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Jill Szymkiewicz

ETE 304
February 28, 2017
Lesson Plan #7

Central Focus: Students will demonstrate an understanding of the letter “R” through
recognition, writing, and identifying its sound.

I. Title: Texture Rubbings

II. Rationale/ Focus Statement:

Grade: Preschool
Subject: Language Arts
In this lesson, students will learn about different textures while they practice pronouncing
the letter /R/ sound. By combining literacy and science, students are using many of their
senses at once. They are using language when they practice the /R/ sound. Since the texture
pieces will be hidden the hallway, students are being active from the beginning of the lesson.
Once they find a texture piece, they are encouraged to investigate what they found. Once they
find a few pieces, students will compare how they are different and how they are similar,
bringing out their critical thinking skills. They are activating prior knowledge when they listen to
the video and say the letter sound along with it.

III. Objectives:
Students will be able to say the /R/ sound along with the video.
Students will be able to investigate the texture pieces they find.
Students will be able to create a picture using texture rubbings.

IV. Early Learning Standards

4.C.ECd With teacher assistance, isolate and pronounce the initial sounds in words.
11.A.ECc Plan and carry out simple investigations.
30.A.ECe Use materials with purpose, safety, and respect.

V. Instructional Strategies & Learning Tasks

10:00-10:15 Students will sit in their chairs at the table facing the Smart Board. I
will play “The Letter R Song” as a review for the students. They will be encouraged to repeat
the words and sounds along with the video. I will play the video twice so they can hear it the
first time and follow along the second time.
10:15-10:20 Students are divided into centers (blocks, trains, house) or put in a
group to do table work with an adult.
10:20-10:45 Groups of three students at a time will begin their “R” scavenger
hunt in the hallway. We will walk into the hallway and look around for the texture pieces cut into
an “R” shape. Once students find four pieces each, they will sit in a circle and compare their
pieces. As a group, we will discuss which pieces are rough, which are soft, and any other
differences we find such as colors. After five to ten minutes in the hallway, we will go back into
the classroom and sit down at the table. I will demonstrate how to do a texture rubbing by
placing the texture piece under the piece of white paper and coloring over it with a crayon. I will
give each student his or her paper with a rug outline drawn on it. Students will use one texture
at a time with one color crayon at a time until the inside of the outline is filled in. Since the
textures are all cut out in an “R” shape, they will create an “R” rug in the end.
10:45-10:50 Students clean up their centers and are called to line up to leave.

VI. Assessment:
Student will be assessed informally using a checklist. During the video
introduction, I will watch to see which students are repeating the words and sounds in the video.
In the hallway, I will listen to our discussion to hear if students understand the difference
between rough and soft. I will also listen to hear if students are making comparisons on their
own. During the art activity, I will see if students are using their texture pieces to make a design
and are filling the whole outline.

VII. References:
B. (2015, August 07). The Letter R Song - Learn the Alphabet. Retrieved March 02, 2017,

Letter R Activities & Fun Ideas for Kids. (2015, November 19). Retrieved February 28, 2017,

2013 Illinois Early Learning and Development Standards. (n.d.). Retrieved February 20,
2017, from

● “The Letter R Song” video
● 12 texture pieces of various types (rough, soft, hard)
● White paper with rug outline
● Crayons

Students that are easily distracted can sit closer to the Smart Board and me
while we are watching the video so that they can follow along and be engaged in the lesson.
Those that have trouble finding the texture pieces will be given verbal clues to help them.
Students that need assistance during the discussion will be given verbal prompts to answer.
Students that struggle with the texture rubbings will receive hand over hand instruction for the
first texture.