Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ashley Swaagman
April 9, 2015

Subject/ Topic/ Theme

Phonics: U

Grade ___K_____________

I. Objectives
How does this lesson connect to the unit plan?
This lesson addresses the letter of the week
cognitiveR U Ap An E C*

Learners will be able to:

Recognize the letter u in writing

Pronounce the short u sound when reading words with u in them
Connect the letter and its sound when seeing pictures of words with the letter u in them
Use the letter u in their writing
Perform a readers theater
Create movements and actions to go along with a readers theater

physical
development

socioemotional

R
U
Ap
Ap
X
C

Common Core standards (or GLCEs if not available in Common Core) addressed:
RF3. Know and apply grade-level phonics and word analysis skills in decoding words. a. 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. b. Associate the long and short sounds with common spellings (graphemes) for
the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does)
RF4: Read emergent-reader texts with purpose and understanding.
(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
knowledge and skills.

Intended to be used in the second week students have learned about the letter u. In this classroom,
students have already learned about the letter, this is the second week.
Pre-assessment (for learning): iPad activity about sorting letter into their vowel groups

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Note how well students are able to read the readers theater, what this tells about
ability to read and sound out the short u sound
Formative (as learning):
Summative (of learning): Weekly individual assessment, short u sounds

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Student will hear words said, see
them written, and read them in the
theater.

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction
Students will be able to sing and
dance along to the song at the
beginning of lesson. Students
stand to perform their theater.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students practice using the sound
in the readers theater.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students hear words and letter

sounds in songs while seeing
the words written, from the
teacher while going over with
alphabet cards, and read words
with the u sound in the
teacher.

Students get the opportunity to

express themselves through a
readers theater.

Students sing together and

work together reading in the
theater. They are able to help
their peers in reading the
theater.

Provide options for

comprehension- activate, apply &
highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?

How will your classroom be

set up for this lesson?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for selfregulation- expectations, personal

skills and strategies, selfassessment & reflection

Students will apply what they

Students work individually on
learned though the song
the worksheet while the other
introduction and short
reading group is practicing
discussion on letter by reading
their readers theater.
and applying it in the readers
theater.
Computer and projector to play the video
Vocab cards rug, duck, jug
Readers theater written for lower/middle readers, with parts highlighted and students names at the
top
Readers theater written for higher readers, with parts highlighted and students names at the top
Letter U worksheet

Have the worksheets on the tables before the lesson

Students will need space to gather as a class, dance around for the song, and perform their readers
theaters, while still having tables where they can work on their worksheets.

III. The Plan

Time

Components

5
minutes

Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

20-25
minutes

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Ask students to come to the rug
Students come to the rug
Start Letter U Song from youtube by Have Fun
Listen and watch the Letter U Song on the
Teaching (https://youtu.be/yWiRgOuaS84). Show projector. Sing and act along with the video.
video while playing song. Instruct students to say
Dance around during song.
letters and words along with the video, as well as
write the letter in the air when instructed by the
video.
Encourage students to get moving and dance
around during the song. Turn off screen when
song finishes.

Ask students to sit back down on rug at the end of

the song.
Ask students what the letter of the week is. When
students answer u, ask for an example of a word
that begins with/contains the letter u. Listen for
several different examples.
Tell the students that the letter u is a vowel
because it makes two sounds. Pronounce the short
u sound and the long u sound
Put the Alphabet Cards jug, duck, and rug
on the board. Point to the jug card and ask the
students what they think it is. Say j-u-g, saying
the individual letter sounds. Ask the students to
repeat the word. Do you hear the u sound?
Point to the duck card and ask the students what

Students sit down on rug

Students answer with what the letter of the week
is and give examples of words that contain that
sound.

