Unit of Instruction Rhyming Words

Kia Thornton-Miller
Down by the Bay
November 17, 2014

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Overview
This unit of instruction was created for K-5 language arts classroom. It was designed to teach students the meaning of rhyming
words, how to identify rhyming words, how to create their own rhyming words, and how to use rhyming words in a sentence and in a
short story. This unit has a total of 4 lessons and for the final day which will be the 5th day students will finalize their rhyming folder and
insert all of their completed work into their very own rhyming folder. The lessons and activates include reading, writing, listening to
music as well as singing along. Students will work individually as well as work together in small groups. This will give the students
experience in sharing and helping out one another. By the end of this unit students will be will know that rhyming words have the same
ending sounds, students will be able to say and identify rhyming words. Students will be able to use rhyming words in a sentence and in
a short story. Student will be able to differentiate rhyming words from non-rhyming words.

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Grade Level: Kindergarten

Lesson: Rhyming Words
Book: Down by the Bay
NJCCC: K.2.A

Objectives
Students will say, and identify words that rhyme.
Students will identify words from picture cards.
Students will identify that rhyming words ending sounds are the same.
Students will be able to differentiate rhyming words from non-rhyming words.
Student will be able to use rhyming words in a sentence and read sentence.
Students will be able to use Rhyming words in a short story and read story.

Anticipatory Set
Teacher will introduce lesson to class. Teacher will ask students if Do know what rhyming words are? Teacher will ask students to
raise a quiet hand to give an answer. Once student answers the question (what are rhyming words)? Teacher will then further
explain and give examples of rhyming words such as cat/hat, ball/fall. Teacher will then use those rhyming words in a sentence. Ex:
The cat is wearing a hat. Teacher will then move on to explain the procedure for the rhyming unit lesson.

Lesson 1-Day 1

Materials
Book Down by the Bay by Raffi
IPod /I pad
Music/Instrumental
Picture Cards/index cards
Rhyming Word Cards
Markers
Construction paper

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Procedure
1) Teacher will write on white or smart board a simple definition to describe what rhyming words are. Ex: Rhyming words sound
the same at the end.
2) Teacher will create a chart with rhyming words and draw pictures to match the word so that student can identify word.
3) Teacher will read chart to students the first time and then the second time students will read along with teacher.
4) Teacher will then give each student a card one with a rhyming word on it. (Rhyming cards are located in blue bin on teachers
desk)
5) Teacher will put music on and students will walk around classroom to find the student that has a word that rhymes with theirs.
6) Once students have found their rhyming partners they will do a happy dance for completing the task then they will sit together
and wait for teachers instructions.
7) Teacher will introduce the song and book Down by the Bay by Raffi Ex: Now that we have learned some new rhyming words
we will now put them together in a song this song is called Down by the Bay. This is a really silly song that will help you
remember rhyming words.
8) Teacher will explain to the students what the book is about. Ex: This song and book is about a Bay where Watermelons grow. A
bay is a large body of water that is connected to the ocean or the sea. In this particular part of the bay lots of watermelons grow
there. This song is connected to a book that has really nice pictures that you can look at while we listen to the song.
9) Teacher will play the song so that children can listen first.
10) Teacher will play the song again and students will sing along with picture book.
11) Teacher will play the instrumental of the song and have students sing along with the rhyming words that were given to them at
the beginning of the lesson.
12) Repeat song until the last set students have sang their Rhyming part. Students will put their Rhyming cards down and sing the
song again using their OWN Rhyming words.

Lesson 2 Day2

Materials
Markers
Pencils
Construction paper
Writing Paper

Procedure
13) Introduce Rhyming Word list.
14) Give each student a set of materials. Students may share.
15) Students will create their own rhyming word list.
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16) Students may use the classroom-rhyming list to help with ideas for their own rhyming words.
17) Students will share their list with other classmates to help them to stay on track.
18) Students can also add non-rhyming words to their list to assess themselves.
19) Once completed students will use their rhyming word list teacher will then go over all of the list to make sure students are on
track.
20) Students will then take the rhyming words from their rhyming list and use them in 1-2 sentences.

Lesson 3-Day 3

Materials
Flash Cards
Markers
Pencils
Construction paper
Writing Paper

Procedure
21) Teacher will break students up into small groups.
22) Students will be given a set of rhyming flash cards.
23) These flash cards will include non- rhyming words.
24) Students will then proceed to participate in an activity called rhyming word memory match.
25) Each time one student gets a match they can add those particular words to their rhyming list. The rhyming list will help to
assist with lesson 4.

