Lara Buchmann-Duck Tues. Mar.

21st 17

Lesson Plan: Scrapbook Lowercase Letters e & d

Grade: Kindergarten Unit: Letter Scrapbooks

Topic: Lowercase Letters e & d Date: Tuesday, Mar. 21st 17
Length of Lesson: 45 min. Subject: Early Literacy
General Early Literacy:
Learning The child listens, speaks, reads, writes, views and represents to
Outcomes comprehend and respond personally and critically to oral, print and other
media texts.
The child listens, speaks, reads, writes, views and represents to enhance
the clarity and artistry of communication.

Specific Early Literacy:

Learning The child:
Outcomes Uses Strategies and Cues:
Uses phonics and structural analysis:
begins to make connections among sounds, letters, words,
pictures and meaning
Uses references
recites the letters of the alphabet in order
copies scribed words and print texts to assist with writing.
Attends to Conventions:
Attends to spelling:
demonstrates curiosity about visual features of letters and
words with personal significance
connects letters with sounds in words

Instructional - To recognize the lowercase letters of e and d and what they sound
Objectives like.
- To be able to print the lowercase letters of e and d.
- To organize a sentence in the correct order including e and d words.
- To correctly print a sentence including e and d words.

Lesson Focus - What are the lowercase letters of e and d?

Question and - How can we print lowercase e and d?
Key Questions - How can we organize the words of a sentence to be in the correct order?

Materials Each students letter scrapbook with lowercase practice strips glued
inside
17 handouts on e and d sentences
Cut-out words for e and d sentences
Practice sheets for lowercase e and d
17 glue sticks
17 pencils

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A 5 senses/nutrition story
17 mini chalkboards, chalk, and cloths

Resources - Scrapbook letters activity from Mrs. Williamson

Procedure
Introduction 1 Get the classs attention at the carpet area. Go through the morning
(20 min.) routine: todays date, star of the day reading the schedule, good morning
song, sentence re-arranging using given words, star of the day name
(cheer, count, write #, find name in cards).
2 Read the students a 5 senses/nutrition story from the classroom.
3 Explain that it is time to work on our scrapbook, and we are continuing
to work on our lowercase letters. Today we will practice the letters e
and d.
a Get the star of the day and two other students to pass
out chalkboards, chalk, and cloths.
b Ask the students to sit on the edge of the rectangular
carpet.
c Ask the students to turn to the side of the chalkboard
where there is a lowercase e.
d If you want to start your letters at the top, if you
want to start your letters at the top, if you want to
start a letter, then you better, better, better, remember
to start it at the top!
e Point to the bottom, middle, and top of the e and
ask: Is this the top, top, top? each time.
f Go over tracing the letter e 3 times with the starting
at the top and saying start, hit the ball, run the bases,
stop.
g Have the students write the letter e 3 times with
their chalk. Ask them on the third one to make it their
best one, and then turn to their neighbour and give a
compliment starting with the letter e (i.e. eager,
elegant, excellent).
h After doing a few e compliments, get the students
to turn their chalkboards over to the lowercase d.
Go over tracing the letter d 3 times starting at the
top and saying magic c, up like a, up higher, back

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down bump.
i Then have the students write the lowercase letter d
three times. Ask them to make their 3rd one their best
one, and then to turn to their neighbour and give a
compliment starting with the letter d (i.e. dazzling,
dashing, delightful).
j Ask the same students who passed out the
chalkboards, chalk, and cloths to collect these and put
them back in the bin.
4 When the chalkboards are away, get the students to face you on the
carpet once again. Remind them that their scrapbooks are open on their
tables to the letter E where they will practice printing e. The sticky
note marks D where they will then turn to practice printing d. They
must complete both and put a star next to their best of each. Then they
will see a piece of paper underneath their scrapbooks and they need to
write their names at the top. They will find small cut-outs of words in
the trays and they are to glue these words down in the boxes on the page
to make two sentences. Go over these words with the students in a
mixed-up order. Remind them that they know the capital letter should
come at the start of the sentence unless it is I or a name. The
punctuation comes at the end of the sentence. The image comes after
each sentence. When they come to me at the yellow table I will be
asking them to read their sentences and see if it makes sense. Then read
through the sentence on the line at the bottom of the sheet. Remind the
students to trace the sentence and then print it themselves on the line
below. I will also be asking them to read this sentence to me and will be
checking to make sure they have written the words correctly and their
letters are correct.
5 Review the steps the students are to complete and write this on the mini
white board:
a Print e and d and star each
b Name on handout
c Glue down words in sentences
d Trace and print sentence
e Yellow table
6 Ask the star of the day to call out table groups to go and get to work.

Body of Lesson 1 Circulate amongst the students as they work. Make sure they are
(20 min.) printing the letters first and then going to their worksheets. Make sure

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students are staying on-track and following instructions. Give extra

support and direction as needed. Carry out some formative assessment
through questioning and conversation.
2 Be ready at the yellow table for students to show you their work. Check
their lowercase e and d printing and make sure they have put a star
next to their best of each. Put a star next to the letter you think is their
best. If they need to practice more at home send them home with the
practice sheet for that letter. Clip the strip in their scrapbooks at the
bottom of the page saying whether they need more practice or not and
indicate that its for the lowercase letter. Then go over their sentences
worksheet and make sure they have glued down the words in order and
printed the sentence correctly. Ask them to do corrections if needed.
Make sure their name is at the top of the page. Record comments on this
page and take a picture and upload to Google drive before sending
home.
3 When the students are done and have their worked checked they will be
asked to clean-up and to put their name at a center.

Closure 1. As the students finish and have their work checked they will be asked to
(5 min.) put their name next to a center and begin morning centers.
Sponge Activity N/A - As students finish they will be asked to begin centers.
Assessment Observational: Observe/converse/question the students as they work on their
scrapbooks. Check scrapbooks after and mark which is their best letter. Decide
with the student if they need to practice more at home and if so send home the
practice letter e and/or d sheet. Check also with each student if they have
done their sentences correctly and ask them to do corrections if needed.
Summative: Record a comment on the students worksheets on how well they
were able to do this on their own. Take a photo and upload to Google drive
before sending the sheet home.

Specific Learner Some students may need some extra guidance and assistance with printing the
Considerations letters and gluing down the words for the sentences in order. Some will also
and Adaptations struggle more with printing their sentences. Be aware of these students and
provide them with extra support and assistance as you think is needed.