PAGE 11 Unit Plan Jennifer Tilden Alicia Gonzalez ETEC 546 California State University, San Bernardino NTEQ Lesson Plan Name: Jennifer Tilden Lesson Title: Alphabetics - ABC Movie Subject Area: Letter Recognition Grade Level: Moderate to Severe Preschool LESSON SUMMARY Preschool children first learn letters that are familiar to them such as the letters in their name and the first letters in the alphabet string. This is an introductory lesson to the first three letters of the alphabet, A B C. Children first identify receptively the letters A B C, using a variety of interactive materials. (magnetic letters, textured letters, alphabet games, books, Handwriting Without Tears) Children dictate the three letters to the teacher who writes each letter on a separate sheet of paper. Children choose three items to correspond with letters, the children choose an apple, a book and a cup cake. Using a digital camera and tripod (technology) children take photographs of participants, letters and objects. Photos are printed out and children select their favorites and place them in correct alphabetical order. Using Photostory the teacher enters the photos into the program. Children agree or disagree with the photo arrangement, listen to several musical selections and choose one to accompany the movie. The movie is presented at Open House. LEARNING OBJECTIVES · By the end of the lesson children will be match letter names to the printed letters, A B C, with 80% accuracy in 4/5 trials. · By the end of the lesson children will string the three letters A B C in correct alphabetical order with 80% accuracy in 4/5 trials. · By end of lesson children will acknowledge that they used two separate pieces of technology to create their movie, a digital camera and computer. Measured by teacher-child conversation group conversation. · By the end of the lesson children will demonstrate basic use of a digital camera on a tripod. 1. With assistance locate the correct button and turn on the camera. 2. Show awareness of the screen and acknowledge if this is the subject they wish to photograph with word, sign or gesture. 3. With assistance locate and push the correct button to take the photo. 4. With assistance review the photo. 5. With assistance locate the correct button and turn off the camera. Student ability to be measured by teacher observation and charting. ________________________________________________________________________ STANDARDS State Standard: California Preschool Learning Foundations Foundation: Language and Literacy 3.0 Alphabetics and Word/Print Recognition Children begin to recognize letters of the alphabet 3.2 Match some letter names to their printed form. ________________________________________________________________________ MATERIALS · variety of interactive alphabet materials-hands on, songs, manipulatives. · Chart paper · Photograp ...

1. PAGE 11
Unit Plan
Jennifer Tilden
Alicia Gonzalez
ETEC 546
California State University, San Bernardino

2. NTEQ Lesson Plan
Name: Jennifer Tilden
Lesson Title: Alphabetics - ABC Movie
Subject Area: Letter Recognition Grade Level:
Moderate to Severe Preschool
LESSON SUMMARY
Preschool children first learn letters that are familiar to
them such as the letters in their name and the first letters in the
alphabet string. This is an introductory lesson to the first three
letters of the alphabet, A B C. Children first identify
receptively the letters A B C, using a variety of interactive
materials. (magnetic letters, textured letters, alphabet games,
books, Handwriting Without Tears)
Children dictate the three letters to the teacher who
writes each letter on a separate sheet of paper. Children choose
three items to correspond with letters, the children choose an
apple, a book and a cup cake. Using a digital camera and tripod
(technology) children take photographs of participants, letters
and objects. Photos are printed out and children select their
favorites and place them in correct alphabetical order. Using
Photostory the teacher enters the photos into the program.
Children agree or disagree with the photo arrangement, listen to
several musical selections and choose one to accompany the
movie. The movie is presented at Open House.
LEARNING OBJECTIVES
· By the end of the lesson children will be match letter names
to the printed letters, A B C, with 80% accuracy in 4/5 trials.
· By the end of the lesson children will string the three letters A
B C in correct alphabetical order with 80% accuracy in 4/5
trials.
· By end of lesson children will acknowledge that they used two
separate pieces of technology to create their movie, a digital

3. camera and computer. Measured by teacher-child conversation
group conversation.
· By the end of the lesson children will demonstrate basic use of
a digital camera on a tripod.
1. With assistance locate the correct button and turn on the
camera.
2. Show awareness of the screen and acknowledge if this is the
subject they
wish to photograph with word, sign or gesture.
3. With assistance locate and push the correct button to take the
photo.
4. With assistance review the photo.
5. With assistance locate the correct button and turn off the
camera.
Student ability to be measured by teacher
observation and charting.
_____________________________________________________
___________________
STANDARDS
State Standard:
California Preschool Learning Foundations
Foundation:
Language and Literacy
3.0 Alphabetics and Word/Print Recognition
Children begin to recognize letters of the alphabet
3.2 Match some letter names to their printed form.
_____________________________________________________
___________________
MATERIALS
· variety of interactive alphabet materials-hands on, songs,
manipulatives.
· Chart paper
· Photographs of A B C items and concrete items
· Children collect items that correspond to letters

