Student Names: Monica McMillan

Technology Integration Lesson Plan

Lesson Plan Title: Letter “Fundations” A through Z

Concept / Topic: Students will be introduced to letters and their sounds. Students will
recognize the letter, a picture of something the letter represents, and the letter sound that the
letter makes.
Grade Level: Pre-Kindergarten

Standards: (ITSE and NC Technology Standards)

1.6 Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes
using the platforms, tools, styles, formats and digital media appropriate to their goals.
Technology Integration: (indicate the tool(s) that will be included in your lesson)
Canva and Chatterpix, Gamification

General Goal(s): this should be the overall purpose of your lesson

1. To identify all letters of the alphabet
2. To fluently produce letter sounds
3. To connect letter to pictures that have the same sound

Instructional Events Teaching/Learning Materials and Time

I. Focus and Review (Establish
prior knowledge)
Activities & Classroom
Setting
Students are encouraged to come
to the learning carpet with the
introduction to a welcome song.
The teacher will initiate the
alphabet song to be sung together
as a group. The song will motivate
the children to join in singing. The
teacher will have alphabet cards
placed at the student’s eye level
and will use a “pointer” to point to
each alphabet card as they sing.
The teacher will then play an
alphabet song on a CD player or to
increase auditory awareness. As an
extension of the lesson, the teacher
will ask the students to name the
Materials
-Alphabet cards of some sort.
(Alphabets cards can either be
printed online or created by
placing a letter of the alphabet and
a corresponding picture that begins
with that specific letter on a card.
(I would use cards that are big
enough for the children to see)
-A special “pointer” for the teacher
to use. (I would recommend a ruler
with a cute attachment on the end
such as a smiley face or star)
-A working CD player with an
alphabet song CD (Music CD’s
will assist the students who need

II. Statement (Inform student of
objectives)
III. Teacher Input (Present tasks,
information, and guidance)
letter, the picture and the letter
sound on random cards. As an
extended activity, The teacher will
ask the students to name something
else, besides what's on the card,
that begins with that letter.
ABCD - Given a picture of a letter
or image of an object, the student
will be able to identify the letter
and letter sound, with at least 5 out
of 5 (83%) accuracy.
The teacher will discuss the
importance of letters with students
- introduce the concept that they
make up words. Explain that this
lesson is about learning new
letters, and some may be review.
The teacher will also touch on the
idea that some letters might make
different sounds, but students will
only be responsible for knowing
the most common sound that the
letter makes.
The teaching goal is for the
students to recognize letters of the
alphabet, learn letter sounds and
correspond pictures to the letters
the pictures represent. The teacher
will introduce, implement and
reinforce alphabet letters, sounds
and pictures.
1. Have alphabet cards ready
to show students. Any
order is sufficient.
2. Pick a card at random and
remind the students to
repeat after you. Use the”
First, Then” approach.
First I say the letter,
picture, letter sound and
Then you repeat after me.
auditory aid while the music will
help the students who may need to
hear the alphabet song and for
those who have yet to learn the
song)
-Alphabet cards will serve as a
visual aid
Time
This lesson should be no longer
than 10-15 minutes. Due to the
short attention spans of young
students we want to keep lessons
short and to the point to hold their
attention and maintain
engagement.
Materials:
● Pick only 5-6 letter cards
that will be the focus of
the first lesson
○ a, i, n, p, s, t -
most common
letters, easy to
develop
foundation from
knowledge of
these letters
● Pointer to highlight each
of the six letters
Time:
This section should only take no
more than five minutes. More time
is allowed to give students time to
discuss with their peers and
teacher.
This lesson should be about 15-20
minutes only because the children
may dance to the music. This will
give the students a sitting break
and incorporate some gross motor.
● 5-6 alphabet cards
● CD player
● alphabet CD
● pointer

