assignment

1. 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

2. 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.

3. 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.

4. 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