Mariam Hassan Mohamad Abdulrahman H00257527

Lesson Plan Template

Name: literacy (the letter of B).
Personal Aims (What do YOU need to work on in order to grow professionally?
-

Making the classroom a student-centered one (Reggio Emilia approach) not a teacher-centered one.
Practicing of how to make students understand well.
Thinking of how to manage time, classroom, and students.
Practicing to be more confident and give a better lesson to students.
Grade Level:

Subject:

Both levels of Kg

Literacy (the letter of B)

Learning Outcome (School code and words):

Students will:
-

Place:
In the carpet area and
different areas of the
classroom
Resources (what materials/equipment will you
and the students use? Be specific)
-

The story of The Berenstains B Book

by Stan and Jan Berenstain
Cards of all capital letters
A card of the lower case of the letter of
B
The internet
Three various activities (low, medium,
and high levels).
Needed materials and resources of the
three activities: letter B printed on
paper (both capital and lower cases),
wooden colours, dry and watery glow,
shiny and not shiny objects used to
design paper, boxes with no covers,
sand, cards of the lower case of letter B,
cards of the capital case of letter B,
printed words begin with letter B,
printed words begin with other letters
differ from letter B, and baskets have

Identify the name of the letter of B.

Identify the letter of B in its both lower
and upper cases.
Recognize the sound of the letter of B.

Preparation (what do you need to make or check

before class?)
Before the beginning of the class and before the
arrival of students, I will need to make sure that the
whole classroom is organized and that all my needed
materials and resources are ready and in the correct
specific places. I will check if the internet is working. It
is significant to feel relaxed before demonstrating a
lesson where knowing that everything is organized
leads to feeling relaxed and confident.
Key vocabulary
-

Letter B
Capital B
Small B
Ba (the sound of letter B)
Vocabulary begins with the letter of B such
as bull

Mariam Hassan Mohamad Abdulrahman H00257527

stuck labels written on them We start

with letter B.
A bell

Introduction (warmer activity + teacher introduction/demonstration of small group

activities):
To begin giving the actual lesson and engage students, the teacher (I) will read a story of The
Berenstains B Book (by Stan and Jan Berenstain) to students. The teacher will then ask students if
they liked the story, could remember its characters (their names), and could notice something that
is similar in all the characters, actions, and objects words or names. To find the similarity, the
students will be able to work together to find the similarity where two books will be given to two
groups of students (note that all students can work together despite the groups) to do so (observe
and explore). Students could ask questions to each other and seek for answers of them. The teacher
will stand out and be involved with them for a little bit (she will observe them mainly, and when
the students need her, she will get involved). If the teacher finds students struggling, she will give
them a clue which states to look at the first letter that each noun, verb, and adjective starts with.
When students find out the correct answer, they will tell the teacher about it. The teacher will
respond to students answers and tell students that they know better than her where they are the
teachers of themselves. She will clap for them and students will do so for themselves.

Time: 15 min

Whole

Students will return the stories back to their teacher and get back to their places nicely. It is
expected that some noises are made during this moment, so to attract students attention, the
teacher will clap for five times and ask the students to clap with her for 10 times (a strategy of
transition).

Mariam Hassan Mohamad Abdulrahman H00257527

Active Engagement (group working with the teacher):
The teacher will tell students that today they are going to know about a new letter which is the
same found letter by students (the letter of B). The teacher will say Alright little teachers, if our
letter is lost between so many other letters, can we find it? Students will be able to work again
together to find the letter. Students will develop their speed abilities, cognitive skills, linguistic
skills, communicational skills, social skills, emotional skills, personal skills, and physical skills
(fine and gross motor skills when handling pieces of paper and when moving their hands, arms,
legs, and whole bodies around places when seeking for the letter between so many other letters)
(Morin, n.d.) (KidsMatter Early Childhood, n.d.). When students find the letter together, the
teacher will encourage them to say that they succeed to allow them to feel that they did the whole
job (i.e. teacher says say yes we succeed.).

