Schools Name: Southwest Elementary

Subject/Topic: Language Arts

Time (minutes) required for lesson: 60 minutes

Grade Level: Kindergarten

Date(s): November 20, 2016

INSTRUCTIONAL GROUP (indicate with X): ______ Individual ______ Small ______
large ____x__ Whole class
CENTRAL FOCUS: Help students to identify the letters of the alphabet and identify pictures
that display the alphabet.
CLASSROOM CONTEXT/DEMOGRAPHICS (as appropriate): This particular lesson helps
develop the class as a whole. The students can help each other in a group setting with practicing
the alphabets and choosing from a wide variety of images that represent particular letters of the
alphabet.
PURPOSE/RELEVANCE: This lesson is important because it helps students learn their
alphabets and helps develop their vocabulary.
PREREQUISITE SKILLS/KNOWLEDGE (list): The student must know how to trace letters.
The student must know how to identify alphabet and vocabulary words.
GA-CC PERFORMANCE STANDARDS (list): Identify new meanings for familiar words and
them accurately.
Sort common objects into categories pertaining to certain alphabets.
Identify real life connections between words and their use.
GOALS OF LESSON ALIGNED WITH GEORGIA PERFORMANCE STANDARDS
(list): The goal is to identify meanings with familiar words related to the alphabet.
Place objects (pictures) into appropriate categories (alphabets).
Understand what the words mean and how they relate to the alphabet.
Learn how to write and spell words.
ESSENTIAL QUESTION(S): What is the letter of the alphabet and what picture displays the
object that starts with the alphabet?
ACADEMIC LANGUAGE DEMANDS:

a. (Required) Language Function: The language is being used to help strengthen the
students vocabulary and knowledge of reading and writing to advance to forming
sentences.
b. (Required) Vocabulary: The vocabulary varies because the students are allowed to
pick whatever vocabulary words they like as long as the vocabulary word represents the
alphabet.
c. Discourse: The directions for the lesson are written out and explains exactly what the
student is required to do. The directions are not lengthy and basic based on the learning
level of the students. The student is asked a question and then performs the action.
MATERIALS/EQUIPMENT/TECHNOLOGY REQUIRED: The smart board is used to steer
students away from the traditional classroom setting. The smartboard allows students to interact
with other students and get out of their seats to write on the board. The students can practice
writing, test their knowledge of their alphabets and have the opportunity to have open ended
questions while choosing their own vocabulary words.
LESSON OBJECTIVES: Students will learn what the alphabets are. How to write the
alphabets and how to identify pictures that represent the letter of the alphabet. The students will
also be introduced to forming and spelling words. The lesson will be introduced as a group
activity but the students are required to answer the questions independently. The lesson will be
performed with 100% accuracy (the criterion).
ASSESSMENT: The data will be recorded by observing the students work and checking for
accuracy. The lesson will be based on a question and answer format. The students must recite the
alphabet and know what words connect with what alphabet. Depending on the pictures choose by
the students will determine if they have a clear understanding. The students who do not perform
well will have additionally homework and one on one interactions with the teacher to gain a
better understanding of the material. Students will receive feedback on comment cards sent home
to the parents.
PROCEDURES
Introduction: Estimated time? The lesson will follow the question and answer standard.
The lesson will be given in a group setting which will involve social interaction with
peers. The lesson will allow the students to help each other and build their confidence by
allowing the students to choose multiple answers instead of one correct answer.
Competition also motivates students to perform well in the classroom. Incorporating of
technology (Smart board) will also change the classroom environment.
Strategies: Estimated time? The lesson will be conducted by first going over the
objective with students. Then as a whole class, I will give an example and go over the
example. Moving forward going through each letter of the alphabet. The students will
raise their hand and I will individually call on students to come up to the smart board and
answer the question. At the end of the lesson, we will review our work together as a

whole class. This will be direct instruction in a classroom environment. The students will
have the chance to choose their own vocabulary words that tie to the main alphabet. I am
giving the students the chance to have many answers instead of one correct answer.
Application/Independent Practice: 20 minutes. The student will be shown a picture of
an alphabet and should be able to identify the certain alphabet. The student will be shown
pictures and should be able to identify what letter of the alphabet that goes with the
picture. The student will also practice how to spell out the vocabulary word.
Closure: Estimated time? 15 minutes. The teacher and the students will go over the
alphabets and vocabulary to determine if the answers were right and what other options
could have been used in the lesson.
Extended Practice/Homework: Students should allow themselves at least an hour of
practice at home. The student should practice their alphabets and vocabulary prior to
coming to class to perform lesson.
ACCOMMODATIONS/DIFFERENTIATION: There are only 2 ESL students in my
classroom who will need special accommodations. Gifted students will be required
to perform the lesson and also spell the vocabulary word chosen to match the letter
of the alphabet without any help from the teacher. Students will disabilities will be
given certain limitations if the original assignment cannot be performed. Such as
hearing impaired students will have a sign language translator. Those student who
do not speak English will also have translation devices that will translate voices
from English into Spanish.

REFLECTION: The strengths of the lesson includes allowing the students to have a better
understanding of the alphabet. The students will be able to identify vocabulary words. The
students will be able to connect real life events with vocabulary words. This lesson will prepare
students to begin to form sentences and write words. The weaknesses of the lesson is that
students will have to connect alphabets with a variety of other vocabulary words which can be
confusing to younger children. The lesson assessment revealed that students are capable of
connecting alphabets with pictures more effectively than with words. I would improve the lesson
next time by limiting the amount of answers possible for each question. Next time, I will create
an answer key and have students chose from a limited selection. I believe the accommodations
were effective and allowed all students to be able to participate in the lesson. The students
enjoyed using the smartboard and being able to practice on the board.
CITATION OF SOURCES:
www.emedicinehealth.com
www.georgiastandards.org
SPECIAL EDUCATION CANDIDATES

The IEP goal that is supported by the lesson is for any student who may have fine motor
skill disabilities because they will be able to point to pictures and move objects with their
fingers versus picking up a pencil and writing on the board. Students who have trouble
writing can still participate in my lesson.