Bridget Oziminski

Reading 2
Mrs. Kersul

Gwynedd Mercy University

School of Education
#MakeMercyReal

Lesson Plan -- Letter Learning

PA Core or Academic Standard(s): 1.1 PK.D Develop beginning phonics and word skills.

Big Idea(s) The learner will: •Associate some letters with their names and sounds. • Identify
familiar words and environmental print.

Essential Questions How will the student be able to identify with the letter B ?

Objective/Performance Expectation: What will students know and be able to do as a result of

this lesson?

The student will be able to identify the letter B and find words that start with B through his
classroom setting, a quick letter B game and an identification worksheet.

I. PLANNING AND PREPARATION:

1. List the specific standard and expectations as outlined in the PA Core/Academic

Standards (SAS).
a. 1.1 PK.D Develop beginning phonics and word skills.
b. The learner will: • Associate some letters with their names and sounds. •
Identify familiar words and environmental print
c. The adult will: •Provide charts and morning messages for children to read
independently. •Promote reading the room strategy, such as searching for letters
and words in environmental print. • Create learning centers that focus on
letters, sounds, words, and creating simple sentences. • Use print and digital-
text materials for functional purposes
III. INSTRUCTION:

List Materials Needed

● The letter B written in capital and lowercase
● A worksheet naming 6 B words that they can think of
● 8 different B words that can be acted out for a game
● A worksheet where you color in the pictures that start with B
● Crayons

Motivation Activities/Strategies:

How will you generate interest or focus your lesson for the students?

I am going to tell my student that we get to play a game this day, and to be
able to play our game we need to focus and get our beginning work done.
Then I allowed him when distracted 30 seconds to look at the turtle in the
room and then to come back to his work. He liked working towards the
game, and then we played the game again at the end.

1. Prior Knowledge Activities/Strategies:

How will you activate prior knowledge, build background, or review previous lessons?

I am going to put the capital and lowercase B in front of them and ask them
if they know what letter this is. He did so I talked about the letter B a little bit
and then we moved into letters that start with B worksheet going over
animals and things in the classroom.

● Sequence of Lesson: What learning activities/strategies will you use to engage the
students in the learning? What will students do to use and apply new concepts or
skills (independent practice if relevant)? How will you monitor and guide their
performance? Include relevant vocabulary.
● Start with what letter is this?
● Trace the capital and lowercase B
● Go over 6 B words that he knows about, thinking about animals,
foods and things around the room
 ● Play our B game, acting out different B letter words -- ex. Boat, bear,
bubbles..
● Go back and talk about our game
● Do the identifying things that started with B in our worksheet, only
coloring in the pictures of objects that started with B
● Play our game 1 more time to get some extra energy out

1. Level of Learning/Assessment Evidence

How will you know if students grasped the material? What techniques/strategies will you
use to assess learning (Bloom’s Taxonomy)?
Identify what informal and/or formal assessments you will use to monitor student
learning. Also identify if this will be formative or summative.

I knew my student grasped the material quickly because he was able to

come up with 6 words that start with B with very minimal prompting. He
also knew what letter it was as soon as I presented it to him. The
identification worksheet he needed a little more assistance on because he
did not know what all of the pictures were.
1. What will you do to bring closure to the lesson? How will you summarize this
lesson and preview the lesson that will follow?

To bring closure to my lesson I allowed the game to be played one more

time since he needed to get some energy out and he finished all his work. I
asked him what his favorite word was to act out and he said bubbles so we
did that one and band for a couple minutes and then my lesson was over.

REFLECTION:
 1. Describe what went well with the lesson, what didn’t go so well and what you
would do to improve your teaching effectiveness in the next lesson.

For this lesson I did not have the little girl with me, only the boy student. He
is very very talkative so getting work done today didn’t seem to be the plan.
This was also a day that I normally do not come so that threw things off a
little bit. He was very concerned on the fact that he was not working on his
art project like the rest of his class, but doing work. He was very distracted
by the room that we were in. There was a lot of toys, and there was a turtle.
At one point I allowed him to have 30 seconds to look at the turtle then
come back to the lesson. The one specific toy was a very big distraction.
He just seemed to have a lot of energy today and everything was
distracting. The game helped a little bit with getting his energy out, but at
the table seemed to be where we were having the most issues. Overall I
think my lesson went well and I was doing my best at keeping his attention.
He really wanted to color his worksheet in camo so I allowed that since he
did complete his work.