Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Barbara Bishop Grade-Level: Pre-K Lesson Date: 10/5/22

Title of Lesson: All about Pp Cooperating Teacher: Sherlisa Hicks

Core Components
Subject, Content Area, or Topic
Literacy/All about letter Pp
Student Population
19 students (9 boys, 10 girls)
4 ESL
3 IEP (speech)
3 Bilingual
1 504

Learning Objectives
Students will learn about the letter Pp.
Students will sort the capital and lowercase letter Pp.
Students will write the capital and lowercase Pp.

Virginia Standard(s) of Learning (SOL)

ELA.PK.7 Standard: The student will learn how letters and print work to create words and
meaning (CLLD2.4) Focus on Pp.

ELA.PK 7.1 The student will recognize many upper and lowercase letters (CLLD2.4b).

ELA.PK.6 Standard: The student will learn spoken language is composed of smaller segments of
sound (CLLD2.3).

ELA.PK.6.2 The student will identify the initial sounds in words (e.g. /p/ in pig) (CLLD2.31).

ELA.PK.9 Standard: The student will develop writing habits and skills (CLLD3.2).

MA.PK.4 Standard: The student will show an understanding of sorting, classifying, and
patterning. (CD3.4).

Materials/Resources

Letter Pp card with picture of a pig

Blue bag
Pickle
Paint pallet
Pizza
Pan
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 Pumpkin
Penny
Plastic capital letter P
Plastic lowercase letter p
Sorting mats with two columns
Laminated capital and lowercase letter Pp’s.
Ellison cut outs of capital and lowercase Pp’s.
Whiteboards
Dry erase markers
erasers
Video Shake your Sillies out (The Learning Station, 2014).
https://www.youtube.com/watch?v=NwT5oX_mqS0
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety Considerations
N/A

Time
(min.) Process Components
2 min. *Anticipatory Set
TTW ask what letter did we learn this week?
TSW say letter Bb.
TTW ask what sound does letter Bb make?
TSW make the letter Bb sound.
TTW ask if anyone remembers a word that begins with the letter Bb?
TSW say a word that begins with the letter Bb.
TTW ask does anyone remember one of the letters we learned last week?
TSW say Aa.
TTW ask what sound does the letter Aa make?
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 TSW make the letter Aa sound.
TTW ask if anyone remembers a word that begins with the letter Aa?
TSW say a word that begins with the letter Aa.
TTW ask if anyone remembers the other letter, we learned last week?
TSW say Mm.
TTW ask what sound does the letter Mm make?
TSW make the letter Mm sound.
TTW ask if anyone remembers a word that begins with the letter Mm?
TSW say a word that begins with the letter Mm.
1 min. *State the Objectives (grade-level terms)
I can identify the letter pp.
I can make the letter Pp sound.
I can sort capital and lowercase Pp.
I can write the capital P.
I can write the lowercase p.
5 mi *Instructional Input, Modeling, or Procedures
TTW introduce the letter Pp.
TTW show a letter card and ask what is on this letter card?
TSW say Pp.
TTW tell students to say I can identify the letter Pp.
TTW ask why do you think there is a pig on this letter card?
TSW say because pig starts with the letter Pp.
TTW tell students today we will learn about the letter Pp.
TTW say the letter Pp makes the /p/ sound.
TTW say the letter Pp says /p/ and have the students repeat the /p/ sound.
TTW and TSW say Pp says /p/, Pp says /p/, every letter makes a sound Pp says /p/.
TTW tell students to say I can make the letter Pp sound.
TTW say let’s look in my blue bag.
TTW tell students that not everyone can have a turn.
TTW say should be cry and get fussy if we do not get a turn.
TSW say no.
TTW tell students if they do not get a turn, they will get a turn later for something else.
TTW call students that are carpet ready to come up and pick an item out of the blue bag.
TSW take turns picking an item out of the bag (pickle, paint pallet, pepperoni pizza, pan,
pumpkin, P, p).
TTW ask the student what object they picked, what letter the object begins with, and
what sound the letter Pp makes?
*Check for Understanding

