Mariam Hassan Mohamad Abdulrahman H00257527

Lesson Plan Template

This lesson is made for both regular students and students with autism. From the three hands-on
activities, two activities are appropriate to be used with students with autism. Students with autism will
be sat by themselves beside their shadow teachers while learning about the letter Y and while
completing the activities.
Name: literacy (the letter of Y).
Personal Aims (What do YOU need to work on in order to grow professionally?
-

Making the classroom a student-centered one not a teacher-centered one.

Practicing of how to make students understand well.
Thinking of how to manage time, classroom, and students.
Practicing to be more confident and give a better lesson to students.
Grade Level:

Subject:

Both levels of Kg

Literacy (the letter of Y)

Place:

In the classroom and

different areas of the
classroom

Resources (what materials/equipment will you

and the students use? Be specific)
-

Learning Outcome (School code and words):

Students will:

The internet
Cards of the upper cases of the letters
Y, M, and X
Cards of the lower cases of the letters
Y, M, and X
Three various activities (low, medium,
and high levels).
Magnetics
Pictures of a yard, yo-yo, yogurt,
yellow ink, and Yolanda (a character)
Needed materials and resources of the
three activities: Pictures of coloured yoyos, pictures of yo-yos ropes, glue,
artificial eyes, pencils, pieces of paper,

Identify the name of the letter of Y.

Identify the letter of Y in its both lower
and upper cases.
Recognize the sound of the letter of Y.
Identify words begin with the letter Y.

Preparation (what do you need to make or check

before class?)
Before the beginning of the class and before the
arrival of students, I will need to make sure that the
whole classroom is organized and that all my needed
materials and resources are ready and in the correct
specific places. I will check if the internet is working. It
is significant to feel relaxed before demonstrating a
lesson where knowing that everything is organized
leads to feeling relaxed and confident.
Key vocabulary
1

Yard
Yo-yo
Yellow
Yogurt

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cards of the lower and upper cases of

- Yak
the letter Y, sand, boxes with no covers,
printed pictures of the lower and upper Students with autism will need to only know
cases of letter Y in black and white, and (accommodation) the words of:
small and cut pieces of coloured paper.
- Yo-yo
A bell
- Yellow
- Yogurt
Introduction (warmer activity + teacher introduction/demonstration of small group
activities):
After welcoming every one (the teacher (I) and students welcomed each other), the teacher (I)
will tell students that today they will be learning about an amazing letter. The teacher will ask
students if they want to watch an amazing video as a start. It is expected that students answer with
the word of yes. The video is used to engage students and to introduce the letter Y. The video
includes a song that introduces the letter, its sound, and words that begin with the letter Y. The
thing that is loved about the song is that it tells students two short and interesting stories that
introduce several words that begin with the letter Y.

Time: 15 min

Whole

The teacher will instruct students to pay attention to the video and to listen well where there will
be asked questions about the video. The video will be played, and this is the link of the video:
https://www.youtube.com/watch?v=bZC3a6GnwTo

Time: 15 min

Small

Active Engagement (group working with the teacher):

When the video is watched or played totally, the teacher will tell the learners that she will ask
them questions. She will instruct the learners to raise their hands quietly to answer. The teacher
will begin asking the learners the questions which are: which letter were the three women singing
about? Can you show me which letter is letter Y (the letters of Y, M, and X will be shown to
students)? Do you think that this letter is the upper case of the letter Y? And which one do you
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think is the lower case of letter Y (three lower cases of the letter Y, M, and X will be shown to
students)? Students will be praised for their thinking and answers.
The teacher will hang the upper and lower cases of the letter Y on the white board of the
classroom and review them by saying: this is the upper case of letter Y, and this the lower case of
letter Y. Students will be taught about the correct way of writing the letter in its both upper and
lower cases, and they will be encouraged to write the two cases of the letter Y in air (they will
practice writing the letter in its lower and upper cases in their literal books later by using a pencil).
Students will be encouraged to remember the sound of the letter Y (the video taught the students
about the sound of the letter Y). The teacher will repeat the part of the played video of the sound of
the letter, so students can remember. She will encourage students to try sounding the letter Y.
Pictures of things that their names start with letter Y will be shown to students in order to teach
them some words that begin with letter Y. Students might show that they are known about some
words because of the played video. The pictures will be hanged on the white board of the
classroom. The following pictures are the pictures that will be shown to students.

After the previous part, students will watch another video about letter Y, and this is to remind
them of the name of letter Y and its shape and to teach them new words that begin with letter Y.
This is the link of the video: https://www.youtube.com/watch?v=_qGHh0_6Xbc

Mariam Hassan Mohamad Abdulrahman H00257527

Due to achieving all the learning objectives of the lesson, students will be allowed to access as
they want to the areas of the classroom that have activities within them. There are 3 various
activities (low, medium, and high levels), and students are able to do anyone of them or more if
they decide to do so, but every area has a rule that sates the capacity of assimilation of students. So,
in every area, there is a limited number of children, and students will be reminded of that by the
teacher before going to complete the activities or play.
Independent Experience (small group activity 1):
This activity is appropriate to be used with students with autism.
Name of it: The letter Y looks wonderful.
What is it?
It is an amazing artistic activity that aims to allow students to design the letter of Y (both lower
and upper cases) by themselves that is printed on a piece of paper by glowing coloured, small, and
cut pieces of paper to the both lower and upper cases of the letter.

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Independent Experience (small group activity 2):
Name of it: Practicing writing the letter of Y on sand.
What is it?
It is an interesting activity that requires students to use their brains to think and focus and to use
their fingers (fine motor skills) to write the letter of Y (both lower and upper cases) in sand. This
activity helps children or students to practice and develop their fine motor skills as well as
practicing and learning how to write the letter correctly in its both lower and upper cases.

