Lauren Smith

February 5th, 2018

Topic: The letter “V”
Grade level: K
Standard: RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds
(phonemes)
ABCD Objective/s: SWBAT identify the letter V and its sound with 100% accuracy.
Assessment plan for each objective: assess the children by allowing them to each
individually identify the letter V.
Key vocabulary terms and definitions: The sound and letter /v/

Lesson Sequence

Gain Attention/Activate prior knowledge:

New Introduce the new sound using the V wall card Students guess and
Letter- “Today we get to add v to your alphabet cheer.” identify the letter on the
ABC Listen: v says /v/ card “V”
cheer Demonstrate guessing what picture is on the card
“I wonder what is on the picture”

ABC full Recite full alphabet cheer with students

cheer

Poem Introduce the Unit 17 poem, Show Letter V.

Quick Everyone look at the poster/ Violins
letter V What do you see? 1,2,…17
and T How many violins? Let’s count
17 violins On the van
Where are the violins?

The title of the poem is SLOW LETTER V.

Say it with me “slow letter V”

What kind of letter is V? Slow

Remember, that means you can say the sound slowly.
Listen to my slow letter v. /vvv/. /vvv/
Say it with me.

Repeat poem
What sound do you hear at the beginning of violin?

ABC CARDS together

 ABC LD track #1 together
song
w/cards

V story Val and Vanessa are excited. They are going on a Students listening
vacation in their van to the village in the valley to
visit Aunt Vickie. Val and Vanessa love to help Aunt
Vickie. They cook vegetables for supper. They
vacuum the floor and pick violets to put in the vase.
After supper they put on a program. Val played the
violin and Vanessa sand with her beautiful voice.
After wards, Aunt Vickie served vanilla ice cream. It
was a very wonderful vacation.

V song Vvv-Vvv together

#23 Vvv-Vvv says the letter V.
Reving like an engine, starting words for me;
Like van-vegetables-violetls—violin.
Vvv-vvv says the letter V.
Reving like an engine---vvv—vvv.

Very nice. Now use your best voices and sing along.

Boogie Woogie Game/song

Moses Moses and his classmates are deaf. They go on a

goes to a field trip to a concert, where they get a special
concert surprise. They get to feel music through the
vibrations of a balloon. This is a delightful story of
music, learning, friendship, and alternative ways to
communicate. Students will enjoy signing along with
Moses and his friends.
1. Introduce the story and vocabulary
Identifying Who-
What I deaf?
This is a story about a boy named Moses.
Who is the story about? Moses
Moses has a disability. He’s deaf. People who
are deaf cannot hear.
What do you know about Moses? He can’t hear. He is deaf.
That’s right. Moses can’t hear what other
people say.

Put your hands over your ears. Moses is

deaf.
Many deaf people talk to each other by using
their hands.
At the beginning of the year, we learned a
gesture for scissors.
Show me our gesture for scissors.

American sign language is a little like our

gestures.

Move your fingers like scissors

In American Sign Language, children learn to
form many letters and words with their hands.
Listen and watch carefully.
We can learn some of the signs from this
book.

After reading pg 5:
Who is John? (Moses’ friend)
The box shows us how to sign “my friend”.
Let’s do it.

After pg. 9:
What are the children going to see? (a
concert)
What do you see at the front of the stage?
(drums)
At the beginning of the story. Moses had a
drum.
Moses couldn’t hear his drum, but he could
feel the (vibrations).

Pg 11:
Look at the woman who is bowing.
She plays the drum. The audience is clapping
for her. What are the Moses and his friends
doing? (waving and clapping)
Everyone, clap.
Now wave. That’s how deaf people clap.

Pg 13:
Look at the woman’s feet. We just found out
What was the teacher’s surprise? (balloons)
What are the children going to feel with the
balloons? (vibrations)

Pg. 17:
 What did Moses sign? (I feel vibrations)
Let’s sign with Moses I… feel…vibrations.
The children can’t hear the drums, but they
can feel the.. vibrations.

Pg. 18
The children get to meet the woman who
plays the drum.
You also get to learn another big word. She is
called a percussionist.
Everyone, say that word- percussionist.
(percussionist)

Pg. 24
Look at the children.
How do they feel? (happy)
Why? (they get to play the drums)

Pg 29
What did the children say to the
percussionist?
Let’s sign thanks,
Now let’s sign goodbye.

Pg 35:
Moses learned an important. You can be
anything you want when you grow up.
What would Moses like to be? (a
percussionist)
What will he need to do? (work hard)
What would you like to be when you grow
up?
What will you need to do? (work hard)
uchtdorf

COME NOW SEE ME PLAY SONG

Smooth Reintroduce Bumpy Blending of the letter c.

and Card 30-
bumpy Have students identify /k/.
blending Say the sound /k/
Demonstrate sound blending /kaaa/
Repeat with group and individual turs=ns
 /kaaannn/

Card 25 /is/
Say the word /is/ “This is a ball”
What is this?

Art 1. Introduce the activity. Tell the students they

Project are going to make rhythm shakers.
Rhythm 2. Build connections to the percussion
Shaker instruments in Moses goes to a concert
Point to the pictures on pages 26 and 27 in the
book.
What instruments did the children get to
play? (drums, gong, bells)

We are going to make an instrument that you

shake to make sounds

Point to the rhythm shaker.

When you finish making the rhythm shaker,
you will get to be a percussionist, just like the
woman in Moses Goes to a concert.

3. Show and explain how to complete the

rhythm shakers. Tell the students to:
a. Color and cut the circle
b. Glue paper strips around the edge of the
circle
c. Fold the circle in half
d. Place the beans inside
e. Glue and staple the edges together

4. Monitor and assist students as they complete

their rhythm shakers- provide positive
feedback

Play track 16 for the students to shake their rhythm

shakers to.