Humpty Dumpty

KUTZTOWN UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT
Teacher Candidate:
Tricia Lattanzio
Date: September 15, 2015
Cooperating Teacher: Mrs. Solinger
Coop. Initials
Group Size:
Grade Level Kindergarten
Small Allotted Time 20 mins
Subject or Topic:
Rhyming Humpty Dumpty Section
STANDARD:
1.6.K.A: Listen and respond appropriately to others in small and large group situations.
1.6.K.B: Speak clearly enough to be understood by all audiences using appropriate
volume. Share stories, familiar experiences and interests, employing gestures where
appropriate.
CC.1.1.K.C: Demonstrate understanding of spoken words, syllables, and sounds
(phonemes). Recognize and produce rhyming words.
I.
Performance Objectives (Learning Outcomes): Students will be able to identify

rhyming words in nursery rhymes by using felt characters to retell Humpty
Dumpty.
II.
Instructional Materials
Humpty Dumpty felt character
Felt board
Humpty Dumpty YouTube video
Big Book of Rhymes
III.
Subject Matter/Content (prerequisite skills, key vocabulary, big idea)

A. Prerequisite Skills
a. Basic knowledge of rhyming
B. Key Vocabulary
a. Rhyme: words with similar ending sounds
C. Big Idea
a. Students will receive an introduction to chronological order by
putting Humpty Dumpty and continue learning rhyming words
through nursery rhymes
IV.
Implementation
A. Introduction
a. Teacher will ask students to come to the carpet
b. Teacher will ask students what they know about rhyming words
c. Teacher will remind the students what rhyming words are

d. Teacher will read Humpty Dumpty to the class out loud from the
Big Book of Rhymes
e. Teacher will put the students in groups of 4 or 5 and start
stations. In each station, the students will be doing an activity.
Station 1: Snack
Station 2: Carpet with Ms. L
Station 3: Students will continue using rhyming
words by using the rhyming bags
Station 4: Students will be doing a button sorting
activity
B. Development
a. When students come to the carpet, the teacher will play the
Humpty Dumpty YouTube video
b. Teacher will say the rhyme Humpty Dumpty to the students
along with the video and encourage them to say it along
c. Teacher will model a retell of Humpty Dumpty using the felt
characters and the felt board
d. Teacher will encourage students to sing along during retell
e. Teacher will pick out words in the rhyme and ask students if they
rhyme
f. Students will do their rhyming movements for each set of
rhyming words
Wall/fall
Men/again
Humpty/Dumpty
g. Teacher will mix up the felt characters and ask students to try to
retell the rhyme all together and put the characters in the right
order
C. Closure
a. Before students move to a new station, teacher will give the
students a set of rhyming words and they will have to determine
whether it rhymes or doesnt rhyme by putting a thumbs up if it
rhymes and a thumbs down if it doesnt rhyme.
D. Accommodations/Differentiation
a. Specific
o Students one can sit near the teacher on the rug for
hearing loss.
o Students two and three will have an available
paraprofessional for extra assistance if needed
o Students two and three will be prompted to remain on
task
o Students two and three will receive praise and

reinforcement
b. General
o Teacher will give students more examples if theyre
having trouble coming up with rhyming words.
o Students will be given a reminder about their clip being
moved if directions are not being followed.
E. Assessment/Evaluation Plan
a. Formative
o Teacher will take a mental note of the students that can
or cannot create rhyming words
b. Summative
o There is no summative assessment for this lesson
F. Reflective Response
a. Personal Reflection
o How could I have improved my lesson?
I think that one thing I couldve improved during
this lesson was having them do an actual paper
where they could touch the words as we were
reciting the poem. I really liked that the students
had the opportunity to use their hands and take
turns, but I think that when it wasnt the students
turn to actually retell the story, they were just
sitting there.
o How engaged were the students?
The students were really engaged when it was
their turn to retell the story, but when it wasnt
their turn, they seemed almost bored. I tried to
keep the students engaged when others were
retelling the story; they were saying Humpty
Dumpty out loud. By the time the last student was
retelling the story, the students seemed reluctant
to say it again.
o How clear was my delivery of content?
After the second day of nursery rhymes, the
students are starting to understand the concept of
rhyming. While listening to the nursery rhyme,
the students are listening for the rhyming words. I
made sure that I put emphasis on rhyming words
sounding the same at the end. After only repeating
Humpty Dumpty for the second time, students
were volunteering to point out the rhyming words
in the poem.
G. Resources
a. Theories
o Gradual Release Scaffolded Instruction
Teacher-Centered I do
a. Teacher models and gives instruction
Whole class instruction We do
a. Interactive instruction and works with
students
Independent Practice You do
a. Students work on their own to determine a
level of understanding
o Behaviorism
A learner starts off with a clean slate and behavior
is shaped by positive and negative reinforcement
Reinforcement increases the possibility of an
event happening again
Punishment decreases the possibility of an event
happening again
Teachers break down the task into smaller steps

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KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

Date: September 15, 2015

Cooperating Teacher: Mrs. Solinger

Grade Level Kindergarten

Small Allotted Time 20 mins

Rhyming Humpty Dumpty Section

Performance Objectives (Learning Outcomes): Students will be able to identify

Subject Matter/Content (prerequisite skills, key vocabulary, big idea)

c. Teacher will remind the students what rhyming words are

o Students two and three will receive praise and

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