аЯрЁБс>ўџ jlўџџџiџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅСa №ПЯ"jbjb„,„, $4юNюNЯџџџџџџˆ|||||||ШШШШ$ь‘.икккккк,ПRЄ|Ф||:ФФФ:||иФDд,||||иФФ||Ф ш] СШNvФФU<‘ФЕФЕФФ|ффффWord Lesson Plan – Grade K Class details I will be teaching this lesson to Kindergarteners at Whitnel Elementary School. I will be teaching this lesson right before snack time, seeing as how snack is incorporated in the lesson. I will be teaching the whole class, but you could teach this lesson in any size group. You could even do slight modifications and teach individual children who need to concentrate on this letter. I am teaching the whole class, because this is a review of the letter A. The students have already been introduced to this letter, and its sounds. This lesson will probably take 30 min (Plus snack time). Okay since it is snack time also. Normally shoot for 15 mins or so for any given word lesson. Materials I will need: •   Word flash cards (mostly 'A' words, but some other words). •   'Aa' card •   A picture cards (ants and apple) •   Apples (a knife to cut them with, and probably a cutting board) •   Animal Crackers •   Napkins or mini plates •   Chalkboard or Dry Erase Board I will have the children line up to get their food. I will have it prepared on plates, and they will come by and get one plate. I will explain this to the students. I am focusing on the letter 'A'. The words I use will mainly be words that begin with 'A'. I will also review 2 of the sounds (long 'A' and short 'A') that the letter 'A' makes. List everything you will need to do the activity, including student materials for the activity, written materials, books, props, anything else. Describe how you will efficiently get materials distributed. Include the word set you will focus on. You provide full reference for any materials you used in preparing. Goal(s) I am teaching this lesson to review with students the letter 'A'. By reviewing 'A' and the sounds it makes, I hope the students will gain a better understanding of the vowel, and knowledge of words that start with 'A'. This is important to reading because vowels are the letters that hold English together, as seen in the vowel rule (there has to be at least one vowel in each word). This is why 'Y' is sometimes considered a vowel. Objectives The students will increase their understanding of the letter A and two of its sounds by engaging in a variety of meaningful and contextual experiences including: •   Say 'A' and its sounds 'Ah, short 'a'' and 'A, long 'a' says its name'. •   Name some words that begin with 'A'. •   Raise their hands when they hear/see a word that starts with 'A'. •   Point out the 'A' in the middle of words, and correctly model the sound that 'A' makes. •   Act out different 'A' (e)motions: (anger, argue, apologize, afraid). •   Eat 'A' foods they are exposed to (apples and animal crackers). Nice variety of activities here. These are activities, not objectives. The objective is what I typed at the beginning of the activity list. Introduction I will begin this lesson by encouraging the children to participate with you me in a tongue twister. “Amy ate apples with Andy's pet ape.” (This will be written on the board. I will let the children say this a couple of times. Then, I will point out that a lot of the words in that sentence start with 'A', and begin the lesson. Great. Written record for reference. Tongue twisters are fun for kids, and this focuses them on the point of the lesson. Body •   I will introduce the activity. Add in here somewhere why it is important to talk about A/learn about A today. Put it in 5-year-old terms. •   I will say, “Today we are going to talk about 'A'.” •   I will say, “Everyone say that with me… 'A'.” •   I will say, “'A' makes different sounds. It can say its name, 'A', or it can be afraid and say 'Ahhhh'. •   I will show letter card and say, “This is 'A'. 'A' is for ants on an anthill (show picture of 'A' as anthill), and apple (show picture of 'A' as an apple). •   I will ask children to raise their hand if they know any 'A' words. I will tell them we only have time to take 5 or 6. I will write all the words on the board as the children call them out. I will have an 'A' column and an 'Other' column. •   I will go over every word on the board, starting with the other column. Point out what letter it starts with, and what sound that letter makes. I will show if there is an 'A' in each word. Next, I will talk about the 'A' column, and what sound each 'A' at the beginning makes. •   After this, I will get their attention, and tell them that they are supposed to raise both of their hands, and wave them when they hear a word that starts with 'A' after everyone has had time to think about it, and I signal them. I will read the words off of the cards, and make sure they are listening and watching. If someone raises their hands on a word that doesn't begin with 'A', I will say what letter it does start with, and then read the word again, emphasizing the first sound. •   Next, I will have the students stand up in partners. I will help them make decisions quickly. If one child is left over, I will use them as the example (my partner). I will tell the children that we are going to be angry, argue, be afraid, and finally apologize. I will make sure that the students know what each word is. I will say 'be angry' and show the children how to be angry. Then I use the method the teacher does to signify silence (which is what?). Then I will say 'argue with your partner' and give a scenario like, 'they took the crayon from you.' I will emphasize the importance of not touching anyone else. I will signal for silence. Lastly, I will give an example of a nice apology, and then say 'apologize to each other,' and then signal for the children to get quiet and sit down. •   Next, after the class is orderly, I will have them line up, and walk around and get a prepared snack, and go back to their seats. I will ask what two things the children have on their plates. After that is established, I will ask, “How are these two snacks the same.” If children need it, I will help them come to the conclusion that they both begin with A. •   I will walk around with the trash can and have the children throw away their trash. Conclusion I will ask for volunteers to remind the class of what we did today and why it is important, (We reviewed the letter 'A' and the sounds that it makes. We looked at words that start with 'A' and have 'A' in them, and then we had a snack that was supposed to help them remember 'A'. I will then quickly review the letter 'A' and the sounds that it makes. Assessment To gain assessment of this lesson, I will monitor the responses from the students. It is important to make sure all students are participating, but that will not give all the information needed. I think it is important for the teacher, Valerie, or myself to interview each child briefly for just a couple of moments sometime after the lesson, to see if they know what 'A' looks like, sounds like, and some examples of words that begin with 'A' (the high points of the lesson). You can do this, but it is unnecessary if you pay attention to these responses from the children during all the different activities. If not, then those children should be coached independently. If it is a substantial portion of the class, a new method of teaching 'A' should be utilized. 3/3 Looks like an engaging and worthwhile lesson. Please consider my comments and questions as you prepare to teach it. 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