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Subject: Written Expression |
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1. Topic-
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| I am here today. Students will be able to identify and write their
names. |
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2. Content-
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| The students will learn how to identify their names and write their
names |
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3. Goals: Aims/Outcomes-
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1. Students will learn how to identify their names.
2. Students will learn to check in for the school day.
3. Students will learn the order of the letters in their name.
4. Students will learn to write their names.
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4. Objectives-
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1. The students will learn how to identify their names.
2. Students will learn to check in for the school day.
3. Students will learn the order of the letters in their name.
4. Students will learn to write their names.
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5. Materials and Aids-
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*A picture of each student in the classroom.
*A piece of paper with each child's name printed in large letters.
(Laminate each piece of paper to ensure that they will hold up over
the year.)
*Velcro pieces
*Lined paper to practice writing their names.
*Lined paper with each student's name already on written on the paper
*Individual Dry Erase Boards that have lines on them
*Dry Erase Markers
*Paper Towels
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6. Procedures/Methods-
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A. Introduction-
1. Explain to students that they are going to learn the letters
in their name and also how to write their names.
2. Take a picture of each student and print it off.
3. Tell students that they are going to do their own attendance each
day, while working on their names.
4. Write each student's name on a piece of paper with large letters.
5. Give each student his name and his picture.
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B. Development-
1. Go to the circle time area that is where the attendance will
be each day.
2. One at a time, have students go to attendance chart and put their
name on the board.
3. Teacher will review with each student his/her name and all the
letters that are in their name.
4. The student will then put their picture by his/her name.
5. Teacher will explain that this is how circle time will start each
day and that they will work on the spelling of their names.
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C. Practice-
1. Each day student will put their picture on their name.
2. The students will review, during circle time, the letters that
are in their names.
3. Students will sit at their chairs and tables.
4. Teacher will explain to students that they are going to be practicing
writing their names.
5. Teacher demonstrates how letters are to fit on paper. She has lines
drawn on the board to assist her.
6. She explains to students how each letter is to be placed on the
lines.
7. She gives each student the paper that has their names already on
the lines.
8. She tells students she wants them to practice tracing their names
and to not try to do their names on their own until she or Para comes
around and lets them continue.
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D. Independent Practice-
1. After teacher or Para, has made sure that students have an idea
how to write their names, they are asked to write their names with
the teacher or Para helping.
2. After teacher or Para tells the student, they are to write their
name on their own one time.
3. After teacher or Para has assisted each student and they have written
their name once, the teacher then directs the whole class to write
their names one more time on their own.
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E. Accommodations (Differentiated Instruction)-
1. With visual learners, make sure that their seated closer to the
alphabet strip on the table. The strip has cues to help students know
how to form the letters.
2. For auditory learners, make sure that you give cues while they
are writing to assist them on forming the letters.
3. If any students are having trouble gripping the pencils, give them
a pencil grip that will assist them to grip the pencil the correct
way.
4. Some students would prefer a round pencil versus a lined pencil.
Make sure that each student has a pencil that they feel comfortable
with while they are writing.
5. Seat visual learners closer to the attendance area.
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F. Checking for understanding-
1. Teacher will pick up each of the students paper that they wrote
their name on.
2. Teacher will give each student a dry erase board, marker, and a
paper towel.
3. Teacher will ask students to write their own names on the board
one time.
4. Teacher or Para will walk around the room and see if students are
able to write their own name on the board.
5. If any student needs help, the teacher or the Para will help them.
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G. Closure-
1. Students will write their name on the dry erase board two times
on their own. They are not to erase their names, as the teacher wants
to see how well they each did.
2. Teacher will pick up the dry erase boards will each students names
on their boards.
3. Review with the students how letters are formed. Tell students
that some letters hang below the lines, some just go to middle line,
and some go all the way to the top line.
4. Explain to students that they are to try to write their names on
their papers.
5. Explain to students that they are to do their best, and if they
need help ask the teacher or the Para.
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7. Evaluation-
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On paper
1. Teacher will check to see that they attempted to put the letters
on the line.
2. Teacher will check to see if they had hanging letters that they
are below the lines like they are to be.
3. Teacher will check to see if tall letters were above the middle
line close to the top line.
On boards
1. Teacher will check to see that they attempted to put the letters
on the line.
2. Teacher will check to see if they had hanging letters that they
are below the lines like they are to be.
3. Teacher will check to see if tall letters were above the middle
line close to the top line.
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8. Teacher Reflection-
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| This lesson is a good lesson for visual, auditory, and hands on
learners. The students have to everyday put their picture on their
name for attendance. During circle time, the teacher will have the
students all go over the letters that are in their names and identify
them. This is to help the visual learners learn and say the letters
that are in their names. By using the dry erase boards and the paper,
you are giving all students hands on experience writing their name.
You are using different types of things to do these hands on writing.
One of little Susie's IEP goals is identify the letters in her name.
You are working on these objectives. Plus little Susie has expressive
language issues, so you are helping her by making her tell you the
letters that are in her name. |
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