TPA Lesson Plan #_______

1. Teacher Candidate Alicia Poe Date Taught 11/25/14 Cooperating Teacher Gayle Peterson School/District Riverday

School 2. Subject Integrated Field Supervisor April Galster

3. Lesson Title/Focus Yoga Letters 5. Length of Lesson 30min

4. Grade Level Kindergarten - 1st grade

6. Academic & Content Standards (GLEs/EALRs/Common Core)

CCSS ELA.1. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Print all upper- and lowercase letters CCSS ELA.K.1. Demonstrate command of the

conventions of standard English grammar and usage when writing or speaking.

Print many upper- and lowercase letters. EALR K.2/1.2 The student uses communication

skills and strategies to interact/work effectively

with others. H/F GLE 1.1.1.5 Understands movement

concepts. Understands concepts of personal space and

general space while moving safely in a variety of partner activities.

H/F GLE K.1.1.5 Recognizes movement concepts. Recognizes concepts of personal space and

general space while moving safely in a variety of activities.

7. Learning Objective(s)

Component 1.1: Develops motor skills and movement concepts as developmentally appropriate.

Form letters, and show increasing knowledge of letters and sounds.

Name upper- and lower-case letters, matching those letters with their sounds and printing them

Uses interpersonal skills and strategies in a

multicultural context to work collaboratively,

solve problems, and perform tasks. 8. Academic Language

Letter cards Yoga

9. Assessment Picture Portfolio

Participation Checklist **Attach** all assessment tools for this lesson

10. Lesson Rationale

Upon what assessment data or previous lessons are you building?

The students were working on letter creation and recognition.

WHAT requisite skills do students need in order to access the lesson & participate

fully?

The students should already know the names of the letters and what they look like.

How does the content build on what the students already know and are able to do?

This lesson works on practicing letter recognition and fluency. It intends to give the

students experience making the letters in a way that is fun and engaging.

By teaching this lesson, how will this add to student learning?

This lesson is to give practice and efficiency building for reading.

HOW does this lesson fit in the curriculum?

This lesson hits both Physical and English language common core standards.

How does the lesson build on previous lessons or previous learning?

This lesson is building letter recognition and construction to further their literacy,

reading and, writing skills.

How will the learning in this lesson be further developed in subsequent lessons?

This lesson is working toward reading and writing with fluency.

11. Instructional Strategies/Learning Tasks to Support Learning

Learning Tasks and Strategies

Sequenced Instruction Split the class into groups. The students then will draw a letter to construct. Each group will be working together using their bodies to make the letters (yoga) lying down on the floor. Once a letter is completed the students tell what letter it is then the teacher will take a picture and the team can choose a new letter to make. Have the groups race to see which one can make the whole alphabet first. Teacher’s Role

Instruction Provide

materials Take pictures Supervise

Students’ Role Listen to instructions Make the letters Ask to take a picture when they are done Tell the name of the letter they made Collaborate Have fun

Student Voice to Gather The students can choose which letters they want to build first.

12. Differentiated Instruction

Plan If it needs to be made more difficult you can have the students make the letters

standing up.

13. Resources and Materials Plan

Camera Letter cards

14. Management and Safety Issues

Plan Large space required

Personal space

15. Parent & Community Connections Plan

Post the pictures for parents to see.

Participation Check List

Group Great Good Okay Poor

Was the group successful – cooperation visible Was a letter created Did the letter look like the letter on their card Did they get a picture taken of all the letters they made

Individual Great Good Okay Poor

Were they part of making the letter – leader/boss/piece of the letter Were they respectful in discussion and collaboration Were they paying attention to the instructions Did they know the name of the letter they made

Great—4/4 checked Good—3/4 checked Okay—2/4 checked Poor—1/4 checked