LESSON PLAN BY: Katherine Keeling
LESSON ADAPTED FROM: www.scholastic.com
Lesson: ABC Pop-Up Books Length: 20 minutes
Age or Grade Intended: First Grade
Standard 1: READING: Word Recognition, Fluency, and Vocabulary Development
1.1.2 Identify letters, words, and sentences.
Performance Objectives:
After introducing the letter A an the sound it makes, the students will be able to brainstorm letters that begin with the letter of the day with 95 percent accuracy.
After being shown how to make an ABC Pop- Up Book through direct instruction by the teacher using the letter A, the students will be able to create one.
After the teacher has introduced the letter A and the sound it makes, and creating their own ABC Pop-Up Book the students will be able to recognize and identify at least three words that begin with A.
Advanced Preparation by the Teacher:
The teacher will need to prepare a pop-up page (out of construction paper) for each student.
The Teacher will need to provide:
A piece of colored construction paper for each student
A piece of 8x11 white paper for each student
A pair of scissor for each student
Glue or paste for students to share
Pencils and crayons for the students to share
Procedure:
Introduction/Motivation:
To introduce the lesson ask students if they can write a letter A( lowercase and uppercase) using their index finger to “draw” it in the air. Ask the students if they know what sound the letter A makes. Can anyone tell me a word that starts with A? List the words the students come up with on the board.
Step by Step Plan:
2. After giving students all the directions, pass out the white sheets of paper, and go over he words on the board that start with A. Make sure he students understand that they must draw a picture of something that starts with A. Point out to them that there are ideas of things to draw written on the board.
3. While the students re drawing their pictures pass out the pre cut pop-up pages, and the glue. Instruct the students to glue on their picture after they are done drawing and coloring it.
4. Then when the students are finishing gluing on their pictures, remind them to draw a lowercase and uppercase A under their picture.
5. Collect the students finished pages, and explain to them that you will keep their pop up pages until they have completed all the letters of the alphabet. Then explain to them that when they have made a page for every letter, they are going to string the pages together to make their very own ABC pop-up book.
Closure: Ask for student volunteers to come up to the front of the class, and share their pop-up letter “A” page with the rest of their class.
Adaptations/Enrichment: For students who are visually or hearing impaired, have them sit close to the board during the activity, this ensures that the visually impaired students can see the “A” words written on the board. This also allows the hearing impaired students to hear the pop-up book instructions.
During the constructing of the ABC books have students who are gifted sit near those students who may have trouble following simple instructions This allows for the students to receive some peer help. Also, make sure while the children are drawing and coloring their pictures you walk around and monitor their progress, this way you can be sure everyone is drawing something that begins with the letter “A,” and that the students comprehend the idea of the book.
Self-Reflection: Observe the students over the course of the lesson. See if they both understood and enjoyed the lesson. Look for parts of the lesson that could be improved, and think of ways that the lesson could be adapted if need be. The teacher should then ask themselves the following questions: Did the students learn to identify the letter A? Do the students know what sound the letter A makes? If asked, could each student give at least three words that begin with the letter A? Did the students enjoy the lesson?
Bloom’s Taxonomy:
Level 1: Knowledge: While introducing the letter A and “drawing” it in the air ask the students, What is a word that starts with A? Then make a list with them on board.
Level 2: Comprehensive: Students will apply their knowledge of the letter A and the sound it makes to draw a picture of a word that starts with A.
Level 3: Application: Students will be able to apply their knowledge of what the letter A looks like ( lowercase and uppercase) and how to write them to write them under their illustration on their pop-up page book.
Level 4: Analysis: Students will be able to state a reason why these pop-up books will be helpful to them. They will be able to answer the question, How would/could you use this pop up letter book (when fully completed) to help you when reading and writing?
Level 5: Synthesis: Students will create an ABC pop-up book page, and be able to compile a list of words that begin with the letter A.
Level 6: Evaluation: The evaluation of the students understanding of the story will take place throughout the lesson. The students will apply their knowledge of the alphabet and the letter A to construct a pop-up book page, (complete with a picture of a word that starts with the letter A). The will also be able to write an example of what a lowercase and uppercase A looks like. Orally, the students will be able to name at least three words that being with the letter A, and help compile a list of those words on the board.
Gardner’s Multiple Intelligences
The constructing of the picture for the pop-up page is visual/spatial activity. The students are required to be creative and use abstract thinking when thinking of a word that starts with the letter A.
The reviewing of the letter A, and creating the list of words that being with the letter A on the board is a verbal/linguistic activity. The students are required to orally give the teacher words that being with A.