4. · Digital camera and tripod
· Computer with Photostory Program
COMPUTER FUNCTIONS AND DATA MANIPULATION
Computer Function Computer Application Data
Manipulation
write, edit, plan photostory students edit
support objectives authoring/presentation
problem solve
SPECIFY PROBLEM
Introduction: We will be learning the names of first three letters
in the alphabet string to help with our beginning reading skills.
The first three letters are A B C. I have some fun activities and
songs that will help us remember their names. One very special
activity is that we will be making an A B C Movie…
RESULTS PRESENTATION
Open House Program:Students will demonstrate knowledge in
alphabet song and by presenting items that correspond to letter
during song.
Students will introduce their movie at Open House for family
and friends.
Students will take digital photos of family.
_____________________________________________________
___________________
MULTIDIMENSIONAL ACTIVITIES
Lesson Introduction: We will be learning the names of first
three letters in the alphabet string to help with our beginning
reading skills. The first three letters are A B C. I have some
fun activities and songs that will help us remember their names.
One very special activity is that we will be making an A B C
Movie…

5. Before Children begin learning use of digital camera and movie
making process continue introduction conversation.
Do you like movies? Did you every think you could make a
movie?
Demonstration: Show a short movie on photostory. Ask for
response.
Question: How do we get the pictures?
Question: Would you like to learn to use a camera?That is one
step in making a movie.
Question: What other things do you think we need to learn in
order to make a movie?
Continue to help children break down the process to the project
of making the movie. One small step at a time. Charting the
children’s ideas as they share them will help to establish prior
knowledge, and what skills need to be taught and reinforced.
Camera and Computer Activities (Before and After)
Moderate Impairment Skill Level Students Learn:
· Basic digital camera skills (as outlined in Learning
Objectives)
· While at the computer the students will learn how to turn on
computer and how to push the button on the mouse with
assistance.
Severe Impairment Skill Level Students Learn:
· While at the computer student will sit at station for 1-2
minutes without pulling all the cords out, chewing on them or
hitting the computer
· While at the computer the student will find and focus on
monitor for 1 minute- reinforce through incentives
Supporting Activities Following the Computer Activities
Moderate Impairment Skill Level Students:
· Reflect on process: Students share their experience making
the movie, recall steps, what they liked best about the process
where do they want to go from here.
· Students participate in alphabet bingo game, complete
matching letter and picture activities, and identify letters in
their environment.

6. · Continuation of alphabet movie.
· Students documenting special activities in the classroom with
the digital camera, create a gallery to display student
photographs.
· Reinforce learned computer skills and introduce appropriate
new skills.
Severe Impairment Skill Level Students
· Fine Motor Activities to strengthen grasp, improve eye hand
coordination, and increase finger dexterity for greater control in
use the mouse or button.
· Continue having students visit computer center-modify
behaviors
· Request a tech assessment of each student completed in order
to provide appropriate adaptations.
Culminating Activity
Open House Presentation for Parents
· Students will teach the ABC song to their parents/family.
· Students will show their chart of the steps to movie making.
· Students will introduce and show ABC Movie.
· Students will take a digital photo of their family.
Rotation Plan
Students will rotate between activities using visual schedule
cards that cue them to different work centers.
ASSESSMENT
· Students are assessed through trial data, teacher observation
and charting as outlined in Learning Objectives.
_____________________________________________________
___________________

7. NTeQ Lesson Plan
Lesson Title: Matching ABC’S-Visual Discrimination Subject
Area(s): Literacy/Language Grade Level: Pre-K Special Ed
Lesson Summary
During small group instruction two students will work together
with the support of teacher to use PowerPoint program on

8. computer to match uppercase letters of the alphabet. Students
will take turns to use the mouse to navigate the Power Point
program and its buttons.
Learning Objectives
By the end of this lesson, the students will:
· Be able to move the mouse and to right click
· Be able to match uppercase letters of the alphabet
Standards
National:
· Literacy
· Language
Local: Preschool Learning Foundations
· 3.0 Alphabetics & Word/Print Recognition
· 3.2 Match some letters names to their printed form
Materials
· Visual Discrimination PowerPoint program-matching upper
case letters
· computer
· mouse
Computer Functions and Data Manipulation
Computer Function
Computer Application
Data Manipulation
· Use a PowerPoint program

