Bridgewater College

Education Department Lesson Plan Date: October 8, 2012 Subject Area(s):Reading VA SOL

Name: Lauren Mullen

Title of Lesson: Uppercase and Lowercase Letter Matching Grade Level(s):Kindergarten K.7 The student will develop an understanding of basic phonetic principles. a) Identify and name the uppercase and lowercase letters of the alphabet.

Content Objective(s) After this lesson the student will be able to a) recognize the uppercase and lowercase letters A, B, C, D, E in isolation; b) distinguish the uppercase A, B, C, D, E, and the first letter of their name( i.e. R) from lowercase a, b, c, d, e, (r); c) and write the uppercase and lowercase letters A, B, C, D, E as well as the first letter of their first name.

IEP Goal/Objective: N/A at this time Accommodations/ Differentiation N/A

Formative Assessment (based on objectives) Student successfully matches uppercase spoons A, B, C, D, E with lowercase a, b, c, d, e spoons, as well as the first letter of their own name; write the uppercase and lowercase letters Aa, Bb, Cc, Dd, Ee, as well as the first letter of their own name on a provided worksheet. Materials (for a group of 5 students and the instructor) 62 plastic spoons (31 white, 31 clear transparent) Permanent marker 10 leaf die cuts (or any shape, could even be blank index cards) 5 sheets of white or colored paper (it is up to the instructor what color, it doesnt matter) Tape Uppercase/Lowercase writing worksheet (attached) created by me. Leaves poem (attached) adapted from Teacher Created Resources, Inc. TeacherCreated.com Alphabet Chart 1. Separate the spoons into 5 groups of 12 (6 white, 6 clear). Separate these groups further into matched groups of two (6 pairs of 2; 1 white 1 clear). On the white spoon, close to the top (the part that would touch your mouth first were you to eat off of it), write the uppercase letter, on the clear spoon, closer to the bottom (the deepest part of the spoon) write the lowercase letter. Place the clear spoon over the white spoon, and you should be able to see both letters. Repeat for A, B, C, D, E, and make a set so that your student can match the first letter of their names (Rosie would need an Rr set). Store them in these separate groups of 12 with rubber bands or plastic bags. There should be one white spoon and one transparent spoon left over. Make an A set, and use them as your example for later on. 2. On 5 of the leaf die cuts, write your students names. On the other 5, write the lowercase letters a, b, c, d, and e. 3. On the white or colored paper, write the uppercase letters A, B, C, D, and E large enough so that you could see it from across your classroom. Tape these letters to a nearby wall, chalkboard, whiteboard, or other flat surface close to your reading area. Space them far enough apart so that one child could stand under/on/in front of it.

Integration of technology N/A

Accommodations/ Differentiation Anticipatory Set (Focus) N/A

Time Planned

Access/Review Prior Knowledge N/A

Topic presentation (What will the students be told?) Start by presenting students with the die cuts you wrote their names on. Ask them if they can tell you the first letter of their name, and the second letter of their name. Ask them if they notice any differences in the letters. Tell them to think about that while you read the poem to them. Read the poem, and then point to the leaves on the ABC tree that contain the uppercase and lowercase letters A, B, C, D, E. Distinguish the uppercase and lowercase letters for the students using your alphabet chart, and tell them that every letter has an uppercase and a lowercase, but today we are going to learn letters A, B, C, D, and E.

5 minute s

Modeling, Guided Practice, Independent Practice, Checking for Understanding (Formative Assessment) Place face down in front of each student one die cut with a lowercase letter printed on it. Tell the students to turn it over and find their uppercase match on the wall when you count to 3. Count to 3 and watch the children find their match. Have each student tell you the name and sound of their letter, and have them point out which is uppercase and which is lowercase. Have the students sit back down. Take out the spoons, and give each student a bundle/bag. Pick up your example set letter A spoon, and ask the students which spoon has the lowercase a on it? Place the spoons together and ask the students to do the same with their set. Ask the students to match the rest of the spoons with their uppercase and lowercase letters.

5 min utes

Closure Then ask the students to match up the uppercase and lowercase letter that starts their name. After they have shown you they could correctly match them together, give them the Uppercase/lowercase letter writing worksheet to complete before returning to their desks.

5 minute s