Title of Lesson: The Hungry Thing Grade Level(s): Pre-k, K Subject Area: Literacy Location of the lesson (specify if in general or special education class): Grouping (highlight: 1:1, small group, large group) Preparing for the Lesson 1. Lesson Topic: What are the big ideas? How does this relate to what students are currently learning in general education? Words that have similar middles and ends are called rhyming words. 2. What are your learning targets for the lesson (i.e., what are your primary and supporting objective of instruction)? What do you want the student(s) to learn and be able to do at the end of the lesson? -recognize words that rhyme (Will be able to answer do ham and jam rhyme?) - generate rhyming words (can make at least 2 pairs of rhyming words when given one of the words) 3. What Content Standards(s) and/or EEOs will this lesson address? How does this lesson relate to the 21 st Century skills? Standard: 1. Oral Expression and Listening 3. Vocal sounds produce words and meaning to create early nowledge o! phonemic awareness a. "denti!y and create rhyming words Standard: #. $eading !or %ll &urposes 3. 'ecoding words in print re(uires alpha)et recognition and nowledge o! letter sounds ). 'emonstrate understanding o! spoen words* sylla)les* and sounds +phonemes,. +--SS: $../.#, 4. List specific IEP goals that will be addressed during lesson:
By July of 2014 when given a spoken word, object, photo, or illustration, Student A will produce or select rhyming words 4/5 times with 80% accuracy. 5. Describe Specific Strategies to be taught/modeled during the lesson. How will you incorporate the strategies, which have been taught/modeled into the students content courses (math, literacy, behavior). Strategy: how to recognize rhyming words. This will be taught through direct instruction and practiced with an interactive story. 6. What background (prior) knowledge do the students need to have to be successful? If the students do not have this knowledge how will they get it? Students will need to know letters and their corresponding sounds. They will also need to know that a word has a beginning, middle and end. 7. How will you address classroom and behavior management/grouping issues during the lesson? Students who are not following directions will be given the choice to take a break or complete what they were asked to do. Some students will be given a countdown after given the choice. According to the current intervention for one student, her loud outbursts will be ignored. 8. Materials and Resources (What do you need? How/where will you get it?) 0picture cards o! !oods: )ean* )eet* corn* !ish* ham* 1am* meat* mil* nut* peach* pear* peas* rice* roll soup 0large envelope that says 2.eed 3e4 on one side with string attached so that it can hang around a student5s nec Teaching the Lesson 1. Anticipatory Set a. How will you get the student(s) attention? b. Review and relate prior learning/lessons. I will explain to the students that they will be learning about rhyming words. I will explain that rhyming words are two or more words that sound the same in the middle and the end. Listen carefully as I say these two rhyming words : ham, jam. Jam has /am/ and ham has /am/. They both end in /am/, so they rhyme. I will then ask the students to tell me why they rhyme. I will do the same thing with two other words that rhyme (cat, bat). I will also give them an example of two words that do not rhyme for clarification purposes. 2. Teaching: Is this an informal presentation or direct instruction? Please circle/highlight. a. What are the specific steps you will follow when teaching this lesson. Be sure to include the following: i. what the teacher will teach or model, ii. how the students will be engaged in the lesson, and iii. how the students will demonstrate their learning (Guided Practice)? I will explain to the students that I am going to read them a story about a Hungry Thing that who visits a town. The people in the town have food to feed the Hungry Thing, and they ask what it wants to eat. For some reason, the Hungry Thing cannot say the name of the food that he wants to eat, it can only say a word that rhymes with the name of that food. I will select one student to be the Hungry Thing. This student will place the envelope labeled feed me around their neck. I will pass out the food picture cards to the remaining students. Each student will get 2 picture cards. I will instruct the students with the cards to look at the pictures and say the name of the food that is on each of their cards. 2%s " read the story listen care!ully )ecause each time the 6ungry 7hing as !or !ood* you must chec to see i! the name o! the !ood on your picture card rhymes with what the 6ungry 7hing says it wants to eat.4 " will show students an example o! this )y using a card with mil on it. " will whisper to the student who is the 6ungry 7hing and tell him to as !or pil. %!ter the student does so* " will wal the students through my thought process. 23y card has mil on it. 3il has 8il8 and pil has 8il8* so they rhyme. 7he 6ungry 7hing wants to eat mil94 " will then place my picture card inside the envelope la)eled 2!eed me4. I will whisper to the student who is the Hungry Thing a nonsense words that rhymes with one of the food items on the passed out picture cards. For example the student will say I want gish!. The students will need to look at their cards to find a word that rhymes with gish (fish). We will continue this process until all of the picture cards are gone. t 3. What, if any, scaffolding and/or additional accommodations/modifications are needed for specific student(s)? " will draw )oxes on the white)oard !or Student % to help her when she is writing her words on the )oard during the closing activity. :o other accommodations will )e needed. 1. Checking for Understanding- How will you check for understanding? Using Blooms Taxonomy, what questions might you ask your students? Knowledge do clock and block rhyme? Comprehend - what is a word the rhymes with tap? Apply what makes two words rhyming words? Analyze Synthesize Evaluate 4. Re-teaching: What will you do differently if the student(s) do not understand the concepts in the lesson? "! a student does not understand the rhyming concept " will go through the process with them. " will as them !or example what rhymes with pil. Let5s say the student says peas. " will say that pil has 8il8 and peas has 8eas8 so they do not rhyme. "! the student still does not understand " might give them an example using more simple words lie )at and cat. 5. How/where will students integrate (generalize) this learning into future lessons/activities? This is your PURPOSE (how will this relate to real life?). 7he in!ormation learned in this lesson plan is vital !or emerging readers to now and understand. 7he a)ility to recogni;e and generate rhyming words is considered an entry point into phonological awareness. 6. Closure: a. How will you review the content covered during the lesson so students can demonstrate learning of the lesson concepts (this should be tied to the main objective). b. How will you formally END the lesson (e.g., Students show/tell what they learned, answer an exit question as their ticket out the door, list 2 things you learned, and one question you still have). To close the lesson I will have simple words placed in a hat. I will have each student come up to the front of the circle and randomly pick a word out of the hat. They will read the word aloud, write the word on the white board, and then come up with a word that rhymes. The student will then write the word they came up with on the board. I will ask the student to circle the part of each word that is the same. We will continue this until each student in the group has had the chance to pull from the hat. 7. Independent Practice: What will this look like? Is there homework? Completion of a product? Practice a skill learned in class? In the days following this lesson, as the students come in each morning they will be asked to complete a short activity where they must the rhyming word when provided with a word. They will also be asked to come up with a rhyming word for another word that is provided. 8. Evaluation: How will you evaluate/assess student learning (this must be more than completing classroom work)? I will be checking in on each student during the week, and looking at their completed work at the beginning of school each day. I will use the completed worksheets and a way to assess their understanding of rhyming words. The idea for this lesson was taken from Teaching Reading Sourcebook.