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Title
Letter Name Recognition – Cc
Lesson Objective
The student will be able to identify, name, and write the capital and lowercase letters Cc.
Background Information for Teacher
Display the mnemonic card for Cc for reference throughout the lesson. Words in bold will be said aloud by the teacher.
Student Prior Knowledge
N/A
Materials:
Cc mnemonic card or complete mnemonic alphabet poster
Student Page 1
Step-by-Step Guided Lesson
Step 1: Start Video
(Tips: Interact with the video by pausing, to ask questions or discuss information viewed with student.)
Step 2: Teach Lesson
Take a look at this letter. It is the letter C. Say it with me this time: C. Point to the capital letter C and say: This is the capital
letter C. Capital letters are tall letters. This one is just one curved line. It does not have any straight lines. To help me
remember, I think of a crescent moon, the curve, when I think of the capital C. Point to mnemonic illustration. Point to the
lowercase letter c and say: This is the lowercase letter c. This lowercase letter is a short letter. The lowercase c looks just like
the capital c—only smaller—but they are the same letter. Tell me a way that the lowercase c looks different from the capital
C? How do they look the same? Pause for student response. (The lowercase c is shorter; they both are the same curved line.)
The lowercase c resembles a cotton ball. To help me remember what a lowercase c looks like, I think of a cotton ball like
this one. Point to the mnemonic illustration. The uppercase letter C reminds me of a crescent moon, and the lowercase letter c
reminds me of a cotton ball because it is smaller.
Now I will show you how to write the letter C. Let’s start with the capital C. Watch me first. Demonstrate how to write capital C
on the board or piece of paper while indicating start points and directionality. Then lead the student in tactile/kinesthetic ways to write
the C, such as “writing” in the air or on the palm of their hands. It is suggested that you have lines already on the board to indicate the
baseline, midline, and top line.
1. To write capital C, I start at the top on the line. I pull my pencil back and then around and stop.
2. I need to read the letter I wrote: C. Touch under the letter to demonstrate one-to-one.
3. Now I have written a capital C!
This time, you will practice writing a capital C with me, but we will write them in the air. Remember to look at the C I wrote
on the board if you need help. Turn your back to the student to air-write the letter, or write it backward if you face the student.
1. If you model air-writing the letter facing the student and do not start on the left, then student may learn to form the
letter with the wrong directionality.
2. As you are modeling the air-written letter, narrate the movements clearly as you are doing them. Use the same
language each time so the student can create an internal monologue of the letter formation.
The student may hold their pencils to air-write.
1. Get your pencils ready to air-write capital C! Model how to hold the pencil in the air.
2. Where should we start when we write capital C? Do we start at the top or the bottom? (top) Get your pencil
3. Pull back and around, and then stop.
4. Let’s read the letter we wrote: C. Touch under the letter to demonstrate one-to-one.
5. You’ve written capital C!
Repeat this process a couple of times. Repeat the process with students “writing” with their pointer finger on the palm of their other
hand while iterating the steps to engage tactile modality.
Repeat the modeling, air-writing, and palm-writing with lowercase c.
1. To write lowercase c, I don’t need to start at the top line because lowercase c is a short letter. I start at the
midline instead. I pull my pencil back, around and stop.
2. I need to read the letter I wrote: c. Touch under the letter to demonstrate one-to-one.
3. Now I have written a lowercase c! It looks like the capital C but smaller.
This time, you will practice writing a lowercase c with me, but we will write them in the air. Remember to look at the
lowercase c I wrote on the board if you need help. Turn your back to the student to air-write the letter, or write it backward if you
face the student.
1. If you model air-writing the letter facing the students and do not start on the left, then students may learn to form the
letter with the wrong directionality.
2. As you are modeling the air-written letter, narrate the movements clearly as you are doing them. Use the same
language each time so the student can create an internal monologue of the letter formation.
The student may hold his/her pencil to air-write.
2. Since lowercase c starts on the midline, where should I put my pencil in the air? Should I stretch my arm tall
like this (reach arm up as if starting on the imaginary top line), or should I start here (bend arm and place hand at a
midpoint in the air)? Make sure the student is starting at around eye level and affirm the correct starting point.
3. Pull back, around and stop.
4. Let’s read the letter we wrote: c. Touch under the letter to demonstrate one-to-one.
5. You’ve written a lowercase c!
Have the student complete the Student Practice Page
Step 3: Complete the worksheet attached below.
Worksheets needed to complete the lesson
Step 4: Review. Start the next lesson with the game or activity attached below for review so the student can demonstrate
understanding of this lesson before moving forward.
Letter C (online) video
As the student watches how to write the letter C , have the student prepared with a paper and pencil to work alone with the video or
you can use the worksheet provided below.
Letter Cc Handwriting worksheet