Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.) Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) 18 Kindergarten Students

Who (if anybody) will assist with the presentation of this lesson, and what will their role be? None

What is the long range goal(s) that is tied to this lesson? Students can correctly identify the vowels as well as the short vowel sound.

What is the specific learning objective(s) for this lesson? The Student will be able to correctly identify vowels and the short vowel sounds.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? Letter naming Vowel Sounds Vowel Song Ability to use glue sticks Ability to write their name

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) Learning Generalization

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) One day

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed? In the general education classroom (to be done in tables or groups) Materials o o o o Magazine cut out letters (all 26 per student) Pencils Glue Sticks Smart Board

o o o o o

Projector Computer with Internet Access Glogster Crayons Poster Paper

Why are you planning to teach this lesson? Why must this information/skill be presented to the students? Students will take individual hands on approach to creating a vowel poster similar to the one we did as a class on glogster.

How does this lesson relate to the PA Academic Standards? 1.1.K.B Use knowledge of letter sound correspondence (alphabetic principle) 1.1.K.E Demonstrate accuracy and automaticity in phoneme segmentation, letter naming, letter-sound correspondence and blending (decoding) simple words.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? The previous lesson focused on letter naming and sounds. We are now focusing on the short vowel sounds. Upon completion of this lesson students will use the short vowel sounds with consonants to create words and word families.

How will you determine if students have met the lesson objective? (Think assessment) Students progress is determined based on their oral understanding of the letter names and short vowel sounds.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) Within cooperative learning groups.

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action

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Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) 1.1.K.B Use knowledge of letter sound correspondence (alphabetic principle) 1.1.K.E Demonstrate accuracy and automaticity in phoneme segmentation, letter naming, letter-sound correspondence and blending (decoding) simple words.

Lesson Objective(s) (Stated in observable and measurable terms) Students will be able to correctly identify vowels when presented with all 26 letters. Students will be able to glue all 5 vowels onto large poster paper.

Assessment Plan (What will be done to determine if lesson objectives have been met?) The posters will be assessed for: Name and the correct 5 vowels glued on the poster paper. Materials o o o o o o o o o Magazine cut out letters (all 26 per student) Pencils Glue Sticks Smart Board Projector Computer with Internet Access Glogster Crayons Poster paper

Inclusion Techniques for Students with Special Needs: Limit giving students all 26 letters use 13 including the 5 vowels needed for the assignment Give the student more time or the aid of a class mate to finish the assignment.

Enrichment Techniques: Upon completion of assignment students will write 3 words that have the same vowel sound as the 5 letters glued onto the poster paper. Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): Limit giving students all 26 letters use 13 including the 5 vowels needed for the assignment. Give the student more time or the aid of a class mate to finish the assignment. Aid students in gluing or pair them with a classmate.

Lesson Presentation Introduction/Motivational Activities/Anticipatory Set: Place the glogster vowel poster that was designed as a class on the smart board. Ask students if they remember what those letter are called (allow a minute or 2 for a response). Remind students that these letters are called vowels. Have all students stand up and name all the vowels using the vowel song that was previously taught (sing chorally).

Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) 1. Explain that students will be creating a vowel poster like the one we did as a class. o o o o o o Point to glogster on smart board

2. Pass out large poster paper Instruct students to use their pencil and put their name on the paper Once name is on the paper TURN IT OVER

3. Pass out the 26 letters for each student If students require less letters it will be indicated on the lesson plan who those students are

4. Ask students to take out their crayons and glue sticks Kept in students desks in their pencil boxes Additional glue sticks are on the back table PLEASE recollect these if used

5. Hold up the letter A in front of the room 6. Ask students to find the letter A in their pile of letter cards o Walk around the room to ensure students are finding the letter o o Allow 2-5 minutes for all students to find the letter A

7. Ask the students if the letter A is a vowel Take 2-3 responses Ask what sound the letter A makes

8. Place glue on your letter A and glue in onto the large poster paper o In no particular place

9. Instruct students to do the same 10. Explain that the students need to use the rest of their letters to create a poster ONLY USING VOWELS 11. Circulate the room to ensure work is being completed 12. When students have all vowels (A,E,I,O,U) on the poster they then can draw pictures USING CRAYONS for those letters o o o o o Ex: A=Apple E= Egg I= igloo O= octopus U=umbrella

13. Once pictures are completed students can place their poster on the back table to dry.

Closure: Review the vowels and their sounds. Ask students why they think we need to learn vowels. Explain that vowels help us spell our names and make new words so that we can become good readers. Sing the vowel song.