UH COE Lesson Plan Template (Differentiated Instruction)

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Name of Teacher Candidate Nicole Drake

Lesson Overview
Grade Level Kindergarten
Estimated Time Needed 50 minutes
In this lesson, students will expand their knowledge about rhyming works
Lesson Description and learn how to write and orally provide examples of rhymes in response
to a given example.
(2) Reading/Beginning Reading Skills/Phonological Awareness.
Students display phonological awareness. Students are expected to:
(C) Orally generate rhymes in response to spoken words (e.g., "What
rhymes with hat?");
Content Area Standards
(18) Oral and Written Conventions/Spelling. Students spell correctly.
Students are expected to:
(A) use phonological knowledge to match sounds to letters;
Technology Standards N/A
Objectives The student will be able to write and orally generate rhymes.

Resources/Materials/Tools
Terms/Vocabulary Rhyme
Technology Resources Smart board
-Green eggs and ham by Dr. Seuss
-Stations:
1.) Rhyming diagrams with picture cut outs to match the rhyming
words
2.) Rhyming pictures with matching words
3.) Rhyming Game board
4.) Smart board with rhyming game from pbs kids website
https://pbskids.org/wordworld/characters/game_frm.html
Other Resources

-Anchor Chart paper to show how to spot rhyming words and non-rhyming
words. Also used for the rhyming story in the closure if there is time.

-Construction paper for closure activity

-Picture cut outs for closure activity
-objective cut out for closure activity

Lesson Procedures
This template is built on the
traditional “Madeline
Hunter” lesson structure.
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on task
noted in parentheses for each step.
In other words, completely describe
the flow of the lesson-the content to
Describe how each stage of
the lesson will be managed,
including role of teacher and
learners (who is doing what
at each point), location (e.g.,
classroom, computer lab,
Cite specifically what
resources for this activity
will be used, and describe
in detail how they will be
used.
Note who will be using the
UH COE Lesson Plan Template (Differentiated Instruction)
Focus/Anticipatory Set
(10 minutes)
(motivational hook) Include
questions you will ask.
Note if this will be facilitated
in whole group or Teacher
Guided Groups.
be presented, and the strategies to be outside), and any special tool and in what ways. Note
used. Include actual words you will considerations, such as for any safety considerations
use and questions you will ask differentiated instruction. needed.
students. Consider items such as:
parts of the lesson that might be
difficult, and how you will know
whether you can go on; how to
ensure that students completely
understand directions before
releasing them to work
independently; and what students will
do if they finish their work early.
The TW read Green Eggs and
Ham by Dr. Seuss. Before
reading the TW ask:
- “ Has anyone heard
of Dr. Seuss, raise
your hands.”
- “ His books are well
known for several
reasons and I want
you to listen and tell
me what you find
interesting about this
story.”
After reading TW ask:
- “ Did you hear
anything interesting?”
- “Did you hear any
patterns or words that The students will be
sounded the same?” sitting on the floor as
The teacher will then tie in the the teacher reads and
objective and say: raise hands in order to
- “ Dr. Seuss is well respond to questioning.
known for using
rhyming words and
today we will learn
how to easily spot
them and even make
our own!”
The teacher will point to the
objective and say:
- “ Today in Reading
we are going to write
and say rhyming
words.”
- “what is our
objective?” Have
them repeat or
someone say it in
their own words.
UH COE Lesson Plan Template (Differentiated Instruction)
Content-input
(10 minutes )
(Could include content
outline, presentation,
questioning, modeling,
examples) Include
questions you will ask.
Note if this will be facilitated
in whole group or Teacher
Guided Groups.
Teacher Guided Groups
Delineate what you will be doing
with EACH group you meet with
for this lesson. Note if this will be
facilitated over more than one
class period. Include questions
you will ask.
Workstations/Independent
Work ( 20 Minutes )
Delineate what students will
be doing in each
workstation or describe the
independent work.
The TW say:
“Okay now that we
understand the objective let’s
plan out how we are going to
find our rhyming words and
words that don’t rhyme by
making our AC.“
TW create three boxes,
First box will have rhyming
words with same sounds and
letter spelling. The teacher will The students will be
underline the same sounds seated facing the
and spelling. EX: cat, rat anchor chart during this
portion of the activity
Second Box will have same and raising their hands
sounds but different letter to help fill in the AC.
spelling. EX: Hi and Bye
The Third box will have
examples of non-rhymes. EX:
map and hat
The teacher will provide at
least one or two examples
each box and have students
fill out the rest and use their
sounding out techniques to
help spell the words.
There will be no guided
groups for this Lesson.
The TW will say: The students will make
at least two rotations at
“ Okay now that we have our their table stations and
chart, we can use this to look should be actively
at to help us to make participating and
connections for our next following the task they
activity and also for future receive at their station.
use. We will now do our They must be verbally
stations and they are all going saying the rhymes and
to be about our objective” making appropriate
UH COE Lesson Plan Template (Differentiated Instruction)
connections.
-Have a student raise their The TW walk to each
hand and explain objective. station making sure
they are following along
-There will be four stations all and asking appropriate
about rhyming words. questioning in response
- First station is going to their choices.
to have several fill
and match the
rhyming words cards.
The students must
say out loud the
rhymes and make
appropriate
connections. They
can work with
partners in their
groups.
- Second station will be
similar, but it has card
sets with pictures to
help make rhyming
connections. The
students can also
work in pairs to
complete the task.
- Third station is the
rhyming board game.
The students must
take turns and spin
the spinner.
Depending on what
picture they land on,
they will have to find
the rhyming pair with
it and go to that spot.
- The fourth station is
on the Smart board.
This is a rhyming
game where the
students will take
turns finding the
rhyming match
depending on what
word the frog gives.

