Elizabeth Gilbert

Gwynedd Mercy University

School of Education
Lesson Plan
PA Academic Standards:
Standard - CC.1.1.K.B
o Demonstrate understanding of the organization and basic features of print.
Follow words left to right, top to bottom, and page by page. Recognize
that spoken words are represented in written language by specific
sequences of letters. Understand that words are separated by spaces in
print. Recognize and name all upper and lower case letters of the alphabet
Standard - CC.1.1.K.D
o Know and apply grade level phonics and word analysis skills in decoding
words. Demonstrate basic knowledge of one-to one letter-sound
correspondence. Associate the long and short sounds with common
spellings for the five major vowels. Read grade level high-frequency
sight words with automaticity. Distinguish between similarly spelled
words by identifying the sounds of the letters that differ.
Standard - CC.1.1.K.E
o Read emergent-reader text with purpose and understanding.
Standard - CC.1.3.K.G
o Make connections between the illustrations and the text in a story (read or
read aloud).
Big Idea: The Letter C
Essential Questions: What words do you know that start with the letter C?
Objective/Performance Expectation: At the conclusion of the lesson, the students will
know and be able to recognize the letter C and identify the letter sound it makes.
I.

PLANNING AND PREPARATION:

1.

Briefly describe the students in your class, including those with special
needs, explain how you will meet the needs of all learners. Explain how
you will meet the needs of ALL learners (Differentiated Instruction).
This is a kindergarten morning class consisting of six students. There are
four boys and two girls. There are no students with special needs in this
class; however, I will meet the needs of all learners by working with them
one on one during individual work.
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2.

Explain the psychological principles/theories you used in constructing this

lesson.
This lesson reflects Howard Gardners Multiple Intelligence Theory. This
theory was emerged from the idea that students all learn differently and
using different parts of their brains. In this theory, intrapersonal means that
individual work meets a students needs the best. These students will work
on their My Little C Book individually however; will also work through
interaction, or interpersonally, when communicating during the group
instruction. Through Gardners idea of linguistic, students have highly
developed auditory skills and will demonstrate this when reading aloud
with a teacher. Bodily kinesthetic is shown in this activity as the students
will use hands on and manipulatives, such as, the materials and through
creating the book.

II.

CLASSROOM ENVIRONMENT:
3.

Describe the effective classroom routines and procedures resulting in little

or no loss of instructional time.
Before beginning the lesson, I will ring the bell which will signal for
students to finish their prior activity and prepare for the next. The students
know to clean up and then have a seat on the letter carpet for the language
arts lesson at the sound of this bell.

4.

Identify what you will do to set clear standards of conduct and behavior
management of student behavior.
There is a set of rules designated to individual work which is posted on
the front wall in the classroom. The students are expected to follow these
rules throughout individual work. These rules are reviewed each morning
during morning meeting.

5.

Identify what you will do to establish expectations for student

achievement.
I will model the lesson and directions for the students in order to achieve
student achievement. I will encourage students to work hard and motivate
them to continue helping each other. I want my students to achieve the
best work that they can do.

III.

INSTRUCTION:
Materials Needed:
White Board
My Little C Book teacher copy
My Little C Book one per student
Crayons
Scissors
6.

Motivation Activities/Strategies:
How will you begin to generate interest or focus your lesson for the
students?
When students enter the classroom they will take their seats on the letter
carpet. I will explain that they will doing guided reading today and
practicing the letter C. I will read the book, My Little C Book which
includes illustrations and pictures that will help my students understand
the words in the text. I will also explain that the students will be making
their very own C book today which will generate their interest in the
lesson.

7.

Prior Knowledge Activities/Strategies:

**See #8

8.

How will you activate prior knowledge, build background, or review

previous lessons?
To activate students prior knowledge I will have a pre-activity discussion.
I will remind the class of yesterdays writing lesson, which they were
introduced to the letter C and asked to trace the letter multiple times. I
will also ask the students words that they can think of that start with the
letter C during whole group instruction.

9.

