11035 lesson plan m

Lesson Plan
Lesson
: Beginning Letter/Sound “M”
Level
: Kindergarten
Time allocation : 2 x 30 minutes
Objectives & Goals
Curricular objectives:
1. 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.
2. By the end of the lesson students will be able to write the letter “m”.
Learning Domains:
A. Cognitive
1. 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”.
2. 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.
3. Apply
Students will be able to make up words with beginning letter/sound “m”.
4. 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).
5. 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
1. Imitation
Students will be able to air draw “m” copying the teacher.
2. Manipulation
Students will be able to trace letter ‘m”.

I.
II.
III.
IV.

V.

MEETING 1
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)

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II.

Anticipatory Set
Instructional Strategies: Contextual Learning
1. Bring in a mug and a carton of milk (or an empty carton).
2. Elicit from students about the names of the objects. Accept any answers
(students may say cup/glass for mug or susu for milk).
3. Pour the milk into the mug and drink it (or pretend).
4. Upon drinking, say and act out: “Milk in a mug... mmmm... yummy!”
5. Offer if students want to act it out (I may need to bring some other mugs, or
simply ask the students to pretend).
6. Have the students drink the milk and say the sentence.
7. 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
1. 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?
2. Direct students’ attention to the words milk and mug. Say them in an
exaggerated manner: Mmmmm...milk! Mmmm...mug! Mmmm..... yummy!
3. Ask students to repeat.
4. Ask the students what sound starts the words milk and mug. (Students may have
recognized it already).

5. Introduce the letter “m”. Show students the “m” flashcard.
6. Show students how to write “m” on the whiteboard.
7. Have students to practice air drawing the letter “m” while saying the sound.

IV.

Guided Practice
Instructional Strategies: Game “Act It Out”
1. Tell students that they will play games “Act It Out”.
2. Ask a volunteer to come forward.
3. Show a picture of monkey to the volunteer. Ask him/her to act it out, and let the
class guess the word.
4. When they answer correctly, have the volunteer write the letter “m” on the
whiteboard.
5. Do the same with other pictures: mouse, man, mom, moon, mouth.
(Steps 1 – 4 can also be done in group competition).
Closure
Instructional Strategies: Air Drawing, Back Drawing
1. Recap all words and have students to say the words.
2. Ask students the beginning letter of the words.
3. Have them to air draw the letter “m” while saying the sound.
4. 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.
5. To end the meeting, have students say a word that begins with “m” when they
leave the classroom.

V.

MEETING 2
I.

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Alpha Zone
Instructional Strategies: Chant
Milk in my tummy, m-m-m...


II.

III.

IV.

V.

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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”
1. Provide pictures of things (those that begin with “m” and other letters) and stick
them around the room.
2. Group students into two groups.
3. Call first person from each group. Whisper to them a word that begins with “m”.
4. They race to run to the correct picture. When one of them touches the picture,
he/she says the word. Score.
5. Repeat steps 3 and 4 until all students have played.
6. 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.
1. 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.
2. Describe each activity briefly. Tell students they may choose what they want to
do, however, both worksheets are compulsary. Encourage students to do the
worksheets first, then they will have time to do other activities.
3. Go around and assist students when they do the activities.
Required Materials/Resources
1. A carton of milk and a mug.
2. Alphabet flashcards, magnetic letters, and a cookie tray.
3. Pictures.
4. Worksheet 1 and 2.
5. Books: Good Night Moon, Counting Monkeys, Mommies Are for Counting The
Stars, Picture Dictionary.
6. Web site: />7. Web site: />Assessments
1. Assessment of learning: Worksheet 1 and 2.
2. Assessment for learning: anything the teacher does to scaffold learning
throughout the activities.
3. 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).

4. 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 do the game, ask them to air draw letter “m”, or say words
that begins with “m”.


Attachment 1: Worksheet 1

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Attachment 2: Worksheet 2

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