DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

ELEMENTARY 1st SEMESTER LESSON PLAN TEMPLATE

Teacher Candidate: Matthew Thomas Grade Level: Kindergarten Title: Phonemic awareness
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
Classroom environment:

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand,
and be able to do?)
State Standard/Objective (from Unit Plan):
L.K. 2c Write a letter or letters for most consonant and short-vowel sounds (phonemes).
Content Walk-Away:
Students will be able to recognize the short e sound
Language Walk-Away:
Students will be able to recognize the short e sound
Vocabulary: short-vowel

ASSESSMENT EVIDENCE (What evidence do I need to show the students

have learned the Walk-Away? )

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson):

I will walk around and periodically check students work
I will periodically ask for feedback and if there are any questions
Content Walk-Away Evidence (Summative):
Students will tell me the sound that the short e makes.
Language Walk-Away Evidence (Summative):

Students will tell me the sound that the short e makes.

ACTIVE LEARNING PLAN
Activate/Building Background Knowledge
Today students we are going to learn about the letter e and the sound it makes. Remember how we have
been learning the alphabet in the kiva? Where we go, a-a- apple, b-b-bat e-e-egg. When it makes
this type of sound it is called the short e. Now we are going to learn more about the short e and its sound.
Formative assessment:
Watch to see who has learned the e sound and who has not so I can focus more on the students who
havent.
Modification/accommodations:
Be willing to give more attention to those who need it

Focus Lesson (I do it)

Formative Assessment:
First we are going to start off with a song about the short e. (youtube-short e song). Ok so we just heard
that e makes the sound as in elephant, egg, and elf. Listen to me as I say the sound, , does anyone
have a question?
Formative Assessment:
Watch every student to see if they are repeating the sound with me.
Modification/accommodations:
Watch those who I identified earlier as those whom might struggle.
Guided Instruction (We do it)
Ok now we are going to listen to that same song but lets sing together. Letter e says ,
, . Letter e says , , , elephant, egg, and elf. (Tune is to Mary
had a little lamb). Ok now that we have sung the song lets repeat the letter e sound again three times
together , , .
Formative Assessment:
Watch to make sure they are singing and repeating the e sound.
Modification/accommodations:
Watch to identify those who still have not learned the e sound.
Collaborative/Cooperative (You do it together)
Ok now that we have said the word together I want you to turn to your partner and say the short e sound
to him or her. Ok now if you did not get the chance to say the short e sound to your partner I would like
you to do that now. Perfect, we are going to move on now.
Formative Assessment:
Walk around and watch the individual groups as they repeat the sound to each other.
Modification/accommodations:
Stop and work with those who are still struggling.
Independent (You do it alone)
Ok now when we line up to go to lunch you are all going to tell me what the short e sound makes. The
trick is that you have to whisper it in my ear so that no one else hears what you say. I am going to look for
the quietest whisperer so do your best!
Summative Assessment:
Have them whisper to me the short e sound.
Modification/accommodations:
Those who are struggling I will help.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Ok students, now before we line up remember the song (sing the song with them). So e makes the sound
. Perfect, lets line up.
Modification/accommodations: