HSOE Lesson Plan Template

TEL7170: Technology in the Curriculum

HSOE Lesson Plan Template

GRADE Kindergarten

SUBJECT English

For this lesson will be focusing on the letter G, on learning its phoneme as it pertains to upper-
and lower-case G.
LESSON SUMMARY
Students will learn when and why the upper- and lower-case letter G are used.
Identify the letter G as it appears as an initial letter and sound or where it is located in a single-
syllable word.

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 This lesson is delivered by using the flipped classroom method, with the flipped classroom, I am
able to cover the lesson and students effectively gain novel knowledge at their own pace. The
lessons are covered by using a variety of technology platforms such as google classroom,
YouTube, ClassDojo, (a communication facilitator) etc. Questions, and activities are covered
during class time. Students are able to work accordingly and maximize their own learning
because they can pause, stop, replay the video as many times as they wish, watch the content
whenever they wish and make annotated concerns or questions to be covered in class. During
class time the students have more time for independent practice while the teacher assists those
students with questions, and everyone works independently or with peers.
The steps that I will take in my flipped classroom are as followed;

Steps
1. Watch lesson online at home, (Content knowledge is gathered).
2. In class, small review of lesson and questions are answered in the “opening” segment,
(Clarity of lesson).
3. Extended work time in the “guided practice” segment, (active practice, key concepts and
feedback is provided from teacher and peers).
4. Review of content learned in the “closing” segment, (check the understanding of
students, promotes extended learning).

Video through YouTube as well as ClassDojo: all about the letter G.

The video will show the teacher explaining the basics of the letter G such as;

 Differences of the upper- and lower-case letter G and the explanation on when they’re
used and why (Upper-case G is used at the beginning of the word, while the lower-case
is used in the medial or last phoneme of a word.)
 Explain the consonant of the letter G as the phoneme that the letter G makes
 (carefully demonstrate how to make the sound of the letter G, encourage students to
repeat the sound).
 Demonstrate where the upper-case letter G is in a single-syllable word by pointing at it.
(words such as; Glove, Gaze, Grab, Gum, etc.)
 Demonstrate words that contain lower-case “G”; gym, pig, mug, etc. explain what
phoneme the letter G makes when it is located in the medial or final vowel.

NOTE: the “Intro of new material” and “independent practice” segments are omitted due to the
flipped classroom method.

Media Elements

1. Television PBS channel, Kindergarten targeted audience, learn media literacy

by viewing PBS between the hours of 6a.m. to 8a.m, engage on Kindergarten
lessons and pay attention to the language being used.

2. IPad or parent’s phone, Learn Visual Literacy; students at the age will soon
learn how to read. With a parent have student take pictures of things around
the house that start with the letter G or have the letter G, think of what it is and
describe what it is to peers in the classroom.

3. Watch a movie of choice, make sure that the movie contains commercials. Pay
close attention to the commercials and questions such as; what is it about?
What do you like about it, what is it trying to tell you. Share with peer’s what
movie you chose to watch, what was the main point and what it was gathered
from the commercials.
How is Theory applied
in this lesson? 4. Online Game; learn media literacy by; Go to https://www.abcya.com/grades/k
and click on the “letters” tap, choose any game listed and play for 15-20 min.

 How did learning and instructional design theories inform your lesson?
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OBJECTIVE.
What will your students be able to do?

Students will be able to identify and recognize the different components of the letter G such as;
Pronouncing, consonant, phoneme, difference between upper and lower-case G, and the beginning consents of a single
syllable-word.

ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
Formative Assessment
Observe when students are correctly identifying the words that starts with the letter G. Ask students to point at the upper and
lower-case G.
Make sure students are able to know the difference between upper and lower-case G and its correct phoneme.
Summative Assessment
Have students point say the sound of the letter G. Have students say different name single-syllable words with initial phoneme
of G.
COMMON CORE
How will you address Common Core standards?
K.7 The student will develop an understanding of basic phonetic principles. 

a) Identify and name the uppercase and lowercase letters of the alphabet. 
b) Match consonant and short vowel, and initial consonant digraph sounds to appropriate letters. 
c) Demonstrate a speech-to-print match through accurate finger-point reading in 
familiar text that includes words with more than one syllable.
d) Identify beginning consonant sounds in single-syllable words.

C/T K-2.1 Demonstrate an operational knowledge of various technologies. 

a) Use various types of technology devices to perform learning tasks. Use a keyboard, mouse, touchscreen, touchpad, and
other input devices to interact with a computer. Use appropriate buttons, gestures, menu choices, and commands to
manipulate the computer when completing learning tasks.
b) Communicate about technology with appropriate terminology. Use basic technology vocabulary as needed.
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.
In stations 1 and 2 the students will be working as a group, (this is the base of a flipped classroom) this will beneficiate English
learners and special ed. students because they will be included in every aspect of the lesson. The teacher will have more time
to work independently with those that need the most guidance. Inclusion is highly practiced.

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?

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TIME TEACHER STUDENTS
15 Board.
All students are gathered at the
circle. Make the sound of the letter G.
Since all students have already Make the sound of the letter G depending on
watched the lesson at home, here where it is in a word.
I will have the opportunity to Point at the word that shows the letter G as the
recap the most important initial phoneme and on the middle or final.
concepts of the lesson.
Recap:
 Similarities and
differences of upper and
lower-case G.
 When upper and
lowercase G are used.
 Ask students to make
the sound of the letter G,
after say the sound
together with the
students.
 Go over the phoneme of
the letter G as it pertains
to initial, medial, and
final sound in a one
syllable word.
 Ask volunteers to point
at the word that contains
a upper and lower-case
letter G.

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 N/A
N/A (See theory applied in lesson N/A
segment).

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?

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TIME TEACHER STUDENTS

15 min Explain to students that they will Stations: iPad

at work together and individually on
each different activities of what they
station. learned by watching the video of
the letter G at home.
Total Explain to students that there is 3
of stations that they will be working
45 at and explain what they’re
min. going to do.
Table 1: worksheet, identify the
letter G.
Table 2: worksheet, identify
upper-case G using crayons.
Table 3: IPad: letter G scavenger
hunt game.
Headphones
Table 1: Worksheet. Words that start with the All about the letter G
letter G. worksheet
Students are to identify the letter G. Crayons
Circle and trace words that start with the letter Pencils
G.
Table 2: All about the letter G worksheet
(focusing on upper-case G).
This worksheet shows lower-case and upper-
case letter G.
The upper-case letter G forms a big upper-case
letter G when the students correctly identify the
upper-case letter G by coloring it.

Walk around the classroom,
motivate and encourage assist
students, answer questions, and
clarify concerns.
Table 3: iPad Game, letter g scavenger hunt.
This is a game showing different letters.
First part of the game, Students are to identify
the letter G and click on it.
Second part of the game, students are to
identify the upper and lower-case letter G and
click on it.
Third part of the game, students are to click on
the words that show the initial sound as the
letter G.

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 N/A
N/A(See theory applied in lesson N/A
segment).

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 to raise their hand
and share to the class what is Say their favorite word that contains the letter
their favorite word with the letter G.
G. Repeat along.
Go over words that have the letter
G.
HOMEWORK (if appropriate). How will students practice what they learned?

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