Lesson 4-Day 4

Materials
Pencils
Paper
Pre-made journals
Folders

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Procedure
26) Teacher will introduce the Rhyming Journals. This journal is for one time use only and will consist on 2 pages only. Students
may write on front and back.
27) Give each student a set of materials. Pencil/ Journal.
28) Students will use Rhyming word list that they have created on their own along with the classes rhyming word list.
29) Students will create short story 2-3 sentences about anything positive using the rhyming words stated in instruction #28.
30) Student will work individually with the help of the teacher or teachers assistant.
31) Once students have completed their short rhyming story, teacher recap at the circle rug to have students read and share their
short stories. Then teacher will review with students what they have learned before getting into the final activity.

Closure-Day 5 (if time permits this part can be completed on day 4 after journals have been
completed)

Materials
Shell of Watermelon Book (pre-made)
Watermelon shaped paper
Picture cards/index cards
Green Tissue Paper
Pipe cleaners pre-cut (for seeds)
Elmers Glue
Markers
Folders

Procedure
32) Introduce the Watermelon Rhyming Book. Show students example of what their page should looks like. Students will work with
their rhyming partner.
33) Give each student a set of materials. They may share.
34) Students will paste rhyming words on Watermelon shaped paper (student will receive a new set of rhyming words that can be
used to paste)
35) Students will use cut up pipe cleaners for the seeds of the watermelon. They will glue them on with Elmers glue.
36) Students will use cut up green tissue paper as the shell of their watermelon.
37) Students may use red or green glitter to make their watermelon look a little jazzy if preferred.
38) Student must sign their work.

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39) Teacher will begin to put Watermelon Rhyming book together as the students complete their separate watermelon rhyming
page.
40) Once book has been completed it will go in the classroom library and will be used for future rhyming lessons.
41) Student will put all work from Unit in Rhyming folder.

*Students with special needs will be accommodated accordingly.

Assessment
Formative: Teacher will assess students through out the entire lesson each day. Watching to see if students are grasping the
rhyming concept in every part of the unit with creating rhyming words, using rhyming words in a sentence, identify rhyming words
using memory match and finally using rhyming words in a short story and then sharing their story by reading what they have
written.
Summative: Teacher will sit one on one with student for a Rhyming word test. Teacher will have student match rhyming words
together. Teacher will also give student a rhyming word and have student come up with a word on their own that sounds the same.
Student will also have rhyming word worksheets each night during this unit.

Rhyming Word Unit

Rubric

Participation/
Understanding
concept of lesson

Rhyming word
memory match and
sentences

Rhyming Journal and

Activity

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Student participated in all

parts of the unit lesson.
Student was able to identify
rhyming words and create
rhyming words of his/her
own. Student understands
the concept of rhyming
words.

Student did not participate in all

parts of the lesson. Student was able
to identify some of the rhyming
words. Student was able to create
only one pair of rhyming word on
his/her own. Student partially
understands the concept of rhyming
words.

Student participated with

lesson and activity and
exceled in every area.
Student used capital letter at
the beginning of sentence
and a period at the end of the
sentence. Student stayed on
topic with sentence. Student
was able to match rhyming
cards with memory match
activity.
Student understood and
completed the task for the
rhyming journal. Student use
capital letters and
punctuation when needed.

. Student participated with lesson

and activity and did well in 85% of
the unit. Student used some capital
letters at the beginning of sentence
and a period at the end of the
sentence. Student stayed on topic
with sentence. Student was able to
match some rhyming cards with
memory match activity.

Student did not participate in the

lesson and activity and failed every
area of the unit lesson. Student
used capital letter at the beginning
of sentence and a period at the end
of the sentence. Student stayed on
topic with sentence. Student was
able to match rhyming cards with
memory match activity

Student understood 85% of the

lesson and completed 50% of the
task for the rhyming journal. Student
used some capital letters and some
punctuation when needed. Student

Student did not understand the

unit lesson and did not complete
the task for the rhyming journal or
the activity watermelon-rhyming
book.

Student would not or could not

participate at all. Student could not
identify any rhyming words.
Student did not try to create any
rhyming words on his/her own

Student used rhyming words

in journal. Student shared
journal with class by reading
aloud. Student completed
activity for watermelon
rhyming book.

used a few rhyming words in

journal. Student shared journal with
class by reading aloud. Student
completed activity for watermelon
rhyming book.

References
http://www.educationoasis.com/resources/Articles/four_ps_planning.htm
http://k6educators.about.com/od/lessonplanheadquarters/g/anticipatoryset.htm
http://www.paterson.k12.nj.us/departments/curr/curriculum/Curriculum_updates/Curriculum%20Frameworks/Language_Arts_
Literacy.pdf

http://m.jumpstart.com
http://www.gate.net

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