Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 4/23/13 Krista DeVries Subject/ Topic/ Theme Rhymes Grade ______2nd______

I. Objectives How does this lesson connect to the unit plan? Poetry rhymes will be the basis of this lesson Learners will be able to:
cognitivephysical R U Ap An E C* development socioemotional

Understand what it means when words rhyme Identify rhyming words in a poem Chose words that rhyme with a given word

U U Ap

Common Core standards (or GLCEs if not available in Common Core) addressed: CCS RL 2.4: Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a poem or song. GLCES: W.GN.02.02: Students will approximate poetry based on reading a wide-variety or grade-appropriate poetry. MT Comprehension:
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills. Reading, writing, remembering words and how they are spelled.

Outline assessment activities (applicable to this lesson)

Pre-assessment (for learning): Worksheet given in advance. Formative (for learning): Ability to identify rhyming words in poem and when teacher calls on student. Formative (as learning): Involvement/focus in class lesson. Ability to identify rhyming words during poem reading. Summative (of learning):

Thinking of rhyming words at the end of the lesson.

Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible - Teacher presenting in front of class on ELMO and easel. Provide Multiple Means of Provide Multiple Means of Action and Expression Engagement Provide options for physical action- Provide options for recruiting interestincrease options for choice, relevance, value, interaction authenticity, minimize threats

What barriers might this lesson present?

-Moving to carpet and back to seats - All together learning rhyming words - Identifying rhyming words when What will it take called on individually neurodevelopmentally, Provide options for language, Provide options for expression and Provide options for sustaining effort experientially, mathematical expressions, and communication- increase medium and persistence- optimize emotionally, etc., for symbols- clarify & connect of expression challenge, collaboration, your students to do this language mastery-oriented feedback - Share rhyming word ideas with class lesson? - Searching through memory to find - Identifying words that rhyme: any words that rhyme word student remembers

1-19-13

Provide options for comprehensionactivate, apply & highlight - Pictures representing words,written words, and spoken words

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies - Short Term: What rhymes are - Long Term: rhymes are used in poetry

Provide options for self-regulationexpectations, personal skills and strategies, selfassessment & reflection - Providing rhyming options during class work, and identifying rhymes individually when called on

Materials-what - Whiteboard materials (books, - ELMO handouts, etc) do you - Poster with Animal Talk poem by Arden Davidson written on it need for this lesson and - Leave some of the writing words out and have pictures replacing them are they ready to use? - Markers - Easel - Regular classroom set up How will your classroom be set up for this lesson? III. The Plan Time Components Motivation (opening/ introduction/ engagement) 5 min Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. - CHAMPS - Listen to teacher - Ask students what rhyming words are (words that - Touch nose when hear rhyming words have the same ending sounds) - Read some rhyming words to the students and have the touch their nose when they hear a rhyming word - Sit quietly in spots on carpet - Raise hand when they know the answer - Give best guesses and pay attention to poem - Match word with picture and with rhyme

- Have students go to their seats on the back carpet - Have poster on easel - Explain that you are going to read the poems to the students and they are to try and guess the blanks when you get to them in the reading. Tell them to use the pictures and the word it rhymes with as a clue. Be sure to tell them to raise their hand when Development they know they answer- do NOT shout out. (the largest - What does the picture look like? Does it rhyme component or with [word at the end of previous line]? main body of the - Fill in words as students identify them lesson) 20 min

Closure (conclusion, culmination, wrap-up)

- Have students go back to their seats - Listen to teacher - Explain how rhymes supply meaning - Answer rhyme when teacher calls on you -Rhymes help make the words at the ends of each line stand out. This makes the reader pay close attention to the words and the lines they are in.

1-19-13

5 min

- Explain that you will say a word, and the student needs to say another word that rhymes with it

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.)

References

Davidson, A. (1998). Animal Talk. Retrieved from http://www.angelfire.com/md/byme/pocket/animaltalk.html

1-19-13