SETON HILL UNIVERSITY

Lesson Plan Template Abridged

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

Formative
AND/OR
Summative
Assessment
Evidence

Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

DETAILS
Brooke Hebrank
Language Arts
Kindergarten
Week 3: September 9, 2015
CC.1.1.K.C: Demonstrate understanding of spoken
words, syllables, and sounds (phonemes).
CC.1.1.K.B: Demonstrate understanding of the
organization and basic features of print.
CC.1.2.K.J: Use words and phrases acquired through
conversations, reading, and being read to, and
responding to texts.
CC.1.3.K.C: With prompting and support, identify
characters, settings, and major events in a story.
Formal Evaluation
N/A
Informal Evaluation
Each student will jump out the syllables to a word one
time.
Each student will do two worksheets to demonstrate
their knowledge of letters Hh & Ii with.
Ask a whole class, students will be responsible to point
to words of the story and read out loud.
Students will identify a beginning sound of a word in
front of the class.
Each student will physically match 4 setting images on
a worksheet.
Students will be able to identify syllables in words
individually one out of one time correctly.
Students will be able to identify the letters Hh & Ii on a
worksheet individually 10 times with 90% accuracy.
Students will be able to read I Am as a group one time
with 100% accuracy.
Students will be able to identify beginning sounds
approximately 5 times as a class with 100% accuracy.
Students will identify the setting one out of one time
correctly as a class.

CK

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Jump apart the words in the instructions to the lesson.
Ask the students if they remember what it is called you
are doing.
Letters will be reviewed by matching the letter with their

CK

partner.
Ask the students to identify the site words we have been
practicing.
Have pictures of the same beginning sound words. Ask
the students why you paired these two sounds together.
Have one student identify the setting of the classroom.

Hook/Lead-In/Anticipatory Set
Jump apart the words in the instructions to the lesson.
Ask the students if they remember what it is called you
are doing.
Have students identify the new letters Hh & Ii from the
board.
Have students predict the story based on the pictures in
the book.
Say several students name and sound out the beginning
letter of their name.
Have one student identify the setting of the classroom.
Explicit
Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Big Idea Statement

Words are broken apart by syllables.
Letters can be written.
Letters have partners.
Words are read.
Words have beginning sounds.
Stories have settings.
Essential Questions
How do we break apart words?
What do the letters H and I look like?
Demonstrate how to read for me.
What are the beginning sounds to certain words?
What is a setting?
Key Vocabulary
Setting
Beginning sound
Pre-Assessment of Students
Use My Skills Buddy page 32-33 to discuss syllables.
Identify different pictures on the image to use to break
apart words. Do this once to demonstrate then allow
each student a turn.

Review old letters by mixing up all old letters on the

board. Place capitals on one side and have students
choose the pair it goes to. Students will be picked by
pick me sticks.
Read the alphabet line to the two new letters for the day
Introduce letter Hh & Ii. Put the letters in time out and
find matching letters for. Students will be chosen by pick

Read the story Am I with the students. Make sure they

are pointing to each word. Tell them who the person is
before reading the story.

Discuss beginning letter sounds with the students. Use a

picture to explain the beginning sound.
Use images on the board. Have the students match two
pictures that have the same beginning sound out of
groups of three pictures.
Assist students by emphasizing the beginning sound.
Show them down your arm as the word is separated out.

Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

me sticks.
Show the students worksheet 15 & 16 and demonstrate
what they are to do on it.. Transition the students to
seats by letters of their first name. Students will work on
worksheet front and back.

Read the big book We Are So Proud.

Discuss setting with the students.
Explain worksheet 21 & 23 to the students.
Transition back to the table based on color tables.
Allow time for students to do worksheet 21 & 23.

Adaptations/Accommodations for Students with Special Needs

Student with special needs will have a rocking chair to
sit in.
Student with special needs will have a dot on the carpet
to sit on.
Student with special needs will have a gripper for pencil.
My Skills Buddy
Foam letters Aa, Bb, Cc, Dd, Ee, Ff, Gg, Hh, Ii
Worksheet 15 & 16
Am I? story
images
Big Book
Summary & Review of the Learning
Dismiss students by having students as a class jump out
several words.
Identify students with the letters Hh and Ii in their
names. Review what the letter looks like. Use foam
letters.
Dismiss students to their seats by saying the beginning
sounds of their names. Repeat to the student that this is
called a beginning sound.
Have students repeat the title of the story.
As students finish their worksheets, individually ask each
of them to explain what a setting is.

Homework/Assignments
N/A
Teacher
Self-reflection
What
worked?
What would
you
change?

Clap and jump out syllables. Both work well! Students

love it!