UDL Lesson Plan Template #5

Teacher Candidate’s Name: Chloe Houghton

Date Created: 11/13/23

Content Area: Literacy

School: Siena Heights Elementary

Grade Level: PK

Lesson Title: Learning “O”

Time: 40 Minutes

Michigan Academic Standards: (include code and standard)

(Example: ELA.S.5.1a Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under discussion.)

[Link]. 1B.1 Show progress in identifying and associating letters with their names and sounds.

[Link].2.2 Use a variety of forms of early writing (e.g., scribbling, drawing, use of letter strings,
copied environmental print) and move toward the beginning of phonetic and/or conventional spelling.

[Link].3.4 Continue to develop vocabulary by using words learned from stories and other sources in
conversations.

Performance Based Learning Objectives:

Leaners will be able to identify the physical letter O with 90% accuracy
Learners will be able to identify the sound of O with 85% accuracy
Leaners will be able to draw the letter O with 90% accuracy
Learners will be able to list several words starting with O with 80% accuracy

Materials: (Low tech, including number needed)

Teacher: “O” Coloring sheet, “O” Scavenger Hunt sheet, Word Bucket, Read
Aloud Book

Students: “O” Coloring sheet (20), “O” Scavenger Hunt sheet (20)

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Technology: (High tech, mark all that apply; indicate if no technology is being used)
o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning technologies o FM system
o Webcam o Other______________

Bibliography/References:

Early Childhood Standards of Quality for Prekindergarten. (n.d.-a).

[Link]
Standards/ECSQ_Pre-[Link]?rev=0343ae765f9a49668473215e9d3b519d

Prior Learning Connections:

Students have been completing the alphabet daily with coloring sheets to learn the physical
shape, group discussion to learn the basics and examples of the letter, and a scavenger hunt to
help connect group discussion to the letter. One letter is completed each day.

Differentiation/accommodations:
Students have completed this cycle with other letters. This lesson plan is designed for all types
of learners and will include small group, whole group, and independent work throughout the
time period.

Special Concerns

This lesson is provided and carried out to assist in all learning styles.

Assessment:

Formative: Tally Chart, Question/Answer, Worksheets

Summative: N/A

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During Lesson: (General guidelines for the lesson; your plan/“script” begins under Part 1)

Part 1: Engagement/Warm-up: (Time) 5 Minutes

Say “Good morning, friends! We are going to start our morning off by a little dance video for our new letter of
the day. Can I have all of our friends come join us on the reading carpet?”

Wait for students to join on the reading carpet.

Say “Alright who is ready to start our dance video? I will begin once all our friends are standing, and eyes are
on the board.”

Wait for each student to be ready. Play YouTube video for students to dance and sing along for an introduction to
the letter O.

Say “Okay, now it’s time for us to turn our listening ears on and hold our bodies still. Can anyone tell me what
they think is our new letter for the day?”

Wait for student response.

Say “Great job! Our letter for the day is O.”

Transition:
Say “Can I have a friend who is brave enough to show the class how we make the letter O with our mouth?”

Wait for any student volunteers to demonstrate how to say the letter O.

Say “Great job! The letter O is made by a circle with our mouth. Everyone do it with me.”

Show the letter O shape with mouth while moving finger in circular motion to help demonstrate shape.

Tally chart to keep track of students with sound and physical movement for letter O.

Say “Now that we have learned how to say the letter O, let’s take a minute to think about what words the letter O
is used for.”

Part 2: Instruction/Exploration: (Time) 15 Minutes

Bring out Word Bucket which will contain small cards with words that start with O along with illustrations on
each card of the word. When pulling card out of bucket, have finger covering the word at the bottom so students
can only view the image.

Say “Alright let’s get started on our Word Bucket! Here is our first card. Raise your hand if you think you know
what this image is, remember all of our words today start with the letter O.”

Give students a minute to process and begin to call on students for answers. (FA)

Complete the word bucket in this same process for a total of 10 cards.

Say “Good job everyone! Now before we start our next activities, I am going to read you a short book about our
new letter O”

Complete a whole group read aloud of book.

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Transition:

Say “Alright, do I have any friends who can help me list some new words the start with our letter O that we
learned in the book we just read?”

Wait for student response. Write words on white board, using a different color for the beginning letter O to
demonstrate the new letter.

Take about 3-5 new words if possible.

Say “Great job friends! Now do I have any other who can give me words we have NOT talked about in class that
begin with the letter O?” (FA)

Wait for student response. Write words on white board, using a different color for the beginning letter O to
demonstrate the new letter. Also, Tally Chart of student ability to list new words beginning with O.

Take about 3-5 new words if possible.

Part 3: After Lesson: (Time) 30 Minutes

Say “Good job friends! You all did a great job brainstorming new words we learned. Now that we have learned
about our letter O we are going to go into our small groups for some activities. Our first group will be at the back
table doing a coloring sheet of our letter O, it will have the letter at the top of the page and three images at the
bottom of words that start with the letter O. Our second group will be working at the middle table drawing in
sand. You will be using your finger to write the letter O in the sand for a total of 5 times and then working on
writing your name in the sand. Our last group will be working on a classroom scavenger hunt. All around the
classroom I have placed images that you have to find. All of these images begin with the letter O. You will have a
piece of paper and a clipboard to carry around which you will check off the images on the sheet of paper once
you have found that image in the classroom. Let’s begin with finding our small groups.”

Split students into small groups. For the first group, set them up at the back table with their coloring sheets and
crayons out for them to draw and color. For the second group, teacher will be assisting at this table for the sand
drawing. Lastly, set the last group up with clipboards and scavenger sheets.

Tally chart is completed during the sand drawing activity to check for understanding of objectives. (Leaners will
be able to identify the physical letter O with 90% accuracy and Leaners will be able to draw the letter O with 90%
accuracy) (FA)

Allow each group to work in their rotation for about 10 minutes before switching to the next section.

Say “Aright friends we are going to start finishing up our activity. Put clipboards back on the table and make
sure your papers are turned into the red basket on my desk. For our coloring group, put all the crayons back in
the bucket and turn your sheets into the red basket on my desk. For our sand drawing group, go wash your hands
in our sink and make sure your chairs are pushed in at the tables.”

Repeat this quote after each activity rotation is completed. (3x)

Say “Eyes on me friends, hands are free and listening ears are open. We are finished with our activities. Put
clipboards back on the table and make sure your papers are turned into the red basket on my desk. For our
coloring group, put all the crayons back in the bucket and turn your sheets into the red basket on my desk. For
our sand drawing group, go wash your hands in our sink and make sure your chairs are pushed in at the tables. It
is now time for recess.”

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Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER implementation of
the lesson)
• There is ample evidence on reflection of instructional effectiveness
• At least two pieces of evidence relative to reflection on instructional effectiveness are present and accurately
articulated

Not applicable in this lesson

Strengths of the Lesson:

Areas for Growth:

Focus for next lesson: (should align with Areas for Growth)