UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Janet Gardner PSMT Name: Tori Sleight

Lesson Plan Title: Afternoon Routine Lesson Plan Topic: Language Arts

Date: 2/9/18 Estimated Time: 30 mins

Grade Level: Kindergarten School Site: Thiriot Elementary

1. State Standard(s):
L.K.1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a: print many upper- and lower case letters.

2. Teaching Model(s):
STAR/SLANT: our class uses a criss cross applesauce chant. “Criss cross applesauce, hands
in your lap, eyes are looking, ears are listening, brains are thinking, mouths are quiet”.

3. Objective(s):
SWBAT print and recognize many upper and lowercase letters. SWBAT read common high
frequency words by sight. SWBAT know and apply grade level phonics and word analysis in
decoding words.

4. Materials and Technology Resources

● Smartboard
● Markers
● 2 Pieces of green paper
● CD player
● Songs
● Skills pages
● Circle maps
● Word Family chart

5. Instructional Procedures:
a. Motivation/Engagement:
 ● Criss cross applesauce chant.
● Creating letter sound poster
● Creating word family chart
● Music videos

b .Developmental Activities or Learning Experiences:

● Introduce the letter W. TW show students the letter W poster and review the pictures on
the poster. “What letter is this?” “What sound does W make?” “Raise your hand and tell
me what pictures you see on the poster”
● TW play the Jack Hartmann video “Let’s learn about the letter W”.
● TW create a circle map of the letter W with students. Ask students to raise their hand
and tell you something beings with the /w/ sound. TW draw the picture and label it
accordingly.
● SW complete the interactive work pages for the letter W.
● TW introduce the -og family. “Today we will learn the -og family. What two letters make
the /o/ /g/ sound?” “Can you tell me some words that have the -og sound?” TW create
the word family chart by writing down the words the students say. Ex: dog, log, frog

c. Closure: TW review the /w/ sound and the -og family. TW display the W poster, /w/ sound
circle map and the -og family chart on the whiteboard in the classroom for students to reference.

d. Extension: SW create a letter W craft.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

A. Visual Learners: Music videos, teacher modeling, Letter W poster, circle map of letter
W.

B. Auditory Learners: Music videos, teacher lecture.

C. Kinesthetic Learners: Interactive work pages.

D. ESL Students: Music videos with words included.

E. At-risk Students: Teacher available for assistance.

F. Advanced Learners: Teacher will have other activities available.

7. Assessment and Evaluation of Learning:

a. Formative: TW observe students as they are working on their interactive work pages. TW
ask “What letter are we learning today?” “What does the letter W say?” and wait for student to
answer correctly. TW ask students to read the -og family words from their interactive page.
b. Summative: None

8. Homework Assignment: None

9. Reflection:
a. Strengths: Students interacted with me to create the /w/ sound poster and -og family poster.
I think that the students enjoy being able to share ideas and tell me what starts with /w/ and
words that have the -og sound.
b. Concerns: This lesson felt a little long; it was difficult keeping them engaged and sitting for a
long period on the carpet.
c. Insights: It might be a good idea to split up this lesson in the future. In this lesson I create a
/w/ sound poster and an -og family poster with students, but it felt like it was a little too long for
the students to stay engaged. I am considering creating the posters on separate days for next
time.