Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Shin Han

Date 10/29/18 Subject/ Topic/ Theme Identifying letters in the students’ name Grade _Kindergarten______

I. Objectives
How does this lesson connect to the unit plan?
The students will gain a fundamental understanding of the formation of names that will connect to that every student’s name is different

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
• Identify the letters and sound of the letter in their names U
• Put the letters in the correct order Ap
• Independently work on the worksheet X
• Compare their name formation with their peers X
• The student will know how many letters or in their name R

Common Core standards (or GLCEs if not available in Common Core) addressed:
✓ Phonological awareness
➢ Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
✓ Phonics and Word Recognition
➢ Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for
each consonant
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Understand how name is formatted, Able to cut an glue
knowledge and skills.

Pre-assessment (for learning):

Identify how many students know all their letters in their name
Formative (for learning):
Ask the first letter of their names, later ask the student to identify the different letters in their name
Outline assessment Formative (as learning):
activities The students will color in the letter that formulates their names
(applicable to this lesson)
Summative (of learning):
The students will be able to solve the name puzzle – first, the student must identify all the letters in
their names and then cut all of them out from the alphabet chart. Then the teacher or peers will mix
the letters and the student has to put them in the correct order
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & reflection term goals, monitor progress, and
For the students, the first activity modify strategies
The student will be able to visually see (identifying letters) will activate the
the letter that they have prior knowledge of the letter of their
What barriers might this identified(colored). names
lesson present?
Provide options for sustaining effort Provide options for language, Provide options for expression and
and persistence- optimize challenge, mathematical expressions, and communication- increase medium of
collaboration, mastery-oriented symbols- clarify & connect language expression
What will it take – feedback
neurodevelopmentally, There will be provided with alphabet At first, the student only have to write
experientially, emotionally, The student will be able to solve the chart and cards. and color and then the students can
name puzzle which will provide a express the letters in hands-on medium
etc., for your students to do challenge to the students
this lesson? Provide options for recruiting interest- Provide options for perception- making Provide options for physical action-
choice, relevance, value, authenticity, information perceptible increase options for interaction
minimize threats
Activity incorporates coloring so the The students can compare the letter
There are variations of the medium that first activity (identifying letters) will with their peers.
the students can express their learning be a visual aid for the students

1-19-13
 Worksheet – First names identification, Last name identification, Name crown
Materials-what materials Scissors
(books, handouts, etc) do Glue
you need for this lesson and Name crown.
are they ready to use? Paper straps
Crayons

The student will be in 3 different centers with each center with 5-7 students
How will your classroom be
set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Motivation Ask the students if they know any letter in their The students will tell the letter in their names
2:00min (opening/ names? The students will help make some of the letter in
introduction/ the names
2:00min engagement) List some of the letters that they know were in
their names

Ask if their were some similarities or difference?

2:00min (simply)

1min The teacher will give instruction on the worksheet

15min The students will be given a worksheet

The student will write their name on the
worksheet.

The student will write their name on the

worksheet.

The students will begin to identify the letter of

their names by coloring the letters

The student will count the number of the letters

Development
(the largest The student will compare their letter and number
10min component or with each other and tell the student to color – in a
main body of Provide the name crown different color – the letter that are not in their
the lesson) name

The students will do the Name crown

✓ The students will cut out the Name
crown
✓ Write the first letter in your last name in
the center of the crown
✓ Write the first name on the left side of
the strap, and the last name on the right
side of the strap

1-19-13
2:00min Closure Ask the student some letter that were not in their The students will give discourse with their peers
(conclusion, names but in their peer’s name and the class
culmination,
2:00min wrap-up) Ask “Were the numbers of the letter same
different?”

2:00min Ask the students if their were any student with a

non-English name

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

1-19-13