English Lesson Plan 12

Date: 28/07/2015
Term: 3
Key Learning Area: English

Week: 3
Year Level: Prep
Time/length: 40 min
Topic/focus: Presentation of a rhyme Creating a Rhyme

Pre-planning considerations
Topic analysis
Children will investigate conventions of text and Rhyme. They will understand the form of predictable text and how to identify rhyme and syllables n
words. They will create rhyming sentences and investigate letters and sounds.

Learner considerations
Paddy will need to be helped through this task as he may not yet have solid grasp of rhyming pairs. Watch for beginning sounds used as rhyming words.
May also just begin to guess at rhyming words if unsure. Be ready to work with him until he grasps concept or skills. Prepare Kerry to step in with other
students if this occurs. Watch Ben as he may just sit quietly and not draw attention if he is unsure.

Learner prior knowledge

Slayter and Paddy are not familiar with the assessment activity we will be working on all week. They will need opportunity to become familiar with and
understand the purpose of the assessment. This will also be good revision and consolidation for the rest of the class.
Slayter and Paddy have not yet investigated syllables and havent been involved in creating the quick-fire rhyming word banks. Revision of these skills
will be necessary to make sure they have grasped the concept to a degree that allows them to join in the activities with confidence. Review at an ap
then begin ad ip aps.
All students except for Slayter and Paddy have participated in the introductory lesson. All students have prior knowledge of what makes words rhyme and
they have all previously been able to identify rhyming pairs. We have investigated rhyme and numbers and rhyme in imaginative and informative text. We
have also discussed the purpose of these types of text.

Literacy considerations
Students will need knowledge of rhyme, rhyming pairs and onset and rime to be able to construct two rhyming sentences. They will need to recall
knowledge of punctuation (Capital letter and full stop), syllables and rhythm in rhyming sentences to successfully create their own rhyming sentences.
Use of vocabulary Familiar contexts: everyday experiences, personal interests, topics taught at school
Sounds of language Rhymes, syllables, phonemes
Language devices Rhythm and sound patterns
Text structures and language features that create texts Short texts: familiar words and phrases, beginning writing knowledge

Organisation and management

Grouping
Whole class activities and lesson.

Physical environment
Begin on carpet area between story chair and IWB as necessary. Finish/consolidate lesson at desks working on writing rhyming sentences.

Seating
Pre-determined seating arrangement at desks.

Behaviour
Begin lesson with reminder of classroom rules, hands up, active listening. Discuss expectations and rewards for appropriate behaviour.
Watch for off-task behaviour during long sessions and change up the pace of lesson if necessary.

Resources and equipment

Physical resources
Text: Brown Bear Brown Bear What Do You See? Polar Bear, Polar Bear What Do You Hear? Martin/Carle
Sheet Rhyme checklist
Word banks of rhyming words previous sheets plus 3 new sheets prepared.

Paper for first draft of sentence writing.

Slideshow Rhymes
eBook When dad was a lad
eBook The dry tap
eBook Tim saved the day

Outcomes
Context of lesson
This is the second lesson of the assessment series that will be covered across all English lessons this week. Students will begin to create their
rhyming sentences.

Lesson outcomes

Assessment of lesson outcomes

Today students will:

1)
2)
3)

understand the assessment

review the Guide to making judgments and understand the
standards
continue the assessment create and record a rhyme.

Students will complete the first draft of their rhyming sentences.

Procedure
Time

Steps

Key questions, including checking for

understanding
Resources
Management reminders
Provision for extension/special support

9.00a
m

Getting focussed

In the last lesson we practised making rhyming

sentences and illustrating these.

Remind students that they have a chance to show how much they have
learned so far in this unit.
Understand the assessment.
Remind students that they have been looking at rhyming words and that they
have been practising making words rhyme and reading rhyming texts. In this
lesson they will start writing rhyming sentences.
Review the Guide to making judgments.

Beginning

Read and view the Slideshow Rhymes to provide students with

models of rhymes.
Return to each slide and ask students to find and say the rhyming words.
Clap the syllables in each sentence.
Review previous word banks then watch eBook When Dad Was a Lad.
Create new word banks for ad ip aps.

Today youre going to start writing your own

rhyming sentences. In a few days youll be
sharing your sentences with your classmates, and
youll be listening to sentences that they have
written.
Youre also going to be thinking about how you
can illustrate your sentences and thinking of
actions you can perform when youre reading your
sentences to make them more enjoyable for your
audience.

Middle
MOVE TO DESKS

Listen now while I say some of the rhyme Polar

bear, polar bear, what do you hear?
As you are listening, think about how I am:

Begin task of creating and writing rhyming sentences.

Read section of Polar Bear, Polar Bear. Discuss how I went with my
reading.

making my voice loud enough to be

heard

speaking clearly

What rhyming words did you hear in that text?

showing the action that goes with the

sentences

looking directly at my audience.

Did I use actions that matched the rhyme?

Make up the first sentence.

Look at the high-frequency word wall for words that the sentence could start
with (for example, I can see, There is a, Here is a, I like, I am,
Look at, This is a, We have, Have you).
Record these on whiteboard.
Decide on a word to use at the end of the first sentence that will be easy to
rhyme with. Think of your own or select from the word banks.
cat
Use one or more interesting describing words for the thing.
a fluffy grey cat
Check how many syllables the sentence has.

Each student must tell me their chosen word

before they begin to write.
Show me where you begin to write.
What do we need to remember when starting a
sentence?
What do we need to use between our words?
(finger spaces)

I can see a fluffy grey cat.

If you get stuck on spelling a word, where can you

look for help?

Create a second sentence that has a word that rhymes with the last word in
the first sentence, tells what the thing is doing and/or where it is and has the
same number of syllables as the first sentence.

Whats something else you can do to help write

your word (listen for sounds)?

She is sitting on a red mat.

Assist children with writing as necessary, remind them this is a have a go

draft where they can try writing the sentences using their rhyming bank, sight
word wall and sounds they can hear in words.
Although they will need scaffolding through this activity, remember this is an
assessment activity.

Conclusion
Collect all drafts and ask children to read aloud in front of their friends.
Practise volume, expression and gestures.
Ask Kerry to assist Kendall with her sounds. Maybe better to practise with her
before her presentation so she is confident with her speech.
Children can illustrate their work if they finish on time. If time permits watch
the eBook Tim Saved the Day.

Blackboard / whiteboard development

IWB used only for digital text and slideshows.
All word banks written on paper sheets so they are portable.

Self Evaluation