Lesson Plan 1

Schools Name: McAllister Elementary

Subject/Topic: Phonics
Grade Level: Kindergarten
Time (minutes) required for lesson: 30 minutes Date(s): August 31, 2015
INSTRUCTIONAL GROUP (indicate with X): ______ Individual ______ Small
______ Large X Whole class
CENTRAL FOCUS: Phonemic awareness and the letter Hh
CLASSROOM CONTEXT/DEMOGRAPHICS (As Appropriate): There are 18 students
in the classroom. There are ten boys and eight girls. There are 15 Caucasian, two
African Americas, and one mixed race. This is an inclusion classroom. There are four
students for speech, three for behaviors and one with physical, speech and behavior for
a total of eight students which have an IEP.
PURPOSE/RELEVANCE: It is necessary for students to recognize the letter and the
sound it makes so that they can learn to read, write and spell.
PREREQUISITE SKILLS/KNOWLEDGE (list):
1. Students must know how to listen.
GA-CC PERFORMANCE STANDARDS (list):
ELAGSEKRF3: 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 or many of most frequent sounds for each consonant.
GOALS OF LESSON ALIGNED WITH GEORGIA PERFORMANCE STANDARDS
(list):
I Students will know the letter h, its sound and words that start with h.
Students will be able to sound out the words log and hog.
ESSENTIAL QUESTION(S): What can you do with the letter h?
ACADEMIC LANGUAGE
a. Language Demand: Discourse, syntax

b. Language Function: Demonstrate

c. Language Vocabulary: Uppercase, lowercase
MATERIALS/EQUIPMENT/TECHNOLOGY REQUIRED:
1. Computer
a. This will be used to get the video from the internet to show the students.
2. Electronic Whiteboard
a. This will be used to show the videos on and to write letters on. While
doing the phonics sheet we will start placing letters together to makes
words. This weeks word will be hog.
3. Projector
a. This will be used to project the video from the computer network onto the
electronic whiteboard.
4. Hh video: https://www.youtube.com/watch?v=ndf_-FJsPVk
a. This video will help the student to hear and understand how the letter h
sound in different words. It will also show the students a picture and the
written word to make a deeper connection.
5. Hh video: https://www.youtube.com/watch?v=C8EtaVKk8Fg
a. This video will help the students hear the phonics sound for the letter h.
The phonics for the letter h will be done repeatedly in this video and helps
the students to learn the sound.
6. Saxon work sheet Hh lower case h
a. On the sheet we will count the number of lowercase hs that were found
and write that number. The students will also be writing the word hat.
7. Max the Bear BIG BOOK of Songs
LESSON OBJECTIVES:

The student will state the h phoneme sound out loud when asked by the teacher and be
able to tell at least one word that starts with h.
The student will copy the word, hog, from the whiteboard to the back of their Saxon
paper, with no letters missing.
ASSESSMENT: The first assessment is an oral assessment of the students ability to
sound out the letter h. They will also tell a word that starts with h. This will be teacher
observation and the data will be used to see if the students are learning the letter h
sound. The feedback will be immediate and give orally.
The second assessment is a written assessment. The students will copy the word, hog,
from the board onto the back of their paper. This will be done with teacher observation
and feedback will be given orally and written on their paper. The data will be used to see
how their writing is.
PROCEDURES
Introduction: Estimated time?
1. Play letter Hh video https://www.youtube.com/watch?v=C8EtaVKk8Fg (4
minutes).
2. Play the letter Hh video https://www.youtube.com/watch?v=ndf_-FJsPVk (2
minutes).
3. How many letters are there in the alphabet (1 minute)?
4. How many vowels are there (1minute)?
5. What are the vowels (2 minutes)?
6. What letters we have learned thus far, and sounds they make (1 minute).
Strategies: Estimated time?
1. This week we are learning about the letter h (1 minute).
2. Can anyone tell me what the letter h sound like (2minutes)?
3. Can anyone tell me words that start with the letter h (2 minutes)?

4. We love the letter h, look at all the words that start with h, using Max the bear
book (2minutes).
5. Ask the students to talk about letter h words (2 minutes).
6. Pass out the Saxon phonics sheet (1 minute).
7. Have the students write their name at the top (1 minute).
8.

Have the students trace the both uppercase and lowercase letters (2 minutes).

9. Have the students find all of the lowercase h and count the number they found (2
minutes).
10. Have them write the number at the top of the page (1 minute).
11. Write on the board, h o g, while writing discuss letters learned so far (2
minutes).
12. Write h o g again moving the letters closer until it becomes hog (3 minutes).
13. Sound out the word hog using arm to break it down and bring it together (1
minute).
14. Have the students turn their Saxon phonics paper over and write the word hog
and draw a picture (3 minutes).

Application/Independent Practice: Estimated time?

1. While students are working on their paper, the teacher, Paraprofessional and the
special education teacher will walk around and have individual students sound
out the letter h sound and say a word that starts with the letter (5 minuets, time
included above).
2. The students will copy the word hog form the board, the teacher,
Paraprofessional and the special education teacher will walk around the room to
make sure they copied correctly with no letters missing (3 minutes, time
included above).

Closure: Estimated time? Teacher and students engage in review of what was
covered in the lesson. Describe the strategy or activity that will be used to
facilitate students recall and maintenance of learning.
1. What can you tell me about the letter h (5 minutes)?
Extended Practice/Homework: None
ACCOMMODATIONS and/or DIFFERENTIATION: For the variety of students with IEP
in this class the main accommodations are prompting, preferential seating and
redirection. There is one student whose accommodations are slightly more, we write the
letters, shapes, numbers and/or words for him to trace.
REFLECTION:
CITATION OF SOURCES:
Austin, S. & Simmons, L. (2003). Max the bear big book of songs. Saxon publishers.
Norman, OK. Pages 18-19.