Lesson Plan: 10-16-18 The Letter C

Standards: L.K.1.a Print Many upper- and lowercase letters.

Objective: Students will correctly write the letter C with the use of a model at least 80% of the time, and be able to
identify the sound /k/ when it is at the beginning of a word at least 80% of the time.

Assessment Plan:
The children are required for accreditation to complete a worksheet that has different pictures of things that start
with the letter C. There are lines under the picture for them to write the letter C if the picture is something that
starts with C. The children will be able to identify the sound /k/ in the item, then record the letter C. Each child will
get the worksheet after our first activity (this is a review day), so they have ample time to complete it. The teacher
requested the we turn in the worksheets to her and she will grade them and return them to the children to show
their parents.

Materials/Technology Needed:
-Letter C Worksheets
-Stuffed Cat
-Cooler
-Foods that start with C (carrot, cranberries, crackers, canned clams)
-foods that don’t start with C (bagel, apple, oatmeal)
-6 cars with POLICE on them
-5 parking lot mats
-5 pairs of scissors
-15 sheets of paper
-Pete the Cat book

Gain Attention/Recall Prior Knowledge

We will sing the song, ABC’s together. I will then ask them about the letter they have been learning that week. I
will ask what sound it makes. We will then look at all their nametags and see who has the letter C in their name.

Teach/Model:
This lesson is a review of the letter C. I will show them the letter C, and have them air draw out the letter C as we
make the /k/ sound. I will draw a large C on a piece of paper and cut it out. I will have the children do the same.

Guided Practice:
We are going to pack Carl the Cat’s lunch in his cooler with foods that start with the /k/ sound. I will have the food
items out on the table. I will have the cooler on one side of the desk. We will go item by item sounding them out to
see if they start with a /k/ sound. If they do, I will have a student pack it in Carl’s cooler. If not, we will throw it out
and specify it is because it starts with a sound that is not the “C” sound.

Independent Practice:
Children will have their individual worksheets to complete. They will be able to ask questions. They will be
given 5 minutes (the teacher let me know that it usually takes them less than 2 minutes to complete). If they need
extra time, they can finish it up at the end before they switch to the next station.
Children will be given parking lot sheets with letters in each of the parking spots. Children will then be
given police cars and will be instructed to find the C written on the car, point to it, then drive it to their friend’s
parking lot on the spot C, so their friend can find the letter C on the car.

Differentiation:
If students incorrectly label an item that doesn’t start with a C, we will sound out the word, and compare it to the
sound a C makes. If a student writes a C backwards, I will let them know they made a mistake, and show them how
to make it correctly so they can correct it.
Closure:
The bell will ring when it is time to switch groups. Before the students leave, I will ask them to draw out letter C’s
in the air. I will then ask the students to clean up and move to the next station.

Backup: If we have extra time, I will read a Pete the Cat book and have the children clap anytime they hear a /k/
sound.
 WEEK 4
Oct 25th

1. What went well?

The children were all engaged in each activity I planned. I had a lot of backup activities
planned, so I was never panicked if I needed to cut an activity short because children
were losing interest after a while. I felt really prepared. The children answered my
questions, participated, and understood the concepts I was teaching. We had a surprise
assembly that morning, so I just felt really lucky I was able to teach. I felt that the lesson
went really well and the children enjoyed the activities I also really enjoy giving the
progress monitoring assessments in the morning, and got to do several of those that
morning.
2. What did I learn about planning, procedures, and teaching?
I love seeing the morning procedure. The children have the same one every
morning, so they know exactly what to do, and where to be. At the assembly, the
children all brought books to wait as it started, and I thought that was such a great idea.
When I taught the lesson, I felt like I was doing a lot of different things at once. I
felt like I was running the activity and teaching through it by asking questions, making
observations, and modeling. I also felt like a large part of it was altering each activity to
the needs of the children. Some lost interest with some activities quicker, some finished
the worksheet quicker, some children knew the letter C very well, and some did not
know it at all. I think that the lessons would have gone smoother if I was able to pick my
own groups, so that they were more evenly spread of children that had delays, and
children that didn’t. It would allow me to give them more attention as individuals, and let
them learn from their peers as well.
The activities that I ran through myself went a lot smoother the first time than the
activities I merely just planned, and didn’t practice. I noticed that as each group went by,
I would change the activities to add things I noticed the children needed, or take away
parts that weren’t clear or helpful. By the end of the class time, I think I had really gotten
down the activities to be engaging enough, while teaching the concepts more efficiently.
Today, I was able to observe another second-grade classroom. It was very
different than the first. It was a lot more structured, and the teacher was a lot more
controlling over almost every aspect of the classroom and the learning. She felt
comfortable calling children out for bad behavior, which very clearly embarrassed the
children so much they stopped participating after. However, I did like how she had
children come up and show what they did to solve the math problem. I like how she
asked other students to rephrase the answer one child gave; I think it allowed more
children to participate and put definitions in their own words, which always helps with
comprehension.
3. What did my students learn? How do I know they learned?
Today, the lesson was on the letter C. I did activities that had them practice the /k/
sound, had them write out the letter C, and had them identify the letter amongst other
letters. This lesson was a review for them, as they had already learned the letter C. I
was able to determine if they had learned based off of how they answered my
questions. If they knew the sounds, they were able to choose which foods started with a
C, and were able to fill out the worksheet easily. If they could recognize the letter C,
they found it on all of the police cars I brought, and were able to park their cars on the
letter C parking spot. If they could write a C, they did on parking spots and on the
worksheet. Every child was able to complete at least one of these tasks accurately.
4. How did I teach by the spirit and/or model Christ the master teacher?
I put a lot of effort into the lesson to make sure that they were effective,
engaging, as hands on as possible, and taught all three aspects of the letter C. I have
really come to love these students and care for them, and their learning. I was very
careful to make sure everyone had a turn to participate, that we only moved on when
everyone was ready, and that I was as clear as possible with the directions and
expectations so that they each could be successful even in the more trivial activities.
5. What improvements will I make in an effort to be more effective with this
specific class (goal for next week)?
Seeing as this is the last week, and we will not ever see these children again, my
goal for the next week is to complete all my assignments on time and to the best of my
ability and understanding. But to reflect on my goal last week, it was successful! I
planned a very engaging lesson, that taught the concepts clearly. I planned out
interventions to fit the two specific boys I was helping, even though they were not there
on Tuesday.