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Rhyming(Copy)

Lesson:EnglishLanguageandLiterature,Grade(s)KG
CommoncoreR.S.F.S.2a.
Duration:20Minutes

Lesson

Lesson Plan Template (if applicable)


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ThislessonplanisinpartialfulfillmentofthecurriculumforEDUC201attheCollegeofWesternIdaho.
21CenturyClassroomLessonPlan
IdahoStateDepartmentofEducation
DevelopedAccordingtotheCharlotteDanielsonFramework&UniversalDesignforLearning
(UDL)
CharlotteDanielsonFrameworkThislessonplanincorporatesallofthecomponentsfoundinDomain1:PlanningandPreparationoftheDanielsonFramework
for
Teaching,:1a:DemonstratingKnowledgeofContentandPedagogy1b:DemonstratingKnowledgeofStudents1c:SettingInstructionalGoals1d:Demonstrating
KnowledgeofResources1e:DesigningCoherentInstruction,and1f:AssessingStudentLearning.
UDLThislessonplanincorporatestheprimarycomponentsofUniversalDesignforLearning(UDL)whichisaneducationalapproachwiththreeprimaryprinciplesincluding
1.Multiplemeansofrepresentation,togivediverselearnersoptionsforacquiringinformationandknowledge,
2.Multiplemeansofactionandexpression,toprovidelearnersoptionsfordemonstratingwhattheyknow,
3.Multiplemeansofengagement,totapintolearners'interests,offerappropriatechallenges,andincreasemotivation
LessonplanscreatedbyeducatorsforsubmissionintoIdahosLearningManagementSystem(LMS)Schoolnetmustincludethese
components.ForinformationonUniversal
DesignforLearningincludingatutorialandmodellessonsaccesstheCenterforAppliedSpecialTechnology(CAST)websiteat:
http://lessonbuilder.cast.org/
BloomsRevisedTaxonomyThislessonplanincludesBloomsRevisedTaxonomyasacomponent.
*Note:
Notallareasarerequiredforeverylesson.*IndicatesOptionalareastobeincludedonlyifapplicabletothespecificcontent/gradelevellesson.Thislessonplantemplateis
basedupontheCASTUDLLessonPlanBuilderbutincludesextrafieldsspecificforsubmissionintoIdahosSchoolnetLearningManagement
Systemandmustbecompletelyfilledin(unlesslabeled*foroptional)tofacilitateentryintoasearchablestatewideandnationalonline
database.Educatorsarenotlimitedtothespaceprovidedasthetablewillexpandtofittheentries.

Thislessonwillspendtimeteachingchildrenwhatarhymingwordis.Thenwewillhelpchildrenrecognizerhymingwordsthroughasong
activity.Thenwewillprovidechildrenwithavocabularyofpicturesofrhymingwords.Finallywewillhavethemproducerhymesthrougha
game.

1 - Lesson Plan Description


CommoncoreR.F.k.2a.
Recognizingandproducingrhymingwords
Thislessonwillspendtimeteachingchildrenwhatarhymingwordis.Thenwewillhelpchildrenrecognizerhymingwordsthroughasong
activity.Thenwewillprovidechildrenwithavocabularyofpicturesofrhymingwords.Finallywewillhavethemproducerhymesthrougha
game.
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04minIntroduction:
Explainwhatarhymingwordis."Theyarewordsthathavethesameendsounds."
Giveexamples:Foxbox,rocksock,sithit
48minutesActivities:
Sitinacircleandmakeuprhymingnamestochildrensnameinthefollowingsong.
Singrhymingsong"WillabyWallabyWooanElephantsatandyou."
Nextlinesing"willabywallabyWake(makeuprhymetostudentsnameblake)anElephantsatonBlake.Afterafewchildren,pausewhenyourhymeastudentsnameandseeifthe
classcanfigureoutwhoserealnameisbeingrhymed.
815minActivity:
Gotothewhiteboardandhavethemfacetheboard.Usethemagneticpicturestoshowwordsthatrhymebymatchingthemup.Reviewverbally,thewordsthatarematchedup.
Thisalsohelpstovisuallyshowtherhymessincetheyarestilllearningtoreadwords.
Forexample:Showpictureofhatandthenshowpictureofcat.Havetheclasssaythewordofthefirstpictureandthenshowthesecondpictureandhavetheclassrepeatthe
word.Doitfivetimeswithseveraldifferentsetsofrhymes.Linethemupsidebysidetoshowthattheyrhyme.
Askafewstudents:
Findapicturethatrhymeswith?
Askhowtheyknowthatthetwopicturesrhyme?
Askthemiftheyknowanotherwordthatrhymeswiththepicture?Itcanbeapictureontheboardoronemadeupinyourhead.

