Lesson Plan

Name: Anna Merz / Date: 2/14/2012
Subject: Reading / Grade:Kindergarten
Virginia SOL: Reading K.7 and Oral Language K.4 / Start time: / Stop time:
Lesson Title: “The Magic Letter P”
Objectives(What do you want students to know, understand , do, or feel as a result of your instruction?)
1. / TSW identify the /p/ phoneme when they hear it orally.
2. / TSW correctly pronounce the /p/ phoneme.
3. / TSW identify that the P letter (grapheme) represents /p/.
4.
Critical vocabulary: / phoneme / grapheme
Materials/resources: / Book- Strega Nona, large paper letter P, “magic pasta pot with meatballs” consisting of curled paper and red circles with various letters painted on them. You need an excess of “P”s!, Magic Spell Sheet, Letter P Entities Page, Scissors, Glue Sticks
Intro (how do you capture their attention and get them interested?):
  • Focus Activity – Teacher will introduce the book Strega Nona to students. She will ask students to listen for something special and magical that she knows is in the book, and will then identify that the students are listening during the reading for the /p/ sound. The teacher will ask the students be very quiet as they listen to the story to try to identify anything magical that might make the /p/ sound. Teacher will stress the /p/ sound as she comes to it in the story, and especially when she reads “pasta pot.”

Body (what comes after your interesting intro?)
  • Direct Teaching – Teacher brings out her big letter P and specifically explains to students that Strega Nona was using the magic letter P in her magic spell with the pasta. Teacher explains that /p/ comes from the letter P, and shows students what P looks like. Teacher tells students that the letter P is part of the alphabet.
  • Modeling – Teacher will provide examples of words that start with /p/ and tell students that she remembers other P words in the story. Teacher will use the book and open to specific pages that have important P words on them. (ex: page 2 and “potions”, page 5 and “peeking,” page 6 and “pasta pot,” etc.) To encourage group participation, she will then ask questions like “what was Big Anthony doing when he looked into Strega Nona’s window?” to encourage students to answer with the P word they remember from the book. (If students do not remember the exact words from the book that is ok. Mostly this part of the exercise is done so students can see the P words and /p/ phoneme in action. Teacher should not use more than three or four carefully chosen examples from the story for this part of the exercise. Remember, the goal here is just to see the P words and hear the /p/ phoneme in a larger context.) Next, Teacher should ask students if they can give some examples of other words that start with the /p/ sound. (Ideally, every student will give an example.)
  • Checking for Understanding – Teacher will re-read the pasta pot spell from the book and ask for students to “raise their wands” (their index fingers) every time they hear /p/. Then teacher will give volunteers the opportunity to remind the class what /p/ sounds like and what letter makes that sound. The class will repeat /p/ when volunteers correctly

Closure (purposeful summary-help them remember today or anticipate tomorrow):
  • Guided Practice – Teacher will bring out her own magic pasta pot and tell the children that in her magic pasta pot, she wants to add meatballs to make the pasta even more magical. Unfortunately, some un-magical letters got mixed up with the magical letter P meatballs. Then, the teacher will ask for volunteers to come find some magic P meatballs and put them in the pasta pot. Students will identify the letter P from an assortment of other letters and before being allowed to place them in the pasta pot, they will correctly make the sound that “P” represents. They will then place the P meatballs in the pasta pot. As volunteers put meatballs into the pot, the other members of the class will say the magic pasta spell from the book while holding up their “magic wands” for every /p/ that they say. (Try to have 3-4 volunteers, with 3-4 recitations of the spell. This part shouldn’t be tedious.)
  • Independent Practice – Students will return to their seats where the Magic Spell Sheet should be waiting for them. Teacher will explain that students now have the opportunity to make their own Magic P Spell. Students will use scissors to cut out pictures of things that start with P and glue them into blanks in their Magic Spell. The teacher will start out the exercise by reading the “spell” to the class and showing them her example so that students have a good idea of what to do.

Homework:(Optional)
Assessment: (How will you assess if they have mastered your objectives? Be specific.)
  • Oral Identification of /p/ - Students will demonstrate identification of /p/ by holding up their “magic wands” when they hear /p/ during the pasta pot spell.
  • Pronunciation of /p/ - Students will demonstrate correct pronunciation of /p/ when the teacher asks for other examples of /p/ words during the Modeling portion. Also, during the Checking Identification portion, they will demonstrate correct pronunciation when they repeat after volunteers who say /p/. During Guided Practice student volunteers will also correctly pronounce /p/ before putting meatballs into the pasta pot.
  • Identification of P making the /p/ sound – Students will demonstrate that they know that the letter p makes the /p/ sound when picking out the correct meatballs to put into the pasta pot.

Pre-assessment: (How will you know if your students already know what you are teaching?)
You do NOT need to provide a pre-assessment for the Phonics Lesson Plan
Are you differentiating lesson content, process, or product by readiness, interest, or learning profile? Explain below.
(For Phonics Lesson Plan, you only need to list ONE differentiation idea in one of the boxes here):
content
process / You may differentiate the process by allowing students who have trouble cutting or pasting to have an adult cut out their chosen objects and paste them into the spell.
product / You may differentiate the product for kids who have no trouble with the assignment by asking them to try sounding out and writing the names of the P objects that they chose for their spell underneath each object.
readiness
interest
learning profile
For cooperative learning explain how you have insured:
You do NOT need to provide cooperative learning information for the Phonics Lesson Plan
positive interdependence-N/A
individual accountability-N/A
group processing-N/A
social skills-N/A
face-to-face interaction-N/A

Notes (So, how did it go? What will you change to make it better? Do it now or you’ll forget.)

(In this box, list reference information for any sources you used, if applicable)
Strega Nona by Tommie De Paola