LESSON PLAN

Name: Ashley Mustaki

WGU Task Objective Number:
Competency 602.8.3: Emergent Literacy - The graduate articulates principles and
incorporates practices of emergent literacy that help children develop pre-reading and prewriting skills.
Competency 602.8.4: Phonological and Phonemic Awareness - The graduate designs
activities that promote the development of phonological and phonemic awareness.

GENERAL INFORMATION

Lesson Title & Subject(s): Rhyming with Freddy Frog Language Arts
Topic or Unit of Study: Language Arts Phonological Awareness
Grade/Level: Kindergarten
Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)
The instruction will take place in a typical Kindergarten inclusion classroom. The class has 16 students of
mixed ability. Three of the students have IEP's. There are several centers throughout the classroom with
a large carpet area. The room is filled with colorful posters and artwork for the students to observe. The
desks are located in a small corner of the room. There is a row of computers on the back wall. This lesson
will take place in the small rug area with a rocking chair for the teacher to sit in. This is where the teacher
does small-group language arts activities.
STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):

To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to
Browse Standards (Standards Wizard). Select your state. Select standard(s).
Virginia York County SOL for English
K.4 The student will identify, say, segment, and blend various units of speech sounds.
b) Identify and produce words that rhyme.

Lesson Goals:
(A statement describing the overall purpose of the lesson; what the students are expected to know or
do at the end of the lesson)
At the end of the lesson the student will understand how to identify words that rhyme.

Lesson Objective(s):
(Your objective(s) should align with the knowledge and skills taught as well as with the assessment
chosen for this task. All learning objectives must include a Specific Behavior, Condition, and
Measurable Criteria)
After a lesson on creating rhymes with a puppet, the student will be able to produce their own rhymes.
When given a word, the student will be expected to produce a rhyming word successfully 2 out of 3 times.
MATERIALS AND RESOURCES

Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note
templates)
-Frog puppet
-fly cards with a picture of a word
-List of words for the teacher

Resources:
Supplementary information and/or places where you found information for the lesson

INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)
Time: 5-7 minutes
The teacher will introduce herself to the students and tell them that today we are going to practice
rhyming words.
The teacher will ask the students if they know what rhyming words are.
-Response should be words that end in the same sound such as hat and cat
The teacher will tell the students that she has brought a friend along to help them practice their
rhyming words.
The teacher will introduce her friend Freddy Frog.
The teacher will ask each student to introduce themselves to Freddy Frog (also an opportunity for
the teacher to learn the names of the students).
The teacher will go over each of the fly word cards with her. The teacher will have the students
say each word that picture is representing to be sure that they understand what they are.

2. Presentation of New Information or Modeling:

(e.g., term definitions, concepts, processes and/or approaches)
Time: 5-7 minutes

The teacher will model for the students how they will work with Freddy today.
The teacher will say the word bat. The teacher will look for a picture card that rhymes with the
word bat such as the picture of the cat. The teacher will grab the cat card and place it in Freddy's mouth.
Freddy will eat the word card (not give it back) since it is a rhyming word.
The teacher will model how an incorrect rhyming match will look like. The teacher will say the
word bat again and grab the can picture. When the picture card is placed in Freddy's mouth he will spit it
out because it did not rhyme and the teacher will try again by placing the cat card in his mouth.

3. Guided Practice:
(e.g., teacher directed, scaffolding, check for student understanding including any questions
to ask or anticipate from students)
Time: 5 minutes
Together, the students and teacher will create rhyming words with Freddy.
The teacher will say a word such as bat. The teacher will tell the students to think of a word,
whisper it and put it in their pocket. Once all students have an answer, the teacher will ask the
students to say it in a quiet voice together as to not to scare Freddy (as to no disrupt the other
stations). One student from the group will grab the card and put it in Freddy's mouth.
If some students are consistently responding with an incorrect rhyming word, the teacher will
provide more assistance on creating rhyming words. For example, the teacher will tell the
students that rhyming words end in the same sound.
There is typically 4-6 students in a small group, so the teacher will go through as many words
as there are students in the group so that each student will get to pick up a fly word from the
pile and put it in Freddy's mouth.

4. Independent Student Practice:

(e.g., teacher monitored, check for student understanding including any questions to ask or
anticipate from students)
Time: 10 minutes
The students will now practice on creating rhyming words individually with Freddy.
The students will follow the procedure described above but on an individual level. Each
student will get at least 3 turns so that they can observed for the assessment.

5. Culminating or Closing Procedure/Activity/Event:

(e.g., review terms, concepts, and/or learning process; establish connections to the next
lesson; check for student understanding including any questions to ask or anticipate from
students)
Time: 5 minutes
The teacher will thank the students for playing the game with Freddy. The teacher will also thank

Freddy and the students for such good behavior. The teacher will ask the students to say goodbye to
Freddy.
The teacher will say goodbye to the students and thank them for their work.

Pedagogical Strategy (or Strategies):

(e.g., direct instruction, cooperative learning groups, partner work)
Modeling direct instruction
Guided practice cooperative learning
Independent practice cooperative learning

Differentiated Instruction:
Describe accommodations for such groups as English Language Learners, hearing impaired, learning
disabled, physically disabled, and/or gifted/accelerated learners.
Students with learning disabilities will be given more support when producing rhyming words.
Example, when asked for a word that rhymes with log the teacher will emphasize the onset and rime
and possibly ask the student what word family the word belongs to, if necessary. These are the same
steps that were taken by the classroom teacher for the students that needed extra support.

Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and
post-assessment plansformal and/or informal, summative and/or formative, etc.).
The informal assessment employed in this lesson takes place in guided practice. The teacher will
listen for student responses to the word that Freddy says to ensure that they respond with a rhyming
word. This can help the teacher judge how many more practice words to use and if further
explanation of rhyming words is needed at this point.
The formal assessment employed in this lesson takes place in independent practice. The teacher will
assess the student's ability to create rhyming words individually. The students will be asked to help
with rhyming at least three times individually. The students will be expected to create a rhyming word
at least 2 out of the 3 occasions.