Author Study

1
TCH 490 LESSON PLAN RUBRIC

Your Name:
Michele Tuttle
Content Area:
Reading
Grade Level:
2nd grade
Lesson Topic or Central Focus:
Introduction of Rhyming
Standards Addressed
Common Core Learning Standards
(include ELA and content area
elements):
http://www.corestandards.org/thestandards
CCSS.ELA-LITERACY.RL.2.4
Describe how words and phrases (e.g.,
regular beats, alliteration, rhymes, repeated
lines) supply rhythm and meaning in a story,
poem, or song.
For example:
RI.5.1. Quote accurately from a text
when explaining what the text says
explicitly and when drawing inferences
from the text.
CCSS.ELA-LITERACY.RF.2.3.E
Identify words with inconsistent but common
spelling-sound correspondences.
Planning:
Essential Question(s) for this lesson:
(Specifically, by the end of this lesson,
what do you want your students to
know?)
How can we learn to get a deeper

understanding and enjoyment of the text?
Lesson Objectives:
What: Students will learn what rhyming is.
What are rhyming words?
How: Students can identify words that

rhyme, when a book is being read out loud to
them.
Assessment
Evidence of Student
Understanding/Assessment in this
Lesson: (multiple formsqualitative
and quantitative patterns--of evidence
to monitor students learning.)
Observation of students responses

through whole group discussion and
turn and talks
Exit ticket: Write any two words that
rhyme with one another.
Instruction
Learning Environment: Describe how
you will provide a challenging learning
environment that provides varied
opportunities and grouping.
Through this lesson, children will be

continually challenged through questioning
strategies. Children will be provided with
choice to extend learning groups. Various
2
scaffolded materials will be used as well to
meet all learning needs.
Materials Required: (text/online
resources, supplies as construction
paper, flash cards, test tubes, etc.)
Book: Kitty Cat, Kitty Cat, Are you Waking

Up? by Bill Martin Jr.
Anchor Chart
Learning Journal
Pencil
White Board
Accommodations for Students with

Disabilities or Diverse Learning Styles
or ELL:
Visual components will be provided

throughout the whole lesson. (anchor chart,
book, examples which will be presented on
the board)
Auditory components will be provided
throughout the whole lesson. (read aloud and
audio of Twinkle, Twinkle Little Star)
Lesson Sequence
Step by Step Explanation of
Activities/Strategies
Anticipatory Hook:
Introduction/hook:
Modeling:
Guided Practice:
Independent Application:
Closure:
Play "Twinkle, Twinkle Little Star."

(audio)
I will ask, what makes the
words flow together?
We will have a whole
group discussion.
Then I will ask, do you notice
any similar sounds that repeat
and make the words flow
together?
We will have a whole
group discussion.
Students will be able to
share their thoughts.
Modeling:
I will express that words that contain

similar sounds are called rhymes.
I will show an anchor chart.
This will help the students

become familiar with what
words look like when they
rhyme. (words have the same
ending sounds)
Play the audio again, while thinking
aloud to show how I discovered words
that have similar words.
Ask students to listen closely
and try to spot repeated sounds
as I model.
Guided practice:
Explain that there are different texts

that include rhyming words that help
the story flow together, make it more
meaningful to us and makes it more
fun to read.
I will read aloud the book, Kitty Cat,
Kitty Cat, Are you Waking Up?
As we read, I will stop and
discuss what words I found that
have the same sound.
Continue to read and stop after a
page.
Students will turn and ask
students what rhyming words
they heard as I read. (assess
responses)
I will share a few
responses that I heard
that seemed to follow
the rhyming pattern.
Repeat the meaning of a
word that rhymes.
Independent Practice:
Explain to the students that I will

continue reading.
They will be listening closely for
4
rhyming sounds and they will need to
be ready to share. At the end of the
book, they will share the rhyming
words.
Closure:
We will have a whole discussion about

what makes a word rhyme?
Students will be able to share
what they know.
Exit Ticket:
Students will be asked to think of two

words that rhyme with one another.
Then, in each word underline the part
that rhymes.
Use of Critical Thinking Skills:
Follow Up
Follow up or sequential lesson: what
lesson(s) could potentially develop from
this lesson? How does this fit in with you
goals and unit plan? Interdisciplinary
connections strongly encouraged here.
-My next lesson is the second lesson in the

author study. Students will be asked to
identify words that rhyme with one another.
Physical Education:
There will be a scavenger hunt around the
room or outside the school. The students
either independently or with a partner, will
have to search and identify rhyming words.
*Adapted from EDTPA Lesson Plan Template
List two words that rhyme with one

another. Then, in each word underline
the par that rhymes.
7
Your Name:
Michele Tuttle
Content Area:
Writing
Grade Level:
2nd Grade
Identifying Rhyming Words
Standards Addressed
elements):
poem, or song.
For example:
from the text.
Planning:
know?)
-Can I identify and match rhyming words

together?
Lesson Objectives:
What: I will match words that rhyme.

