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.

Vygotsky and Bruner’s Theories.

Vygotsky’s sociocultural theory/perspective implies that learning is initiated with the help of
others based on the culture, historical context, and institutional views. Society plays a major role
on shaping and helping children’s psychological development, based on the cultures (Scott,
n.d.). Vygotsky suggests that mental functioning does not solely rely from social interaction, but
also from one’s interactions with others (reciprocity) (Bruner, 2004).
Bruner expanded on Piaget’s research and developed 3 stages of learning, that is the
enactive, iconic, and symbolic which is incorporated through-out the lesson (Bruner, 1976).
Enactive; which is seen in independent practice, here students have the opportunity to show
their understanding of the learning objective by; tracing, painting, asking questions, and
receiving feedback from peers. Iconic; this is shown through-out the whole lesson, students are
presented with objects that start with the letter H, a worksheet that has a variety of illustrations,
video, this is what we are emphasizing on the lesson, based on the student’s developmental
stage. Symbolic; abstract representations, that is the letters/symbols that make up the words that
start with the letter H.

How is Theory applied
in this lesson?
 This lesson is modified to fit this theory based on; telling students words that I know that
start with the letter H then encouraging/asking students to say the name of the object
that starts with the letter H first.
 Have students learn from one another by putting them on groups of 2 and asking them
to share the words that they know that start with the letter H. this way if a student does
not know a word with the letter H, their partner can learn it as well.
 Genetic law of development; first students learn from social interactions in a variety of
ways, from communication to observation. Then, students learn from intramental
category within their own cognitions (Scott, n.d.).
 Zone of proximal development: A construct on students’ cognitive development, when
understanding the relationship between learning and development. To what a student
can actually perform by his or herself and to what the student can do with assistance.
The teacher helps the student reach their learning potential through productive
interaction and supervised guidance (ethicalpolitics, n.d.).

Bruner, Jerome S.. The Process of Education, Harvard University Press, 1976. ProQuest Ebook
Central, https://0-ebookcentral-proquest-com.library.alliant.edu/lib/alliant/detail.action?
docID=3300117 (Links to an external site.).

Blunden, Andy. “Vygotsky's Theory of Child Development.” Vygotsky's Theory of Child

Development by Andy Blunden 2011, 2011, ethicalpolitics.org/ablunden/works/vygotsky-
development-mobile.htm.

Online Resource. Vygotsky’s Theory of Child Development (Links to an external site.) from

ethicalpolitics.org.

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.

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ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
Formative; performance and skill building through-out the lesson is mastered when students successful correct the
pronunciation of the letter H, at this stage, student see the letter H as a novel symbol, in order to accommodate this new
information instruction is based on focusing on what the student can do and how novel knowledge can be acquired through
ZPD. With familiarizing objects that students in this stage of development recurringly see and recognize based on their
culture, the new information is easily remembered. Summative assessment is met when students show recognition of
language/symbol without guidance.
 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?
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 series 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  Sociocultural theory:
about the letter H and the many objects by saying the name by the teacher
that start with the letter. of object. mentioning first the
 Tell students words that I know that start  Name objects with that she knows she
with the letter H. the letter H without is helping students
 Ask students to name the objects that start previous instruction. learn new words
with the letter H that I am about to show  Use their knowledge based on culture.
them, these are miniature props of a hat, to respond to
hen, ham, hog. questions.
 Ask students if they notice any similarities, 
ask students if they know any other
objects that start with the letter H.
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?

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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  Genetic law of
 Ask students to pay close attention to the information. development;
letter H on the video and the sound it  Help a peer that has students learn from
makes when pronounced. trouble pronouncing the
 Help students with the correct letter H, using peer interaction/examples
pronunciation of the letter H by saying it, guidance/example. of the teacher then
then have a student that can correctly  Answer and discuss form peers or from
pronounce the letter H to show other what new words themselves. This
students. that start with the helps the student
 Have students first watch/listen to the letter H they heard incorporate
video then sign along. from the video. knowledge.
 Ask students what new words that start  Video shows
with the letter H they heard/remember pictures of objects
from the video. that students are
familiar with, which
is not too far away
from their
experiences.
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  Students are
letter H. make sure they’re pronouncing of letter H. learning from origins
the sound the right way.  Spell out all 5 words of their social
 Write down the 5 words of the worksheet sound by sound. sources, by having
on the board.  Recognize what students repeat the
 Go over every word, and each phoneme of word describe the presented word.
the 3-letter word (consonant-vowel- object.  Students are
consonant), have students repeat after  Learn that a word is building on their
you. made up by vocabulary.
 Now just read each word make sure that different sounds.  Sociocultural theory;
students get familiar with the words, have  Get in groups of 2. learning structures
students repeat after. and processes by
 Show students each object and ask them their interactions
which word on the board specifies it. with others.
 Now describe what the word specifies and  Genetic law of
have students answer what it is. development;
 Put students in groups of 2 that are sitting students learn first
next to each other. Tell students to take by social interaction.
turns and tell their partner the words that
they know that start with the letter H.
(watch if they are actually saying words
that start with the letter H.
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?

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TIME TEACHER STUDENTS White paper, crayons, paint.
15  Hand out worksheet, (worksheets  Color illustrations.
illustration, words, and blank outline of  Trace all 5 words.  ZPD, students have
letter H).  Mastery of letter H the opportunity to
 Tell students to get their crayon boxes pronunciation. show their
because they’ll be coloring only the  Paint letter H and knowledge of the
illustrations/objects that start with the letter compare with peers. letter, H, objects that
H.  students learn that start with letter H,
 Model how to color their illustrations on the each symbol/letter tracing, coloring and
board. composed by each pronouncing letter
 Tell students to trace the words after sound makes a H. Teacher expands
coloring. word.   students’ knowledge
 Tell students to look at the board, raise by helping master
their hand if they need assistance. pronunciation, which
 Set students on groups of 2-3 use paint. is the goal.
To paint the letter H.  Enactive learning;
 When done, ask students to pronounce a students
word, assist those who still need guidance. demonstrate the
knowledge acquired
from the lesson by
various activities.
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?

TIME TEACHER STUDENTS 

5  Ask students who would like to describe  Show their work.
what they just did.  Repeat together.
 Play the video one last time and repeat
along.
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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