Messupfivematchesofrhymingwordsontheboardthenaskstudentstocomeuptotheboardandmatchtworhymingwordpicturestogether.
Leavealltheserhymingpicturesmatcheduptogetherontheboard.
1516minVerbalreportingofresults/findings:
Praisethechildrenfordoingagreatjob.Remindthemagainwhatarhymingwordis,"Theyarewordsthathavethesameendsounds."
1625minAssessment:
FormativeAssessment.Playagameandsitinacirclewiththechildren.
Singarhyminggameandpassaroundasmallstuffedanimal.
Whoeverhasthesmallstuffedanimalwhenthesongendshastopickapictureoutofmyhandandcomeupwithawordthatrhymeswiththepicture.
Thisisawholenewsetofpictures.
Thepictureswiththemagnetsshouldstillbeontheboardsothatthestudentscanreferbacktothosepicturesiftheygetstuck.
Singtheryhimgsong"Mary,Mary,quitecontrary,Howdoesyourgardengrow?Withsilverbellsandcockleshells,Andprettymaidsallinarow."Whiletheypassaroundthe
stuffedanimal.

Materials:
Needapackofrhymingpicturesthataremagnetic.
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Alsoneedapackofpicturecardsthatthechildrenwillusetoproduceeasyrhymes.

2 - Goals and Objectives


Thegoalisphonologicalawareness.
Theobjectivestoprovideavocabularyandconsciouscorrelationbetweenrhymingwords.

3 - Learning Outcomes
Learningoutcomesaretorecognizeandproducerhymingwords.

4 - Methods and Instructional Strategies


Teachingmethods:Lecture,handson,cooperativelearning,andexperimental.
Grouping:Largegroupinstruction.
MultipleIntelligence:BodilyKinesthetic,Linguistic,Musical,andSpatial.

5 - UDL - Differentiation According to Student Needs


Thelessoncanbeadaptedtodrawingpicturesontheboardofthreeletter(bee,sat,pit)rhymingwords.Forexampledrawapictureofabee
andwritethewordbee.Adaptitsothatthereareseveralpicturesthatcanberhymedwithbee.DrawBeeandthendrawtree,ball,map.
Havethechildsaythenamesofeachpictures.Havethechildwipeoutthepicturesthatdonotrhyme.

6 - Assessing Student Learning


Formativeassessment.Playagameandsitinacirclewiththechildrenagain.
Singarhyminggameandpassaroundasmallstuffedanimal.Whoeverhasthesmallstuffedanimalwhenthesongendshastopickapicture
outofmyhandandcomeupwithawordthatrhymeswiththepicture.Thisisawholenewsetofpicturesandthepictureswiththemagnets
shouldstillbeontheboardsothatthestudentscanreferbacktothosepicturesiftheygetstuck.
Singtheryhimgsong"Mary,Mary,quitecontrary,Howdoesyourgardengrow?Withsilverbellsandcockleshells,Andprettymaidsallina
row."Whiletheypassaroundthestuffedanimal.

