Blended Learning Lesson Plan

Lesson Title:

Upper- and lower-case letters in the alphabet

Objectives:

• Students will be able to recognize and distinguish the difference between upper and
lowercase letters.
• Students will be able to write upper- and lower-case letters of the alphabet.

State Standards:

1.4 Recognize and name all upper- and lowercase letters of the alphabet.

6.2 Print upper-and lower-case letters.

Context:

The lesson I will be teaching is a Kindergarten reading lesson about upper- and
lower-case letters in the alphabet. Before this lesson, students drew their favorite
animal and wrote 2 sentences about the animal and why it is their favorite. From this
lesson I was able to see the way students write and the help they need with when to
capitalize letters in a sentence. After this lesson, students will be able to identify
when to properly capitalize letters in a sentence. Students will understand that being
able to distinguish upper- and lower-case letters will help them with their reading
and writing skills. In the next lesson, this will help students when they have to write
and draw a summary about a story I will be reading to the class. This lesson they are
learning will help them be able to better identify and write upper- and lower-case
letters which will be important in the next lesson.

Data:
 Students will be grouped based on the lesson from yesterday and what I noticed in
class how well they understand the alphabet. I will put students in lower groups,
middle groups, and higher groups. This way I know what to focus on when I instruct
my students in a small group. The data I am basing these groupings on is the lesson
from yesterday and what I noticed in class from the year so far. The lesson from
class the other day was drawing their favorite animal and writing about their chosen
animal and why it is their favorite. In this lesson, data will be collected from an exit
ticket to show their knowledge. This data will help me as a teacher reflect on how I
can improve for the next class session.

Materials:

Part of Lesson Material

Introduction Computer & Smartboard for the slideshow for what we will be
doing in class

Teacher Directed The alphabet wall in the classroom

Collaborative Upper- and lower-case letter alphabet cards

Independent Digital iPad, Google Classroom, websites for tracing letters in the
alphabet, crayons, paper

https://www.turtlediary.com/game/write-lowercase-letters.html
https://www.turtlediary.com/game/write-uppercase-letters.html

Closure Pencil, paper

Procedures:

Introduction (10 minutes):

Students will be instructed to put their belongings into their assigned cubbies and
gather on the rug at the front of the classroom. After students gather on the rug, they
will be directed to the smart board at the front of the room where I will explain the
background information for what we are doing in class. After that, I will present a
 slide that shows each student their responsibility at each of the rotational activities
they will be going to.

Teacher Directed (10 minutes):

In this small group instruction, I will have students sit on the rug, in front of the
alphabet wall, and go through each letter. I will then identify which letters are upper
case and lower case on the alphabet wall. I will also point out to students how the
upper-case letter is taller, and the lower case is smaller. I will then call on students
and ask them questions such as “Can you help me find the lowercase f? Is the letter
I am pointing to uppercase or lowercase?” After this, I will discuss with the small
group why it is important that we know the difference between upper- and lower-
case letters and how it will help your reading and writing skills.

Collaborative (10 minutes):

In this group work section, students will work together to identify upper- and lower-
case letters. Students will be given cards with upper- and lower-case letters of the
alphabet. I will have students begin by pairing up the upper- and lower-case letters
in the order they are in the alphabet. After students are done, they will be able to
check if they are correct by flipping over the card and seeing if the corresponding
letter matches the one, they have paired together. If they did not pair the letters up
correctly, students will flip the card back over and try again. Once students have
completed this correctly, they will scramble up the cards so that the next group can
complete the activity.

Independent Digital (10 minutes):

During this independent section, students will be given an iPad to complete the
activity. On the iPad, students will be directed to go to the Google Classroom and
complete both links that will require them to trace the upper- and lower-case letters
of the alphabet:

https://www.turtlediary.com/game/write-lowercase-letters.html
https://www.turtlediary.com/game/write-uppercase-letters.html

After completing, students will be provided with paper and crayons. On this paper,
they will be drawing a corresponding upper- and lower-case letter. There will be a
list on the table where each student can cross off the upper- and lower-case letter
they want to draw, making sure that no letters are repeated in the class.

Closure (5 minutes):

I will ask students to return to please return to their seats. As a class, we will discuss
and share what we learned today and answer any questions the students may have.
 Then, I will instruct students to complete and exit ticket where they will write 3
upper- and lower-case letter pairs. As they are completing the exit ticket, I will
collect their upper- and lower-case letter drawings to hang around the classroom.

Turtle Diary (website for tracing upper- and lower-case letters):

This piece of multimedia is an educational, but also fun way for students to learn
how to write the upper- and lower-case letters in the alphabet. In this activity,
students trace each letter of the alphabet. This follows the standards as it allows
students to write out the letters in the alphabet. The website is interactive and will
maintain the students’ attention as they work on the task. Contrary to the LORI
criteria, this multimedia piece is very easy to use and provides the perfect activity
for students learning about upper- and lower-case letters. Although you are not able
to save results, students at this age would usually not try and take the easy way out.
This piece of multimedia does not have many different instructions for different
learners, but since it is such a simple app, I find there is no need for assistive
technology.

Smartboard:

Smartboards are extremely common in the classroom and one of the most used
pieces of technology. In this lesson the smartboard is used to present students with
what we will be learning in class today and their roles for class today. The
PowerPoints will be very colorful and eye-catching as this is a way to grab children
at this age's attention. This is a useful way for students who are visual learners, rather
than just telling them the information which can be easily forgotten. The smartboard
will be kept on throughout the whole class period so that students are able to easily
look back at the board if they forget their role or the task they need to be doing. The
smartboard is a great way to engage students in lessons and when presenting material or
directions as it is a big screen so students can view the screen. This is very
beneficial for students who may have poor eyesight.