Bethany Batson

ReadWriteThink Lesson Plan Template

Lesson Plan Title
Chant/Challenge/Chart: Analyzing Word Patterns in Puppy and I

Brief Description/Abstract
Students will identify and describe word patterns of selected words in the
poem Puppy and I by A. A. Milne. Learners will use either a closed or open
word sort.

Overview
In order to integrate phonics instruction with poetry, the whole class will
chant the poem Puppy and I together. An alternative poem can be used.
The teacher will challenge the students to analyze highlighted words to find
how they are alike. In small groups, the students will complete a closed sort
of the highlighted words with the same endings. Students needing more
challenge will complete an open sort of their choice like rhyming words,
beginning sounds, or number of syllables. The whole class will record their
findings on a Words We Have Analyzed chart.

Grade Band
K-2

Lesson Plan Type
Standard Lesson

Estimated Lesson Time
One 50-minute session

Featured Resources
Puppy and I by A. A. Milne or alternative poem
Open sort and closed sort word cards and file folders
Chart paper or projector

Printouts
Word Sort Examples
Word Sort Folders

Materials & Technology
Word Family Sort Student Interactive
Computers with internet access and Flash Player
White Board Markers

From Theory to Practice
Ellery, V. (2009). Creating strategic readers: Techniques for developing
competency in phonemic awareness, phonics, fluency, vocabulary, and
comprehension. (2nd ed.). Newark, DE: International Reading
Association.
The phonics strategy of analyzing requires students to examine the
parts of an identified word.
This strategy aligns with the concepts of the analytic phonics approach
(p. 67).
Students discover implicitly the intricacies of word power when they
utilize phonetic analyzing as a strategy in reading with meaning (p.
67).

Lesley, M. M., & Tracey, D. H. (1997). Strategies used for phonics instruction
in early childhood classrooms. The Reading Teacher, 50(8), 644-651.
Retrieved from http://0-
search.proquest.com.lilac.une.edu/docview/203268757?accountid=12
756
This article examined the use of explicit, contextual, and combined
phonics instruction in preschool through 2
nd
grade classes.
1
st
and 2
nd
grade teachers in the study taught more explicit than
contextual or combined phonics lessons. This is likely due to feelings
that they must follow a set curriculum.
Teachers should examine and reflect upon their strategies for phonics
instruction in order to select the best phonics experiences for their
students.

Strickland, D. S., & Strickland, M. R. (1997). Language and literacy: The
poetry connection. Language Arts, 74(3), 201-205. Retrieved from
http://0-
search.proquest.com.lilac.une.edu/docview/196868652?accountid=12
756
When students discuss various characteristics of a form, it helps inform
their own writing and familiarizes them with common terminology
needed to talk about language, literature, and literacy (p. 201).
Through poetry, students are introduced to new ways of organizing and
expressing their experiences. They enlarge their notions of what
language can do and what they can do with language (p. 203).
Educators need to create ongoing experiences with poetry and specific
units and lessons that combine Learning Language and Learning About
Language through immersion, exploration, and experimentation.

Standards
NCTE/IRA
3. Students apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts. They draw on their prior experience, their
interactions with other readers and writers, their knowledge of word
meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., soundletter correspondence,
sentence structure, context, graphics).

Common Core State Standards
CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and
poetry of appropriate complexity for grade 1.
CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
CCSS.ELA-Literacy.RF.1.3e Decode two-syllable words following basic
patterns by breaking the words into syllables.
CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to
support comprehension.
CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and
understanding.
CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy,
appropriate rate, and expression on successive readings.
Websites
All Poetry http://allpoetry.com/poem/8518983-Puppy_And_I-by-
A.A._Milne
o This poetry website has forums, poetry contests, and a classical
poetry archive.
Family Friend Poems
http://www.familyfriendpoems.com/famous/poem/puppy-and-i-by-aa-
milne#ixzz2OCKRhNFS
o This website contains forums, poetry reviews, new poetry
submissions, and an archive of famous poems.

Preparation
1. Introduce the poem to the students several days before the lesson.
Read the poem to the students, and have the students read chorally
until they are very familiar with it.
2. Prepare word sort cards on card stock for every group of 2-4 students.
Prepare sets of closed sort cards for struggling students and open sort
cards for students needing more challenge. The closed sort sets should
only contain the highlighted words from the poem in the lesson. The
open sort sets may contain any words in the poem that the students
can sort according to a variety of categories (See Word Sort Examples
printout).
3. Prepare closed sort and open sort folders to be used as a center for
independent practice and assessment (See Word Sort Folders
printout). Paste the Closed Sort template on the left and the Open Sort
template on the right. Print additional copies of the templates for use
as a center. Students will write their sorted words on the templates as
an assessment. Paper clip or staple an envelope to each side with the
corresponding word sort cards. To avoid the words getting mixed
together, print the closed sort and open sort cards on different colors
of card stock. Paste a copy of the featured poem on the cover of the
folder. Laminate the folders for durability.
4. Highlight the words with the same endings (from the Closed Sort list)
in the poem to be displayed for the class on chart paper or a projector.