9. · Match ABC letters to their printed form
· Visual discrimination of same letter forms
· To operate a mouse
· To right-Click a mouse
Specify Problem-
I will be using a power point program on the computer to
motivate students to learn the alphabet by meeting the preschool
learning foundation standard: 3.2 match some letter names to
their printed form.
Begin by showing students the matching ABC folder that they
have been using to match letters. Review matching some of the
letters with the students. Then tell them that today, we are
going to use the computer to match our letters.
Results Presentation
Students will manipulate the mouse in the PowerPoint program
to match letters to their printed form on the computer.
The PowerPoint program will let them know if they got the right
or wrong answer.
Lesson Introduction
Students will then be shown the PowerPoint program on
matching letters of the alphabet. Students will be given
opportunity to work collaboratively with their peer and teacher

10. to operate the mouse for PowerPoint program.
I will turn on the computer and go over basic computer
components, like how to use the mouse and practice right-
clicking. Next, open PowerPoint program and review with them
on how you want them to match letters. First, model how to use
mouse to chose a letter that you think matches to the one you
are trying to find. Ask, “What letter is this?” Then use mouse to
point to each letter and ask, “Is this the letter?” then show them
how you right-click on each letter to see if it is the right or
wrong answer. Also, show them how to click on buttons in the
program. The buttons will take them to the next slide or if they
chose the wrong answer it will take them back to original slide
until they chose the right answer.
Computer Activities
Activities to be completed:
Prior to going to computer
-Review matching ABC’s using folder game
-Sing ABC Rock song during circle-time
-Each student practice spelling their name during circle-time
At the computer
-Review basic computer skills: how to use mouse and what is
the monitor
-Practice how to right-click mouse
-Practice how to match letters on -PowerPoint program
-Follow instructions and practice turn-taking
After going to computer
-Begin to recognize letters in their environment, for example in
familiar books or other peers names
-Begin to use computer at home with parent, for example be
comfortable to use the mouse and turn on computer
-Be assessed in ability to match 26 out of 26 letters of the
alphabet in 4 out of 5 opportunities

11. Culminating Activity
Singing, naming, recognizing, and matching letters of the
alphabet will be reviewed daily during circle-time and center
activities. Matching letters of the alphabet on the computer will
used to motivate student learning as well as to introduce basic
computer skills to students.
Rotation Plan
Computer time will be integrated into center rotations so that
student will each be given the opportunity to work in small
group instruction of two at least once a week. First, students
will be given opportunity to review the letters of the alphabet
then be rotated to computers during centers. Then observed and
data collection taken to assess progress.
Assessment –
Students will be assessed on their ability to make progress
toward the following goals on their IEP’s:
Objective or Performance

12. 1. Students will match 12/26 letters of the alphabet
Will be introduced to matching letters
Will match 12/26 letters of the alphabet in 2 out of 5
opportunities
Will match 12/26 letters of the alphabet in 3 out of 5
opportunities
Will match 12/26 letters of the alphabet in 4 out of 5
opportunities
2. Students will match 20/26 letters of the alphabet
Will be able to match 12/26 letters
Will match 20/26 letters of the alphabet in 2 out of 5
opportunities
Will match 20/26 letters of the alphabet in 3 out of 5
opportunities
Will match 20/26 letters of the alphabet in 4 out of 5
opportunities
3. Students will match 26/26 letters of the alphabet
Will be able to match 20/26 letters
Will match 26/26 letters of the alphabet in 2 out of 5
opportunities
Will match 26/26 letters of the alphabet in 3 out of 5
opportunities
Will match 26/26 letters of the alphabet in 4 out of 5
opportunities

13. NTeQ Lesson Plan
Lesson Title: Subject Area(s): Grade Level:
Lesson Summary
Briefly describe the purpose of the lesson and the student
activities.
Learning Objectives
By the end of this lesson, the students will:
·
1.
·
Standards
National:
·
·
Local:
·
·

14. Materials
It is helpful to include a “Think Sheet” of questions that require
students to use critical thinking skills.
Computer Functions and Data Manipulation
Computer Function
Computer Application
Data Manipulation
Specify Problem
Write in language you will use with students. For example,
Today, we are going to investigate…… What would you do if
…..

15. Results Presentation
Multidimensional Activities
Briefly describe the lesson activities. Begin with the Lesson
Introduction or how you will introduce the problem and how
you will address prerequisite skills, share learning objectives,
and provide needed information. As you describe the computer
activities, please include what students need to do before they
go the computers, while they are at the computers, and what
they do after they finish computer work. Descriptions of the
supporting activities follow the computer activities. This form
has space for three computer and three supporting activities.
When you design your lesson, include the appropriate number of
each for your particular lesson. After these activities are
planned, describe the Culminating Activity, or how main ideas
will be reviewed and/or final presentations given. When these
components are planned describe the rotation plan – how will
students rotate between the activities.

16. Lesson Introduction – Briefly describe how you will introduce
the problem and how you will address any prerequisite skills,
share learning objectives, and provide needed information.
Computer ActivitiesActivity 1
Activities to be completed:
Prior to going to computer
1.
2.
3.
4.
5.
At the computer
6.
7.
8.
9.
10.
After going to computer
11.
12.
13.
14.
15. Activity 2
Activities to be completed:
Prior to going to computer
16.
17.
18.
19.
20.

