MANCHESTER COLLEGE
MANCHESTER COLLEGE- Department of EducationLESSON PLAN by _Jessica Williams Lesson: Group Rhyming with pictures and words Length __25min__Age or Grade Intended __Kindergarten Reading/Language Arts_Academic Standard(s): K.1.10 Say rhyming words in response to an oral prompt.Example: Say a word that rhymes with cat.Performance Objectives: Given a spoken word from the teacher, and a set of cards with rhyming pictures and words, the student will be expected to hold up the correct rhyming card 3 out of 4 times. Assessment: While students are holding up cards, walk around the room and check off the students who are consistently holding up the correct card. When finished, have the child keep the cards in a folder, cards can be used in the future in other ways such as matching them, or creating their own words to rhyme with cards.Advanced Preparation by Teacher: 1. Bring cards with picture and words for each student.2. Bring a list of words that rhyme with the pictures.3. Have some blank card for boy with high ability4. Have a class list. Procedure:Introduction/Motivation: Ask the class if anyone knows what a rhyme is. (Bloom: Knowledge) Go on to explain that rhyming words have the same ending sounds, and are used in fun ways like in books such as Dr. Seuss.Step-by-Step Plan: 1. Hold up the "hat" card and ask if the word "moon" rhymes with "hat" (Bloom: Knowledge) 2. After class responds tell them the correct answer and be sure to go over and emphasize the ending sounds of the words.3. Hold up the "hat" card once again and ask if the word "cat" rhymes with "hat" (Bloom: Knowledge)4. Repeat step number 25. After the practice, distribute rhyming cards to each child.6. Hold up a card, have everyone hold up that card and say the word out loud. Do this with each card.7. After that, explain that you as the teacher will say a word out loud, and they need to hold up the word and picture that rhymes with the word said. (Gardner: Bodily/Kinesthetic) 8. Pick a word from your list, say it out loud, and have all students hold up the card that "rhymes" (Gardner: Verbal/Linguistic) 9. After everyone has a chance to hold up a card, reveal the correct answers.10. Repeat this with other words.11. While students are holding up cards, walk around the room and check off the students who are consistently holding up the correct card. 12. When finished, have the child keep the cards in a folder, cards can be used in the future in other ways such as matching them, or creating their own words to rhyme with cards.Closure: We did a great job learning what a rhyme is, and finding the all the words that rhyme with each other. Now it is time for music special, when you are singing in music think in your head about all the words that rhyme in the song. (Bloom: Application) Count in your head the number of words that rhyme. (Gardner: Mathematical/Logical, and Musical/Rhythmic). Adaptations/Enrichment: Boy with High Ability: Give the boy some blank cards along with the regular cards. Have the boy write down his own words that rhyme with the word said out loud by the teacher, and hold that word up along with the rest of the class. Girl with ADHD: Have her pass out the cards. Keep her on task by praising her for correct cards held up. Boy with Autism: Have the boy participate in the class activity by holding his card up, but do not make him say the word(s) out loud with the rest of the class. Self-Reflection: Reflect after you teach the lesson and think about what went well.Think of ways you can change the lesson to improve it.Ask yourself if the students enjoyed the lesson and grasped the concept.Ask yourself if you actively engaged all students and catered to all learning needs. ................
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