Abbey Ratcliff

Baldwin Wallace University

School of Education
Lesson Plan for Edu 204

I. MAJOR TOPIC: Alphabetic Principle – Kindergarten (during the second semester)

-This lesson will focus on the alphabet as a whole and practice of individual letter/sound recognition.

II. MATERIALS:
-Superhero ABC by Bob McLeod
-"Superhero ABC Alphabet Song." Jollitots. YouTube, 14 Feb. 2015. Web. 21 Feb. 2015.
https://www.youtube.com/watch?v=1g5Qo5yRYz4
-Alphabet flash cards
-Superhero dress-up materials

IV. STANDARDS:
Common Core Standards
-Recognize and name all upper- and lowercase letters of the alphabet.
-Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent
sound for each consonant.

V. OBJECTIVE(S):
By the end of the lesson, the students will be able to:
-When presented with 10 letter flashcards, identify the letter and state its primary sound as well as demonstrate
an action word that matches the given letter.

VI. PROCEDURES:

Activities:
-The lesson will begin with the video “Superhero ABC Alphabet Song,” to catch the students’ attention and get
them interested in the lesson – technology component. (5 minutes).
-Students will then gather in carpet area to listen to the comic-book-style children’s book “Superhero ABC,” by
Bob McLeod. At the beginning of the book, students will identify title, author, illustrator, etc. After each letter
presented throughout the book, the class will say the letter, superhero, and letter sound aloud in unison.
(15 minutes).
-The class will then stand in a circle and (in order to be strong like superheroes) practice their Action Phonics. An
activity previously practiced in the classroom, the class goes through the alphabet and does the action word that
matches each letter. For example, jump for j, spin for s. (10 minutes).

Assessment:
At the end of the lesson, students will be individually assessed by the teacher while the rest of the class engages
in free play, quiet time, etc. The student will get the chance to do their own “Superhero ABCs.” To get students
interested in the assignment, they can wear a cape/mask/etc. to go with the theme. The teacher will present the
student with a total of 10 flashcards. For each flashcard, the student will identify the letter by name, state its
primary sound, and then demonstrate the action that goes with the given letter. (5 minutes per student).
VII. ADDITIONAL COMPONENTS:

Spelling and Vocabulary Development:

-The entire lesson is focused on alphabet principle, covering letter/sound identification so that students will
eventually be able to read/spell their own words.
-Vocabulary development will be available through the reading – if students don’t know what a word means,
they can ask. If teachers notice a difficult word, they can ask the class if anyone knows what it means, and give
the definition to the class.

Culturally Relevant:
-The entire lesson is focused on superheroes, a topic that most kindergarteners are very interested in (this
lesson could perhaps go with a superhero themed day).
-The superheroes in the book read to the class are culturally diverse – both boys and girls, different races, etc.

Extensions and Adaptations:

-Alphabetic principle is a basic concept – the activities in the lesson should be easy enough for ELL and dyslexic
students to follow. The assessment may be modified for ELL and dyslexic students if they seem to have a serious
problem recognizing letters—the flashcard can be read by the teacher instead of read by the student, or they
can do the assessment together until the child is comfortable with the topic.
-Gifted learners have the opportunity to answer questions about title, author, illustrator, etc. at the beginning of
the book. They can also answer questions about difficult vocabulary words in the text and offer examples of
other words that begin with the letter presented on each page.

Differentiated Instruction:
-The lesson begins with a music activity (the video) that reaches out to both visual and auditory learners.
-Students have a change of environment (go sit on the carpet) during the book, which again reaches out to both
visual and auditory learners, and allows students to ask and answer questions.
-The movement activity at the end of the lesson helps kinesthetic learners practice the sounds of the alphabet.