouped in five teams of four students. Teams are grouped heterogeneously but
this often changes dependent on the lesson. The Smartboard and chalkboard are visible to each of the students in
every seat. There are two designated small group worktables situated around the room. The classroom has three
student computers and a set of ten iPads. There is also a carpeted area with beanbags if students choose to
complete their independent work there. The room is decorated with student work, a word wall, and anchor posters
with helpful reference information. Everything in the room has a place. It is highly organized with labeled bins of
supplies. Students are aware of where everything is located and independence, problem-solving, and peer support
are encouraged. Students have a routine for entering, turning in assignments, answering questions, etc.

Rationale: It is important to take into account that some of the students come from different cultures, races, and
socio-economic situations when planning the lesson. Teachers must also take into account prior experiences and
unique learning needs of the students with disabilities and ELL student when planning this lesson. It is
advantageous to relate the assignment to real life experiences and use various learning supports to help all
students develop the targeted lesson skills.

Content Standards:
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RF.K.1.d Recognize and name all upper and lower case letters of the alphabet

This standard is being taught because being able to recognize sounds with correlating letters is the initial stepping-
stone to literacy for ELL students. The goal of this standard is as students enhance their learning in this area, they
will eventually be able to read, write, as well as communicate with one another.

Learning Objectives:
Students will be able to recognize letters of the alphabet, their correlating sounds, and identify with matching
pictures/words.

Students will be able to sing the ABC song along with their teacher.

After singing the alphabet song along with the students, students will be able to recognize letters, sounds, and
identify a correlating word/picture on their own.

Students will be given a letter of the alphabet along with paper and crayons where they will then have to draw a
picture that has a direct correlation with their letter and sound. For example, B ball, U umbrella. They may ask
for help spelling the words of the pictures they want to draw.

Academic Language:
Alphabet, quilt, alphabetical order, and any words the students come up with that they identify with a correlating
letter

Assessment Plan: Formative Assessment:

Students will follow along and repeat as the teacher points to the alphabet banner, emphasizing each letter, a
correlating picture and word that demonstrates the sound of that particular letter, following with how the letter is
pronounced. For example, A apple a, B ball buh, C cat cuh, etc.

Make sure students know what alphabetical order is. Ask them, Can we sing the ABC song with the letters in the
correct order?.

Sing the ABC song along with the students.

After singing the alphabet song along with the students, they will then have a refreshed familiarization of the 26
different letters of the alphabet in correct alphabetical order. They should then be able to recognize each letter
with its correlating sound.

Do a subtle listening observation for students who may not be pronouncing the correct sounds with the correlating
letters.

For reassurance, have students circle up. The teacher will stand in the middle of the circle holding a ball. The first
student the teacher gives the ball to will start the alphabet recognition method previously done, for example, the
student will verbally say A apple a. The student will then throw it to someone else in the circle (there is no
particular order but students may not throw it to someone who has already gone until everybody has had a turn),
then the next student to get the ball will do the next letter following alphabetical order until they reach the end of
the alphabet.

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Once students have a keen understanding and recognition of their letters, students will be asked, Does anyone
know what a quilt is?

Teacher will explain that a quilt is a kind of blanket that is pieced together from squares while displaying an actual
quilt, pointing to the different squares.

Teacher will then handout different squares of colored construction paper, along with a letter of the alphabet to
each student while a chosen student from each table gets up and grabs crayons from the back of the classroom for
their table to use.

The teacher will explain that the students must take the letter they have been given and choose a word that begins
with the letter they were given. On their square they will be directed to write the letter and draw a picture of the
word that they chose.

Assessment Plan: Summative Assessment:

The students will be creating an Alphabet Quilt where they will each be given a patch (square piece of colored
paper) and a letter of the alphabet to work with. They will use their letter given and think of a word that begins
with the letter that was given to them. They will then draw a correlating picture. This activity will demonstrate the
students knowledge of the alphabet and their ability to identify words with matching sounds that correlate with
specific letters.

