Lesson Plan Template

(ECE – PreK to 2nd Grade)

AGE GROUP/GRADE LEVEL: Preschool age 3-5

CURRICULAR AREA: Language Arts
DEVELOPMENTAL SNAPSHOT/PRIOR KNOWLEDGE
In this preschool classroom, the students age ranges from 3-5 years old. Majority of the class
are five years old, while only about four students are three years old. The older students can
recognize most of the letters of the alphabet. All students can identify most, if not all of the
letter in their names. Students are exposed to all uppercase and lowercase letters throughout
the year but spend most of the time focusing on the letters that they see in their name.
Students are currently studying about different types of breads and what they might see at a
bakery.

OBJECTIVES
 Standards:
4.B.ECb Recognize and name some upper/lowercase letters of the alphabet, especially
those in own name.
4.B.ECc With teacher assistance, match some upper/lowercase letters of the alphabet.
4.B.ECd With teacher assistance, begin to form some letters of the alphabet, especially
those in own name.

 Learning Objectives:
Students will categorize upper/lowercase by writing out with sprinkles.
Student will identify the letters in their name by writing out with sprinkles.

CLASSROOM ENVIRONMENT
 Materials/Resources:
-Tray
-Letters
-Sprinkles

INSTRUCTION
 Introduction (Lead-In):
At the end of circle time, students will be given a brief introduction of the activity.
Students will be shown all of the materials and the be encouraged to create letters with
the sprinkles. One explained, students will be sent to centers for their small group
activities.

 Step-By-Step Procedures and Learning Activities:

Students will be instructed to wash their hands and go to the teacher’s center. The
center will have two trays with sprinkles, for the two students at the table. Students will
be given a minute to play with the sprinkles, to satisfy their senses. We will then begin
by showing students the cupcake letters. I will show them letters in their name to begin
with and students will create the letter on their tray of sprinkles. I will then show them
random letters and ask that they identify it and write it out on their tray. The random
letter can be a variation of uppercase and lowercase letters.

o Differentiated Instruction
  Adaptations for children
 ELL
-Visuals will be given to students to use when asked to write out
letters.
-Instruction can be said in home language for extra support if
needed.
 Gifted (advanced)
-Students will be given both uppercase and lowercase letters.
Students will be shown an uppercase letter and asked to write
out the lowercase equivalent and vise versa.
-Students can also be asked to spell out their full name in the
sprinkles.
-Students can be asked to give the sound of the letter once they
finished writing it in the sprinkles.
 Special needs
-Students will be provided with visuals of the letters.
-Students would only be required to identify and write out the
letters of their name.
o Academic Language or new Vocabulary (explain how it will be used during the
lesson):
-Bakery: Students will be asked when they would use sprinkles and on what
type of bread they would use it on.
-Capital Letters: This will be explained to the students that capital letters is the
same as ‘uppercase’ or “big letters’.

o Critical thinking questions:

What different types of bread do you see in a bakery? What kind of bread do
you put sprinkles on?

o Managing the lesson: Students will be given gentle reminders to stay on task
and to keep the sprinkles on the tray. Students will be given warnings before
being dismissed if unable to follow directions.

 Closure: Before leaving, students will be asked to spell their name with the sprinkles
one last time and tell me what their favorite bakery item is. They will then wash their
hands and can choose a different center to play at.

ASSESSMENT
 Assessment Plan:
Students will be informally assessed and be mainly observed to see if they can write
out the letters of their name correctly, without teacher assistance. I will also observe to
see if students can pair uppercase letters with lowercase letters. I will record the
number of pairs student can do.

 Evaluation Criteria:
-Exceeds: Student can write all letters in their name without teacher assistance and can
pair most uppercase and lowercase letters, without teacher assistance.
-Meets: Student can write all letters in their name and pair some uppercase and
lowercase letters, with teacher assistance.
-Approaches: Students can write most of the letters in their name with teacher
 assistance and pair some of the uppercase and lowercase letters with teacher
assistance.

 Differentiated Assessment:
Students will be given visuals to match together the letters before writing them out.

PLANNING FOR THE NEXT LESSON

 Feedback:
Students will be given immediate verbal feedback and be shown the alphabet visuals in
the classroom to help remind students which uppercase letters pairs with the lowercase
letter. Students will also be given their name tag to assist students in writing out their
name if needed.

 Plan for future lessons’ focus:

Depending on the student’s performance with this activity, we can spend more time
with spelling names and pairing uppercase and lowercase letters. We can then lead
more into focusing on pairing all of the uppercase with lowercase letters.