SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence
Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

DETAILS
Miss Vanessa Hadley
Reading/English Language Arts
1st Grade
November 6, 2015 25 Minutes
PA Core Standards
CC.1.1.K.C: Demonstrate understanding of spoken
words, syllables, and sounds (phonemes).
o Recognize and produce rhyming words.

CK

Formative Assessment
Observations students will take turns pointing to
rhyming words on given pages from Hop on Pop.
Summative Assessment
Students will write 5 rhyming words based on their
given word. They will put the words together to make a
Dr. Seuss
Objective Statement:
When Hop on Pop is orally read allowed, first grade
students will verbally identify and point to rhyming
words on given pages with 100% accuracy.
Given red and white strips to create a Dr. Seuss hat and
a base rhyming word, first grade students will write 5
rhyming words related to the base word with 100%
accuracy.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
The teacher will ask, What do wall, tall, and ball all
have in common? After the students answer, the
teacher will say, Today we are going to review rhyming
words. Rhyming words are words that have the same
ending sound.
Hook/Lead-In/Anticipatory Set
The teacher will show the cover of Hop on Pop by Dr.
Seuss. The teacher will ask the students what they think
the book is about and why it goes with the lesson. The
students will read the cover out loud and determine the
ending sound.

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Big Idea Statement

Rhyming words are words that have the same ending
sound.
Rhyming words are the foundation for creating word
families.
Essential Questions
What are rhyming words?
How can I tell if words rhyme?
Key Vocabulary
Rhyme
Pre-Assessment of Students
The students will answer the questions posed during the
activating of prior knowledge and anticipatory set. Since
this is a reinforcement lesson, students should already
have a background on rhyming words.
Modeling of the Concept
The teacher will read the story Hop on Pop by Dr. Seuss
to the students. Before the teacher reads, she will tell
the students to put on the listening ears and listen for
rhyming words throughout the book. As the teacher
reads, he/she will put emphasis on the rhyming words
for students to easily pick up on them.
Guiding the Practice
After the teacher finishes reading the book, he/she will
set the book in front of the students. Each student will
take turns turning to a page and identifying the rhyming
words. They will point to, verbally say the rhyming
words, and identify the ending sound in each word; the
teacher will be listening to see if the student is correctly
identifying rhyming words.
Transition
Students will draw from the pile the card with the base
word on it.
Providing the Independent Practice
After each student has a chance to review the rhyming
words on each page, the teacher will give each student
the base of the hat with a word on it. The teacher will
explain, We are going to be making Dr. Seuss rhyming
hats. The strip of paper I gave has a word on it. I am
going to give you five more stripes of red and white
paper. On those strips of paper, you are going to write a
rhyming word on them based on your base word. The
teacher will be around to help students if they are
struggling. The rhyming words will come from the book.
Once students finish writing words, they will glue the
stripes of paper to the hat and the teacher will staple
the hat.
Adaptations/Accommodations for Students with Special
Needs
For a student who is visually impaired/partially blind:

Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

Have a copy of Hop on Pop in braille and larger font

When it is time to create the hat, the student will work
with a peer. The student will tell the peer the rhyming
words they come up with and the peer will assist the
student in making hat by gluing and writing.
Red paper strips
Write paper strips
Base strip with rhyming words
Pencil/crayon/marker
Glue stick
Hop on Pop by Dr. Seuss
Summary & Review of the Learning
Students will take turns reading their base word and
rhyming words out loud. Also the teacher will ask the
essential questions and listen for student responses.
Homework/Assignments
Take home your Dr. Seuss rhyming hats and show them
to your family!
**This lesson is designed for small group instruction (around 56 students) and a reinforcement/mastery lesson**

Overall the lesson went very well. The students loved being
able to read Hop on Pop off of the iPad. They were able to
make predictions about what was going to be on the next page
because they only saw one page at a time. The next time I
would teach this lesson I would change the guiding practice
area. Having students identify rhyming words off a page is a
great exercise; however, I would not have them identify words
from Hop on Pop because many of the words were repeated
and students didnt get enough exposure. Both the students
and myself loved creating the Dr. Seuss rhyming hats. This
was a perfect way for students to practice coming up with
rhyming words on their own. One thing I would change for
next time would be to either use an easier word compared to
frown or provide a tool for students to find rhyming words
besides asking the teacher. All in all, the lesson was a hit and
with the few minor changes, I would definitely teach it again.