Elementary Education Lesson Plan Template

Productivity and Quality of Feedback (http://curry.virginia.edu/teacher-education/teachinginternship-handbook/behavior-management )

Student Name: Courtney Goodloe
Grade Level:
School:
Date of Lesson Enactment:
K
Hollymead
10/04/16
Mentor Teacher: Elementary School
Beth Kohler
Will your University Supervisor
observe this lesson? Yes
Topic: Language Arts Letter
V
Rationale:

Kindergarten students enter school at a

wide range of readiness levels. Some
students can read and write while
others can barely recognize uppercase
letters. However, all students need
practice with the correct formation of
their letters. I use whiteboards to allow
students flexible amounts of practice.
Then, I follow up with a paper and
pencil sheet to practice letters so that
students can authentically practice
letter formation as they will use it for
the rest of their life.

Why are you teaching these

objectives? Why did you select the
instructional strategies that you
did?

Enduring Understandings:

Legible writing allows writers to

communicate their thoughts clearly.

What big idea(s) will students

understand as a result of this
lesson?

Essential Questions:

Primary Content Objectives:

Students will know:

Students will be able to do:

Related state or national

standards:

Assessment:

How do people properly and

consistently form letters that allow
them to communicate their message
clearly?

What question(s) will students

grapple with as they learn through
this lesson?

Uppercase /v/ and lowercase /v/ are

formed with two pencil strokes.
Uppercase /v/ is larger than
lowercase /v/.

Facts/information

Form an uppercase /v/ from sky to

ground.
Form a lowercase /v/ from airplane to
ground.
Reflectively select their highest quality
work.
K.11 The student will print in
manuscript.
a) Print uppercase and lowercase letters
of the alphabet independently.
b) Print his/her first and last names.

Skills and behaviors

Pre-Assessment

How (and when) will students be

assessed? What evidence will you
collect to determine whether
students have met the lesson
objectives? Will the assessment(s)
be a pre-assessment (diagnostic),
formative (ongoing feedback) or

Letter
recognition/understa
nding in whole group
instruction
Listen for: students
generate several

Examples include State Standards

of Learning, Common Core State
Standards, Next Generation
Science Standards or National
Curriculum Standards for Social
Studies

Formative

Summative

Materials and Resources:

original words that

begin with the letter
V, students that
declare that they
already know how
to make /v/
Whiteboards
Look for: Students
who start at the top
of the letter (sky (V)
or airplane (v)), use
straight lines, use
correct pencil grip
Worksheet
Look for: straight
lines on letters, even
pencil strokes,
absence of guiding
dots, selection
(indicated by circle)
of best work that
reflects straight lines
and letters that are
appropriately sized

Wilson Fundations /v/ worksheet

Pencils and erasers
Whiteboards, markers, and
erasers
Extension materials for students
after finished (handwriting name
practice)

summative?

List here all materials that you will

need in order to successfully teach
this lesson. Include technology and
website links, texts, graphic
organizers, student handouts,
physical manipulatives, etc.

Key Vocabulary and

Definitions:

Sky line: Top (start for uppercase) line in

Wilson curriculum
Airplane line: Middle (start for
lowercase) line in Wilson curriculum
Ground line: Bottom (finish for V) line in
Wilson curriculum
Uppercase: larger letter, indicates
proper noun, beginning of name or
beginning of sentence.
Lowercase: smaller letter, indicates
regular nouns, used in the middle of
words and sentences.

Students are already familiar with

these terms because we have
used this curriculum for 6 weeks.

Introduction and goal orientation:

Say: Alright, friends. I will know you are

ready when your eyes are on me. So we
just met Vixon V. What sound does V
make? (V) Correct, say it with me: V
Van /Vah/.

This is a well-established daily

routine, so students should look
relatively familiar with the process.

Connecting to prior knowledge and

experiences:

Say: Where do we start all of our

letters? (at the top) Okay, so we start
uppercase V at the sky line. Your pencil
goes from sky to ground. Then, pick up
your pencil and go back to the sky line.
Move it over a little bit. Then, draw a
line from sky to ground. You should be
connecting your two lines at the same
point on the ground line. D, I remember
you mentioning that the top of the Y
was similar to the V. The V is similar to
the top of the uppercase Y that we
made the other day.

Questions or activities that help

students make links

Lesson Procedures:

T models uppercase and lowercase V on

whiteboard facing toward students.

Tasks and activities:

T hands out whiteboard to students with

example letters drawn on the board.
There are only 4 whiteboard, and 5-7
students in each group, so students
rotate through boards. I will prioritize
whiteboards for students who tend to
need extra practice with letters, and
students who are attentively listening
during the explanation.
Say: Grab a marker. Go ahead and get
started with your letter practice.
T will assist students who are struggling
with letter formation, and provide
feedback about size, starting point, and
straightness of lines to students as they
practice.
After student demonstrates proficiency
with letter formation (clear lines,
starting in correct spot, appropriate
size), T instructs them to erase their
board, and hands them a worksheet to
practice with pencil.
As T hands students paper, T reminds
students to put their name at the top.

MT will be pulling students for

PALS testing during small groups,
so she may pull a student from my
group. If so, students will finish
letter practice during ELT.

Closure:

As students finish their worksheet, T will

prompt students to circle their best
uppercase and best lowercase letter.
If students fail to select high quality
letters, T will prompt them by asking,
why do you think this is your best?
How is it similar/different to the
example at the top of the page?
T instructs students to put their letter
worksheet in their homework folder to
take home, and return to their seat at
the small group table.
T will warn all students in the group
when there is 1 minute remaining in the
rotation.
Early finishers will be able to practice
their dry-erase name handwriting or
arrange focus poem.

How will you wrap up the lesson

and reinforce key ideas? Closure
may include some form of
assessment or exit slip

Accommodations for individual

differences:

Behavioral and organizational

strategies:

Extended whiteboard practice for

students who are struggling.
Breakdown letter formation in
uppercase, then lowercase.
Expedited whiteboard section for
students who are already
proficient. Allow proficient
students to demonstrate
uppercase and lowercase letter
formation simultaneously on
whiteboard.
Dots to guide students in tracing
letters to assist students in sizing
and placement
Teacher hand over student hand
to help students who struggle to
with straightness or size of letters
to help them feel how the letters
are formed
Students who finish quickly can
transition to practicing their
name handwriting or focus poem.
Ensure that A is not sitting by J or
M because she does not get
along with them.
Separate L and J so that they are
not tempted to talk to one
another.
Place W close to me so that I can
quickly redirect his easily
distracted focus.
Copy V sheets on Friday place
in handwriting basket.
Sharpen pencils in pencil basket.
Model starting at the top EVERY
time to avoid students wanting to

How will the lesson be

differentiated to support diverse
learners? Describe additional
supports that can be used for reteaching if needed, and a
challenging extension for students
for demonstrate mastery quickly
or show evidence of a lot of prior
knowledge.

What behaviors will you model or

discuss with students? What do
you want to remember about
organizing the lesson and
materials? Use this section for
reminders to yourself about
behavioral and organizational
strategies. For example, do you
want to explicitly model how to
work with partners in this lesson?
Or demonstrate how to use
mathematical tools?

make the second line from the

ground line up to the sky line.