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SETON HILL UNIVERSITY

Lesson Plan Template


TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

DETAILS
Mollie Stein
Language Arts
Pre-K (4-5 years old)
9/14 45 minutes
Students will share ideas and thoughts about the book,
Bear Cant Sleep
Students will also sort and match capital letters and
lowercase letters
Students will match letters to form a word.
What is going on in this illustration?
What do you think will happen next?
Why do you think that happened?
What do you do during the fall?
Which letters are capital letters and which are
lowercase letters?
What lowercase letter does this capital letter match?
What does hibernation mean?
Standard - CC.1.1.PREK.B Recognize and name some
upper and lower case letters of the alphabet.
Standard - CC.1.2.PREK.B Answer questions about a

Objective

Bloom's
Taxonomy

Webb's Depth of
Knowledge
(DOK)

Formative &
Summative
Assessment
Evidence

text.
Standard - CC.1.2.PREK.L With prompting and support,
actively engage in group reading activities with purpose
and understanding.
Standard - CC.1.5.PREK.B Answer questions about key
details in a text read aloud or information presented
orally or through other media.
Standard - CC.1.1.PREK.Develop beginning phonics and
word skills
Students will sort capital letters and lowercase letters,
and put them in their corresponding bag with 90%
accuracy.
Students will match letters to form a word with 90%
accuracy.
Students will match lowercase letters to their
corresponding capital letter with 90% accuracy.
Students will participate and answer questions about
the text at least once during the duration of the group
discussion.
Students will sort capital letters and lowercase letters,
and put them in their corresponding bag with 90%
accuracy.
Students will match letters to form a word with 90%

CK

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

accuracy.
Students will match lowercase letters to their
corresponding capital letter with 90% accuracy.
Students will participate and answer questions about
the text at least once during the duration of the group
discussion.
No technology was used for these centers

Laminated materials and change in materials for the


popsicle stick activity for those with sensory
impairments (labeled Legos or chips, or letter magnets)
Have poster of capital letters, a poster of lowercase
letters, and poster of both up in the classroom to help
students with sorting and matching activity involving
letters

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step


Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
In a group, ask students to discuss what they know
about fall and any experiences that they have had with
the season.
Hook/Lead-In/Anticipatory Set
Read the book Bear Cant Sleep to the students in a
group setting.
Big Idea Statement
Students will share ideas and thoughts about the book.
Students will also sort and match capital letters and
lowercase letters as well as match letters to form a
word.
Essential Questions Statement
What will happen and what did happen during Bear
Cant Sleep? How do we recognize, sort, and match
capital letters and lowercase letters?
Objective Statement
Students will be able to recognize, match, and sort
capital letters and lowercase letters with 90% accuracy.
Refusal of academic tasks.
Transition

Lesson
Procedure

Reading

Assign students to groups and put each group at a


center. Students will rotate around each center until all
students have completed all centers.
Key Vocabulary
hibernation
Pre-Assessment of Students
Ask students to participate in a group discussion about
fall
Read Bear Cant Sleep and have a group discussion and
ask and answer question about the text before, during,
and after reading the book
Students in class refuse to do academic tasks.
Students in class have trouble listening and staying on
task.
Modeling of the Concept
Prompt students with questions for the discussion of
Bear Cant Sleep
Demonstrate the activity using the popsicle sticks to
form a word, the activity sorting capital letters and
lowercase letters into paper bags, and the activity of
matching a lowercase letter to its corresponding capital
letter.
A student has trouble listening and staying on task.
Student cannot stay in his seat long enough to listen.
Guiding the Practice
Prompt students during activities by asking them
questions such as which letter is this, what word do you
think is is, or is this a capital letter or a lowercase letter?
Providing the Independent Practice
Let students try to complete each center as
independently as possible without as little prompting
possible
Have students do the activity themselves after you have
demonstrated or prompted
Students in class refuse to do academic tasks.
Students in class have trouble listening and staying on
task.
Depending on speed of the completion of activity,
students might have wait time.
Transition
Split the class into groups and assign each group to a
center. Rotate students around all three centers until
each student has completed all centers.
Student destroys classroom materials.
Student cries and/or screams when work is too difficult.
Student will not stay in their seat long enough to
complete activity.
Bear Cant Sleep

Materials
Technology
Equipment
Supplies

popsicle sticks
sharpie
cardboard
scissors
cut out apples (52)
two brown paper bags
Cut out paper leaves (52)
Evaluation of
Formal Evaluation
the
Sorting capital letters and lowercase letters
Learning/Master
Matching letters to form a word
y of the
Matching lowercase letters to their corresponding capital
Concept
letter
Informal Evaluation
Participating in a group discussion about the book Bear
Cant Sleep
Answering questions based on text
Closure
Summary & Review of the Learning
What did we learn about fall today?
What is hibernation?
Review capital and lowercase letters on the board
Write words learned through the popsicle stick activity
on the board and spell and sound out the words together
Homework/Assignments
Read a story with your parent and identify capital and
lowercase letters as you read
Teacher

Self-reflection

How to address these behaviors:

Students will be reminded of the rules and also of our token economy system. Each
student has an intervention plan in place for their behavior problems which they
will be reminded of as well.
I will use positive encouragement while walking around the centers to try to
dismiss refusal of work as well as expressions of those who believe the work is too
difficult.
Students who still refuse to do work will be given the option of either choosing to
do work now or doing work during recess time.
I will tap on the desk of students not staying on task to remind them to listen
and/or work on their activity. Again, these students that are off task will complete
the work that they do not get done during recess.
As for wait time between centers, make and take centers will be offered to
students who are finished before it is time to switch so that they are still engaged
and not waiting around.
All materials will be laminated and durable. If materials are destroyed, tickets will
be taken away from that student and they will be penalized on their intervention
plan as well.

When a student is crying or screaming because work is too difficult, I will use a
positive demeanor with them and remind the students how to properly ask for
help. Once the student appropriately asks for help, then I will address their needs
or concerns. If the student does not appropriately ask and continues the behaviors,
he or she will have tickets taken away and will also be penalized on their
intervention plan.
Students who do not stay in their seat will be reminded of the rules and their
tickets and intervention plans as well. If the student is able to stay in their seat for
a determined period of time, then that student may be allowed to continue the
activity on the floor instead of in the seat. This student can also have a chair that
has a bouncy ball as a seat to get all of their movement out that way instead of
getting up out of their seat and disrupting class.