Time: 15 min

Small

The teacher will get students attention back again by clapping five times, asking them to get
back to their places, and asking them to clap with her for 10 times. The teacher will praise students
for their effort and great work. The teacher will ask the students to remind her and each other with
the letters name to make sure that the first learning objective is achieved and which states that the
students will know the name of the letter of B. The teacher will ask students if they think that the
found letter is written in its capital or small case. To allow students to discover that, the teacher
will show them the lower case of the letter. She will not say that the shown letter is the lower case.
She will only encourage them to think. The teacher will also encourage the students to gather with
each other and share their answers (remember that it is a student-centered activity and based on
Reggio Emilia Approach). When students find an answer, they will tell the teacher about it. The
teacher will not say that the answer is correct directly but will tell them that they need to make sure
more, so the teacher will suggest seeking for that in the internet. She will not search for it by
herself, but will try to involve students as much as possible by asking them what to write in the
internet and if it is better to watch a video on YouTube to know that. The teacher will respond to
students request and seek for the correct answer. After finding the correct answer, the teacher will
praise students including her for the used effort. She will tell students that they did a great job in
thinking and searching. When the students are aware of the capital and small cases of the letter of
B, the learning objective number two is achieved successfully.
The teacher will ask students to use their minds again in thinking and remembering where
students will need to remember words that start with the letter of B. The teacher will tell students
that is it possible to remember the storys words to find words start with the letter of B. When
students work with each other including the teacher, they develop their personal, social, emotional,
and communicational skills (Morin, n.d.) (KidsMatter Early Childhood, n.d.). When students
answer, the teacher will write their answers on the board of the classroom. She will ask students to
try to read a specific word of the written words. When students read the specific word, the teacher
will ask them to read it again slowly, a letter by a letter (here the teacher tries to teach students the
sound of the letter). The teacher will also read with students the specific word slowly. The teacher
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will tell students that this is the sound of the letter when they find that out with no attention (the
sound of the letter). Here, the third or final learning objective is achieved perfectly.
To stick all the lessons information in childrens brains perfectly, the educator will ask students
if they agree on watching a musical video about the letter. The teacher will play this musical video:
https://www.youtube.com/watch?v=kzzXROKd-i0

Due to achieving all the learning objectives of the lesson, students will be allowed to access as
they want to the areas of the classroom that have activities within them. There are 3 various
activities (low, medium, and high levels), and students are able to do anyone of them or more if
they decide to do so, but every area has a rule that sates the capacity of assimilation of students. So,
in every area, there is a limited number of children, and students will be reminded of that by the
teacher before going to complete the activities or play.
Independent Experience (small group activity 1):
Name of it: The letter of B looks wonderful.
What is it?
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It is an amazing artistic activity that aims to allow students to design the letter of B (both lower
and capital cases) by themselves that is printed on a piece of paper by using wooden colours or
glowing shiny and not shiny objects or stuff on the surface of the letter.
Independent Experience (small group activity 2):
Name of it: Practicing writing the letter of B on sand.
What is it?
It is an interesting activity that requires students to use their brains to think and focus and to use
their fingers (fine motor skills) to write the letter of B (both lower and upper cases) in sand. This
activity helps children or students to practice and develop their fine motor skills as well as
practicing and learning how to write the letter correctly in tis both lower and capital cases.

The letter of B (lower and upper cases) will be written on the card instead of the letter of F (the
lower case of the letter B will be written on one card, and the upper case of the letter B will be
written on another card), and sand will be out in the other area of the box.
Independent Experience (small group activity 3):
Name of it: All the words that start with the letter of B are in the basket.
What is it:
It is a challenging activity that asks students to use their brains (cognitive part) to pay attention
and to find words that start with the letter of B and that are put in and found between other words

Mariam Hassan Mohamad Abdulrahman H00257527

that do not start with the letter of B. Any word that starts with the letter of B will need to be put in a
basket that has a stuck label on it written on it We start with letter B.
Explain how you are going to differentiate:
Students will be able to do any activity, one activity, two activities, or all the activities (this is
up to them and their speed) where there should be a closing time before the end of the class. The
closing time is short, so students will be able to play as much as they want to (the time of the
activity can be 15-18 minutes. It is possible that more 2 minutes be given to students). The ideas,
requirements, and used materials are different in each of the three activities which makes the
activities vary from each other. Note that if students are not done of the activities (their work is not
completed, and they want to complete it), they will be able to get back to complete the activities
during the day (at another time), so they feel satisfied.
Closing:

Time:

Whole

15 min

The teacher will use a bell to make students understand that it is the time of tidying up. Students
should finish the tidying up part in 2-4 minutes. The teacher will help students as well, so it is sure
that they finish tidying up within a maximum of 4 minutes.
The teacher will use a bell again to gather students again in the carpet area of the classroom.
The teacher will begin asking students questions such as: was it fun to learn about the letter of B?
what did you enjoy the most of learning about the letter of B? will you tell your family about the
letter?
The teacher will thank and prise the students for their whole used effort, attitudes, and
contributions, and by that, the session is totally finished.

