Lesson Plan Format A BKs II and III

Name:
Kaitlyn Kolarik
Cooperating Teacher:
Amy Hartsell
Cooperating Teacher Initial
Here________
Lesson Date: September 21
School: Greens Prairie
Grade Level: PPCD
Setting: PPCD
Subject/Topic:
Calendar/ Letter D, number 5
Teaching Model: Direct
University Supervisor
Initial Here________
MODIFICATIONS/ACCOMMODATIONS
Teaching Objective (ABCDE):
With use of the smart board, the student will be able to identify the number 5 and the letter D as well as
Dominik: With the use of the smart
write both the number 5 and the letter D with 100% accuracy.
board, the student will be able to

identify the number five and the

letter D as well as write both the
number five and the letter D with
the aid of physical prompting (hand
over hand).

IEP Objective(s):
None.
TEKS:
Pre-k standards:
Emerging Literacy: Reading domain. (C) alphabet knowledge. (1) child names at least 20 upper and lower case
letters.
Mathematics Domain. (A) counting skills. (1) child knows that objects or part of an object can be counted.
Background Information:
The students know the numbers 1-4 and the letters A-C.
Materials:
Pointer for smart board. Number and letter cards.
Equipment:
Smart board.
Classroom Management/Environment:
The students will be sitting on the carpet in front of the smart board. Dominik will be in his wheel chair, and
Lincoln will be sitting in a normal chair.
Engagement/Focus:
This week we are going to learn the letter D. Lets think about some words that start with the letter D.
Dominicks name starts with the letter D. What other words do you know of that start with the letter D?

Dominik: Will Need to sit

close to the board to be
able to see more clearly.
Dominik: Will need to be
pushed in his chair closer
to the smart board when
needed.

Student Objective (Today you will be able to___.):

Today you will be able to identify and write the number 5 and the letter D.
Purpose of the Lesson (This information is important because___.):
It is important to learn the number 5 and the letter D so you can learn how to read and do math such as count
money!
Explanation/Procedures (Relate to prior knowledge; describe what you will teach & model, what the students are to do with you,
and what they are to do independently (I do, We do, You do); must include higher level questions you will answer) :
Letter D:
Introduce the letter D. Last week we learned about the letter C, and this week we are going to learn about the
letter D. Pick up letter cards and show them what the letter D looks like. Have students pull down the letter D
into the box. Play the alphabet song. Show Lincoln and Dominik how to write the letter D. Have Lincoln walk
up to the smart board and write the letter D. Push Dominik up to the smart board and aid him in writing the
letter D by using hand over hand. Introduce the number 5. Relate to last week when we learned the number 4.
Have Lincoln pull down the number 5 into the box. Play the number song. Show Lincoln and Dominik how to
write the number 5. Have Lincoln come up to the board and write the number 5. Push Dominik up to the board
and aid him in writing the number 5 by using hand over hand. Demonstrate how to group 5 objects together on
the smart board. Have both Lincoln and Dominik group 5 objects together on the smart board.
Extension (what will you do to go deeper into this topic):
Show students different objects on flashcards and tell them what they are. (ex. Dog). Talk with the students
and have the students come to the realization that the flashcard starts with the letter D. For the number 5,
place different objects on the table in groups with different amounts. Have the students point to the clusters
that have 5 of the objects.
Elaboration (what else might you need to do/say to teach this skill/concept):
The students can be given word strips with the traceable Ds and 5s. The students can practice tracing the
number and letter, and then be given another word strip with on of the D and 5 for them to trace. This
process will go on until the students are able to write the number 5 and letter D without any need for a tracing
aid.
Closure (objective & purpose are restated; address how are you going to include the students in this) :
Today we learned about a letter and a number. What number did we learn today? Yes, you are right, we
learned the number 5. It is so important that we learned the letter 5, because now we will be able to count
and recognize when we have five objects. We also learned how to write the number 5. We learned a new
letter today, what was that letter? Yes, we learned the letter D. Give me some words that start with the letter
D. It is really important that we learned the letter D so now we can know what words start with the letter D.

Dominik: Hand over hand

for writing the letter D the
number 5, and grouping 5
objects together.
Lincoln: Verbal prompts

Lincoln: May need aid

when tracing with shaving
cream due to sensory
issues.

Dominik: Hand over hand

prompting.

Assessment (how will you know when the student knows the information or can do the skill youve taught) :
The students will write the number 5 and the letter D on the smart board. During work table time, the
students will trace the number five and the letter D on the table with shaving cream.
Resources:

Lincoln: verbal prompts if

needed.
Dominik: Hand over hand.