SETON HILL UNIVERSITY

Lesson Plan Template
TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions

PA/Common
Core/Standards

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)

Formative &
Summative
Assessment
Evidence
ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

DETAILS
Michaela Bonnett
Literacy
Pre-K

Student set the foundation for literature by learning the
alphabet.
 Did students recognize letters by name and sound?
 Did students math words to the correct letter it starts
with?
 Did student identify familiar words?
Standard - CC.1.1.PREK.D
 Develop beginning phonics and word skills.
 Associates some letters with their names and sounds.
 Identify familiar words and environmental print.
 Students, as a class, will recognize letters by name and
sound with full participation.
 Students, as a class, will match words to the correct
first letter with full participation.
 Students, as a class, will recognize familiar words.




SUPERVISING
TEACHER’S
SIGNATURE

Bloom’s Taxonomy- Students will be at the first level of
the pyramid. They are expected to know the material. I
will ask questions to see if they have gained any insight
from the lesson.
Summative informal assessment- Students will be
assessed on if they can match the correct word with the
correct first letter and on participation.
The assessment will be done through observation.
Framework- Learning and Innovation Skills- Lesson
promotes communication and collaboration and critical
thinking

Each petal will have the word on the back of it. This can
be used if the child is having problems. They can look
at the back of the petal and see what the word starts
with.
There are stickers that line up (on the back of the
middle of the flower and the petal) so the children know
where the piece belongs.

CK

Seton Hill University Lesson Plan Template Step-by-Step
Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

Lesson
Procedure

CK
Activating Prior Knowledge
 The letters that I am using are letters that they were
already taught.
Hook/Lead-In/Anticipatory Set
 Asking questions. (What letter is this? Which one is the
lower case one? Which one is the upper case one? What
sound does this letter make?)
 Letter song: https://www.youtube.com/watch?
v=BELlZKpi1Zs
Big Idea Statement
 Student set the foundation for literature by learning the
alphabet.
Essential Questions Statement
 Did students recognize letters by name and sound?
 Did students math words to the correct letter it starts
with?
 Did student identify familiar words?
Objective Statement
 Students, as a class, will recognize letters by name and
sound with full participation.
 Students, as a class, will match words to the correct first
letter with full participation.
 Students, as a class, will recognize familiar words?
Transition
 Students will start off sitting in a circle.
Key Vocabulary
 Alphabet
 Flower
 Petal
 Upper case
 Lower case
PreAssessment of Students
 When asking the students the questions (What letter is
this? Which one is the lower case one? Which one is the
upper case one? What sound does this letter make?
What are some words that start with this letter?) I will be
observing to see (1) who answers and (2) who answers
correctly.
Modeling of the Concept
 Each student will get a petal. The class with start off
with myself having a petal. I will tell them what the
picture/word is, what the word starts with, and where it
belongs.

 I will then explain to them what their task it.
1. Each of you will get a petal
2. Each petal as a picture on it. Think about the picture and
what letter that picture starts with.
3. When I call you, one at a time, you will come up and
place the petal around the letter you think it starts with
to build the letter.
4. When we are all done we will go over where each of you
decided to put your letter.
Guiding the Practice
 The activity will be monitored. When a child is having
trouble they will be prompted with question that will
help them figure out their answer.
Providing the Independent Practice
 The students will individually come up and decided
where they should put their petal. It is all right if they
put it in the wrong spot because we will go over where
everyone put their petal. If they put it in the wrong spot
then we will just fix it.
Transition
 Student will be getting up to place their petal in the
correct spots.
 Petals with pictures and words on them
 The middle of the flower with the upper case and lower
case letters

Reading
Materials
Technology
Equipment
Supplies
Evaluation of
 Summative informal assessment- Students will be
the
assessed on if they can match the correct word with the
Learning/Master
correct first letter and on participation.
y of the
 The assessment will be done through observation.
Concept
Closure
Summary & Review of the Learning
 When all of the flowers are assembled we will go over
where each of child decided to put your letter.
 It is all right if they put it in the wrong spot because we
will go over where everyone put their petal. If they put it
in the wrong spot then we will just fix it.
Teacher

Self-reflection