Concordia University Chicago College of Education

Teacher Candidate: Maria Salgado Subject: English Central Focus: (Content of the lesson)Match up rhyming Words Grade Level(s): Pre-K age 5

Lesson Plan Design 2013

Date:9/15/2013 Course for which the Lesson is developed: EDUC 1070 Classroom Teacher: Time allotted: 25 minutes

Theoretical Principles and/or ResearchBased Best Practices in this Lesson Why are the learning tasks for this lesson appropriate for your students? Cite references

The theoretical principle is Discovery learning. The children are discovering how to verbally rhyme words together. The students are also going to learn how to visibly match the words together.

Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson What are common errors or misunderstandings of students related to the central focus of this lesson? How will you address them for this group of students? The misunderstanding the children will have is the children believing that rhyming words start with the same last name, or have the same count in letters. I will address the situation by explaining to the students that are the last letter that are the same, not the first letter. I will also explain to the students that rhyming words have different count on letters.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective. 1. K.R.F.3.d Phonics and Word Recognition: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Lesson Plan Design 2013

Learning Objective(s): Assessment Tool(s) and Procedures: What are the students expected to know What will provide evidence that students and/or do in the lesson? meet objectives? Write out each specific objective to be met Every objective must be assessed. by students in the lesson. The students will be tested verbally and visually in The students are expected to understand about groups. rhyming words. Objectives assessed, Objectives to be met are, Verbally the students well tell the teacher Analyze the rhyme words. a pair of rhyming words. Visually understand how to match the Students will need to match the rhyming rhyming words together. words. Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment may be included here.) 1. I will ask the students if they know rhyming words, and then I will tell them that today we are going to learn about rhyming words. 2. I will introduce some rhyming words by saying to them and showing them a list of words to be matched up with a rhyming word. B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment): 1. I will read Dr. Seuss book Green Eggs and Ham. I will also tell the students to pay attention to words that sound the similar. 2. I will ask them to rhyme a word with Green and later to match the word in the board/easel. C. Instructional Sequence: Day 1 1. Read Green Eggs and Ham book. 2. Give examples of rhyming words. 3. Ask the students to give examples of rhyming words. Day 2 1. In the easel have a list of words to be matched up with rhyming words. 2. Give the students more examples of rhyming words. 3. Give a word for the student to match up with a word in the easel. D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) Have all the children in a group and asking the children to say rhyming words. E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) Since the students will be in circle time, all students will be asked to match up the rhyming word. If one of the students is to get stuck, I will ask his/her peers to help their friend with match up the rhyming word. F. Closure: Purpose of the Lessonis clearly restated by students and/or teacher (Objectives and Assessment) The students objective is to match up rhyming words verbally and visually.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

Lesson Plan Details Instructional Materials: Book Green Eggs and Ham, magnetic easel, words cards with a magnet in the back. Use of Technology: Magnetic easel board. Safety in the Physical Environment: It will indoor in the circle time area. Academic Language Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports. Visual sensory will be used; students will need to match the rhyming words together. Verbal and hearing sense, since they need to hear and say a word that rhymes together.

List the Academic Language used in the Lesson. Include Tier 1, 2, and 3 language. Academic language will be used in a pre-school level.

Describe the Evidence that Students know and use Academic Language appropriately: By repeating the words and understanding how to rhyme them together. For example, here and there.

Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-):(Formal or Informal) Informal: Asking the students if they know any rhyming words Formative:(Formal or Informal) Formal: Reading the book. Reflective:(Formal or Informal) Formal: Giving the students examples of rhyming words. Summative :(Formal or Informal) Formal: Students will be ask to verbally if they can match up the rhyming word and will be placed in a chart. Differentiating Instruction Identify the Element(s) of the Lesson that is Differentiated: Content Process Product Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. The students will need more examples of rhyming words and extra time to match the words up. Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. The students will be given extra time to match up rhyming words.

Analyzing Teaching (Reflection): To be completed after the lesson is taught

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education Lesson Plan Design 2013 A. Give evidence that the lesson was successful for students meeting the learning objective/s. (at least one example)

B. If you could teach this lesson to the same group of students again, what are two or three things you would do differently to improve the learning of these students based on their varied developmental and academic needs and characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment. Clearly state each change you would make. Explain why and how you would change it. Explain the difference it would make in student learning. Give evidence from your experience in teaching the lesson.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.