Students say what the picture shows and repeat

the words after the teacher. They say if they hear
the u sound for each word.

it is. Say d-u-c-k, saying the individual letter

sounds. Ask the students to repeat the word. Do
you hear the u sound?
Ask for a volunteer to read the last card. Say r-ug, pronouncing the individual letter sounds. Ask
students if they hear the u sound.
Tell students that now they are going to do
something called a readers theater. A readers
theater is like a play, but the actors read their lines
rather than memorize them.
Tell the students there are two different readers
theaters. The Lions and Elephants will work
with me on their readers theater while the
Cheetahs will go back to their tables and work on
a worksheet. Then the Cheetahs will work on a
readers theater with me while the Lions and
Elephants work on the worksheet at their tables.
When you finish your worksheet, turn it in at the
desk. After both groups have practiced, well
come back to the rug and perform our readers
theaters for each other.
Ask students if they have questions.
Dismiss the Cheetahs to their tables, have the
Lions and Elephants stay.
Pair the students off, pairing an elephant with a
lion if possible. Pair a student with teacher if
necessary (for lowest readers). Pass out the
Readers Theater written for the Lions and
Elephants to them. Tell them that they will read
their part with one other person. Encourage them
to read their part to themselves, helping their
partner figure out the reading if needed.
After students have had time to look over their
parts, tell them that they are now going to practice
the readers theater together. Have the first person
start, going through each part. Prompt the readers
where necessary so they know when its their turn.
When the theater is complete, collect the scripts
from the students.
Announce to the whole class that it is time to
switch. Have the Lions and Elephants go to the
tables to work on worksheet and have the cheetahs
come to the rug.
Pair up the Cheetahs and pass out the readers
theaters. Tell them that they will read their part
with one other person. Encourage them to read
their part to themselves, helping their partner
figure out the reading as needed.
When the students have had sufficient time to read
their part, start practicing. Read through theater
once with students, prompting them when
necessary. Practice theater with students a couple
more times until they are able to read it without
help and in the correct order.

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Students listen as the teacher explains what a

readers theater is

Students ask questions if they have them.

Cheetahs go back to their tables and begin
worksheet. Lions and Elephants stay to do
readers theater.
Lions and Elephants collect scripts from teacher
and go to stand by their partner. They read script
to themselves and help their partner read if
necessary.

Lions and Elephants practice readers theater with

teacher. They read their parts out loud with their
partner, listening for teachers prompts.

When the theater is complete, Lions and

Elephants hand their scripts back to the teacher
and go to their seats to begin the worksheet.
Cheetahs hand in their worksheets on the desks
and come to rug to practice.
Cheetahs go to stand with their partner and collect
script from teacher. They read through their part,
helping their partner when necessary.
Cheetahs practice their readers theater out loud,
listening for the teachers prompts. They should
follow along as others read.
Cheetahs sit on the rug next to their partners with
their script.

Announce to students that they should also act out

what they are reading as they read it. Have the
Cheetahs keep their scripts and sit on the rug, all
seated to one side of the rug. Have them sit by
their reading partners.
Call the elephants and lions to the rug. Have them
sit opposite the cheetahs, next to their partner and
pass back their scripts.
Have the Lions and Elephants go first. Tell them
to stand, lining them up in the order they will read.
The Lions and Elephants will read their readers
theater to the cheetahs. Tell Cheetahs to raise
their hands when they hear the u sound in the
readers theaters. Prompt the readers when
necessary.
When the Lions and Elephants readers theater is
done. Have them sit down, and have the
Cheetahs stand up to read theirs. Tell Lions and
Elephants to raise their hands if they hear the u
sound.
When theaters are done, collect the scripts and
congratulate the students on a job well done.

Think about how they could act out what they

read

Lions and Elephants turn their worksheets in and

return to rug, sit opposite the cheetahs and collect
back their scripts.
Lions and Elephants stand and perform their
5-10
readers theater. They stand in the order they read
minutes
to help them know when it is their turn, while still
Closure
listening for teachers prompts. Cheetahs raise
(conclusion,
hands when they hear the u sound read and clap
culmination,
for the Lions and Elephants when the theater is
wrap-up)
done.
Lions and Elephants sit back down and Cheetahs
stand up. Cheetahs perform their readers theater,
standing in their reading order with their partner.
They listen for the teachers prompts when
necessary. Lions and Elephants raise hands when
they hear letter u sound, and clap for Cheetahs
when the theater is done.
Students hand scripts back to the teacher after
both theaters are performed.
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.)

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