10 *Guided Practice
min. TTW call students by group.
Small group instruction: Groups 2, 3 and 4
TTW give each student a capital letter P (Ellison cut out) and ask what letter it is.
TTW ask students if it is a capital or lowercase Pp?
TTW tell students to say I can identify the capital P.
TTW ask students what sound the letter Pp makes?
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 TTW have students use their pointer finger to trace the capital P.
TTW say start at the top and trace straight down.
TTW say go back up to the top and curve around to the middle.
TTW give each student a lowercase letter p (Ellison cut out) and ask what letter it is.
TTW ask students if it is a capital or lowercase Pp?
TTW tell students to say I can identify the lowercase p.
TTW ask students what sound the letter Pp makes?
TTW tell students to say I can make the letter Pp sound.
TTW have students use their pointer finger to trace the lowercase p.
TTW tell students to start at the top and trace straight down.
TTW tell students leave a little space at the top and make a circle.
TTW give each student a sorting mat with two columns one has a capital P and the other
has a lowercase p at the top.
TTW show students a blue bag and tell them they are going to take turns pulling a letter
from the bag.
TTW have students say what the letter is and place it in the correct column on their
sorting mat.
Once all letters have been picked and placed:
TTW tell students to say I can sort capital and lowercase Pp.
TTW tell students to point to the capital letter P column.
TTW tell students to point to the lowercase p column.
TTW ask each student to say the letter /p/ sound.

TTW call students by group.

Small group instruction: Group 1
TTW give each student a capital letter P (Ellison cut out) and ask what letter it is.
TTW ask students if it is a capital or lowercase Pp?
TTW ask students what sound the letter Pp makes?
TTW have students use their pointer finger to trace the capital P.
TTW say start at the top and trace straight down.
TTW say go back up to the top and curve around to the middle.
TTW give each student a lowercase letter p (Ellison cut out) and ask what letter it is.
TTW ask students if it is a capital or lowercase Pp?
TTW ask students what sound the letter Pp makes?
TTW have students use their pointer finger to trace the lowercase p.
TTW tell students to start at the top and trace straight down.
TTW tell students leave a little space at the top and make a circle.
TTW show students how to make a capital letter P on their whiteboard.
TTW ask students to show and say 3 finger grip.
TTW give each student a whiteboard, a dry erase marker, and an eraser.
TTW tell students to practice making a capital P.
TTW tell students to say I can write the capital P.
TTW show students how to make a lowercase p on a white board.
TTW tell students to practice making a lowercase p on their whiteboard.
TTW tell students to say I can write a lowercase p.
TTW tell students to point to the capital letter P they made.
TTW tell students to point to the lowercase p they made.
TTW ask each student to say the letter /p/ sound.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 *Independent Practice

Assessment
Formative: Teacher observation.
TTW observe and note which students sorted the capital and lowercase Pp correctly.
TTW observe and note which students could write the capital and lowercase Bb.
*Closure
2 min. TTW have students point to the capital P.
TTW have students point to the lowercase p.
TTW have students say the letter P’s sound.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Differentiation will be by group.

Three groups will sort the capital and lowercase Pp.
One group will practice writing the capital and lowercase Pp on a whiteboard.
Classroom Management Strategies (To ensure a positive learning environment).

TTW go over each center that is available, how many students can go in each center, and remind
students they do not switch until the timer goes off and the teacher calls them to choose a new
center.
The teacher’s assistant will be circulating at the centers and monitoring and ensuring students are
working together.

Brain break (between stations):

TTW play Shake your Sillies out (The Learning Station, 2014).
https://www.youtube.com/watch?v=NwT5oX_mqS0

TSW clean up, come to the carpet with their name tags and dance.

Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).
For the most part whole group went well. I had students put the letter Pp objects back in the bag
because I had students crying because they did not get a turn to pull an item out of the bag. Next
time I will use popsicle sticks to make sure every student has a chance at an equal opportunity to
participate. I did have to stop occasionally and use attention signals to get the students back on
track. I also commented on student’s that had their eyes on me. Small group went well. I told the
students that when I call them for small group they need to come and not cry or say no because
they need to learn, and they will get to go back to their station. It worked; all the students came
when they were called. Group one practiced writing the capital and lowercase Pp on whiteboards.
Three out of the four students were able to write both the capital and lowercase Pp correctly using
a three-finger grip. I helped the fourth student by showing him using hand-over-hand followed by
showing (with my finger) and telling him how to write the capital P. He was able to do it! I gave
him a high five, praised him, and told him to make more. I got pictures and you can see how
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 excited he is in the pictures. I had some students from group three and four that could not sort the
capital and lowercase Pp. They look very similar, so I think that is why. One of the students could
not identify the letter P. I will pull those students together and work with them.
*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

References

The Learning Station – Kids Songs and Nursery Rhymes (2014). Shake your sillies out/Brain break

songs for kids. [Video]. YouTube. https://www.youtube.com/watch?v=NwT5oX_mqS0

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 Reflection

“Evidence collected from many studies at all grade levels for over almost 100 years

repeatedly leads to the same conclusion. Students experiencing integrated approaches do as well as,

or better than, students in traditional classrooms in academic success” (Drake & Reid, 2018). My

lesson was on the letter Pp. I was able to integrate a math standard into my language arts lesson.

MA.PK.4 Standard: The student will show an understanding of sorting, classifying, and patterning.

(CD3.4). I had three small groups of students sorting the capital and lowercase Pp. I had some

students from two of my small groups that could not sort the capital and lowercase Pp. They look

very similar, so I think that is why. One of the students could not identify the letter P. I will pull

those students together and work with them to give them extra practice. My high-level group

practiced writing the capital and lowercase Pp. ELA.PK.9 Standard: The student will develop

writing habits and skills (CLLD3.2). Three out of the four students correctly wrote both the capital

and lowercase Pp using a three-finger grip. I helped the fourth student by showing him using hand-

over-hand, followed by showing (with my finger) and telling him how to write the capital P. He was

able to do it! I gave him a high five, praised him, and told him to make more. I got pictures, and you

can see how excited he is in the photos. My lesson was differentiated in small groups. “Students

appear to be more engaged in learning, and there are reportedly fewer discipline problems in

classrooms where teachers provide differentiated lessons” (Weselby, 2021). All my small groups

were working on the letter Pp. Three were sorting the capital and lowercase letter Pp and one group

wrote the capital and lowercase Pp. One group was able to sort correctly, so I will have them

practice writing the capital and lowercase Pp next time. I was able to integrate multiple language

arts standards in this lesson. ELA.PK.6 Standard: The student will learn spoken language is

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
composed of smaller segments of sound (CLLD2.3). ELA.PK.6.2 The student will identify the

initial sounds in words (e.g. /p/ in pig) (CLLD2.31). In the anticipatory set, I reviewed the previous

letters learned (Aa, Mm, and Bb). The students could identify the letters and make the letter’s

sound. For the most part whole group went well. I had students put the letter Pp objects back in the

bag because I had students crying because they did not get a turn to pull an item out of the bag.

Next time I will use popsicle sticks to make sure every student has a chance at an equal opportunity

to participate. I did have to stop occasionally and use attention signals, such as 123 eyes on me, to

get the students back on track. “Classroom management is key to creating an effective learning

space. When effectively used, attention signals are one of the best tools for management” (Jennings,

2017). I also commented on students that had their eyes on me.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 References

Drake, S. M., & Reid, J. L. (2018.). Integrated curriculum as an effective way to teach 21st

century ... Researchgate.net. Retrieved from, https://www.researchgate.net/profile/Susan-

Drake/publication/324250557_Integrated_Curriculum_as_an_Effective_Way_to_Teach_21st

_Century_Capabilities/links/5afc7e60a6fdcc3a5a273005/Integrated-Curriculum-as-an-

Effective-Way-to-Teach-21st-Century-Capabilities.pdf 

Jennings, T. (2017). Using attention signals in the classroom. Education.com. Retrieved from,

https://teacher-blog.education.com/using-attention-signals-in-the-classroom-1cb638930d3e 

Weselby, C. (2021). Differentiated instruction: Examples & classroom strategies: Resilient

educator. ResilientEducator.com. Retrieved from, https://resilienteducator.com/classroom-

resources/examples-of-differentiated-instruction/ 

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021