Beruflich Dokumente
Kultur Dokumente
Rev. 2013
Lesson # 4
Subject/Grade: ELA/K-4
Date and Time of Lesson: 10-28-14
and 11-6-14
Learning Objective: (must support unit objectives identified in TWS 3)
Students should be able to identify letter (uppercase and lowercase) and make letter
sound. Student should also be able to provide words that begin with that letter sound.
Students will learn the letter and the sound that it makes through various activities
depending on the letter. This lesson focuses on the letter C.
Alignment with Standards: (must support unit standards identified in TWS 3)
Identify the source and list standards (local, state, and/or national) that align with the
learning objective.
EEDA Standard(s)
CCSS.ELALITERACY.RL.K.1
Withpromptingandsupport,askandanswerquestionsaboutkeydetailsinatext.
CCSS.ELALITERACY.RF.K.1.D
Recognizeandnameallupperandlowercaselettersofthealphabet.
CCSS.ELALITERACY.SL.K.2
Confirmunderstandingofatextreadaloudorinformationpresentedorallyorthroughothermediaby
askingandansweringquestionsaboutkeydetailsandrequestingclarificationifsomethingisnot
understood.
(2) Harassment, intimidation, and bullying, like other disruptive or violent behaviors, are conducts that disrupt
both a students ability to learn and a schools ability to educate its students in a safe environment.
Developmental Appropriateness or Cross-curricular connections: (should
parallel information in TWS Section 3)
My students do not have any school based prerequisite knowledge. They do however,
have been taught to listen and respond to questions from a text, and participate with
naming objects shown to them. They worked with art supplies (paint) in their last
activity, this incorporates art into the lesson.
Assessment(s) of the Objectives: (must support unit assessments identified in TWS
3)
What assessment(s) will you use to determine student learning (pre, during, post)? Each
objective should be aligned with an assessment.
Lesson Objective(s)
Assessment(s) of the
Objective(s)
Ability to recognize
and name letter.
Ability to verbally say
letter sound.
Use of Formative
Assessment
(TWS section 7)
If students did not
respond well to the
media given story,
I will for the next
1. Participation during
puppet performance of
the introduction of
letter, letter sound,
and objects that begin
with that letter.
2. Telling me the letter
name and sound
(repeat after me)
3. Ability to name the
objects I presented
During: Students were
graded by a checklist
on these criterias:
1. Participation during
reading (media)
2. Identified letter in
story/or letter sound
3. Understood the
moral of the story with
prompting.
Post: This activity was
done one on one and
students were graded
by a checklist of these
criteria:
1. ability to tell me
what letter we worked
on today and the
sound that letter
makes
2. Followed (verbal)
directions given by me
on how to do the
activity.
3. Ability to tell me
their favorite color, say
Rev. 2013
Rev. 2013
Rev. 2013
I asked Were the crayons friends in the beginning of the story? Where they friends at
the end? Why do you think they were friends? How can you be like the crayons in the
story and become friends with everyone because we are all unique?
Let them respond then state my answer.
5. Day two-Activity
I explained that we are going to make our own unique crayon boxes today with paint
using our hands. I will call you one at a time. During that one-on-one time I asked them
to hold up their hand on mine, and asked Are our hands the same (size, shape, color
ect)? I would respond after then no because we are unique and different but we can still
both make beautiful crayon boxes and work together. I then asked them What is your
favorite color? After they responded I wrote my favorite color is (then whatever they
said) at the top of the page. Below I told them to hold out their hand and try not to
move. I painted the yellow and green part of their hand then told them to point to what
finger they wanted the other colors to be placed. I helped them put down their hand and
showed them my picture. Different and unique but still beautiful.
Later on I added the green lines and circle, placing their name in the middle to help it
look more like a crayon box and sent them home later that day after they dried.
6. Wrap UP:
After they washed their hands I asked them three questions:
1. What letter is this? (Showing them a C) What sound does it make?
2. Name me one thing that begins with this sound?
Activity Analysis: (must support TWS 3 and show use of TWS 1 data)
Students were to be able to recognize the letter, say the sound the letter
makes, and identify objects that began with that letter. My activities focused
on that. The students had three different sensory-geared activities (listening,
visual, and kinesthetic) to help them in remembering the objectives.
I implemented the smart board to play the media story so that I could pause
when I needed and point to the words in the story that began with the letter C.
The smart board also made it easier for the children to see.
References:
Story online:
TheCrayonBoxThatTalked.(2013,December4).RetrievedNovember6,2014,from
http://www.youtube.com/watch?v=H5A0AQs3SCI
Activity:
Lawler,K.(2014,October10).Crafts.RetrievedNovember6,2014,from
http://www.pinterest.com/pin/532761830893350357/
Labels
Objective
Standard
Points
2
5
5
Grade
2
5
5
DAP/ CCC
Pre
During
Post
Accommodations
Materials
Procedures
Activity Analysis
Technology
References
Mechanics
Total
5
7
7
7
7
10
15
15
5
5
5
100
4
6
6
6
7
8
14
14
5
5
5
92
Rev. 2013