SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

DETAILS
Lindsey Lash
Rhyming
Kindergarten
September 18, 2014
PA Core Standards CC.1: PA Core: English Language
Arts
Standard Area CC.1.1: Foundational Skills: Students
gain a working knowledge of concepts of print,
alphabetic principle, and other basic conventions.
o Grade Level CC.1.1.K: GRADE K
CC.1.1.K.C: Demonstrate understanding
of spoken words, syllables, and sounds
(phonemes).
- Recognize and produce rhyming words.
PA Keys
Standard 1.3: Reading, Analyzing and Interpreting
Literature
1.3.4 Literary Devices
o Recognize rhyming patterns and alliterations
when text is read aloud
Standard 1.5: Quality of Writing
1.5.6 Convention
o Use a variety of writing tools and surfaces
o Demonstrate conventional penmanship
o Use correct spacing with scaffolding
Standard 1.6: Speaking and Listening
1.6.1 Listening Skills
o Initiate and respond appropriately to
conversations and discussions
o Follow three-step directions

Formative
AND/OR
Summative
Assessment
Evidence

Objective
A-B-C-D

Formative assessment evidence will be shown

throughout the lesson by guided questions to the
students as well as continuous informal observation by
the teacher.
Summative assessment evidence will be
documented by grading students reinforcement sheets
that will be given at the end of the lesson.

Students will be able to:

Recognize rhyming words when text is read aloud as a

CK

Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

group.
Use a dry-erase crayon to write on their Rhyming paper.
Identify 3 out of 4 word pairs that rhyme by drawing a
line to connect the pictures.
Participate actively during the anticipatory set
discussion.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge/Hook/Lead-In/Anticipatory
Set
Teacher will have students quietly clean up the toys they
are playing with from free play at the beginning of the
day, and then find a piece of tape in the circle.
Once all students are in the circle, teacher will tell the
class that she/he needs their help, and that every friend
needs to have their listening ears on.
Teacher will then bring out the visual aide for the
nursery rhyme, Hey, Diddle Diddle, and will ask the
friends to listen to his/her words to see if they hear
anything special about the words.
After the teacher reads the nursery rhyme, she/he will
use guided questions to have students discover that
there are many words that sound alike, and those types
of words are called rhymes.
NOTE: Teacher will then place the definition of a
rhyme on the board.
Explicit
Big Idea Statement
Instructions
Literature consists of a variety of elements to convey
Big Ideas
meaning.
Essential Questions
Essential
How do I identify literary elements and devices?
Questions
Key Vocabulary
Rhyme
Lesson Procedure Pre-Assessment of Students
Must include
Pre-assessment of students will take place during the
adaptations &
introduction and anticipatory set.
accommodations
for students with
Modeling of the Concept
special needs
The modeling of the concept will take place while the
students are in the circle, right after they discover the
Accommodations,
definition of a rhyme.
Modifications
Teacher will explain to each student that she/he will
receive their own activity bag for the day, and they are
to keep the bag shut until the teacher gives further
instructions after all friends are back to their desks.
Transition
Have students move back to their desks by walking as if

CK

they are on the moon.

Guiding the Practice
Teacher will first ask all students to take out their
colorful sheet of paper and to have the red and yellow
side showing for right now.
NOTE: Teacher will be completing this on the Elmo
to demonstrate to students what is to be done.
Teacher will then ask all students to find the envelope
with the red dot and to take it out of their special bag.
Once every student has found the envelope with the red
dot, students will be instructed to take out their three
rhyming words and set them on their desk in front of
them.
Teacher will explain to students to use the pictures and
words to sound out the word shown. Then teacher will
explain to students that they are to match the words the
rhyme with the words on their colorful sheet.
Teacher will continue to explain to students that once
they feel they have discovered which word does not
have a pair to take their dry-erase crayon out of their
bag and to trace the letters on their colorful sheet to
spell the rhyming word.
After students have completed both of the rhyming pairs
on the red and yellow side of their paper, teacher will
instruct students to place a hand on their head.
Teacher will then go over the answers with the
class by using the Elmo to complete the red and
yellow side.
First teacher will have students raise their hands to give
their answer for the first rhyming word. Once teacher
receives one answer he/she will prompt the other
students to see if anyone else has a different answer.
Teacher will then ask students to turn over their raindrop
to see if it has a color dot on it.
Teacher will then explain to students that if the dot on
the back of their raindrop matches the color of where
he/she placed their raindrop then they are correct.
Providing the Independent Practice
After teacher has gone over the red and yellow side of
the paper with students, she/he will explain to students
to then turn their paper over, and to find and take the
envelope with the green dot out of their bag.
Teacher will then give students time to complete this
side independently before going over it as a class.
Adaptations/Accommodations for Students with Special
Needs

Materials
(reading,
technology,
equipment,
supplies, etc.)

For students with fine motor delays, or students

struggling to trace the letters on their Color Rhyme
Sheet, teacher will use the hand-over-hand method for
students to trace the letters properly.

Hey, Diddle, Diddle Flip Chart Nursery Rhyme

Rhyme and Definition Visual Aide
Activity Bag x 8
o Color Rhyme Sheet
o Red Envelope with 3 pictures
o Blue Envelope with 3 pictures
o Dry Erase Crayon
Rhyming Worksheet (www.kidslearningstation.com)

Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

Summary & Review of the Learning

Teacher will go over the correct answers with the class a
whole for the green and blue side of their colored paper.
Once all students have self-corrected their work, teacher
will then ask the class what it means when two words
rhyme.
Teacher will then go around the room asking students
words that rhyme. Example: Cat/Bat or Cat/Pan
Homework/Assignments
If time permits, students will be given a reinforcement
sheet to complete in class. If there is not enough time,
this sheet will be for homework.