RU Teacher Education Lesson Plan Format

Candidate Name: Carole-Marie McNeive Date: 1/26/17 Grade Level: Pre-k

Lesson Title/Topic: words that start with our name/language arts

Standards: Oral language a) Listen with increasing attention to spoken language,

conversation, and text read aloud. F) Engage in turn taking exchanges and rules of
polite conversation with adults and peers, understanding that conversation is
interaction.
Phonological Awareness d) successfully detect beginning sounds in words.

Specific Observable Objective(s): Students will engage in story time by sitting

quietly and answering questions when called on.

Students will be able to identify other words that have the same beginning sound as
their name.

Essential Vocabulary:
Vocabulary in LMNO peas by Keith baker: Acrobats- perform gymnastic tricks
Electricians: Person who installs lights Investigator- solves crimes
Kayak- a boat parachute- helps objects fall slowly

Assessment:
Formative: formative assessment will be given throughout the story by asking
students what the letter sounds like.

Summative: summative assessment will be done at the end of the activity when I
ask the students if they can tell me what words start with each of their friends
names.

Student Considerations:
To ensure this activity is applicable for all I will use pictures from the book to remind
students what the letter looks like and sounds like. To get them engaged I will have
them act out certain words, for instance if they mention an animal I will have them
act like that animal.

Instructional Resources, Materials, and Technology:

LMNOPeas by Keith Baker book
Poster board with divided sections of letters

PROCEDURES: Include a detailed list of steps for teaching the lesson based on
direct or indirect teaching choices, questions that will be asked by the teacher, a
description of how you will set-up the Learning Environment, and a description of
appropriate roles of all Personnel in the Classroom.
 The Beginning (a.k.a. Anticipatory Set): (5 minutes)
- First the book LMNOPeas by Keith Baker will be read to the small group of
students.
- Throughout the book certain questions such as what letter comes next?
and asking students about unfamiliar vocabulary will be asked.
- Once, the book is done the students will be asked what did you all notice
about this book?
- Lead students to the answer how each page had certain words based off of
the letter, for instance B stood for builders, bathers, and bikers.
-

The Middle: (10 minutes)

- As a group we will go one by one thinking of words that start with each
other names.
- Start with the first student and write down the words that the students say
begin with their name. Try to trick them with coming up with other words
for instance I know chef has the same beginning sound of Billy! get
students to tell you what chef for instance starts with and new words that
start with B.
- Each student will get a turn, each round other students will be encouraged
to help their friends think of words that start with their name.
- Once students think of words that start with their names I will then pull
pictures out of a bag and tell the students what it is of for example this is
a picture of a ball does anyone know what ball starts with? I will make the
sound of the letter B
- Students will then proceed to tell me the letter the picture starts with and
put it under the correct letter on the board. (this will be done for each
picture pulled out)

The End (a.k.a. Closing): (2 minutes)

Today we learned about different words that start with our name and our
friends names . Can someone tell me a few of the words that we thought of
that had the same beginning as each of our friends?

Great job! Tomorrow I want to see if you all can think of any other words that
we can add to our list.

Teacher Reflection on Practice (following the lesson):

1. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
 The evidence that I used to show my students attained todays objective was
through a check list. I knew which students mastered the objectives and which
did not by seeing which ones answered the questions correctly about
beginning sounds of the words. For example, I knew students met the
objectives by how quickly they answered by questions. For the students who
seemed to be struggling and not meeting the objectives I would ask them
individually about the beginning sound of a certain word. I knew the students
correctly met the objective when they were able to make and identify the
sound of the beginning letter of certain words I had.

2. Based on the result of your assessment, what will you do tomorrow? Can you
go ahead as planned or will you need to reteach concepts from todays
lesson? (Explain how you will reteach and/or connect and feed forward.)

Based on the results of my assessment, tomorrow I will use new letters.

They all did pretty well with the letters B, C, L, and W. So I want to go on
with past letters they have learned and see how well they remember.

3. If you have to teach this lesson again, what might you do the same and what
might you do differently?

If I had to do this lesson again, I would have the students come up to the board when we
found a word that started with the same letter in their name. For instance, Brock would
come put the picture up of the ball, balloon, and bear. I would do this because, it gets the
students more engaged with the lesson.