Victoria Schwandt

EDU 3210
Dr. Miller
11/5/2013
Lesson Plan Final Draft
Phonological Awareness: Rhyming with Sheep in a Jeep

CONTENT
Grade: Kindergarten
Standards
Foundational Skills: Phonological Awareness
2. Demonstrate understanding of spoken words syllables and sounds (phonemes)
RF.K.2. a. Recognize and produce rhyming words.
Enduring Understandings and Essential Questions
The students will walk away with an introduction to rhyming sounds from reading the story
Sheep in a Jeep by Nancy Shaw.
Students will understand that many words that rhyme also contain the same endings (rimes).
Materials
Sheep in a Jeep by Nancy Shaw
Chart paper
Markers
Card with eep and eap rimes
Yellow and pink sentence strips or cards
Pocket chart
Additional Sheep series books by Nancy Shaw for differentiated instruction
Objectives
Given a piece of age appropriate literature, students will be able to recognize rhyming words
that end in -eep and -eap. In order to pass this objective, students will correctly identify and
create words with eep and eap by placing them correctly on a t-chart.
INSTRUCTIONAL DESIGN
Anticipatory Set:
When students gather at the carpet for reading time, we will begin by singing a familiar nursery
rhyme song such as Twinkle, Twinkle Litter Star or Itsy Bitsy Spider. This will activate
interest and be a predecessor for the rhyming lesson that will come next.
1. Before reading the book Sheep in a Jeep by Nancy Shaw, I will go on a picture walk through
the text with the students. We will examine the cover of the book and students will note certain
items or objects in the illustrations such as roads, grass, jeeps, sheep, etc.
2. I will read through the book without interruption, unless students begin to point out details in
the story.
3. After reading the story for the first time, I will ask students, What were the sheep in? Students
will reply In a jeep! If students do not respond this way, I will redirect them to the
illustrations or to a partner next to them.
4. I will then ask the students, What makes the words sheep and jeep special?
5. As a class we will have a discussion about the words sheep and jeep.
6. I will redirect conversation so that students understand that the two words sound the same,
which produce a rhyme.
7. To draw a parallel between words like jeep and sheep, we will brainstorm words that sound the
same as rhyme. Examples would be time, chime, lime etc. These words will be used in a future
lesson for rhyming words with different endings, but this is just to activate understanding of
words that sound that same.
8. On a piece of chart paper labeled Words that Rhyme, I will write the words sheep and jeep. I
will be sure to say the words as I am writing them, as well as say the individual letters as I write
the words. For example, Sheep. S-H-E-E-P. Sheep. This will plant the seed in students'
minds as to how the words are spelled, and what letters are similar.
9. With that in mind, we will read through the story Sheep in a Jeep again. I will ask students
before we read to take note of other words that rhyme. Students will know ahead of time that
they will be expected to share their findings at the end of the story.
Instructional Input
1. After finishing reading the story for the second time, we will come together as a class and
brainstorm words from Sheep in a Jeep that rhyme. As students share their findings, I will write
the words on chart paper separating in two columns (T-chart) words that end in -eep and words
that end in -eap. If possible, I will try to draw an illustration to accompany each word.
2. On the chart paper, I will use different colored markers for both the -eep and -eap rimes. At the
end of each word, I will draw a box around the different word endings. I will explain to students
this is a way to identify words that rhyme. I will do this for all of the words that we have
brainstormed together.
Instructional Modeling
1. After teaching the concept using the chart paper activity, I will proceed to model how words are
constructed using onset sounds and word endings.
2. I will have pre-made cards with onset sounds and word endings written on them. In the pocket
chart hanging up next to the carpet, I will model how to spell the word jeep using the j and
eep cards. The onset of the words will be written on yellow colored paper, and the endings of
the words will be written on pink paper. That way, when I construct a word, students can
identify the two different parts of a word. I will instruct students to pay attention to the pink
parts of the words, because that is the part of the word that makes it rhyme.
3. After I model a few words, I will mix up the cards and create a t-chart on the whiteboard or
Guided Practice
1. With the given onset cards and word ending cards. Students will come to the board one at a
time and attempt to create a word using an onset and a word-ending card.
2. After the student creates a word, I will ask the class to pronounce the word, emphasizing the
onset sound and the word ending sound (I may use a puppet to emphasize these words).
3. I will direct the students to look at the pink part of the word, which is the word ending, and the
students as a group will determine whether or not the word is an -eep or -eap word.
4. We will continue this activity until all of the onsets and endings are used.
Check for Understanding
1. To check for understanding, I will put the word sheep on the pocket chart using the two
