ITIP lesson plan 2 Kelsey Svrcina Rhyming Word Pairs I. Standards: R.WS.01.

07 use strategies to identify unknown words and construct meaning by using initial letters/sounds (phonics), patterns of language (syntactic), picture clues (semantic), and applying context clues to select between alternative meanings. R.WS.02.08 use previously learned and new strategies to identify unknown words and construct meaning by re-reading a sentence or paragraph when meaning is unclear, using context as a basis for predicting meaning of unfamiliar words, sub-vocalization, and/or sounding out unknown words.! II. Objective/Benchmark: After reviewing rhyming pairs by playing the rhyming bag game and rhyming twister, students will be able to correctly write a word that rhymes with either hat, tree, or stop. III. Anticipatory set: A. To activate background knowledge, start by asking students: What are two words that rhyme? B. Tell students we will be learning more about rhyming today and also playing a game called Rhyming Twister! C. Show http://www.youtube.com/watch?v=9GpPJrUlEwo clip on rhyming. IV. Input: A. Task Analysis I. Introduction A. Tell students how excited you are to work on rhyming. Explain that we will be doing an activity where we pull objects out of a bag, then doing some rhyming writing and then we will get to play Rhyming Twister! II. Rhyming bag game A. Ask students to sit in circle on carpet. B. Ask students to come up one by one and pull out an object out of the bag. The first student will pull two objects and determine if they rhyme. C. With each new object pulled out of the bag students will compare with the other objects to determine if they rhyme. When a rhyming pair is identified, they will be put aside together.

D. Assessment: 1. Are the students correctly identifying two objects that rhyme? Let each student answer individually when have a turn to draw from the bag. If they are stumped call on students from audience. IV. Rhyming Twister A. Ask students if they have ever played? B. Explain the rules of the game? 1. When I spin the spinner I will call out either right arm, right leg, left arm, left leg, and a word that rhymes with one of the colors (blue, yellow, green, red) and the students will have to put the correct body part on the corresponding color. 2. For example, Left arm, mean would mean left arm green. C. When the spinner lands on a word students have to find a word on the twister matt that rhymes with it and put either their right or left leg or hand on it. D. Assessment : 1. Are students moving to the correct space on the twister matt? III. Writing activity A. Pass out whiteboards. B. Write out the word, Hat on my own whiteboard. C. Instruct students to write a word that rhymes with hat. D. Repeat process with top and sit. E. Assessment: Were students able to produce a word that rhymes?

IV. Closure A. Thank each student for hard work. B. Assessment: 1. Who can tell me two words that rhyme? B. Bloom!s Taxonomy Knowledge- Students need to know what rhyming is. Comprehension- Students need to be able to understand the concept of rhyming because they will be required to generate a word of their own that rhymes with a given word. Application- Students will take what they know about rhyming and apply it to put the corresponding body part on the correct place on the twister matt. C. Learning styles and accommodations: 1. Extensions- The rhyming word bag activity could be adapted for higher level students by simply writing the names of objects instead of bringing in actual objects. It could be made into a card game. The reason I chose to

bring actual objects is because my students still struggle with reading simple sight words and it would be difficult for them to read two words and determine if they rhyme. 2. Accommodations- There is material presented with a visual aid: the youtube clip. For the rhyming bag game, students get to use kinesthetic skills to pull out objects from the bag as well as auditory by saying what the objects are. For the writing activity, I used visual cues by writing the word first on my own whiteboard. D. Differentiated Instruction and Strategies- I used a variety of strategies for this lesson. Since students are working on developing phonemic awareness through rhyming, speaking slowly and annunciating each word is a good strategy. E. Method and Materials: -Two twister board games -Bag of Rhyming Objects: Cat & Hat Shoe & 2 Key & Tree Rat & Bat Pen & Ten Sock & Rock -Whiteboards and dry erase markers V. Modeling I will model for students for the rhyming bag game by pulling out two objects and determining if they rhyme. Then I will model for students how to play rhyming twister by having another teacher spin the spinner and me putting the body part on the correct color on the matt. VI. Checking for Understanding: Throughout the lesson I will be asking questions and watching to see if students are paying attention or just looking at peers for answers. Most of this lesson will be whole group so it will be difficult to know if students are just going along with their peers! answers or really understanding it themselves. However, the rhyming bag game gives each student an opportunity to answer for themselves whether or not the objects rhyme. VII. Guided Practice The rhyming bag game serves as guided practice because students will be determining if the objects rhyme as a group but I will be guiding answers if they get it incorrect.

VIII. Independent Practice: Students will do independent practice when they are required to produce a word that rhymes when given a word on the whiteboard. IX. Closure A. Thank students for listening and learning. B. Tell students they need to say two words that rhyme before they go back to their seats. X. Assessment: C. Assessment: Rhyming Bag game 1. Are the students correctly identifying two objects that rhyme? A. Assessment : Rhyming Twister 1. Are students moving to the correct space on the twister matt? A. Assessment: Were students able to produce a word that rhymes? B. Assessment: Closure 1. Who can tell me two words that rhyme? XI. Reflection Did not go exactly how I planned. The activities were a little difficult for the students because they are still struggling with rhyming. I guess I was a little discouraged that they struggled with the rhyming bag, but all it means is that this instruction was even more necessary than I originally thought! I think the students liked doing the hands on activities but the whiteboards were a little too much. Also, as my coordinator pointed out, I focused on phonemic awareness for the majority of the lesson and then jumped right into phonics. My instruction was not intense enough for the phonics component. Overall, I think it went well but the students could have benefitted from more direct instruction.

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