Lesson Plan Lesson : Beginning Letter/Sound “M” Level : Kindergarten Time allocation : x 30 minutes Objectives & Goals Curricular objectives: By the end of the lesson students will be able to recognize the beginning letter/sound “M” in these words: milk, mug, mouse, monkey, man, mom, moon, mouth By the end of the lesson students will be able to write the letter “m” Learning Domains: A Cognitive Remember: a Students will know letter “m” b Students will be able to locate “m” in picture dictionary c Students will recognize “m” in words d Students will know the sound of letter “m” e Students will be able to make the sound of letter “m” f Students will be able to write letter “m” Understand a Students will be able to distinguish letter “m” from other letters of the alphabets b Students will be able to distinguish the sound of letter “m” from sounds of other letters of the alphabets Apply Students will be able to make up words with beginning letter/sound “m” Analyze Students will be able to analyze, compare, and contrast the difference of similar words (e g based on their onset and rime, such as moon from noon, mouse from louse, and man from can) Create a Students will be able to generate new words with beginning letter “m” b Student will be able to predict the sound of letter “m” in the middle or end of a word B Psychomotor Imitation Students will be able to air draw “m” copying the teacher Manipulation Students will be able to trace letter ‘m” I II III IV V MEETING I Games/Alpha Zone Instructional Strategies: Action Rhymes Five Little Monkeys Five little monkeys jumping on the bed One fell off and bumped his head Mama called the doctor and the doctor said, “No more monkeys jumping on the bed!” Four little monkeys jumping on the bed (etc until no monkeys remain) 1|Page II Anticipatory Set Instructional Strategies: Contextual Learning Bring in a mug and a carton of milk (or an empty carton) Elicit from students about the names of the objects Accept any answers (students may say cup/glass for mug or susu for milk) Pour the milk into the mug and drink it (or pretend) Upon drinking, say and act out: “Milk in a mug mmmm yummy!” Offer if students want to act it out (I may need to bring some other mugs, or simply ask the students to pretend) Have the students drink the milk and say the sentence When all students have tried, gather the equipments and condition the students to focus to the teacher III Direct Instruction Instructional Strategies: Activating Prior Knowledge, Flashcard, Air Drawing Ask students’ opinions about what they did Did they like the milk? Do they drink milk at home? Do they drink it from a glass or a mug? Direct students’ attention to the words milk and mug Say them in an exaggerated manner: Mmmmm milk! Mmmm mug! Mmmm yummy! Ask students to repeat Ask the students what sound starts the words milk and mug (Students may have recognized it already) Introduce the letter “m” Show students the “m” flashcard Show students how to write “m” on the whiteboard Have students to practice air drawing the letter “m” while saying the sound IV Guided Practice Instructional Strategies: Game “Act It Out” Tell students that they will play games “Act It Out” Ask a volunteer to come forward Show a picture of monkey to the volunteer Ask him/her to act it out, and let the class guess the word When they answer correctly, have the volunteer write the letter “m” on the whiteboard Do the same with other pictures: mouse, man, mom, moon, mouth (Steps – can also be done in group competition) Closure Instructional Strategies: Air Drawing, Back Drawing Recap all words and have students to say the words Ask students the beginning letter of the words Have them to air draw the letter “m” while saying the sound Pair students Have them to take turn write the letter “m” on each other’s back When student A write, student B say a word that starts with “m” Take turn To end the meeting, have students say a word that begins with “m” when they leave the classroom V MEETING I 2|Page Alpha Zone Instructional Strategies: Chant Milk in my tummy, m-m-m II III IV V 3|Page Good in my tummy, m-m-m Anticipatory Set: Game as a warmer to recall previous meeting’s lesson Instructional Strategies: Game “Find and Touch The Pictures” Provide pictures of things (those that begin with “m” and other letters) and stick them around the room Group students into two groups Call first person from each group Whisper to them a word that begins with “m” They race to run to the correct picture When one of them touches the picture, he/she says the word Score Repeat steps and until all students have played Recap the result and review the words that begin with “m” Student may come up with their own words (even if it is in Bahasa Indonesia or people’s names) Independent Practice Instructional Strategies: Tracing, Book Box, Make A Word Provide several activities for students to choose from: a Worksheet 1: students will trace letter “m” (attached) b Worksheet 2: students will choose pictures that begin with letter “m” (attached) c Books: Good Night Moon, How Many Monkeys, Mommies Are for Counting The Stars: students will find words that begin with “m” d Picture dictionary: students will find where “m” is located in the dictionary and learn new words that begin with “m” e A cookie tray and magnetic letters: students will play with and make words with magnetic letters Describe each activity briefly Tell students they may choose what they want to do, however, both worksheets are compulsary Encourage students to the worksheets first, then they will have time to other activities Go around and assist students when they the activities Required Materials/Resources A carton of milk and a mug Alphabet flashcards, magnetic letters, and a cookie tray Pictures Worksheet and Books: Good Night Moon, Counting Monkeys, Mommies Are for Counting The Stars, Picture Dictionary Web site: http://www.kidzone.ws/kindergarten/letterm.htm Web site: http://www.beesburg.com/edtools/glossary.html#F Assessments Assessment of learning: Worksheet and 2 Assessment for learning: anything the teacher does to scaffold learning throughout the activities Anecdotal records: record exceptional and unique performance students show (e g they know words that are not taught in the classroom, or they make up their own words) Differentiation: For certain students who are not into paper-and-pencil assessment (e.g special-need students), assessment can be done differently For example while they the game, ask them to air draw letter “m”, or say words that begins with “m” Attachment 1: Worksheet 4|Page 5|Page Attachment 2: Worksheet 6|Page