LESSON PLAN

Name: Christina Wathen

WGU Task Objective Number: EIT4 Task 2
GENERAL INFORMATION
Lesson Title & Subject(s): Rhyme Time: English/Language Arts
Topic or Unit of Study: READING: Word Recognition, Fluency, and Vocabulary
Development
Grade/Level: Kindergarten
Instructional Setting: The lesson will start as a whole group activity with students at
their desks facing the teacher and the students will be placed in cooperative learning
groups of 3-4 students for independent practice.
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s): Write or draw
rhyming words in response to an oral prompt (Taskstream, n,d,)
To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to
Browse Standards (Standards Wizard). Select your state. Select standard(s).

Lesson Goals: Students will learn to write a poem using rhyming words.
(A statement describing the overall purpose of the lesson; what the students are expected to know or
do at the end of the lesson)

Lesson Objective(s): After reviewing some poetry as a class students will work in
cooperative learning groups to write their own piece of poetry, each student will write or draw
two lines in the poem.
(Your objective(s) should align with the knowledge and skills taught as well as with the assessment
chosen for this task. All learning objectives must include a Specific Behavior, Condition, and
Measurable Criteria)

MATERIALS AND RESOURCES

Printouts of poems found at Read, Write, Think (Read, Write, Think , n,d,)(1) to inspire
class poems, paper, markers, and crayons
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note
templates)

Resources: Read, Write, Think (Read, Write, Think , n,d,)(2)

Supplementary information and/or places where you found information for the lesson

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and

indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson: Students will
need to understand: Students will need to have phonemic awareness of words
and build onto this knowledge in order to recognize and verbalize rhyming words.
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)

2. Presentation of New Information or Modeling: 1) The teacher will play the You
Tube video The Berenstain Bears go to School (PBS, n,d,)(12 minutes) 2)The
teacher will read a poem from The Berenstain Bears go to School found on the
Read, Write, Think website (Read, Write, Think , n,d,) after passing out copies to
students and then ask student what they thought about the poem and if they
found any rhyming words, if students have a hard time finding rhyming words the
teacher will pull out some rhyming words to model the process for the students
(10 minutes).
(e.g., term definitions, concepts, processes and/or approaches)

3. Guided Practice: The class will create a class poem using the poem that was
read for inspiration. The teacher will ask for students to come up with rhyming
word to describe their school and write the words on a whiteboard with
illustrations. The class will create a list of words placing rhyming words at the end
of each list of 3 to 4 words that describe school. The teacher will ask the students
if they understand how to order the words so that there is a rhyming word at the
end of each line (20 minutes)
Possible student questions:
What if I cant think of a rhyming word for the end of a sentence?
A: Start by thinking about a pair of words that do rhyme to put at the end of each
sentence and put your other words at the beginning of your sentences.
Why are the words all jumbled together in this poem?
A: This piece of poetry is trying to convey it message using adjectives (describing
words) to convey its message.
(e.g., teacher directed, scaffolding, check for student understanding including any questions to
ask or anticipate from students)

4. Independent Student Practice: Students will be placed in cooperative learning

groups of 3-4 students. Each group will be instructed they will make their own
poems about their school. Students will be instructed to write or draw two lines in
the poem. The teacher will observe each group to check for student
understanding and help write and/or draw lines in their poem as needed. (15
minutes)
How long should our poem be?
A: I want each student to write at least 2 line so that I know you understand how
to write poetry using rhymes.

I cant think of any words that rhyme.

A: The teacher will point out objects in the classroom or school that rhyme using
hints. (Every day my students come in and sit on what? As I drink from my
favorite what? To guide students to rug/mug)
(e.g., teacher monitored, check for student understanding including any questions to ask or
anticipate from students)

5. Culminating or Closing Procedure/Activity/Event: The teacher will compile of

the groups poems to make a class book. The teacher will read the book as the
class discusses the rhyming words each group used to make their poems. The
teacher will phonically sound out each set of rhyming words as they read the
poem book. (15 minutes)
(e.g., review terms, concepts, and/or learning process; establish connections to the next
lesson; check for student understanding including any questions to ask or anticipate from
students)

Pedagogical Strategy (or Strategies): Teacher Modeling, chunking and questioning

out loud, read out loud, and cooperative learning.
(e.g., direct instruction, cooperative learning groups, partner work)

Differentiated Instruction: Preview rhyming words with ELL and learning disabled
students. Allow ELL students to make rhyming words using their first language. Use
visuals for ELL and physically disabled students. Let gifted/accelerated learners write
multiple lines for the poem.
Describe accommodations for such groups as English Language Learners, hearing impaired, learning
disabled, physically disabled, and/or gifted/accelerated learners.

Student Assessment/Rubrics: Each student will write at least 2 lines of the group
poem so that the teacher will know that they met the objective. The assessment will be
informal and formative.
Describe how you will know if students have met the objective(s) for this lesson (include pre- and
post-assessment plansformal and/or informal, summative and/or formative, etc.).

References
PBS. (n,d,). The Berenstain Bears Go To School. Retrieved November 6, 2014, from You Tube:
https://search.yahoo.com/search?p=%E2%80%9CThe+Berenstain+Bears+go+to+School
%E2%80%9D&ei=UTF8&fr=w3i&type=W3i_DS,202,0_0,Search,20140938,20034,0,31,0
Read, Write, Think . (n,d,). A Bear of a Poem: Composing and Performing Found
Poetry:Resorces. Retrieved November 4, 2014, from Read, Write, Think :
http://www.readwritethink.org/classroom-resources/lesson-plans/bear-poem-composingperforming-835.html?tab=3#tabs
Taskstream. (n,d,). Standards: Region: IN- Indiana Academic Standards . Retrieved November 3,
2014, from Taskstream: https://www.taskstream.com/Main/main_frame.asp