LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Hunter Gwyn
Ronda Heatwole, Pleasant Valley Elementary
10/25/17, After P.E. at approximately 10:30AM
10/22/17

A. Old Hat, New Hat and the letter H

B. CONTEXT OF LESSON

The students have been learning the alphabet and do so by focusing on individual letters that correlate
with the units being taught in class at the time. For example, the students learned the letter C when
studying caterpillars, and the letter M when examining the habits of monarch butterflies. The next
letter the students will learn is H, which has already been introduced, though not explicitly, through
readings of various versions of The Three Little Pigs by my coordinating teacher. In each version,
the big bad wolf huffs, and huffs, and huffs and blows the pigs houses down. This huffing and
huffing is emphasized in each reading, and will be the foundation from which I formally introduce
the letter and the sound it makes by reading Old Hat, New Hat, by Stan Berenstain.

C. LEARNING OBJECTIVES

Understand what are the broad
generalizations the students should
begin to develop? (These are
typically difficult to assess in one
lesson.)
The students will understand that
H is a letter in the alphabet and
that it makes a specific sound
when spoken.
Know what are the facts, rules,
specific data the students will gain
through this lesson? (These knows
must be assessed in your lesson.)
The students will know what the
letter H looks in text and how it
sounds like when spoken.
Do what are the specific thinking
behaviors students will be able to do
through this lesson? (These will also
be assessed in your lesson.)
The students will identify the
letter H in print and verbalize the
sound it makes.

D. ASSESSING LEARNING

After I have read Old Hat, New Hat to the students, they will each be given a hat of their own to
take home during center time. Before receiving a hat, each student must individually identify the letter
H by pointing to it on an alphabet chart, and tell me the sound the letter makes. Students will still
receive a hat if they cannot do one, or both of these tasks without assistance.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

Virginia Literacy Foundation Block 1 Oral Language

o A) Listen with increasing attention to spoken language, conversations, and texts read
aloud.
o G) Listen attentively to stories in a whole class setting.
o H) Follow simple one- and two-step directions.

Virginia Literacy Foundation Block 3 Phonological Awareness

o C) Begin to produce consonant letter sounds in isolation

Virginia Literacy Foundation Block 4 Letter Knowledge and Early Word Recognition
 o A) Identify and name uppercase and lowercase letters in random order
o B) Identify the letter that represents a spoken sound

F. MATERIALS NEEDED

Old Hat, New Hat by Stan Berenstain (Myself)

Hat for each student to keep in cubby (Coordinating teacher)
New hat (Myself)
Alphabet chart (Coordinating teacher)

G. PROCEDURE

The students will be gradually filling the classroom as they come back from their bathroom
break. I will begin the lesson once a majority of the class gets back, and, in the mean time,
practice their ABCs with them, and have individuals find and point to letters that they have
already learned in class.
o Today, Im going to teach you about my favorite letter of the alphabet, the letter H.
I will point to the letter on the alphabet chart.
o Do you know why H is my favorite letter?
o My name is Mr. Hunter, and Hunter starts with H.
o H makes the /h/ sound, like in Mr. Hunter.
o When we say the letter H, we huff, and huff, and huff, like the big bad wolf from The
Three Little Pigs who huff the pigs houses down.
o If we put our hands in front of our mouths, we can even feel the breath from our
huffs when we say the /h/ sound.
o Lets all practice huffing, and huffing, and huffing, like the big bad wolf to make the
H sound.
o Just like huff, and Mr. Hunter, the word hat starts with the letter H, and I just bought
myself a brand new hat the other day. I will put on the hat I brought to class.
o Speaking of new hats, Ive got a book that I want to read to you all called Old Hat
New Hat, by Stan Berentstain.
o I will begin reading the book and tell the students to listen for words that start with
the /h/ sound.

After finishing the story, I will point to the letter H on the alphabet chart and ask the group for
the name of the letter, and what sound it makes.
o Dont forget what the letter H looks like and sounds like, because youll get a special
surprise during project play time if you can remember what the letter H looks and
sounds like.

I will then hand the class back over to my coordinating teacher, and we will all move to our
primary classroom located in the mobile unit.
o Once we have all moved to the mobile unit and begun project playtime, I will pull
students one-on-one and ask them point to the letter H on the alphabet chart, and say
the sound it makes.
o If a student does this successfully, he/she will receive a hat that they can keep in their
cubby for the rest of the year.
o If a student cannot identify H on the alphabet chart, or verbalize the sound it makes, I
will remind him/her of both how the letter looks and sounds, and still give the student
a hat.
o I will record whether or not every individual student can identify the letter H and say
the sound it makes without assistance on the assessment form.

H. DIFFERENTIATION
 There is one ELL student in my class whose primary language is Spanish, and has not spoken a single
word to me all semester, even when I try to talk with him and ask him questions. Despite this, I know
that he understands some English because he can follow simple instructions given to him by my
coordinating teacher, so there are apparent gaps between comprehension and expression. To ensure
that this student can complete the assessment given after the story, I will instruct him in Spanish to
point to the letter H on the alphabet chart, and to say the English sound it makes.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

Even though I will be instructing the ELL student to complete the assessment in Spanish, it is very
possible that my instructions will not be clear or evident to him. If the student is unresponsive after
asking him to point to the letter H and say the sound it makes, I will ask one of the class aids who is
fluent in Spanish to assist me in instructing the student.

ASSESSMENT FORM

Name Pointed to H on Alphabet Vocalized /h/ sound

Chart

Stabrak

Perrie

Camila

Kaylan

Lisy

Jilayah

Aween

Chelsi

Jase

Elias

Alex

Luis

Jonathan

Adien

Harris
Gabriel

Johnny

Lane