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StandardsCovered
KindergartenGrade5StrandIntroductions
K5.1Intro:TheK5standardsonthefollowingpagesdefinewhatstudentsshouldunderstandandbeabletodobytheendofeachgrade.They
correspondtotheCollegeandCareerReadiness(CCR)anchorstandardsbelowbynumber.TheCCRandgradespecificstandardsarenecessary
complementstheformerprovidingbroadstandards,thelatterprovidingadditionalspecificitythattogetherdefinetheskillsandunderstandings
thatallstudentsmustdemonstrate.
K5.2R:Reading:FoundationalSkills
K5.RF.1:Thesestandardsaredirectedtowardfosteringstudentsunderstandingandworkingknowledgeofconceptsofprint,thealphabetic
principle,andotherbasicconventionsoftheEnglishwritingsystem.Thesefoundationalskillsarenotanendinandofthemselvesrather,they
arenecessaryandimportantcomponentsofaneffective,comprehensivereadingprogramdesignedtodevelopproficientreaderswiththe
capacitytocomprehendtextsacrossarangeoftypesanddisciplines.Instructionshouldbedifferentiated:goodreaderswillneedmuchless
practicewiththeseconceptsthanstrugglingreaderswill.Thepointistoteachstudentswhattheyneedtolearnandnotwhattheyalready
knowtodiscernwhenparticularchildrenoractivitieswarrantmoreorlessattention.
K5.2R:Reading:Literature
K5.RL.1:Thefollowingstandardsofferafocusforinstructioneachyearandhelpensurethatstudentsgainadequateexposuretoarangeof
textsandtasks.Rigorisalsoinfusedthroughtherequirementthatstudentsreadincreasinglycomplextextsthroughthegrades.Students
advancingthroughthegradesareexpectedtomeeteachyearsgradespecificstandardsandretainorfurtherdevelopskillsand
understandingsmasteredinprecedinggrades.
K5.3W:Writing
K5.W.1:ThefollowingstandardsforK5offerafocusforinstructioneachyeartohelpensurethatstudentsgainadequatemasteryofarange
ofskillsandapplications.Eachyearintheirwriting,studentsshoulddemonstrateincreasingsophisticationinallaspectsoflanguageuse,from
vocabularyandsyntaxtothedevelopmentandorganizationofideas,andtheyshouldaddressincreasinglydemandingcontentandsources.
Studentsadvancingthroughthegradesareexpectedtomeeteachyearsgradespecificstandardsandretainorfurtherdevelopskillsand
understandingsmasteredinprecedinggrades.Theexpectedgrowthinstudentwritingabilityisreflectedbothinthestandardsthemselves
andinthecollectionofannotatedstudentwritingsamplesinAppendixC.
K5.4SL:Speaking&Listening
K5.SL.1:ThefollowingstandardsforK5offerafocusforinstructioneachyeartohelpensurethatstudentsgainadequatemasteryofarange
ofskillsandapplications.Studentsadvancingthroughthegradesareexpectedtomeeteachyearsgradespecificstandardsandretainor
furtherdevelopskillsandunderstandingsmasteredinprecedinggrades.
K5.5L:Language
K5.L.1:ThefollowingstandardsforgradesK5offerafocusforinstructioneachyeartohelpensurethatstudentsgainadequatemasteryofa
rangeofskillsandapplications.Studentsadvancingthroughthegradesareexpectedtomeeteachyearsgradespecificstandardsandretain
orfurtherdevelopskillsandunderstandingsmasteredinprecedinggrades.Beginningingrade3,skillsandunderstandingsthatare
particularlylikelytorequirecontinuedattentioninhighergradesastheyareappliedtoincreasinglysophisticatedwritingandspeakingare
markedwithanasterisk(*).
1R:Reading
3RF:FoundationalSkills
3RF.B:PhonologicalAwareness
RF.K.02:Demonstrateunderstandingofspokenwords,syllables,andsounds(phonemes).
RF.K.02.a:Recognizeandproducerhymingwords.

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Organizers
TeachingMethods
1.Cooperativelearning 3.Handsoninstruction 4.Experientiallearning
2.Lecture
Grouping
1.LargeGroupinstruction
Bloom'sTaxonomy
1.I.Knowledge 3.III.Application 4.VI.Evaluation
2.II.Comprehension
Gardner'sMultipleIntelligences
1.BodilyKinesthetic 3.Musical 4.Spatial
2.Linguistic

AdditionalProperties
Author:MIN,ANEKE
Publisher:Idaho
Cost/Fee:No
RestrictedUse:No
Rights:
Keywords:
Createdby:MIN,ANEKE(10/6/20137:07:00PM)
Lastmodifiedby:MIN,ANEKE(10/13/20134:16:00PM)
Otherrevisionsofthisresource:
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