17. At the computer
21.
22.
23.
24.
25.
After going to computer
26.
27.
28.
29.
30. Activity 3
Activities to be completed:
Prior to going to computer
31.
32.
33.
34.
35.
At the computer
36.
37.
38.
39.
40.
After going to computer
41.
42.
43.
44.
45.
Supporting ActivitiesActivity 1
Activities to be completed:
46.

18. 47.
48.
49.
50.
51.
52.
53.
54.
55. Activity 2
Activities to be completed:
56.
57.
58.
59.
60.
61.
62.
63.
64.
65. Activity 3
Activities to be completed:
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
Culminating Activity – Briefly describe how main ideas will be
reviewed and/or final presentations given.

19. Rotation Plan Briefly describe how students will rotate through
the computer and supporting activities
Assessment Use a template similar to the one below to develop
your rubric(s). A sample is provided to guide your writing.
Rubric Template. Place performance objectives in the first
column, then create descriptions of each level of performance.
Objective or Performance
Beginning
1
Developing
2
Accomplished
3
Exemplary
4Score
1.
Description of identifiable criteria that reflect a beginning level
of performance.
Description of identifiable criteria that reflect progress toward
mastery of performance
Description of identifiable criteria that reflect mastery of
performance
Description of identifiable criteria that reflect exceptional
performance.
2
Repeat with next item

20. “
“
“
Sample: Newspaper Article on Seatbelt Safety
Objective or Performance
Beginning
1
Developing
2
Accomplished
3
Exemplary
4Score
1.Students will write a persuasive article on why drivers should
wear seatbelts
Persuasive arguments are not clear or concise and had very poor
references made to supporting graphics.
Persuasive arguments are fairly clear and concise. References
made to graphics provide limited support.
Persuasive arguments are clear, concise, and articulate.
References made to supporting graphics are useful.
Persuasive arguments are very clear, concise, and articulate.
Excellent references made to supporting graphics.
2. Students will generate spreadsheet charts that demonstrate a
trend.
The charts show very little about seatbelt use. The title, labels,
legend, are missing or incomplete.
The charts show limited aspects of seatbelt use. The title,
labels, legend, and type of chart provide incomplete support.
The charts demonstrate trends in seatbelt use. The title, labels,
legend, and type of chart support understanding.
The charts clearly demonstrate trends in seatbelt use. Excellent
choice of title, labels, legend, and type of chart.

21. Objective or Performance
Beginning
1
Developing
2
Accomplished
3
Exemplary
4Score
1.
2.
3.

22. 4.
The simple bast tense
what did you do yesterday?
Irregular verbIrregular verbExampleNo change in base formput
put

23. cut cutDeferent spelling from the base formgo
went
eat ate
come came
come came
Regular verbRegular verbExamplebase form + edwalk
walkedverb ending in - e +dlike likedverb ending
a consonant +y
change y i +edstudy studiedsome verbs ending
in a single consonant +the second last letter is a vowel
double the last letter + edstop stopped
Was - Were

24. Example: was - were
was I - he - she - it
He was hungry yesterday.
were you - we - they
we were happy last week .
Ask the question!
See the examples and try to find out
how to write the question?
He slept early yesterday .
Did he sleep early yesterday ?
We were in the indian restaurant last week.
were you in the indian restaurant last week?
Ask the question!

25. What do you notice?
He slept early yesterday .
Did he sleep early yesterday ?
1- Add - did in the beginning.
2-the past verb return to the base form.
3- write the rest of the sentence as it is.
4- we find a specific time
(yesterday-last night -last month …)
Question form:
What do you notice?
We were in the indian restaurant last week.
were you in the indian restaurant last week?
start with (were or was)
subject

26. the rest of the sentence.
Negative form:
subject did not verb (base form) the rest
He slept early yesterday .
He did not sleep early yesterday .
We were in the indian restaurant last week.
We were not in the indian restaurant last week.
we can say : was not or wasn’t.
were not or weren’t
What do you notice?
Past verb always comes back to
the base form in negative sentences

27. remember:
remember:
practice:
Write a question for each sentence:
I drove my car yesterday.
Q : …………………………………
They went to the beach last week
Q: …………………………………
Write the right answer for each sentence:
was he at school yesterday ?
A: …………………………………..
were you tired last night ?
A: ………………………………….
The answers:
I drove my car yesterday.
Q: Did you drive your car yesterday ?
They went to the beach last week
Q: Did they go to the beach last week?

28. was he at school yesterday ?
A: Yes ,he was at school yesterday
were you tired last night ?
A:Yes, you were tired last night