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Despite their endless differences, effective lessons share the same, well known core structure.

Though terms may differ, the essential parts of a good lesson include a clear learning objective with some effort to provide background knowledge or create interest in the topic, teaching and modeling, guided practice, checks for understanding/formative assessment, and independent practice/assessment. (Excerpt from ASCD Focus by Mike Schmoker)

Dawson Education Co-Op Common Core English Language Arts Mapping Project Grade: K Unit: 1-A Colorful Time with Rhythm and Rhyme by Tyger Sims, Kimberly Johnston, Angela Weaver and Kara Jones at ArchFord Coop Overview: In this series of three lessons, students will learn about rhyming words and the differences in the CAPS of a storybook and a poem. Students will also explore the habitat of animals and the winter hibernation habits of a bear. A. Topic: Listening for, identifying, and producing rhythm and rhyme within literature B. Objectives: ! The student will develop phonological awareness by identifying through a common sign (e.g. thumbs up, thumbs down) rhyming words in literature. ! The student will develop phonological awareness by producing rhyming words through reciting and drawing. ! The student will recognize the differences between a storybook and a poem through independent sorting work in centers. Focus Standards RF.K.2(a) Recognize and produce rhyming words RL.K.5 Recognize common types of text (e.g. storybooks and poems)

C. Instructional Resources: Brown Bear, Brown Bear by Bill Martin, Jr. Polar Bear, Polar Bear, by Bill Martin, Jr.

Five Little Bears www.nanascorner.com Teddy Bear, Teddy Bear www.youtube.com/watch?v=kZnzMIwe_gE Scare a Bear, by Kathy-Jo Wargin Time for Sleeping and Big Brown Bear http://www.edu.pe.ca/mtstewart/Grade1/Poems.htm D. Procedures: Day 1 1. Set: Practice responding with thumbs up and thumbs down. Ask simple questions such as Did you ride the bus to school today? and Do you have a pet at home? 2. Teach: Tell students that some words have chunks of sounds that are alike. We say these words rhyme. Give examples of pairs of rhyming words and pairs of words that do not rhyme. Introduce the text Brown Bear, Brown Bear and have the students actively listen for rhyming words in the story. 3. Closure: Reread the story Brown Bear, Brown Bear. Model showing a thumbs up or thumbs down for words that rhyme in the book. Throughout the book, give students pairs of words that rhyme or do not rhyme and have the students respond with a thumbs up or thumbs down. 5. Differentiation: Brainstorm new words that rhyme with a given word. Repeat sets of rhyming words. 6. Connections: Science: Sort the animals from the book with their habitat.

Day 2 1. Set: Teacher will show the You Tube video Teddy Bear, Teddy Bear. Have the students listen for rhyming words. 2. Teach: Introduce the poem Teddy Bear, Teddy Bear. Show the students the format of the poem. Talk about the placement of lines, verses, and title. Show the book Brown Bear, Brown Bear. How do the two look different? Discuss. Read the poem and have the students thumbs up or thumbs down to note rhyming words. 3. Closure: Have the students answer the following questions while showing the poem and the book. Where is the title of Brown Bear, Brown Bear? Where is the title of Teddy Bear, Teddy Bear? Look at the CAPS for the storybook and for the poem. 4. Assessment: Reread Teddy Bear, Teddy Bear. Have students clap when they hear a rhyming word.

5. Differentiation: Have the students sing the song Teddy Bear, Teddy Bear. 6. Connection: Science: Read the poem Time for Sleeping. Have the students listen for rhyming words. Discuss the winter habits of a bear. Day 3 1. Set: Teacher gives a word and directs students to buzz with a partner. The students will buzz rhyming words for the teacher given word. 2. Teach: Introduce Scare a Bear. Instruct students to identify rhyming words in the book and to identify CAPS in the book. Have the students compare and contrast the CAPS from Scare a Bear to Teddy Bear, Teddy Bear and Brown Bear, Brown Bear. 3. Closure: Have students discuss with a partner and decide if Scare a Bear is more similar to Brown Bear or to Teddy Bear, Teddy Bear. 4. Assessment: Have students share their decision from their buddy discussion. 5. Differentiation: Match picture cards of things that rhyme. 6. Connections: Read the poem Big Brown Bear. Have the students act out the bears actions. Tell about hibernation.

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