LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
 Cole Davis
 Mrs. Haynes, Stuarts Draft Elementary
 March 23rd, 2018 at 10 AM
 March 19th

A. Introductory Rhyming Lesson

B. CONTEXT OF LESSON
At this point in the year many of the students have begun to read and are noticing word patterns in
stories. Even those who are not yet reading have noticed that sometimes during read alouds books will
consistently use words that sound like one another. A few students have even raised their hands during
read alouds to state that the words in the story are rhyming. Since they are beginning to read, then they
will have a better concept of ending sounds in words and should be able to understand how to words
rhyme.

C. LEARNING OBJECTIVES
Understand –Students will be able to Know – Students will know that Do –Students will be able to
understand the basic concept of words with the same ending sound recognize rhyming words during a
rhyme. rhyme. read aloud.

D. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved your
objectives? Remember – every objective must be assessed for every student!

Students will demonstrate their ability to recognize rhyming words during a read aloud, as I will be
calling on several students to point out the rhyming words on every page. After the read aloud students
will be given worksheets to assess the knowledge in the lesson. Based on the worksheets they hand to
me I will be able to assess how well they grasped the topic.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

K.1 The student will demonstrate growth in the use of oral language.

b) Participate in a variety of oral language activities including choral and echo speaking and
recitation of short poems, rhymes, songs, and stories with repeated word order patterns.

K.4 The student will identify, say, segment, and blend various units of speech sounds.

b) Identify and produce words that rhyme.

F. MATERIALS NEEDED

Green Eggs and Ham by Dr. Seuss

Easter Parade by Lily Karr, or any other simple rhyming book
Rhyming Worksheets
 The books will be checked out of the ETMC and the rhyming worksheets will be acquired by myself
G. PROCEDURE

1. Have the kids sit on the carpet quietly and orderly

2. Ask the children if they have heard of the concept of rhyming before
3. If any students raise their hand ask them to define ‘rhyme’ and ask them to give you an example of
two rhyming words
4. Provide them a proper definition, specifically stating that words that rhyme have identical ending
sounds
5. Provide specific examples such as ‘bat/cat’ and ‘fun/run.’
6. Start reading Green Eggs and Ham, or any other rhyming book, to the students
7. While reading model the identification of rhyming words by pointing out the rhyming words on
every page.
8. Every page also ask students to come up with an additional word that rhymes with the pair in the
story
9. Next, start a second read aloud with a simpler rhyming book, such as Easter Parade
a. If this book is not available, or if there are books that relate better to things students are
learning about in other content areas, those will work as well
10. Ask students to point out the pair of rhyming words on every page of the book
11. If they are having trouble finding the rhyming pair, either give them a hint or point the pair out to
them
a. If you do point out the pair yourself ask the students to come up with an additional word
that rhymes with the pair in the story
12. Once you get through the book ask students to return to their seat
13. Hand out the rhyming worksheet and explain the directions
14. Answer any questions as they arise
15. Once students finish collect the worksheet
16. Later, assess each student’s worksheet to see if they understand the concept

H. DIFFERENTIATION
During the lesson I will have three different worksheets to hand to the students, one for each level of
reading group. Since the lowest reading group is unable to read independently they will be given a
worksheet with clear pictures to represent words that rhyme. The middle group will be given a
worksheet with simple, 3 letter words to rhyme. The highest achieving group will be given a
worksheet that has slightly more complex words to rhyme. During the read aloud I will also make sure
to call on students from the lower group as much as possible, to ensure that they are grasping the
concept before moving on to the worksheet.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Students could potentially be off task or distracted during my read alouds. If they are not paying
attention this may mean that they won’t understand the concept at all and will have to have it
explained to them again. Some students may also have a tough time grasping the subject. In this
situation I would give them additional explanations as they are working on their worksheet or I will
come back to the subject with them at a later date.
Lesson Implementation Reflection
As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why
you made them.

The lesson, for the most part went as planned. It was originally scheduled for earlier in the week but due to
snow days it had to be delayed until the Friday of my immersion week. This didn’t change the content of
what was being taught, but it did affect the attention of the students. Since it was right after a snow day and
right before spring break they were a little more distractible than they would usually be.

II. Based on the assessment you created, what can you conclude about your impact on student learning? Did
they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are
valid?

Most of the students did extremely well with the lesson! Due to the prevalence of rhyming in children’s
literature most of them appeared to already be familiar with the concept. Most of the students did very well
on the worksheets provided to them, with very few mistakes, especially in the higher achieving groups.

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.

While the lesson was successful I feel that the second part of the lesson, specifically starting at the second
read aloud, would be better for small groups. While most students did very well, the students that were
struggling were unable to get the individual attention that they probably needed for this activity. I would also
likely use an even simpler book for the second read aloud for the lower achieving group.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?

Depending on the student I would either review the concept or I would challenge them with more complex
words or multiple rhyming pairs on a page. For the struggling students they really need to review to gain a
better understanding of the concept prior to moving forward. The highest group seemed to really excel
during the lesson and I feel that they are ready for a much harder challenge.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?

That they are all at very different levels academically. There was a wide gap in the understanding of the
students, as some of them could have completed the worksheets provided without any explanation from me,
while some were only able to partly finish the worksheet with a large amount of assistance.

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?

I need to keep my lesson differentiated. Differentiation is huge so that students are neither frustrated with the
difficulty of a lesson nor completely bored with it.

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?

I have reinforced how much I love doing read alouds! The students become so invested and are always
hanging on every word of the story, and seeing that is really great!