IV. Guided Practice (Elicit
performance, provide assessment
and feedback)
Create a demonstration of the tool
(video) similar to the one you want
your students to create that would
meet all of your rubric criteria
I would recommend doing
5-6 letters at a time to
keep from losing the
students interest.
3. After you have gone
through 5-6 letters,
encourage the children to
sing the alphabet song
with you as you point to
the alphabet cards posted
on the board. Be sure to
use the “POINTER” as
you touch each letter as
the children sing. This
will help to keep them
together and help the
students to focus on each
letter you point to.
4. There is an alphabet CD
in the CD player available
for you to play the
alphabet song. The
children will initiate
getting up to dance to the
music (this is ok). They
will also engage with you
as you sing with the
music.
5. After the song is over,
calm the children down.
Use those same 5-6 cards
you used previously and
challenge them. Ask the
students if they can tell
you anything else that
begins with that letter. Be
sure when they tell you a
corresponding item, have
them to reiterate the letter
sound.
The goal for Guided Practice is Place overall amount of time for
giving students time to retain the this section and all needed
information after the lesson, while materials for this section
still being able to receive
immediate feedback from the Materials:
teacher in a group setting. For this ● 5-6 Letter Cards
age, students learn well by ● Dry Erase markers
incorporating movement. This will ● Large Dry Erase board
also allow the brain multiple ways ● Eraser for board
to learn the letter, both physically ● Pointer
and auditorily.
Time:
The teacher will have two games This part of the lesson should take
prepared for guided practice. The about 10 minutes total. This
first of the two games is called includes all of the time required to

V. Independent Practice (Retention
and transfer)
“Magic Finger”. The teacher will introduce and explain each game,
choose one letter card and trace it as well as transition time to set up
with their “magic finger”. Use your for the next game.
pointer finger to do this and tell
students that now, their finger is
magic too. Pass the letter card
around the circle so that each
student has the opportunity to trace
the letter with their “magic finger”.
Demonstrate that the “magic
finger” now “knows” how to write
the letter and students can practice
writing the letter with their “magic
finger”. Have students write the
letter on the floor, on their hand,
on a partner’s knee, etc. The
teacher will provide feedback to
students on pronunciation and
letter shape. Repeat this with each
of the letters.
The second game is played with
the large dry erase board in the
classroom. The teacher will have a
handful of dry erase markers
accessible to students, as well as
having an eraser available to clear
the board after every letter. The
teacher will start by selecting one
letter card and posting it on the
board where all students can see it.
The teacher will write the letter on
the board, and invite students to try
for themselves. The object of the
game is for the student to write the
letter as big as they can. Give only
a few children the opportunity to
try each letter. The teacher will
provide feedback on penmanship.
Clean the board and repeat with
each letter.
During the time for independent Materials:
practice the teacher helper or - A letter, sound, and
teacher will pull students recognition chart
individually. - Alphabet cards that only
1. Alphabet cards are have the letter.
shuffled and out of place - Mini pointer
since it is said to be better - Red/Green Pen
for learning.
2. The student will pull from
the deck in which they
will use the mini pointer Time: This part of the independent
to tell the letter and the practice should take less than 30
sound. minutes if completed at once or 5
3. The teacher will then use minutes if done in increments.

VI. Closure (Plan for maintenance)
VII. Reflections
link to access flash cards:
https://www.canva.com/design/DAFTq04Q_y0/TitgATuQ9mpg4lGm_dDPcw/view?
utm_content=DAFTq04Q_y0&utm_campaign=designshare&utm_medium=link2&utm_s
ource=sharebutton
the green pen to mark if
the student was correct or
use the red pen if the
student is incorrect.
4. This activity could be
done daily or at the end of
each week or even when
the alphabet is complete
Students will be creating their own Materials:
alphabet cards but in a different - 18 copies of each letter
way. This activity will give the for the entire alphabet
student the option to study at home - Stamps
with their own creation - 18 Binder Rings
1. Students will each be - Pencils
given a different letter to
start with and a stamp. Time:
2. They will stamp the inside - Around 2.15 hours
of the letter.Example- - 26 letter x 5
Letter C can be filled with minutes = 130
stamps of a crown minutes
3. They will continue until - This activity could be
the entire alphabet is shorter or longer since
complete as well as place they are estimated times.
them in order.
4. The teacher will laminate
the sheets. (If they have
the resources)
5. The sheets will be added
onto a binder clip to be
taken home.
Provide a half page reflection on Should be done individually.
the implementation and success of
the lesson.