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Lexi Fee
April 22, 2022
317 Final Lesson Plan Reflection

For my lesson, I wanted to incorporate the idea of movement, continuing off of our 313

investigation, but incorporate artistic, physical, and phonemic aspects of learning. Investigating

movement and motion with the students in 313, we took more of a physics perspective of the

movement of objects, but I wanted to bring in movement and motion with their bodies. I wanted

students to participate in an activity to analyze their phonemic awareness while also

incorporating movement and bodily awareness. I decided to provide students with letters, and

guide them to think of an action that started with that letter and/or phonemic sound. For my

materials, I created cards for each letter with the uppercase and lowercase letter as well as an

assessment page with each letter to take note of what movement the students came up with and

room to make notes from the activity. I wanted students to be able to have the visual

representation of seeing the letter instead of just hearing it. Based on the activity and my goals, I

created these objectives. First, the students will be able to name given letters of the alphabet and

identify what movements correspond with the given phonemes. And second, the students will be

able to properly and appropriately move their body following direction with given body

parts/movements. I chose these because I wanted to assess the students’ phonological awareness

from the activity as well as their movement in following directions with appropriateness.

The students enjoyed this activity because it allowed them to get active, and they seemed

excited and engaged when they were able to think of a word, calling it out with excitement.

Throughout the activity I had 2 students that were with me the whole time, and 3 other students

popped in and out of the activity to help with a few letters. First we sang the alphabet together

and talked about how each letter makes a different sound that spells words. Then we identified
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different parts of our bodies and that we can make action movements with it like running and

jumping. Students were engaged and excited to look at each letter and think about what they

could do. However, while I thought we would get through all of the letters, students only made

connections between a handful of letters, as we did not get through them all. However, the

students were still able to make connections between letters and sounds that make action words.

For example, giving students the letter C, they came up with the action of crawling. When

students were struggling to come up with an action word for a letter, I helped to scaffold their

thinking, support their ideas, and give encouragement to come back to the letter and try a new

one. This is where I implemented a few modifications during the activity. When I could see

students struggling, for example with the letter L, I said things like “Hmm, I know of a body part

that starts with the letter L that you use to walk…” I modified the support I gave students to be

able to have ideas to start off thinking but I wanted them to come up with the words by

themselves to the best of their ability. For the younger preschoolers, I modified their

participation through giving them more scaffolding and prompting with their thinking. Because

of their younger ages, I knew that their phonemic awareness would be less prominent than their

older peers, so I wanted to look more at their ability to listen to the directions and follow the

given movement appropriately.

I felt that students aligned well with the objectives that I created. Most of all, they were

able to appropriately participate and give ideas of movement. When they would come up with an

action, they were engaged and energized to act it out, doing so appropriately and in line with the

objective. As for the objective regarding choosing the correct words with corresponding

phonemes, that is where students struggled more so. They were able to identify words with the

given letters with scaffolding from me, but older students were able to identify some without
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scaffolding. This just means I would focus on building their phonemic skills in future lessons if I

were to teach it again. I enjoyed this activity and thought it was successful integrating different

domains of learning and I thought that students enjoyed it as well and were able to grow their

knowledge of phonemic connections as well as engage their movement in learning. I learned that

it can be both engaging and educational for students to have movement in their learning, it keeps

them engaged and excited. I would definitely use this again in the future.