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edTPA Lesson Plan Template

Ashton Prillaman
Subject:
Central Focus: Print many upper- and lowercase letters.
Kindergarten Reading
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.L.K.1.A
Date submitted:
Date taught:
Print many upper- and lowercase letters.
Daily Lesson Objective: Students will be able to write the letter /e/.
21st Century Skills:
Academic Language Demand (Language Function and
Communication and Collaboration: Communicate
Vocabulary):
Clearly
Prior Knowledge: The student know how to make the sound of the letter /e/. The students also know how to write the
letters that come before /e/.

Activity

1. Focus and Review

Description of Activities and Setting


(First, have the students come down to the carpet to get ready for the lesson.
Before coming to the carpet, the students should bring a white board, white
board marker, and dry eraser.) Students, yesterday we learned the sound
an /e/ makes and the song that goes with it to help us remember it. Do you
guys remember that Eddy Elephant makes the sound at the beginning of his
name // (as in elephant). Say it with me, Eddy Elephant / /, / /, /

Time
5 minutes

/.
2. Statement of Objective
for Student

3. Teacher Input

4. Guided Practice

Students will be able to understand how to write the letter /e/ and hear it at the
beginning of a word.
Today, we are going to be learning how to write the letter /e/ that goes with
Eddy Elephant. There is a song that is going to help us remember how to
write the letter. Let me pull up the video on Letterland. Are you guys ready
for the video? Good, lets hear what the song is. Before we do, lets get our
writing fingers out to practice writing the letter in the air. Here we go! Ed
has a headband. Draw it and then stroke round his head and his trunk to the
end. (The song will play a couple of times.) I am going to play it one more
time and I want to see everyone using his or her writing fingers to practice.
Lets all sing the song together. I want to hear everyone.
Now I want everyone to take the cap off the marker and place it on the other
end. We are going to use our dry eraser boards to practice writing the letter /e/
and the other letters we have learned. I am going to say the letter and I want
you to tell me the sound of the letter. After, I want you to write the letter.
When I say show me, you are going to hold your board up and show me what
you have written. For the first one, the letter is /c/. That is the correct sound.
Show me your boards. Great job kids! The next letter is /d/. That is right!
Okay, show me your boards. It looks like we are struggling with this letter.
Some of us are getting the /d/ and the /b/ mixed up. Lets review these two.
What is the song that goes with the letter /d/? Draw Dippy Ducks back. Go
round her tum. Go up to her head. Then down you come! (CFU) What is the
song that goes with /b/? Brush down Bens big, long ears. Go up and round
his head so his face appears. (CFU) I am going to draw the faces into the
letters so you can see Dippy Duck and Bouncy Ben. (Write the letters on the
board so they students can see them while you are explaining them to the
students.) Now that we have reviewed that, the next letter is /b/. Show me
your boards. Great job!! Now students we are going to put our white boards,
markers, and erasers away and go back to our tables and work on a worksheet.

5 minutes

5 minutes

I will call you by table to go and put your things away. (Call out each table)

5. Independent Practice

6. Assessment Methods of
all objectives/skills:

7. Closure

Now students, I am going to give you a worksheet and you are going to work
independently. I will be going around asking students different questions to
make sure that they are understanding how to write the letter /e/.
What letter is this (pointing to the big /e/ on the paper? (CFU)
What is the song that goes with it to help us remember how to write it?
(CFU)

10
minutes

By the end of the lesson, the students should be able to write the letter /e/. The students
know a song that will help them remember how to write the letter. The students should be
able to get an 80% or better on the worksheet to know the objective.
Today students, we learned how to write the letter /e/. Lets sing the writing
song that goes with /e/ to help us remember. Ed has a headband. Draw it and
then stroke round his head and his trunk to the end. Great job! You guys did a
great job today!

5 minutes

8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations
If the student has ADD/ADHD, the teacher
could allow them to use their white boards
during the part in the teacher input instead of
using their finger to practice writing the letter.
Allow the student a little extra time to work on
the worksheet.
I would provide the student a checklist for
them to check everything off as we all do it and
then as they do the independent practice.

Student/Small Group Modifications/Accommodations


If there were a student struggling, I would go over to
them first during the independent practice to explain it
a little more. If that does not work, I would ask a
student who understands the topic to help that student
with the worksheet.
If the student is still struggling with writing previous
letters, I would pull them aside to help them with those
and the new letter learned today (/e/).

Materials/Technology: Letterland, Worksheets, White Boards, Dry Erase Markers, Dry Eraser.
Reflection on lesson:
*Modified slightly for use in ELED 3111, Smith, Fall 2015.