Lesson Topic: __ABC’s___ Grade level:__K__Length of lesson: __3 days__

Stage 1 – Desired ResultsContent Standard(s):ELAKR1 The student demonstrates knowledge of concepts of print. The student   a. Recognizes that print and pictures (signs and labels, newspapers, and informational books) can inform, entertain, and persuade. ELAKR3The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student   a. Demonstrates an understanding that there are systematic and predictable relationships between print and spoken sounds.b. Recognizes and names all uppercase and lowercase letters of the alphabet.c. Matches all consonant and short-vowel sounds to appropriate letters.d. Blends individual sounds to read one-syllable decodable words.  ELAKR5The student acquires and uses grade-level words to communicate effectively. The student     a. Listens to a variety of texts and uses new vocabulary in oral language.   ELAKR6The student gains meaning from orally presented text. The student  a. Listens to and reads a variety of literary (e.g., short stories, poems) and informational texts and materials to gain knowledge and for pleasure.

Understanding (s)/goalsStudents will understand:

*Each letter has a name.*Each letter has a sound.

Essential Question(s):

* Why should I be able to identify letters and their sounds?

Student objectives (outcomes):Students will be able to:

*recognize all upper and lowercase letters in the alphabet*match letters to corresponding sounds*recognize consonant and short vowel sounds*match a picture’s beginning sound with the corresponding letter*find a picture that has the same beginning sound as every letter in the alphabet

Stage 2 – Assessment EvidencePerformance Task(s):

*Students will make their own alphabet book and then will have to work with their 3rd grade buddy to scan their pictures and make their alphabet book come alive using the program, photostory.

Other Evidence: I will ask questions as we read

the alphabet books to make sure everyone has a deep understanding of the letters and their sounds.

I will walk around and observe the students as they are working on their alphabet book draft and then their photostory.

Stage 3 – Learning PlanLearning Activities:

Introduction: Begin by playing alphabet soup. Make sure that every students gets a turn and that they all repeat the letters back to you as they pull them out of the pot. Ask the students to look around the room and find an object that begins with the letter they pulled out. Ask the students how many of them think that learning about the alphabet can be fun? Tell them that since they have already learned their letters and sounds, this will be an easy and fun lesson that will be like a review. Tell them that for the next few days, we will be doing a unit that is all about reviewing our alphabet, and we will even be making a video for the whole class to watch.

Lesson:Day 1: Have the students gather at the carpet. Show them the Alphabet Book by P.D. Eastman. Talk about the title, author, and illustrator. Have them predict what they think the book will be about. Tell them to pay attention to each letter and the picture that goes along with it because they are going to be making their own alphabet book! Begin reading the book and showing the pictures. After reading the book, discuss it. Tell the students that today, as a review, that they will be playing some alphabet games on the computer and in groups. Split the students into groups and have them go to 1 of the 3 stations. The three stations will be as follows: Alphabet matching game where they match the letter with a picture that has the same beginning sound, Go Fish for Letters where they fish for a letter and say the name and sound of the letter, and the computers where they use the links on the wiki to play alphabet games. As a closing, bring them back together and close the lesson. Tell students to make sure that they bring in their pictures for their alphabet books tomorrow (These are pictures that they were to go around their house or town and take pictures of objects that began with a certain letter. They were split into groups and each students had to find 13 pictures each.).

Day 2: Have the students gather at the carpet. Play alphabet splash. Read the book Dr. Suess’s ABC: An amazing alphabet book. Discuss the letters and pics on each page when reading. Tell the students to get into their pairs and find a spot in the room to work on the draft for their alphabet books. The

books have already been made with each letter and they just have to glue the picture under the correct letter.

Day 3: Read Richard Scarry’s Cars and Trucks from A to Z. Have students get into pairs and then have them get with their third grade buddies to work on their photostory. Today will just be loading their pics onto the computer. The parents were aware that they photos needed to be on a cd, so that has already been done.

Day 4: Students will get with their partners and third grade buddies today to begin creating their photostory. Today will be longer because we were able to use our elective time to finish the photostory’s. Students will upload and create the photostory and then choose a song that they want. We will then go back and add the sounds to each letter later.

Day 5: The parents have been invited today to the media center for the students to present their photostory. This is a big accomplishment because they have never worked on any project like this or with the program that was used. The students will get with their partner and tell about their book and then show everyone their draft. Once they have finished, they will then present their photostory on the projector screen.

Reflection: This was an awesome lesson!! The students loved it! It was done with the Kindergarten gifted class at the end of the year. They really surprised me at how much they knew about computers and how much they could do! Their third grade buddies have used this program many times, so they were a big help! The students were dying to create another project, so they began working on one with rhyming words when we finished.