Sequence of Lesson: What learning activities/strategies will you use to

engage the students in 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.
Lesson Step by Step:
I will introduce the lesson to the class and start the story My Little
C Book at the front of the room. During the reading I will

10.

encourage students to share their ideas and activate their prior

knowledge about the book.
I will activate students prior knowledge by asking the students to
tell me words that start with the letter C as a whole group.
During this, I will repetitively make the C sound so students hear
the noise the letter makes. I will also remind them how to trace and
write the letter C using the white board.
Next, I will give directions for guided reading. I will read My
Little C Book first. Then I will read the book again, having
students echo the words after I say them. Next we will read the
story together out loud as a whole group (both teacher and class).
Then the students, alone, will read the story out loud as a class to
me.
After reading, I will give directions for creating their own, My
Little C Book. I will provide three sheets of paper (with the title,
words and pictures printed on them already) which will create the
students book. Individually, the students will cut the pages directly
in half, which I will model, to create their own books. Then they
will put the pages in order, by looking at the page numbers on the
bottom of their newly cut pages (with assistance as needed). The
students will then raise their hands after placing the pages in order,
and I will come around to staple the book together. The students
will then read their book individually to themselves to practice.
Once they are ready to read to a teacher, they will raise their hands
and come read their story aloud to one of the teachers in the
classroom. After completing the read aloud with the teacher, the
student can then return to their seats to color their book.
After all of the students have read and colored their books, I will
tell the students that their homework is to read their My Little C
Books to three people at home.
In completing the lesson, I will ask students, as a whole group, to
tell me C words from the book that they remember. This will be
their Exit Ticket to go to the next class, Art.

Level of Learning/Assessment Evidence:

How will you know if students grasped the material? What
techniques/strategies will you use to assess learning (Blooms Taxonomy)?
Identify what informal and/or formal assessments you will use to monitor
student learning.
Throughout this lesson, I will incorporate questions using Blooms
Taxonomy. Questions testing the students comprehension of the topic
will be used as the students describe and identify words that start with the
letter C. Questioning and discussion will occur at many times during
this lesson during guided reading. Questions may include: What words
do you know that start with the letter C? Does the word Cat start with
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C? As I walk around the class during the activity, I will observe how the
students work individually and see if they ask for help. I will informally
assess each student as I walk around the class and a formative assessment
will be noted upon completion of the activity and reading.
11.

What will you do to bring closure to the lesson? How will you summarize
this lesson and preview the lesson that will follow?
To conclude, I will emphasize the letter sound C makes. I will also tell
the students that they will be taking their books home and reading it to
three people for homework. The students will have and Exit Ticket which
will entail them to tell me a word from the book that began with the letter
C. I also tell the students that tomorrow we will be continuing our
writing for the letter C.

IV. Professional Responsibilities

12.

Identify the school districts policies regarding staff attendance and

punctuality on the job.
Punctuality as a teacher is very important. At Kids Are First, teachers
arrive around 8:00 and expect students around 9:00 for the AM
Kindergarten program. This allows the teacher plenty of time to prepare
and plan for the day and weekly lessons. Attendance is also important at
Kids Are First and teachers are expected to be prompt and present every
day of the week.

13.

Identify the school districts plans for professional development.

Kids Are First is located in the Pennridge School District therefore,
follows their plans for professional development. Currently, Kids Are First
staff has not attended any professional development meetings this school
year.

14.

Describe what you have done effectively communicate, both orally and in
writing, with your cooperating teacher, administrative staff, supportive
staff, students and parents.
In order to effectively communicate with my cooperating teacher, I have
been in contact with her since I was assigned to her classroom this
summer. I met with her before pre-student teaching began and have
formed a great relationship with her as my mentor through this process. I
have also been in contact multiple times a week, both in person and in
writing with the director of Kids Are First, who has been very welcoming
and helpful throughout this process so far. I also sent out an introductory

letter home to the parents and/or guardians allowing them to get to know
me. I have also stayed after pre-student teaching to meet some of the
parents at pick-up time and gain advice from other supportive staff
members at Kids Are First.
15.

Identify what you have done to participate in and support school building
or district projects and or events.
Kids Are First has not yet had any school events or projects to participate
in, but I am looking forward to attending different events during my time
at Kids Are First this semester.