Instructional Plan Student Objectives
Students will:
Participate in a shared reading of the featured poem
Examine the highlighted words and determine how they are alike
Complete an open or closed sort in a small group using words from the
poem
Discuss the characteristics of the words they sorted
Use the Word Family Sort Student Interactive for extended practice
Complete an open or closed sort independently

Session Introduction and Activities
1. Display the highlighted poem. Ask the students what looks different
about the poem today. Suggested teacher talk might be, Were going
to discover how these highlighted words are alike after we chant our
poem together!
2. Chant the poem together. Challenge the students to identify how the
highlighted words are alike.
3. In small groups or partners, the students chant the poem printed on
the Word Sort Folders. Each group will need 1 folder. The groups will
then discuss the similarities of the words and complete a closed or
open sort, based on their learning needs. Suggest possible Open Sort
categories if groups need a suggestion (beginning sounds, syllables,
words that rhyme). Students completing an open sort can write their
category at the top of the Open Sort template in the Word Sort Folder
with a white board marker.
4. As a whole class, discuss the categories the students decided to use in
their sort and record their findings on a Words We Have Analyzed
chart (See Word Sort Examples printable). Ask the students about the
characteristics of the words they sorted.
5. For independent practice, half of the students will complete the Word
Family Sort Student Interactive while the other half uses the Word
Sort Folders as an independent center activity. The students switch
after 10 minutes. Monitor students independent practice with both
tasks and offer feedback. For the Word Family Sort, either assign a
vowel or allow the students to choose a vowel. Instruct students to
print their finished sort.

Extensions
Provide several additional works of poetry with highlighted words.
Challenge the students to analyze and sort the highlighted words.
Invite students to write their own poem using words from the closed
sort word list.

Student Assessment/Reflections
Observe students participation in the whole class and small group
activities.
Collect the completed closed sort and open sort templates from the
Word Sort Folders center activity. Check for accuracy.
Students reflect on their strategies and their classmates strategies for
sorting the words as the class creates the Words We Have Analyzed
class chart.
Check the students printed closed sorts from the Word Family Sort
student interactive and check for accuracy.

Related Resources
Construct-a-word Student Interactive
April is National Poetry Month! Calendar Activity

Image


Keywords/Tagging
Word sort, open sort, closed sort, poetry, Puppy and I, word patterns
Woiu Soit Examples fiom "Puppy anu I" by A. A. Nilne


Woiu Enuings
-ing -ay -ome
walking touay come
talking hay some
going uay
play


Woius that Rhyme
walking saiu touay eaily coats he come
talking bieau hay bailey oats me some
uay
play


Beginning Sounus
m- w- h-
me went hoise
met walking he
man we hay
wheie hills
will
with
woman


Syllables
1 Syllable 2 Syllables
saiu walking
bieau talking
hay touay
uay bailey
play eaily
oats
coats
he
me


The final "Woius We Bave Analyzeu" class chait can be moueleu aftei this foimat.

Closeu Soit anu 0pen Soit Woiu Lists

!"#$%& (#)* (Woiu Enuings) +,%- (#)* (Stuuents Choose
Categoiies)
come
uay
going
hay
play
some
talking
touay
walking
bailey
bieau
coats
come
uay
eaily
going
hay
he
hoise
man
me
met
oats
play
saiu
some
talking
touay
walking
we
went
wheie
will
with
woman

Closeu Soit
-ing -ay -ome




0pen Soit





./,,0 1-& 2
By 1313 45"-% (Bighlighteu foi the concept being taughtwoius with the same enuings.)

I met a Nan as I went walking:
We got talking,
Nan anu I.
"Wheie aie you going to, Nan." I saiu
(I saiu to the Nan as he went by).
"Bown to the village, to get some bieau.
Will you come with me." "No, not I."

I met a hoise as I went walking;
We got talking,
Boise anu I.
"Wheie aie you going to, Boise, touay."
(I saiu to the Boise as he went by).
"Bown to the village to get some hay.
Will you come with me." "No, not I."

I met a Woman as I went walking;
We got talking,
Woman anu I.
"Wheie aie you going to, Woman, so eaily."
(I saiu to the Woman as she went by).
"Bown to the village to get some bailey.
Will you come with me." "No, not I."

I met some Rabbits as I went walking;
We got talking,
Rabbits anu I.
"Wheie aie you going in youi biown fui coats."
(I saiu to the Rabbits as they went by).
"Bown to the village to get some oats.
Will you come with us." "No, not I."

I met a Puppy as I went walking;
We got talking,
Puppy anu I.
"Wheie aie you going this nice fine uay."
(I saiu to the Puppy as he went by).
"0p to the hills to ioll anu play."
"I'll come with you, Puppy," saiu I.

Source: Puppy And I by A.A. Milne, Famous Children Poems
http://www.familyfriendpoems.com/famous/poem/puppy-and-i-by-aa-milne#ixzz2OCKRhNFS
www.FamilyFriendPoems.com