How: I can locate and identify a word from a
pile that rhymes with the word on my sheet.
Assessment
Evidence of Student
-Group discussions/responses from the

students
-Worksheet that will be given out during the
lesson. Students will be able to self assess
their work.
Instruction
The words that are up around the

room will be simple to more difficult
words. This will allow gifted students
8
to be challenged.

or ELL:
Polar Bear, Polar Bear What do you

Hear? by Bill Martin Jr.
Anchor Chart from lesson #1
Pencil
Worksheet that will be distributed
Red pen
Clip board
Words (to put up around the room)
Visual components will be provided

throughout the whole lesson (anchor chart,
book, words that are around the room will
have images attached).
throughout the lesson (read aloud).
Lesson Sequence
Anticipatory Hook:
Modeling:
Introduction:
Guided Practice:
Closure:
Remind the students that we learned

about rhyming the previous day.
Read the book Polar Bear, Polar Bear
What do you Hear? by Bill Martin Jr.
Have the students listen
carefully to see if they notice
anything familiar in this book.
After the read aloud, I will ask the
students what they noticed about this
book.
Students will turn and talk,
discussing what they noticed in
the book.
We will have a whole group
discussion
Modeling:
Explain to the students that we are

going to complete a fun activity. The
objective for this activity is to find

words that rhyme with one another.
I will model to the students what is
expected.
I will take the worksheet that I will be
handing out and I will read the first
word aloud. (Bat)
Then, I will think aloud. (Hmm, bat.
Now that I read the word, let me go
see if I can identify a word that has the
same ending sound. Farm, no. Book,
no. Cat. Bat. Yes, that has the same
sound.)
Guided Practice:
As a class we will do one together.

I will complete the same steps as my
modeling, but I will be asking the
students to help me detect if a word
rhymes.
I will ask of the students have any
questions.
My paper passer will distribute the
worksheets to their classmates.
Students will fill the worksheet out

independently. This will help me
determine what if they understand the
concept of rhyming.
Closure:
After giving the students a good

amount of time to fill out the sheet, we
will come together as a class.
We will discuss what was challenging
and what was easy for the students.
As a class, we will go over the
worksheet. The students will self
check their work as we go over it.
10
They will have a red pen, which will
indicate to me what they got incorrect.
Follow Up
Reading:
I would give students a reading passage.
The students will be given a word. As they
read the passage, they will have to circle
words that rhyme with the word given.
There will be different reading passages
based on the students reading levels.
Math:
Give the students a word. See how many
rhyming words they can think. It is a fun
little game and brain break.
Name_____________________________________
11
Directions: Read each word that is given to you. You will have to find
a word that is posted in the room, with the words on your sheet. Be
detectives! There might be more than one word that rhymes with each
other.
Cat
Dice
Bunny
Tree
Fox
12
Hen
Book
House
Crab
Boat
13
Mug
Your Name:
Michele Tuttle
Content Area:
Reading
Grade Level:
2nd Grade
Readers Theater
Standards Addressed
elements):
For example:
RI.5.1. Quote accurately from a
text when explaining what the text
says explicitly and when drawing
inferences from the text.
Craft and Structure:

poem, or song.
CCSS.ELA-LITERACY.RF.2.3.E
Identify words with inconsistent but common
spelling-sound correspondences.
Planning:
Essential Question(s) for this
lesson: (Specifically, by the end of
this lesson, what do you want your
students to know?)
Lesson Objectives:
Can I work together with my group?

Can I read and perform my part in the
book?
Students will be able to:

-work in groups/with their classmates
-read and perform their part that is in the
book
-emphasize and use emotion as they are
reading
Assessment
Evidence of Student
As they perform I will be able to

assess if they use emotion in their
14
Lesson: (multiple forms
qualitative and quantitative
patterns--of evidence to monitor
students learning.)
voices as they read (instead of reading

like "robots).
I will assess them on how well they
work with certain students in their
group.
Instruction
Learning Environment: Describe
how you will provide a challenging
learning environment that provides
varied opportunities and grouping.