different onsets and ending cards. I will then put a word using the same cards from a past or
future lesson such as sh-ape.
2. I will then ask the students, do these two words rhyme. I anticipate that some students will not
be able to read the word shape. Some students will be able to tell right away that the two words
do not rhyme, either by reading the word or by sight. I will then ask the students who answered
my question correctly, to explain to the class how they knew the words did not rhyme.
3. Students should respond by saying the word endings are different (pink cards).
4. If students were having a hard time understanding the concept, I would re-read the story Sheep
in a Jeep once more, stopping when words rhyme and asking students to identify the rhyming
words.
Independent Practice
1. Students will be divided into 5 different groups (depending on the class size). They will be
given their own piece of chart paper and their own set of yellow and pink cards that have onsets
and endings).
2. The chart paper will already have a t-chart drawn on it with the endings -eep and -eap written
on the chart. This step will save time and confusion for the students.
3. Students will be given 20 minutes or so to properly to create rhyming words under the proper
columns of the t-chart. For groups that are struggling to create words, they may raise their hand
and speak their response. Teacher will direct conversation and instruction to help students
construct the word.
4. When the time is up, I will walk around to each group and check that students placed the words
correctly. When they have scored 100% on their group t-chart, they may glue the words to the
chart.
5. While students are waiting for me to work with other groups who may need help, students will
be instructed to draw a picture next to each word if applicable. Students may draw symbols to
remind them of the word. For example, for cheap they may draw a dollar sign: $. The charts
will be displayed around the classroom.
Differentiation of Instruction
I will differentiate the instruction in this class by paying close attention to the starting ability
levels of each individual learner. The reason why I have chosen to add illustrations to the words we are
creating is not only for those students who are visual learners, but the learners who are not yet strong or
confident readers. Although some students of different cognition levels may not be able to read words,
they are able to read word endings by identifying individual letters. Because of this, I have chosen to
incorporate the yellow and pink cards, which show the individual letters. For a student who does not
have the ability to even recognize phonemes or individual letters or words, they may still be able to
identify rhyming words using phonemic awareness. Phonemic awareness does not involve any print,
for these students, they will be able to identify rhyming words solely by listening. By working in
groups for the Independent Practice, they will be placed with other students of differing cognition
levels. That way, students will be able to once again hear the rhyming words and match those words
with the written parts of the words. For those with higher-level cognition abilities, they may be able to
move forward by using Sheep in a Jeep to locate multi-syllabic words with different rimes. Students
may use the books Sheep out to Eat, Sheep on a Ship, and Sheep Take a Hike by Nancy Shaw to search
for additional rhyming words.
I believe that to integrate technology, the technology needs to be appropriate for the lesson.
Because Kindergarteners are just learning to read and write, I believe that it is important that they do
this activity with their own hands and minds without the aid of technology. As the teacher, I could
incorporate technology by utilizing a Smart Board or overhead projector instead of using chart paper,
but I believe that it is more beneficial for students to be able to touch and construct using their own
hands. However, in the closure of my lesson, I will utilize the overhead projector and YouTube to play
a phonics/rhyming song that is really engaging for students as they are cleaning up the classroom. The
video is found at http://www.youtube.com/watch?v=ggcr7hMInVE. In the future, students will be able
to reflect upon this activity and remember constructing the words on their own.
Closure
1. To close the lesson, each group will have the opportunity to share their finished charts in front
of the class.
2. For those students who struggled with this activity, it is also an opportunity for other students to
assist their classmates. This will reinforce the concepts just learned through re-teaching.
3. For those students who were able to locate words in other texts during the Independent Practice,
they will be given a chance to share their findings and how they used the same thinking process
to locate new words.
4. After presentations, teacher will summarize they key points of the lesson, reminding students
how to locate onsets and rimes when looking for words that rhyme.
5. As students are cleaning up, teacher will play a video on phonics found at
http://www.youtube.com/watch?v=ggcr7hMInVE, which features an upbeat song about
rhyming words for children.
6. At the end of the day, students must write one word with the rime eep or eap on an exit card
(post-it note) to place on the Exit Card board before they leave.

