Teacher
Education Candidate Supervising
Teacher UWG Supervisor
December 1, 2005 December 6, 2005
Date
of Submitted Lesson Plan Date
of Implemented Lesson Plan
Block
I_X_, II___, III___, or IV___ Subject:
____Language Arts Grade Level: _K_
- National or Learned
Society Standard(s):
IRA/ NCTE Standard
12. Students use spoken, written, and visual
language to accomplish their own purposes (e.g., for learning, enjoyment,
persuasion, and the exchange of information).
- State of
ELAKR2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student
c. Blends and segments syllables in spoken words.
3. Specific Objective:
The students in this kindergarten class will select
where the /h/ sound is heard in the pictures that represent the words with an
accuracy of 7 out of 9.
4. Evaluation
I will collect
the papers to see how well the students understood the lesson by checking to
see if they were able to place the /h/ sound in the correct place (beginning,
middle, and end).
5. Materials
·
Aaron’s Hair by Robert Munsch
·
Where’s That Sound? Worksheet
·
Circle the Hh Pictures Worksheet
·
Pencil
6. Procedures
a. As my opener I will ask the
students what the letter is that they are studying this week, what sound the
letter makes, and I will also ask them if they can tell me any words that being
with the letter Hh.
b. This lesson will tie to the
previous learning of sounding out words.
c. I) I will read the book Aaron’s
Hair to the class since it is about hair and it can be tied to the letter
Hh because of this. While reading the book I will reword the parts of the book that says “HAIR! I HATE
YOU!” to “HAIR! I DON’T LIKE YOU!” I am doing this because I do not feel that
it is appropriate to read the word “hate” to kindergarteners.
II) While reading the story
to the class I will ask them to predict where they think that the hair is going to run off to next.
III) Upon completion of reading the book I will ask
the students why the hair kept running away from Aaron and the people that the
hair kept running to.
IV) After asking questions
about the book, I explain the activity that we are going to do to the students.
I will give examples of what the task is that they are going to do. Such as
where do you hear the /h/ sound in the words horn and hair.
V) Once the activity is explained the students
will go to the different tables and rotate the tables. When the different
groups are at my table the students will do the explained activity.
d. To conclude the lesson I
will review the lesson with the students by asking them to tell me where the
/p/ sound is in pig, the /s/ sound is in sock, and the /g/ sound is in dog.
e. Upon completing the lesson
the students will line up and get ready to go to lunch.
f.
The students who are having difficulty with this lesson they will do a
worksheet that has them selecting the pictures that start with the letter Hh
and writing the upper and lower case Hh.
7. Connections
This lesson will connect to can be
connected to sight words.
8. Related independent activities
The students that finish early will write
words that start with the letter Hh, which is the letter of the week.
9. Documentation
The students’ academic achievement
will be tracked through observation and once they are able to do a certain task
successfully that task will be marked off on the checklist that there is for
kindergarten students.
10. Reflection
Upon completion of teaching this
lesson I was pleasantly surprised as to how well the students did with it,
especially the lowest group in the class. I had the lowest group start out with
just identifying the pictures that started with the letter Hh and them I had
them do the worksheet that the
rest of the class was doing and they each missed one or two sound location.
This was a lot better then what I was expecting. The students sounded out the
name of the picture and placed the /h/ sound where they thought that they heard
it in the word. They needed some help with the different types of houses that
are on the worksheet so that they would not say house for all of them. For the
most part all of the students go all of the sound locations correct. There were
a few students that got a couple of them wrong. Over all I was thoroughly
pleased with the outcome of the lesson.
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