Once there is two full rotations

after 20 minutes, The
students will clean their
UH COE Lesson Plan Template (Differentiated Instruction)
stations then go back to their
original tables.
To close the lesson,
The TW say:
“ Now that we have worked
with all these great rhyming
examples like Dr. Seuss and
our station activities. It’s time
to see if you can make your
own rhymes!
The students will now receive:
-a piece of paper with four
boxes
-The printed out objective strip
- Two printed out pictures
provided by the teacher.

The students must glue their

objective at the top and the
Students will be at their
two pictures on each of the
group tables completing
two boxes on the left two
this task and raising
boxes. The teacher will
their hands for any
explain that the right two
Closure (10 minutes) questions. The teacher
boxes are for them to use.
Describe how you will close will walk around asking
OR
the lesson: 1) Closing questions regarding
The teacher can have
statement 2) Reflection their choices and
everything glued beforehand.
question 3) Concluding generating new
statement. questioning to check for
The TW point out objective
understanding.
and ask students to raise
Students will
hand and explain it in their
independently read
own words.
once they are finished.
Next, The TW say that they
must draw their own pictures
to rhyme with the printed out
pictures on the right two
boxes. Once they are done
drawing they must write with a
pencil what their picture is
below it. They can use their
sounding out techniques to
help them sound out the
words. Once finished, they
must raise their hand and
then begin independent
reading.

As students draw their

UH COE Lesson Plan Template (Differentiated Instruction)
pictures the teacher will walk
around and ask questions:
- “ What is your picture
and how does it
rhyme?”
- “What would be
another good
rhyme?”
- “What wouldn’t be a
good rhyme and
why?”
Once 10 minutes has
passed, the TW pick up
everyone’s work and
move on to the next
lesson.

Plans for Differentiated Instruction/Accomodations

The teacher could differentiate the lesson by having the student receive proper
assistance from the special education teacher during the class work and
Special Education
stations. For these special education students, visuals to match the rhyming
Students
words could help make better connections. Depending on the type of materials,
the teacher should make sure they are appropriate for them to use.
Providing clear pictures with labels and visuals displaying the important
vocabulary helps ELLs make the proper connections with the words they are
English Language Learners
hearing. The ELL aid could assist as well, but the teacher could clearly make the
appropriate sounds the letters a=make within the words being used.
Some accommodations the teacher can do for those students who need more
challenge, the teacher could have them draw an additional picture that matches
Gifted and Talented
their rhyming pattern at their group. They could even draw a picture that does
not match the rhyming group and explain why.
Other:

Potential Challenges/Plan B
If the smart board is not working, the teacher could have the station four do a separate activity. The students could
have a four square paper and each student draw or write examples of their own rhymes they can think of. They can
draw pictures that go along with their choices as well. The students must collaborate and explain to one another
why they chose their rhymes.

Assessment
The teacher will informally assess the students by seeing how well they do in the closure portion of the
lesson. For the post assessment, the teacher will bring back the pre assessment from ESGI and see how
well they also progressed. Depending on which students still need more practice with rhyming words, the
teacher can either reteach it whole group with an activity or small group.

Notes and Credits

Rhyming game for Smart board: https://pbskids.org/wordworld/characters/game_frm.html
UH COE Lesson Plan Template (Differentiated Instruction)