Students will have to work together in

groups. They will be asked to
problem solve if there are any
questions or concerns. Of course if, I
will be there for assistance.
-Book: Polar Bear, Polar Bear, What do you

Hear? and Panda Bear, Panda Bear, What
do you See?
-Anchor chart
-Copies of books for each students (print out
books along with real copies of the books)
-Highlighters
Accommodations for Students with Visual components will be provided

Disabilities or Diverse Learning
throughout the whole lesson (book, watch
Styles or ELL:
other students perform)
throughout the lesson (read aloud).
Lesson Sequence
Anticipatory Hook:
Introduction:
Modeling:
Guided Practice:
I will begin the lesson by reading the

book, Polar Bear, Polar Bear, What do
you Hear?
Modeling:
I will model fluent and expressive
15
Closure:
reading. Also, I will read with emotion.

Guided Practice:

discussion about what they noticed
when I was reading.
Turn and talk/ whole group discussion
As a class we will make an anchor
chart about what is expected when we
do readers theater.
After, I will then divide the class into 4
groups.
Then I will assign two groups to the
book Polar Bear, Polar Bear, What do
you Hear? and two groups to the book
Panda Bear, Panda Bear, what do you
see?
In each group, the students will be
able to choose what part they would
like. If the students take too long to
decide, I will choose for them.
Once the students know their
parts/lines, they will highlight them.
Throughout the day, we will have
opportunities to practice our parts.
As the students are in their groups, I
will remind them to read with
expressions and fluently. This will
help the reading sound more exciting.
As students are practicing their parts, I
will walk around, answering any
questions they might have. Also, I will
give feedback to each group. This will
help them improve what might need
more work.
Each group will perform to the class.

After, the students will be able to give
their opinions on what they thought
about the performances. (what they
16
liked and what they could have done
better)
Closure:
We will have a whole discussion about

we learned about readers theater and
what is expected.
Follow Up
Follow up or sequential lesson:
what lesson(s) could potentially
develop from this lesson? How
does this fit in with you goals and
unit plan? Interdisciplinary
connections strongly encouraged
here.
Science:
-The two books that are used in this lesson
discuss animals. Learning about the
animal's habitats/where they live and where
they come from.
-This would be a great book to collaborate
with the idea of senses.
-The book Panda Bear, Panda Bear is
based on endangered species. This would
be a great book to begin that unit. We can
research what endangered species live near
us.
17
18

Your Name:
Michele Tuttle
Content Area:
Writing
Grade Level:
2nd grade
Brainstorming
Standards Addressed
elements):
For example:
from the text.
CCSS.ELA-LITERACY.W.2.5
With guidance and support from adults and
peers, focus on a topic and strengthen writing
as needed by revising and editing.
CCSS.ELA-LITERACY.W.2.6
With guidance and support from adults, use a
variety of digital tools to produce and publish
writing, including in collaboration with peers.
Planning:
know?)
-Can the students collaborate ideas with their

classmates?
Lesson Objectives:
Students will be able to:
-Can students come up with objects, animals,

people, based on their main topic for their
book?
-brainstorm ideas that they can use for their

books
-fill out a graphic organizer
-come up with objects, animals, people
based on their main idea and list them
Assessment
Evidence of Student
-Their graphic organizers will show the steps

that they are taking to making their book.
This will show their progress.
19
Instruction
-For gifted students I will allow them to make

a different kind of book. In some of Bill
Martin Jr. books, he uses the animal's
sounds and movement. The gifted students
will be able to choose sound or movement if
they would like.

-Pencil
-Chart paper (teacher's graphic organizer)
-Graphic Organizer (2)
-Clip board

or ELL:
-I will assist students who need additional

support with branching off their main idea for
their book.
-Students will be able to be creative.
-The graphic organizer can help the students
organize their ideas.
Lesson Sequence
Anticipatory Hook:
Anticipatory Hook:
Modeling:
Guided Practice:
Closure:
Express to the students that over the

past few days we have been reading
and working with books that have
repetition and rhyming.
State that we will begin to make our
own "what do you see" books.
Guided Practice:
Read aloud the book, Brown Bear,

Brown Bear, What do you See?
I will mention that in Bill Martin Jr.'s
books, we saw different kinds of
20
animals, along with a teacher and

children.
As a class, we will take a walk around
the school and outside the school.
This will help the students with
thinking of ideas to write about.
Once we come back inside, the
students will grab clip boards and the
teacher's helper will distribute our
graphic organizer.
We will then begin to brainstorm
ideas, objects, things that we can use
in our books.
I will give the students the first
idea which is farm animals.
Then we will discuss about
other options.
The students will fill out the
graphic organizer, following
what I write.
Students will go back to their seats

and choose one of the following ideas
that we discussed.
Then, I will give the students another
graphic organizer (same one), once
they chose their idea.
After, students will brain storm
independently words that relate to the
topic the chose.
For example if a student chose
farm animals, they will brain
storm animals or other things.
(pigs, cows, chicken, farmer,
etc.)
Closure:
I will explain that this is the first step in

making our own book.
21
Then, I will express that tomorrow we

will begin to write!
Follow Up
To help students think of ideas that they can

write about, we can go on a field trip to a
farm or the zoo. They will be able to jot
down any animals that interest them.
(monkey, zebra, elephant, ect.)
Writing:
Students can make a book (which is what
the goal is). This connects to the art lesson.
22
Name_______________________________
23
TCH 490- Art Literacy Lesson Plan

You Name:
Michele Tuttle
Content Area:
Art
Grade Level:
2nd Grade
Creating a cover for their book
Planning
Lesson Objective:
What: I will create a cover for my book.

