Passion Lesson Plan

Lesson Title:

Down by the Bay

Topic/Concept:
Grade Level:
Content Area(s):
Estimated Time:

Rhyming Words in Song

Kindergarten
English Language Arts and Literacy
10 minutes

Focus/Purpose:

To use song to help students understand rhyming words. The lesson also
involves using body movements to mimic corresponding words to give
meaning to them.

Standards:

K.RF.2Demonstrateunderstandingofspokenwords,syllables,andsounds
(phonemes).
a.Recognizeandproducerhymingwords.

Objectives:
1) Students will practice rhyming words by singing Down by
the Bay.
2) Students will create their own rhyming words by working in
groups of 5-6.
3) Students will share their rhymes by singing them to the class
in groups of 5-6.
Objectives (a.k.a. Today students will:
Learning Goals)
Sing Down by the Bay.
in Student Come up with two words that rhyme that fit into the song.
Friendly
Share rhymes with the class.
Language:
English
Language
Learners
Objective

1) Students will practice word meaning by mimicking body

movements that match words.
2) Students will understand what it means to rhyme words.
Direct Instruction

Lesson Type:

Learning Cycle

Inquiry

Content Conversations

Concept Formation

Project-Based Learning

Cooperative Learning Or ________________________

Instructional
Strategies:

I will use large group instruction, small group discussion, and a little bit of
direct instruction.

2015 1

Assessment:

I will know that students have met the intended target by hearing the rhymes
that they came up with in the song. If they can correctly rhyme two words,
they have met the target.

Materials/
Resources:

24 Papers with lyrics of song

Large space to make a circle on the ground
A whiteboard and whiteboard marker

Differentiation:
(Modifications/
Adaptations)

Modifications = I will have hand motions and directions written on

the board. Written directions are for visual learners and spoken
directions are for auditory. Kinesthetic learners have hand motions to
look for. Student will also have a copy of the song in front of them
with the rhyming words highlighted. This way, ELL students and
students with exceptionalities and see that rhyming words are
highlighted and are the concept of the lesson.
Adaptations = I will go around to each group while they are
brainstorming rhyming words to make sure they have an
understanding. I will ask questions to build learning and make sure
that ELL students and students with exceptionalities understand what
is being asked of them.

Procedure

_____
OPEN:
Hand out papers with song lyrics on them. Write on the board:
Did you ever see a(n)
? And underline where the rhymes should be in a
different color.
Bring the students down to the floor to sit in a circle. Explain that we will
use a song that that they are familiar with to talk about rhyming words.
Explain what rhyming words are and how they are used in the real world. (2
minutes)
_____
BODY:
Sing the song with the children using matching hand motions for each
phrase. After the song, bring everyones attention to whats written on the
board. Explain that in groups of 5-6, students will create their own rhymes
and hand motions that fit into the song just like how its written on the
board. Explain that we will come back together after 3 minutes to sing the
song together, except with the students rhymes instead. Break off students
into groups of 5-6. After students have come up with rhyming words, bring
the class back together. (6 minutes)

_____
CLOSE:
As a close, we will sing the song together. Each group will sing their part of
the song to show how they created rhyming words. This way, I can assess

2015 2

how each group came up with rhyming words and if their hand motions
match their rhymes. Students built off of a song they were familiar with by
changing the lyrics to what they wanted. I will leave the students wondering
what other types of rhyming words they can come up with and how they can
use them in real life. (2 minutes)

2015 3