LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Bailey Dismore
Sheila Goodberry, William Perry Elementary School
10/18/17 9:00 am
10/16/17
(Plan must be initialed and dated by the teacher when it is reviewedat least one day in advance.)
(Include the title of each of the following sections in your written plan.)

A. How to Write Uppercase F/Writing Lesson

B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students readiness, interests, and/or learning
preferences? Why is this an appropriate activity for these students at this time? How does this lesson
fit in the curriculum sequence? How does this lesson fit with what you know about child
development?
Students know their letters by name while singing the Alphabet Song, and some of them know most
letters by visual recognition. For those who do not know their letters visually, this will help them to
learn to recognize the letter F through the explicit instruction of F.
William Perry Elementary School uses Benchmark Literacy, and uppercase F is the curriculum for
Wednesday, October 18th.
Based on child development, the student will learn to write the letter F with assistance of large lines
because fine motor skills are not yet refined enough to use smaller lines.

C. LEARNING OBJECTIVES
Understand what are the broad Know what are the facts, rules, Do what are the specific thinking
generalizations the students should specific data the students will gain behaviors students will be able to do
begin to develop? (These are through this lesson? (These knows through this lesson? (These will also
typically difficult to assess in one must be assessed in your lesson.) be assessed in your lesson.)
lesson.)
Students will understand what the Students will know what the letter Students will recognize and write
uppercase F looks like and the F looks like and how to recreate it. the letter F with some teacher
process to write it. assistance if needed.

D. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved your
objectives? Remember every objective must be assessed for every student!
Teacher will ask What letter is this? and point to the letter F. Teacher is looking for student to
respond, Capital or uppercase F. If they respond F., teacher will ask Is it uppercase, or
lowercase?. Teacher is looking for them to say Uppercase.. If they do so, they will have met the
objective of recognizing the uppercase F.
Students will write their uppercase Fs on the sheet provided (Attached below). Teacher will circulate
providing help when needed. Teacher may provide assistance such as writing dots in the shape of the
letter for students to follow. If students are able to write an uppercase F legibly, without the dotted F,
they will have met the objective of writing the uppercase F. Collect papers and assess each student.

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

K.7 The student will develop an understanding of basic phonetic principles.
a) Identify and name the uppercase and lowercase letters of the alphabet
K.11 The student will print in manuscript.
a) Print uppercase and lowercase letters of the alphabet independently.
F. MATERIALS NEEDED
List all materials that will be needed to teach this lesson.
Who will be responsible for securing each item?
White board found in classroom
White board marker found in classroom
Uppercase letter F formation sheet Mrs. Goodberry

G. PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)
Preparation of the learning environment (if required)
Formation of uppercase F will be printed out by Mrs. Goodberry and they will be set at the
teacher chair at the front of the circle rug.
Students will be called to the rug and sit in their designated carpet seats.
Engage -Introduction of the lesson
Today we are going to learn to write the uppercase F! Do we have anyone in here with an F
in their name? Give students a chance to respond if their hands are up and they are called on.
Implementation of the lesson (specific procedures and directions for teacher and students)
Explain to students how to write the letter F. Ask, Does this letter have curves or is it a
straight-lined letter? Allow for student response. Demonstrate as it is explained. We start all
our uppercase letters at the top. We are going to do a straight line down, lift, top slide right,
middle slide right
Ask students to get out their pointer fingers and raise them in the air to practice writing
uppercase F. Repeat the process of writing the letter F and allow students to practice writing in
the air multiple times. Have students say, Straight line down, lift, top slide right, middle slide
right with you.
Reiterate how students will lift their pencils when writing the uppercase F.
Pull out letter formation sheet and explain how students will practice writing uppercase F on
the sheets. Track finger on sheet to show where their Fs should be written (Top line of F on
top line, middle line of F on middle line).
Closure
Choose students who are sitting quietly to get papers for their table groups and head back to
their seats. Once all the students are seated working, circulate the room and help students
when needed.
Clean-up (if required)

H. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with varied
learning styles and abilities, English language proficiency, health, physical ability, etc. How will you
extend and enrich the learning of students who finish early? How will you support the learning of
children struggling with your objectives?
For students who are struggling, teacher will circulate the room to help by dotting paper in shape of
letter, marking how high and low letters will reach, and guiding student hand with hand in shape of
letter.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation.
If there are students talking to one another, I will ask one of them to move near me or away from each
other.
If a student has to go to the bathroom or get water, I will tell them circle time is not the time to go to
the bathroom.
If a student has a meltdown, I will first try to move along and not pay attention to it. If it persists, I
will try to sit him/her next to me, and if that does not work, I will call in another teacher to deal with
the student.
Lesson Implementation Reflection
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.

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?

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.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?