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Lesson Plan on Learning Alphabet Essay

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Updated: Mar 27th, 2021


The lesson plan in question focuses on learning and revising the alphabet (“Alphabet Soup”). According to the standards of NAEYC and IRA, learning to read at the PK level should involve and be based on learning the alphabet (“Where We Stand”). It has been acknowledged that students have fewer problems with learning to read (including such aspects as phonemic awareness, vocabulary, fluency, phonics, and text comprehension) in the future if they mastered the alphabet at earlier stages of their learning (Armbruster and Osborn).

It is necessary to note that the lesson is quite effective as it helps learners to revise or learn the alphabet. The entire lesson is carried out in the form of a game as students respond to the song performed by a teacher (or it can be a record or even some video). Notably, the instructions available are sufficient for learners to perform well, which is one of the most important elements of a lesson (Roskos, Christie, and Richgels 1).

It is also important to note that the lesson is consistent with NAEYC and IRA standards as the teacher may choose the songs that will be best applied in a particular classroom and the diversity of children will be taken into account (“Association for Childhood Education International Elementary Education Standards”). At the same time, the lesson can also be slightly changed and an element of a game can be added. Thus, students coming to the magnetic board can mime an animal starting with the letter they have. This will help revise the alphabet as well as vocabulary. Of course, before this activity, the teacher should pre-teach the new vocabulary. This can be done during several lessons, and the singing and miming activity will be aimed at revision.

Lesson Plan

Standards: 1.0, 2.1, 3.1, 3.2, 3.4, 4.0 (“association for childhood education international elementary education standards”)
Theme: Learning ABC
Lesson topic: Animal ABC


Language: Learners will build letter recognition as well as phonic skills.
Content: Learners will expand their vocabulary on the topic of Animals.

Learning strategies:

Brainstorming, drilling, individual work, group work.

Key vocabulary:

Ant, bear, cat, dog, elephant, frog.


Pictures with animals and letters, pictures with animals only, pictures with letters only, video on YouTube (“ABC Chant”), worksheets with letters and pictures of animals, worksheets with dotted pictures of animals and blank places for letters, magnets, magnetic board.


The teacher notes that students will learn more about animals and will learn about letters and ABC. The teacher may stress that this is one of the most important things in reading since if they know letters they will be able to read and write. The teacher may ask students to name (or even shout) a letter or letters they know. Some students are likely to be very active, while others will try to be quiet. After that, the teacher may say that children know a lot but they should also know ABC, how to write letters, what animals can be in their ABC.


The teacher asks students to name their favorite animals or animals they know. The teacher may also ask students to join a group of certain animal lovers. Then, the teacher may ask students to the group by the initial sound. For instance, children who name lions and lizards will stand together. Of course, the teachers should give hints if necessary, and the teacher can form the first group to give students an example.

Practice and Assessment:

First, the students will watch the video mentioned above. They can watch the entire video or only the part with the necessary letters. While watching the video, the teacher holds a picture of a corresponding animal to help learners to understand the meaning of words. It is especially important if there are ESL students.
After watching the video, the teacher uses pictures to teach students to read and write letters. Importantly, the teacher draws learners’ attention to the fact that there can be big animals and small animals. Likewise, there are big letters and small letters. The teacher writes the letters on the board.

After that, learners receive worksheets and write their letters. For advanced students or those who finish quicker, the teacher may give more worksheets (with different pictures) or ask a student to draw the corresponding animal on a worksheet with a letter but without a picture.

Then, learners get a letter (or several letters,) and the teacher starts singing the song (the video can also be used, but it is possible to make sound heard, and the picture should be unavailable to make the task more challenging). When learners hear the letter they have, they go to the board and put their picture on it. They may remain at the board miming the corresponding animal.
As for assessment, the teacher uses observation as one of the assessment tools. It is important to observe the way learners participate in-class activities. Worksheets can also be used as an assessment criterion.
It is also possible to assess students’ progress during a final activity. Learners get a set of all the letters learned during the lesson. Then, the teacher shows an animal, and students show the corresponding letters.


The teacher may give the worksheets with dotted images. Learners draw the animal using the dots and put the corresponding letter (both cases).

Works Cited

. 2010. Web.

Alphabet Soup. 2015. Web.

Armbruster, Bonnie B., and Jean Osborn. . 2003. Web.

Association for Childhood Education International Elementary Education Standards and Supporting Explanation. 2007. Web.

Roskos, Kathleen A., James F. Christie and Donald J. Richgels. The Essentials of Early Literacy Instruction. 2003. Web.

. 2009. Web.

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