ASSESSMENT
Formative Assessment- I will monitor students understanding and learning during the Guided Practice
and Independent Practice activities. I will walk around during the group work assessing students by the
way they are able to collaborate with their group member and monitor their thinking through the way
they communicate their ideas within their groups,
Summative Assessment- In order to ensure that students understood the given objectives; they must
score 100% on their group t-chart during the Independent Practice Activity.

REFLECTION
At the end of this lesson, students will be able to identify rhyming words that end in -eep and -
eap. Through the Anticipatory Set activity, students will activate prior knowledge and become engaged
through the picture walk when introducing the book. Although students are not yet aware they will
be learning about rhyming words, they will be hooked in by the goofy pictures and concepts of
having animals drive cars. My goal for this lesson is not only to teach rhyming words, but also to give
students a chance to develop their own thinking. By asking questions, this encourages higher-order
thinking, rather than simply remembering or memorizing words or sounds. The skills that will be
taught through the Instructional Input and Instructional Modeling will be able to be transferred to other
texts and other word families in the future. This lesson teaches students to identify rhyming words not
only by their sounds, but also by their word endings and how they are spelled. The Instructional
Modeling for this lesson will meld together the previous mentioned concepts so that the students will
be able to successfully practice these skills during their group work in the Independent Practice. At this
step, the students will truly be demonstrating the proficiency of completing the objectives.
I have yet to conduct this lesson with a Kindergarten class so I do not have accurate information
as to what went well and what could have gone better. I do anticipate that it will be difficult to base a
lesson assuming that students have enough prior knowledge revolving around letter recognition. I
believe that this lesson would have to be done later in the year, when I am confident that students are
able to recognize the majority of the letters of the alphabet.
I think it would be a fantastic idea if over the course of the school year, students kept a Words
that Rhyme Book, which would be numerous pages along, each representing the lesson we would or
have done for different word endings. After the end of each lesson, students would copy the t-chart
they created with their classmates on a page in their book and they would keep it in their desks as a tool
of reference. That way, when students begin constructing their own sentences and cannot remember
how to spell a word, the Words that Rhyme Book would serve as a simple dictionary for students.
When writing this lesson, I found it difficult to come up with an idea that was balanced in terms
of meaningfulness and creativity. Because this was one of the first lessons I have written for lower
elementary, I was overly concerned with not making the lesson too complicated, yet not making it seem
too simple. However, I had to keep in mind that the Kindergarten concepts are integral for building a
literacy foundation and that simple is often just as effective.
This lesson plan also proved to be difficult to write because many of the lesson plan elements
such as the Anticipatory Set, Instructional Modeling and Guided Practice are often terms that are using
interchangeable depending upon the teacher or instructor in a classroom. Because of this, I was not
always sure as to where the proper place for my lesson steps would be. When I first began writing this
lesson, I was not aware that I could write a cross-curriculum lesson plan. I would love to try this type of
lesson using high frequency words that are found in the social studies content area, not only because
social studies is my major, but because I believe wholeheartedly in writing and reading across the
curriculum.




BIBLIOGRAPHY
beansnfranktv. (2011, March 10). Phonics (Rhyming Words). YouTube. Retrieved November 5, 2013,
from http://www.youtube.com/watch?v=ggcr7hMInVE

Shaw, N., & Apple, M. (1986). Sheep in a jeep. Boston: Houghton Mifflin.

Shaw, N., & Apple, M. (1989). Sheep on a ship. Boston: Houghton Mifflin.

Shaw, N., & Apple, M. (1992). Sheep out to eat. Boston: Houghton Mifflin.

Shaw, N., & Apple, M. (1994). Sheep take a hike. Boston: Houghton Mifflin.