A Vs. An Lesson Plan
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2MORNING MESSAGE ‘A’ vs ‘AN’ LESSON PLAN TEMPLATE
Name: Matthew Glista
Date: November 6, 2012
Grade Level/Subject: Kindergarten / Language Arts
Prerequisite Knowledge:
Students should be used to the Morning Message procedure, copying what is written by the teacher on the document
reader. Proficiency in writing D’Nealian letters is also an important skill for this activity, though not mandatory.
Approximate Time: 20-25 minutes
Student Objectives/Student Outcomes:
•Students will copy the words “I want to be” from the document reader as demonstrated by the teacher.
•Students will be able to insert their own occupation by sounding the word out and attempting a logical spelling.
•Students will understand when to use the article “a” and when to use the article “an”.
•Students will recognize the difference in pronunciation of the word “the” based on the word that follows.
Content Standards:
•
CCSS.ELA-Literacy.L.K.1
Demonstrate command of the conventions of standard English grammar when writing.
•
CCSS.ELA-Literacy.L.K.2d
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
•
CCSS.ELA-Literacy.RF.K.1b
Recognize that spoken words are represented in writing by specific sequences of letters.
Materials/Resources/Technology:
• Morning Message worksheet (one copy for each student, plus one extra for document reader)
• Document reader, to display the worksheet on the Eno Board
• Dry-erase markers
Implementation:
Time
Opening of lesson: (Objectives, hook, behavior expectations)
0:00 – 5:00
•Begin by treating this lesson like any other Morning Message.
•The language instruction will be better received if built into the activity as opposed to being separate.
•Once students have written “I want to be” atop their sheets, the fun begins.
Procedures:
•Ask for volunteers to share what they want to be when they grow up.
•Write the examples provided with ‘a’ or ‘an’ in front, each when appropriate.
•Obtain an example of each or make one up so students see the distinction.
5:00 – 17:00
•Ask if anyone sees the pattern. If not, explain that first letter is the indicator.
•Review vowels with class, writing out “a, e, i, o, u”.
•Explain, writing out flow chart on board, how the first letter of the following word dictates the use of a/an.
• “Starts with a vowel, add an n. Not a vowel, a has no friend.”
•Ask students to finish worksheet, coloring in middle, writing a/an below.
Summary/Closing:
17:00 – 20:00
•Review rhyme for “a vs. an” and go through one last example of each to reinforce the concept.
•Briefly go over pronunciation of word “the” based on same principle.
Student Assessment:
Bottom of worksheet, asking students to write either “a” or “an” will prove if they understand or not.
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