Procedures: Lesson Introduction: (10 minutes)

Students will follow along and repeat as the teacher points to the alphabet banner, emphasizing each letter, a
correlating picture and word that demonstrates the sound of that particular letter, following with how the letter is
pronounced. For example, A apple a, B ball buh, C cat cuh, etc.

Make sure students know what alphabetical order is. Ask them, Can we sing the ABC song with the letters in the
correct order?.

Sing the ABC song along with the students.

After singing the alphabet song along with the students, they will then have a refreshed familiarization of the 26
different letters of the alphabet in correct alphabetical order. They should then be able to recognize each letter
with its correlating sound.

Do a subtle listening observation for students who may not be pronouncing the correct sounds with the correlating
letters.

For reassurance, have students circle up. The teacher will stand in the middle of the circle holding a ball. The first
student the teacher gives the ball to will start the alphabet recognition method previously done, for example, the
student will verbally say A apple a. The student will then throw it to someone else in the circle (there is no
particular order but students may not throw it to someone who has already gone until everybody has had a turn),
then the next student to get the ball will do the next letter following alphabetical order until they reach the end of
the alphabet.

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Procedures: Lesson Body: (20 minutes)
Direct the students to their seats.

Grab the students attention by asking them if any of them know what a quilt is.

Explain that a quilt is a kind of blanket that is pieced together from stitched squares. Say that they may have seen
them at Grandma & Grandpas house!

Display an actual quilt and point out how there are different squares stitched together. Describe how quilt makers
must put the squares of the quilt in order, from left to right, kind of like how the alphabet goes in a particular
order.

Teacher will then handout different squares of colored construction paper, along with a letter of the alphabet to
each student while a chosen student from each table gets up and grabs crayons from the back of the classroom for
their table to use.

The teacher will explain that the students must take the letter they have been given and choose a word that begins
with the letter they were given. On their square they will be directed to write the letter and draw a picture of the
word that they chose.

Students will be asked if they have any questions before they begin working on their individual squares.

Procedures: Lesson Closure: (15 minutes)

There will be a large 4x6 ft piece of paper laid out on the floor near the front of the room broken down in 26
squares, one for each letter of the alphabet. Each square will have the letter written in the square. When the
students start to finish up with their quilt squares, direct them to take their square and place their letter with the
correlating letter on the quilt laid out in the front of the room. The teacher will glue down the pieces at a later
time.

Once everyone is finished up, direct students to clean up and play The Funky Alphabet Sing-Along Song.

https://www.youtube.com/watch?v=00vNxabee7g

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Differentiation, Individualized Instruction, and Assessment:
Students who need more of a challenge can draw additional pictures that start with their letter. Alternatively, allow
students to create their own sequence of drawings using multiple letters of their choice.

Students who need extra help can sit with a child with a strong understanding of the task/lesson for assistance and
encouragement. The teacher may also help direct the student when choosing a word if they are struggling.

For the two students receiving special education services in reading and writing, they will be given a square with
a letter already written on the square. They will then trace the letter then go about drawing their picture on their
own. The student with ID can work with a partner as they work well with their peers.

The student with autism will also be given a square with a letter previously written on the square where they will
then trace the letter and then proceed to draw their picture.

The ELL student should be able to participate somewhat with confidence, but will be able to work with a partner
for reassurance.

Instructional Materials and Support:

Quilt
Multicolored construction paper (one for each student, plus extra)
4x6 ft piece of paper broken down into 26 squares to act as a quilt
Crayons/pencils
ABC Sing-a-long video
Ball for Intro activity
Interactive whiteboard to show sing-a-long song

Research and Theory Commentary:

Jean Piagets cognitive development theory promotes learning through sensory experiences. It is important to
incorporate the different senses to accommodate students different learning preferences. For example, in this
lesson in particular, the ball intro activity touches base with tactile and kinesthetic, coloring/drawing pictures
touches base with visual learning, and the sing-a-long video touches base with auditory sound.

Maria Montessoris emphasis on independence is also incorporated in this lesson. She believes in allowing
children to perform independently. This will allow them to exceed their own potential because they are not
focusing as much on what their peers are doing, but rather delving into their own thinking and creativity.

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