Assessment:
Students understanding will be assessed by observations and their answers of certain asked questions.
Completing activities is another way of assessing students understanding.

Select (S):
Identify a lesson and what standards are you addressing:
It is a literal lesson about the letter of B, and the main standard that I have wanted to address is
allowing children to do the whole work (students-centered classroom and based on Reggio Emilia
approach).

Mariam Hassan Mohamad Abdulrahman H00257527

Describe (D):
Who is the lesson for? It is for children that are at the preschool stage.
What are you trying to achieve in your lesson? Allowing students to teach themselves the
letter of B (both small and capital cases) and its sound.
What will the students do? In general, students will need to do jobs that make them learn. The
jobs are games actually, and these jobs or games involve exploring, discovering, thinking,
collaborating with others, sharing, and moving around.

Note that this whole activity promotes different multiple intelligences in little children who are at the
preschool stage. It also leads to being exceled in different types of intelligence due to giving children the
opportunity to do this activity (Multiple Intelligences Immersion, n.d.). Here is how it does that and in which
types of intelligence it does that:
- When little children:
1- get chances collaborate with others and talk or communicate verbally and non-verbally with others
(express their wants and needs), they develop Interpersonal Intelligence and Linguistic Intelligence
where acting with others, communicating with others, and speaking are key aspects of the both
mentioned types of intelligence. Verbal communication requires the usage of words to communicate,
whereas non-verbal communication requires the usage of no words (body language, eye contact,
facial expressions, posture, voice (tone, pace, pitch, and volume), appearance, and hand gestures)
(What is Communication?, n.d.).
2- imagine and visualize actively different topics such as being an artist (the first two activities), they
promote Spatial Intelligence where children become able to think in three-dimensional terms.
3- use their fingers (fine motor skills) to hold and control objects such as the pages of the used story,
and use their bodys muscles to move around (gross motor skills), they promote Bodily-Kinesthetic
Intelligence where this intelligence requires the usage of the body (its parts as well as fine and gross
motor skills).
4- observe details of things or subjects by using their senses, they promote the development of naturalist
intelligence.
As a result of exercising (doing the activity), childrens dominant intelligences become stronger, while
childrens weaker intelligences can be awakened.

Mariam Hassan Mohamad Abdulrahman H00257527

References
19 Ridiculously Simple DIYs Every Elementary School Teacher Should Know. (n.d.). Retrieved
from Pinterest: https://www.pinterest.com/pin/507710557971919106/
Geiger, A. (2014, July 27). 18 of the Best Kids Books for letter B. Retrieved from the measured
mom: http://www.themeasuredmom.com/best-kids-books/
Kermit, F. (2014, May 3). The Berenstains' B Book - Read Me A Story. Retrieved from
YouTube: https://www.youtube.com/watch?v=1nSFb3inBHk
KidsMatter Early Childhood. (n.d.). Retrieved from Kids Matter:
http://www.kidsmatter.edu.au/sites/default/files/public/FrameworkBook_Component2.pd
f
Morin, A. (n.d.). Skill Development From Birth to Age 5. Retrieved from Understood:
https://www.understood.org/en/learning-attention-issues/signs-symptoms/developmentalmilestones/skill-development-from-birth-to-age-5
Multiple Intelligences Immersion. (n.d.). Retrieved October 4, 2016, from Child First:
http://childfirst.com.sg/curriculum/multiple-intelligences-immersion/
Stephanie. (2013, October 25). Exploring Reggio: Meaningful Literacy. Retrieved from
TWODALOO: http://www.two-daloo.com/exploring-reggio-meaningful-literacy/
What is Communication? (n.d.). Retrieved from SKILLESYOUNEED:
http://www.skillsyouneed.com/general/what-is-communication.html