HSOE Lesson Plan Template

HSOE Lesson Plan Template

Alexandra Quintero.
GRADE Kindergarten

SUBJECT English Language Arts

Identification of phonemes of a word composed of three letters by participating on different

LESSON SUMMARY activities composed of illustrations, drawings and actively listening. Phoneme identification.
Sensorimotor practices. Pronunciation of phonemes.

Piaget’s theories
1) Piaget believed that children acquire their knowledge based on the number of experiences.
He also believed that children did not have to rely on relationships or influences of others in
order to learn which he strongly relied age-specific stages (Piaget,1952).
a). Cognitive Development stages: At this stage, students have already gone
through the first stage, sensorimotor (ages birth-24 months); object permanence
which refers that children learn through their senses, experiences, and their level of
motor activity. Students are now on the preoperational stage (ages 2-7); which goal
is to achieve symbolic thought, students build on vocabulary, imagination and
memory. Students are both intuitive and egocentric, they can efficiently learn by
making associations with the environment in which they are familiar with (Hutt,
2003). Students also learn that objects and words can be symbols.
 Theory will be applied by using drawings and illustrations,
concepts/objects relating to the child’s perspectives/experiences.
 Relating familiar illustrations with new symbols (letters) In order for
students to accommodate.
How is Theory applied b). Spatial conceptualization, concept formation: Piaget (1954) explains that
in this lesson? according to evolution, a child by the means of their sensorimotor experiences,
he/she is able to extend their knowledge gasped by their own centered space to
accommodations of concepts.
 Using physical practice for sensorial development, manipulation of
physical objects (clay, playdough, cutting, drawing).

Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational

Psychology Interactive. Valdosta, GA: Valdosta State University.

Piaget, J. (1952). The origins of intelligence in children. New York, NY, US: W W Norton & Co.

Piaget, J., & Cook, M. (1954). The construction of reality in the child. New York, NY, US: Basic

Books.

OBJECTIVE.
What will your students be able to do?

Student learn to isolate and pronounce the initial, medial vowel, and final sounds of a simple three word-phoneme, made up of
a consonant-vowel-consonant.

ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
 Students that are able to follow instructions by coloring the illustration indicated.
 Students are able to correctly pronounce the phoneme of the letter “H” (first letter of the word).
 Students are able to assimilate the objects/illustrations to the symbol/letter
 Students are able to color, pronounce & recognize 3 letter word.
COMMON CORE
How will you address Common Core standards?

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L.RF.3.c: Read common high-frequency words by sight.

L-K-1-A: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print
many upper and lowercase letters.

DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
How will you address your English Learners?
List the specific strategies you will use.
English learners will be paired with a student that can guide them and who knows the language same language. If the is no
bilingual students that can help, the lesson will have a seriesthe prese of pictures that the student can identify, the lesson will
be conducted with constant pointing to each section that is being covered for the student to easily follow.

OPENING (10 minutes – suggested) MATERIALS/STRATEGIES

How will you communicate what is about to happen? How will you communicate how it will
happen?
How will you communicate its importance? How will you communicate connections to
previous & future lessons?
How will you engage students and capture their interest?
TIME TEACHER STUDENTS
10  Students will be gathered on circle/carpet  Gather, listen Plastic/fabric objects of a
for everyone to see. carefully. hen, hat, ham, and a hog
 Tell students that today we will be learning  Actively participate  Here is when the
about the letter H and the many objects by saying the name student uses their
that start with the letter. of object. spatial
 Introduce objects that start with the letter  Name objects with conceptualization to
H, these are miniature props of a hat, hen, the letter H. identify the object
ham, hog.  Use their knowledge presented.
 Ask students if they recognize any of the to respond to  Since at this stage
objects. Let them say what the object is questions. students are
before you do. egocentric,
 Ask students if they notice any similarities, presentation of
ask students if they know any other objects common objects is
that start with the letter H. a technique learn
about letters.
INTRODUCTION OF NEW MATERIAL (10 minutes – suggested)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?
TIME TEACHER STUDENTS Present “The letter H song”
10  Present “The letter H song” by  Listen/watch video by ABCmouse.com
ABCmouse.com carefully taking in  Accommodation
 Ask students to pay close attention to the information. from words that
letter H on the video and the sound it  Answer and discuss students already
makes when pronounced. what new words know that start with
 Have students first watch/listen to the that start with the letter H to new
video then sign along. letter H they heard ones.
 Ask students what new words that start from the video.  Video shows
with the letter H they heard/remember from pictures of objects
the video. that students are
familiar with, which
is not too far away
from their
experiences.

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GUIDED PRACTICE (15 minutes – suggested)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?
TIME TEACHER STUDENTS Piaget’s theories related to
25  Ask students to return to desks/tables.  Repeat and instructional design.
 Have students repeat the sound of the recognize the sound  Use of constructive
letter H. make sure they’re pronouncing of letter H. approach, students
the sound the right way.  Spell out all 5 words actively participate
 Write down the 5 words of the worksheet sound by sound. using their familiar
on the board.  Recognize what knowledge making
 Go over every word, and each phoneme of word describe the new schemas.
the 3-letter word (consonant-vowel- object.  Students learn
consonant), have students repeat after  Learn that a word is better when familiar
you. made up by content is
 Now just read each word make sure that different sounds. presented, and they
students get familiar with the words, have manage to expand.
students repeat after.  Students are
 Show students each object and ask them building on their
which word on the board specifies it. vocabulary.
 Now describe what the word specifies and
have students answer what it is.
INDEPENDENT PRACTICE ( 25 minutes – suggested)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?
TIME TEACHER STUDENTS White paper, crayons.
15  Hand out worksheet, (worksheets  Color illustrations.
illustration, words, and blank spaces).  Trace all 5 words.  Students
 Tell students to get their crayon boxes  As a group, help recognize/assimilate
because they’ll be coloring their one another and to the visual
illustrations. use stamps to spell object/illustration
 Model how to color their illustrations on the out words. then accommodate
board.  students learn that to the
 Tell students to trace the words after each symbol/letter symbols/letters
coloring. composed by each (Piaget,1952).
 Tell students to look at the board, raise sound makes a Students also
their hand if they need assistance. word.   recognize the letter
 Hand out stamps and set students to “H” at the beginning
groups of 3-4 (depending on class size) to of each word.
make up the word of the illustration on the
blank spaces.
 When done ask students to try to tell you
the words they’ve spelled.
CLOSING ( 5 minutes – suggested)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress
toward) the objective?

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TIME TEACHER STUDENTS  Students have
5  Ask students who would like to describe  Show their work. successfully
what they just did.  Repeat together. learned by
 Play the video one last time and repeat concrete
along. experiences; work
in groups,
changeling
students’ abilities
(Huitt, 2003).
 achieve symbolic
thought, students
build on vocabulary,
imagination and
memory.
HOMEWORK (if appropriate). How will students practice what they learned?

Watch Video “The letter H song” by ABCmouse.com. Cut out words or illustrations that start with the letter from a magazine,
glue on construction paper and bring to class to show,

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