The letter of Y (lower and upper cases) will be written on the card instead of the letter of F (the
lower case of the letter Y will be written on one card, and the upper case of the letter Y will be
written on another card), and sand will be out in the other area of the box.
Independent Experience (small group activity 3):
This activity is appropriate to be used with students with autism.
Name of it: Yo-yos word begins with letter Y.
What is it:
It is a lovely and an artistic activity that allows students to create a yo-yo. A picture of a yo-yo
is printed in different colours, and another picture of a yo-yos rope is printed as well. Students will
choose a coloured yo-yo to use and take one picture of a rope. Here, students can imagine that they
are creating a real yo-yo. They will need to glow the two pictures of a yo-yo and its rope on a piece
of paper. Students are required to stick the ropes to their yo-yos. Artificial eyes can be glued to the
yo-yos to make them look remarkable (students do all the work). After creating a full yo-yo with
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two eyes, students are required to write letter Y and the word of yo-yo on their paper. Note that
students with autism are only required to make the yo-yo. It is not required from them to
write the letter Y and the word of yo-yo (accommodation).

Explain how you are going to differentiate:

Students will be able to do any activity, one activity, two activities, or all the activities (this is
up to them and their speed) where there should be a closing time before the end of the class. The
closing time is short, so students will be able to play as much as they want to (the time of the
activity can be 15-18 minutes. It is possible that more 2 minutes be given to students). The ideas,
requirements, and used materials are different in each of the three activities which makes the
activities vary from each other. Note that if students are not done of the activities (their work is not
completed, and they want to complete it), they will be able to get back to complete the activities
during the day (at another time), so they feel satisfied.
Closing:

Time:

Whole

15 min

The teacher will use a bell to make students understand that it is the time of tidying up. Students
should finish the part of tidying up in 2-4 minutes. The teacher will help students as well, so it is
sure that students finish tidying up within a maximum of 4 minutes.
The teacher will use a bell again to make students sat in their places (every students has a place
that he or she is familiar with). The teacher will begin asking students questions such as: was it fun
to learn about letter Y? what did you enjoy the most of the whole class? will you tell your family
about what you have learned and the activities that you played?
The teacher will thank and praise the students for their whole used effort, attitudes, and
contributions, and by that, the session is totally finished.

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Assessment:
Students understanding will be assessed by observations and their answers of certain asked questions.
Completing activities is another way of assessing students understanding.

Select (S):
Identify a lesson and what standards are you addressing:
It is a literal lesson about the letter of Y, and the main standard that I have wanted to address is
allowing children to do the whole work (students-centered classroom).
Describe (D):
Who is the lesson for? It is for children that are at the preschool stage.
What are you trying to achieve in your lesson? Allowing students to teach themselves the
letter of Y (both lower and upper cases) and its sound.
What will the students do? In general, students will need to do jobs that make them learn. The
jobs are games actually, and these jobs or games involve exploring, discovering, thinking,
collaborating with others, sharing, and moving around.

Mariam Hassan Mohamad Abdulrahman H00257527

Note that this whole activity promotes different multiple intelligences in little children who are at the
preschool stage. It also leads to being exceled in different types of intelligence due to giving children the
opportunity to do this activity (Multiple Intelligences Immersion, n.d.). Here is how it does that and in which
types of intelligence it does that:
- When little children:
1- get chances collaborate with others and talk or communicate verbally and non-verbally with others
(express their wants and needs), they develop Interpersonal Intelligence and Linguistic Intelligence
where acting with others, communicating with others, and speaking are key aspects of the both
mentioned types of intelligence. Verbal communication requires the usage of words to communicate,
whereas non-verbal communication requires the usage of no words (body language, eye contact,
facial expressions, posture, voice (tone, pace, pitch, and volume), appearance, and hand gestures)
(What is Communication?, n.d.).
2- imagine and visualize actively different topics such as being an artist, they promote Spatial
Intelligence where children become able to think in three-dimensional terms.
3- use their fingers (fine motor skills) to hold and control objects such as glue, and use their bodys
muscles to move around (gross motor skills), they promote Bodily-Kinesthetic Intelligence where
this intelligence requires the usage of the body (its parts as well as fine and gross motor skills).
4- observe details of things or subjects by using their senses, they promote the development of naturalist
intelligence.
As a result of exercising (doing the activity), childrens dominant intelligences become stronger, while
childrens weaker intelligences can be awakened.

Mariam Hassan Mohamad Abdulrahman H00257527

References
Academy, A. E. (2016, July 29). "The Letter Y Song" by ABCmouse.com. Retrieved from YouTube:
https://www.youtube.com/watch?v=bZC3a6GnwTo
KidsMatter Early Childhood. (n.d.). Retrieved from Kids Matter:
http://www.kidsmatter.edu.au/sites/default/files/public/FrameworkBook_Component2.pdf
Morin, A. (n.d.). Skill Development From Birth to Age 5. Retrieved from Understood:
https://www.understood.org/en/learning-attention-issues/signs-symptoms/developmentalmilestones/skill-development-from-birth-to-age-5
Multiple Intelligences Immersion. (n.d.). Retrieved October 4, 2016, from Child First:
http://childfirst.com.sg/curriculum/multiple-intelligences-immersion/
Street, S. (2011, December 9). Sesame Street: Why Do You Love the Letter Y? Retrieved from YouTube:
https://www.youtube.com/watch?v=_qGHh0_6Xbc
What is Communication? (n.d.). Retrieved from SKILLESYOUNEED:
http://www.skillsyouneed.com/general/what-is-communication.html