Dakota State University 

College of Education  

LESSON PLAN FORMAT 

Name: _​Samantha McKenna Brummer   

Grade Level: _​Junior Kindergarten​___ 
School: ​_​Hillcrest Elementary​____ 
Date: ​March 10, 2020 
Time: ​8:50-9:30 
Reflection from prior lesson: 
The students seemed to struggle with the formation of the capital U so it will be 
interesting to see how they do with the lowercase u. It will also be important for me to re-enforce 
how to make the capital U since many of the students are close, they are just making it look more 
like a V. When it came to identifying capital U’s and lowercase u’s in their books, after keeping 
track of how many Uu’s the student’s missed out of the 36 in the book, there were multiple 
students who missed 1-6 of them, and a few who missed 11-16 of them. While they were all able to 
find them after slowing down, some of the students struggled more than others.  
Lesson Goal(s) / Standards:   
● K.RF.1 - Recognize and name all upper- and lowercase letters of the alphabet  
● K.L.1 - Print all uppercase (capital) and lowercase letters of the alphabet using correct 
formation  
Lesson Objectives: 
During our lesson today, the students will be reminded of the sounds that the letter U can 
make and begin a list of words that starts with it. Afterward, students will practice writing their 
capital and lowercase Uu’s on the smartboard as well as practice writing lowercase u’s on an 
activity where they will be identifying uppercase U’s and lowercase u’s on a letter maze.  
Materials Needed: 
● Smartboard 
● Activities 
○ Letter u page 
○ Letter Uu maze 
● Mini whiteboards and expo markers 
Contextual Factors/ Learner Characteristics: 
The students and I have been working on spending more time talking about the letters 
and the sounds they make as well as practicing writing them. While I think it is important that the 
students work with the letters and practice writing it and identifying it, being able to spend time 
as a group doing activities is important as well. The students seem to be enjoying this shift and 
have been doing fairly well with spending more time on the carpet doing things as a group rather 
than going back to their seats to work the entire time.  
I have noticed that some of the students are having difficulty with letter sounds and 
names more than others and seem to struggle with differentiating what letter makes what sound. 
For example, if I ask the student if /o/ and /m/ make the same sound, they tell me that it does. 
Being able to not only identify the letters and write them but also differentiate between the letter 
sounds will be very important for their learning as they move forward.  
 
A. The Lesson 
1. Introduction (5 minutes)  
● Getting attention 
○ Think back to last week, what letter did we talk about? 
■ Show me how to make a capital L in the air 
■ Now show me how to make a lowercase l  
■ What sound does Ll make? 
○ So if we learned about Ll last week, can anyone remember what letter we talked 
about yesterday? 
● Relating to past experience and/or knowledge 
○ What sound does this letter make?  
■ It’s kind of a tricky one because there are two sounds, do we remember 
what those two sounds are? 
● Creating a need to know 
○ It is important that we know our letters and the sounds that they make so that we 
can start sounding out words and spelling things on our own. 
● Sharing objective, in general terms 
○ Today, we are going to practice writing our lowercase u’s using our lines. We will 
practice this together before going back to our seats to work on our own. We are 
 also going to practice finding our capital U’s and lowercase u’s with a maze - this 
will show me if you can tell what the letter Uu looks like.  
2. Content Delivery (30-35 minutes)  
● Letter review 
○ What does capital U look like? 
■ Students write it in the air  
■ The teacher writes it on the smartboard  
○ What does lowercase u look like? 
■ Students write it in the air 
■ The teacher writes it on the smartboard 
○ How are the capital U and lowercase u different? How are they the same? 
■ Call on students to explain these differences and similarities 
○ Sound 
■ What sound can the letter Uu make? 
● Have all students answer together  
○ Begin a list of words that start with Uu - create this list on the smartboard so we 
can continue to add to it 
■ Ask students for suggestions 
■ What words did we hear/see in our video yesterday? 
■ How do we know it started with Uu? 
● Smartboard Practice 
○ Have students take turns writing capital U and lowercase u on the smartboard. 
■ One column of students from the blue pocket chart list will go each day. I 
typically decide which column will go based on how many students in it are 
sitting respectfully.  
■ Students sitting on the carpet should give the student at the board their full 
attention. 
■ Students at the carpet should practice writing the letters in the air while 
telling the student at the board how to write it 
○ After all students in that column have gone, remind them of common mistakes that 
we might make 
○ As a group, give a clap for all the students who came to the board and showed us 
how they make their capital U’s and lowercase u’s 
 ● Activities 
○ Back at their table, students will complete 2 activities on their own to help me see 
how they are forming their lowercase letters as well as their ability to identify their 
capital U’s and lowercase u’s 
■ Lowercase u page: students can use markers to complete this page 
● They should not use multiple colors per row but can change at the 
start of each new row 
■ Letter Uu maze: students should use a yellow crayon to find and color in 
the capital U’s and lowercase u’s that they find 
3. Closure (3 minutes)  
● Before dismissing to lunch, gather the students back on the carpet to review what was 
talked about today 
○ What does a capital U look like? 
○ What does a lowercase u look like?  
■ Write them on the board using lines so students can see as they make 
them in the air 
○ What sound can Uu make? 
● Remember, learning our letters is really important as we learn more things and become 
older. Some of us might already know these letters, but it is important that we keep 
working on them so that we all become super awesome letter experts 
● Prepare them about what is to come 
○ Tomorrow, we are going to keep working on our letter Uu and I have a super 
special video to show you 
B. Assessments Used 
● Identifying: Students will show how they recognize the capital U and lowercase u by 
coloring in the Uu’s found on the maze. When students color letters other than the Uu’s or 
miss Uu’s, it will help me know which students are struggling to recognize them amongst 
other letters.  
● Writing: Students will practice tracing in the air as well as individually. The individual 
pages will help me see how they are constructing their lowercase u’s and will allow me to 
see how they progress throughout the week. Students will also have the chance to write 
their capital and lowercase Uu’s on the smartboard for on the spot corrections.  
C. Differentiated Instruction   
 ● Remediation - While students are working, I will be going around and providing additional 
support to those who need it. Students on IEPS are currently out of the classroom during 
this time and are given one-on-one support in the resource room.  
● Enrichment - Students who finish early can practice writing capital U’s and lowercase u’s 
on mini-whiteboards. They can also practice writing the words we came up with as a 
group that begin with Uu.  
● Language support - While no students in the classroom are ESL, there are some that are 
receiving speech interventions. With these students, as well as those who have denied 
support but are in need of it, I can provide additional one-on-one support during work 
time.  
D. Resources 
https://www.itsybitsyfun.com/blog/letter-u-tracing-worksheets/
https://easypeasylearners.com/letter-u-worksheets/