Lesson Plan
Name: Zoe Daole Grade Level: K
Estimated number of days lesson will cover: 1
Lesson Subject/Title:
ABC’s with Spider Webs
Performance Standards:
ELAKR3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of
spoken words. The student:
b. Recognizes and names all uppercase and lowercase letters of the alphabet
c. Matches all consonant and short-vowel sounds to appropriate letters
ELAKLSV1 The student uses oral and visual skills to communicate. The student
a. Listens and speaks appropriately with peers and adults.
b. Follows two-part oral directions.
Lesson Objectives:
The students will learn more about the alphabet.
The students will identify each letter of alphabet.
The students will create spider webs based on letters of the alphabet.
Enduring Understanding:
Students will identify letters of the alphabet.
Essential Questions:
Can students identify the letters of the alphabet?
Key Vocabulary:
the alphabet
Lesson: 10-27-2011
Procedures
Introduction/hook/activation of prior
knowledge
Differentiation
**This class is a resource special
education class that has 6 different
The teacher will hold up alphabet cards. The letters kindergarten students. Each
will be mixed up. The teacher will hold up cards one student has their own
by one and have students identify the letter and say individualized plan.
the sound that the letter makes.
Some of the main techniques:
- Repeating the letter for the
student to repeat
- Having each student say the
card individually
Instructional activities
Guided Instruction/Independent Practice
**see above
The students will be given a worksheet. On the
Some of the main techniques:
corner of the worksheet, there will be a spider. The
- Student’s names will be
students will be told that they are going to be
written on top of their
making a spider web. They have to start at the letter
papers in yellow marker.
A, then find B and draw a line to B, then B to C and
Students will trace over
so on.
their names.
After completing the web in pencil, the teacher or a
- Most students will need
parapro will help the student go over their web in
guidance on moving from
glue. After going over the web in glue, the students
letter to letter. They may
will (with aid) sprinkle glitter on their web.
have to be told where to
After they will (again with aid) cut out their spider
draw their line or hinted at
webs and glue them onto a large piece of
the next letter. Some
construction paper.
students will need handAt the bottom of the construction paper, the teacher
over-hand help in drawing
or parapro will write the students name in glue. The
their lines.
student will sprinkle glitter on the name.
- All students will need help
with the glue and the glitter.
- Students will need help with
scissors.
Lesson: 10-27-2011
Materials/Resources
Assessment
Alphabet Cards
Verbal
Spider web worksheet
Pencil
Scissors
Glue
Glitter
Construction paper
Worksheet
Review and Closure
Have students identify the letters in their own
name after they have been written in glue and
glitter.
Lesson: 10-27-2011
Students might need aid at
identifying the letters.
Completed Spider
Web
Oral
Lesson Reflection
What worked well in your lesson?
The spider webs were a big hit! Putting glitter on them made them colorful and pretty, and the students really seemed to like them.
They liked the letter cards to as an introduction. Having a review of all the letters fresh in their minds when doing the web was a big
help for going from letter to letter.
What modifications did you make in your instruction for varying abilities of students based on your formative assessments?
As this was a special education resource room, hiccups happen. Some kids have temper tantrums, or they’re just having an off day
and they don’t seem very responsive. This unfortunately had to happen this day. One of the students was taken out of the room for a
couple minutes because he was on the verge of a break down. When the students were making their webs and following the letters,
a couple of them didn’t want to participate, and they had to have more hand-over-hand help in drawing their lines. The schedule
was thrown off a little that day as well (fire drill) and so their focus was off even more so. They had to have a lot of reminders and
verbal cues to stay focused.
What follow-up instruction related to your objectives is needed either for remediation or extension?
As the year continues, students will learn more and more letters. They will further master their knowledge of letter sounds and be
able to recognize more letters, and eventually identify the entire alphabet.
What would you still like to learn that might help you to better meet the diverse needs of your students?
I think that you are never done learning, and this includes learning about each of my students. This lesson was done to a group of
kindergarteners in a special education resource classroom. I have been with them for four and a half weeks, and still feel like I have
so much to learn about them. The way they act and think changes every day. Working with them, teaching lessons, and just spending
time with them is what is helping me to better meet their diverse needs.
Lesson: 10-27-2011