How: I can be creative by using different art
supplies to create my cover.
Assessment:
The cover that the students will create

will be my assessment. I will look to
see how creative they are, what
materials they use and the quality of
their work. It is important that the
students cover relates to their book.
Evidence of Student
Lesson:
Whole group discussion

Working on cover--> relating to what
their book is about
Brown Bear, Brown Bear What do you

See?
Chicka Chicka, Boom Boom.
Work sheet: What makes a good book
cover?
Worksheet for brainstorming what
their covers will look like
Magazines and newspapers
Crayons and colored pencils
Their book/worksheet
Construction paper
Glue
Markers
Pencils
Instruction
Materials/Book:
24
Lesson Sequence
Anticipatory Hook:
Modeling:
Introduction:
I will explain that we will begin to
create the covers to our books.
Guided Practice:
Guided Practice:
Independent Practice:
Closure:
I will ask the class, What makes a

good cover?
Students will turn and talk to
one another.
We will come back together
and have a class discussion.
We will collaborate our ideas
onto a chart for the classroom.
I will show the class the book, Brown
Bear, Brown Bear What do you See?
and Chicka Chicka, Boom Boom.
The students will turn and talk
about what they notice about
the book covers.
discussion.
After, we create a bunch of ideas, the
students will go to their seat and brain
storm ideas about what they want
their book cover to look like.
They will fill out a sheet that has
questions on it. After they answer the
question they will fill design their book
cover. (rough draft)
Once they are done with their rough
drafts and I have looked it over, they
students will begin to design their
book covers. (we will work on their
book covers and the pictures for their
book for a few days.)
Closure:
The students will be able to share
some of their ideas with the class.
I will express what needs to be
improved and what went well in class
today
25
Name_______________________
What makes
good a book
cover?
26
Name____________________________________
1. What is the title of your book?

________________________________________________________________________
________________________________________________________________________
__________________________________________________________________
2. What materials will you use for your cover?
________________________________________________________________________
________________________________________________________________________
3. What will be on your cover? Why did you choose this to be on your
cover?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Draw what you want your cover to look like.
27

Author Study

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Author Study

Uploaded by

Copyright:

Available Formats

1

TCH 490 LESSON PLAN RUBRIC

How can we learn to get a deeper

What: Students will learn what rhyming is.

What are rhyming words?

How: Students can identify words that

Observation of students responses

Through this lesson, children will be

Book: Kitty Cat, Kitty Cat, Are you Waking

Accommodations for Students with

Visual components will be provided

Play "Twinkle, Twinkle Little Star."

I will express that words that contain

This will help the students

Explain that there are different texts

Explain to the students that I will

We will have a whole discussion about

Students will be asked to think of two

Use of Critical Thinking Skills:

-My next lesson is the second lesson in the

*Adapted from EDTPA Lesson Plan Template

List two words that rhyme with one

-Can I identify and match rhyming words

What: I will match words that rhyme.

-Group discussions/responses from the

The words that are up around the

Accommodations for Students with

Polar Bear, Polar Bear What do you

Visual components will be provided

Remind the students that we learned

Explain to the students that we are

objective for this activity is to find

As a class we will do one together.

Students will fill the worksheet out

After giving the students a good

*Adapted from EDTPA Lesson Plan Template

Craft and Structure:

Can I work together with my group?

Students will be able to:

As they perform I will be able to

voices as they read (instead of reading

Materials Required: (text/online

Students will have to work together in

-Book: Polar Bear, Polar Bear, What do you

Accommodations for Students with Visual components will be provided

I will begin the lesson by reading the

I will model fluent and expressive

reading. Also, I will read with emotion.

We will have a whole group

Each group will perform to the class.

We will have a whole discussion about

Use of Critical Thinking Skills:

*Adapted from EDTPA Lesson Plan Template

TCH 490 LESSON PLAN RUBRIC

-Can the students collaborate ideas with their

Students will be able to:

-Can students come up with objects, animals,

-brainstorm ideas that they can use for their

-Their graphic organizers will show the steps

-For gifted students I will allow them to make

Materials Required: (text/online

Accommodations for Students with