Lesson Plan Form - LBS 400

Revised 08/05/14
Candidate:

Subject:

Grade level(s):

Date:

Britany Fauscette

Language
Arts

First grade

October 29, 2014

Standard:
Reading
2.1 Recite poems, rhymes, songs, and stories.
1.6 Create and state a series of rhyming words.
1.1 Match oral words to printed words.
1.3 Identify letters, words, and sentences.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
What are students learning? Underline content type.
Students will learn how to create rhyming words by identifying and matching words.
II. LEARNING OUTCOME (Objective):
Given a poem, students will be able to identify rhyming words by coloring the words on their poem sheet.
DOK/Cognitive Rigor Level: Knowledge
Language Demands (What demands in terms of language does this lesson require of students,
particularly English Learners?):
Students must be able to write, identify, and match words. They also must understand what a rhyming
word is.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? What lesson comes after this lesson?
The previous lesson focused on what rhyming words are. Students must understand what rhyming words are
before they can begin this lesson. After this lesson, students will be able to construct their own
rhyming poem using descriptive words.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: activate student prior knowledge
Fun question: How many ate pancakes for breakfast today?
Students will be read the poem, Pancake Love. We will then review what rhyming words are.
Student friendly objective: By the end of our lesson you should be able to identify rhyming words
by correctly color coding given rhyming words (proving behavior or activity)
Purpose: Why are students learning this? Why is it important?
Students are learning this because poetry is a form of literature that builds vocabulary, reading fluency, and
creative expression.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: Read Pancake Love

a. T input: Teacher will read the poem Pancake love to students.
a. T model: Students and teacher chorally read the poem.
b. Student response: Students actively participate and the class reads the poem together.
Step #2: Rhyming words
a. T input: Review what rhyming words are. Who can remind me what a rhyming word is?
a. T model: Give examples of rhyming words that are in the given poem.
b. Student response: Ask students to remind me what rhyming words are.
Step #3: Pancake Love
a. T input: I will write the rhyming words on the board for the students to see.
a. T model: We will have created a list and students can come to the board if they need to add
more rhyming words they found.
b. Student response: Once all the rhyming words are found the students will read the poem in pairs.
Step #4: Worksheet
a. T input: I will pass out the worksheet and give direction and review rhyming words.
a. T model: I will do two of the problems with the students.
b. Student response: Students will be given the option to work on coloring the rhyming words with
their partner.
C. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity)
Students work individually or with partners, in order to correctly identify and color the rhyming words.
Teacher will be walking around and observing students progress. Once worksheet is completed, we will go
over the correct answers.
D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
This lesson requires the Pancake Love poem, by Kim Short. It also requires crayons and the rhyming
word; color by family worksheet.
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: During Lesson, Check for Understanding, Teacher observation
I will observe the students while walking around. I also will do think, pair, share. I will be asking them
questions at the start of the lesson and at the end while reviewing the worksheet.
Summative: (at the end of the lesson) (Closure, exit slip, ticket out the door, quiz, test)
At the end of the lesson I will give them a ticket out the door. I will give them a list of
words and they will have to write the rhyming words down before they can leave.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction,
Practice): How can we provide equal access for all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)

I will use visual models (poem) for students that are English language learners. I will
point to the words as I read them aloud. I will also be pointing when they read
chorally as well.
High achievers will be given extra rhyming words to identify.
VII. HOMEWORK (if appropriate):

No homework is appropriate.