Grade: Preschool |
Subject: Literacy |
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1. Topic-
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2. Content-
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Letter M
Vocabulary:
Mickey
Minnie
Mouse
Monkey
Muffins
Mounds
Marmalade
Milk
Maple Syrup
Mama
Made
mmm...mmmm..( sound)
mushroom
meatloaf
my
mashed
macaroni
minestrone
mozzarella
mango
melon
marble
mallowmars
M and M's |
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3. Goals: Aims/Outcomes-
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1.Students will recognize letter M in the Alphabet and identify
patterns involving words that begin with M.
2. Phonemic Awareness of the letter M. |
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4. Objectives-
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Please note:
(C) is Cognitive Indicator
(P) is Physical/Motor Indicator
(A )is Affective Indicator
1.Students will demonstrate recognition of the letter M in words by
reciting words that begin with M.(C)
2.Students will write the letter M on paper. (P)
3.Use clay to form letter M on back of plate. ( P) ( C)
4. Students will begin to realize the connection between the letter
M and words that start with the letter M through poetry, stories and
music. (A) |
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5. Materials and Aids-
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Whiteboards
Flash Cards
Tapes and Tape Player/Headphones
Clay
Pipecleaners
Old Magazines with pictures of things that start with M
Glue
Scissors |
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6. Procedures/Methods-
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A. Introduction-
1. Mickey and Minnie Characters introduce the Letter M
2.The M Song
3. Using our Bodies to make the letter M: ( Body Movement) |
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B. Development-
1.Minnie and Micky puppet theater.
2.Singing the M song with emphasis on the M words. 3.Recognition and
Integration of the Physical Structure of the letter M by the students.
4.Identification of pictorial image of M word by student. |
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C. Practice-
1.Repetition of the M Song
2.Role play with participation of students with puppets Minnie and
Mickey.
3.Group demonstration of the letter M with body structure and movement.
4. Individual student identifies pictorial image of letter M word. |
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D. Independent Practice-
1.Whiteboard practice with letter M drawing.
2.Selection of Pictorial representation of word by student.
3. Flannel Board representation of Letter M song, with responses to
questions placed on the flannel board by students. |
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E. Accommodations (Differentiated Instruction)-
1.Beginning: Level I: More P-Motor Activities such as Clay figures,
Body movement and the tracing of the letter M on the whiteboard.
2. Approach and Mastery:
Flannel Board Representation of story images on own by student.
3. High Degree and Mastery:
Pictorial image identification by student of letter M word. |
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F. Checking for understanding-
1.Rubrics
2.Portfolios
3.Physical and Verbal interactions with students in small group. |
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G. Closure-
1.Turn the M upside down and make it a W for tomorrow's lesson.
2.Read Give a Moose a Muffin book and let the students eat their muffin
at conclusion of lesson. |
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7. Evaluation-
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1.Open ended question/answer period with students
2.Students will create a collage with pictures of things that start
with M.
3. Student will make a letter m with a pipecleaner. |
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8. Teacher Reflection-
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Overall, the letter M lesson was successful in different ways. The
students learned new vocabulary, new music, and new sounds. However,there
were many challenges such as
1. Students who were not on task and focused on the lesson at hand:
4/8.
2. Students who did not comprehend the more abstract part of the lesson:
relationship between letter M and identification of words simply because
the age of the group is from age 3 to age 4 and all are individually
developmentally very different. This diversity leads to difficulty
in assessing whether the lesson can be deemed successful in terms
of comprehension. |
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