Lesson Plan 1-2

SJC LESSON PLAN FORMAT
NAME OF STUDENT:Tatyana Fuentes SCHOOL: N/A CHILD STUDY COURSE:CS 301E-S02
DATE OF LESSON:November 16, 2020 COOPERATING TEACHER:N/A GRADE: First Grade
GROUP SIZE: 25 students SPECIFIC LESSON:Phonetic Awareness CURRICULUM AREA:
English
Central Focus- Identify rhyming words.
Learning Objective- Students will be able to identify rhyming words in the book, Sheep in the Jeep and
write down three corresponding rhyming words related to the book being read to them.
NYS Common Core Learning Standard(s)
RF.1.2 Phonological Awareness- Students will be engaging with rhyming patterns.
RF.1.4- Fluency: the students will be shared reading with the teacher
RF.1.3- Phonics and word recognition- Students will be assessing on how to create the correct rhyming
pairs.
Rationale: The first grade unit of study includes understanding rhyming words and will be able to use
the information gained to complete rhyming patterns and learn how certain onset words rhyme. The
shared reading will also provide students with learning how to read a book fluently with rhyming words.
In the past, students know that rhyming words need to sound familiar. Presently, they know that rhyming
words can be found in a book, which provides another source of rhyming. In the future, students will be
able to create their own rhyming words by changing the word's onset to make it sound similar.
Materials
1. Book: Shaw, N. (1986). Sheep in a Jeep: By Nancy Shaw. Boston: MacMillan.

2. Song for the students to rhyme and dance: Jack Hartmann Kids Music Channel. (2017,
December 15). Exercise, Rhyme and Freeze | Rhyming Words for Kids | Exercise Song | Jack
Hartmann. YouTube. https://www.youtube.com/watch?v=cSPmGPIyykU
3. Dry white board
4. Dry erase markers
5. 25 copies of a rhyming worksheet for re-engagement : Education.com. (2019, June 14).
Cut-and-Paste Rhymes: Worksheet. Retrieved November 17, 2020, from
https://www.education.com/worksheet/article/rhyme-time1/
6. Smartboard
7. Scissors for re-engagement
8. Glue sticks for re-engagement
9. Easel with three rhyming words found in the book, Sheep in the Jeep.
Development/Procedures
Introduction/Motivation: Display the book to the class, read the book's title, Sheep in a Jeep,
and introduce the author and illustrator. Ask the students, What are rhyming words?, What kind
of rhyming words will you hear in the book based on the title?, Why do you think the sheep is
driving the jeep? Once they hear each question, they will "Turn and Talk" to their neighbors to
share each other's predictions.
Instructional Strategies:
1. Gather students to sit on the carpet

2. Introduce the book and ask the students to make predictions about what will happen in
the story.
3. After going over the predictions, explain to the students that they will be shared reading
together. Today we are going to read, Sheep in the Jeep together as a class. Now put your
listening ears on and pay attention to when I stop after reading each page. Rhyming
words are filled on every page of the book. I'm going to stop after every page and ask if
you all heard a rhyming pair. I want you to give me a thumbs up if there is a rhyming
word that you hear, so I know to write it down on my board.
4. Connect the story to the students by asking them questions like, Do the words sheep and
jeep rhyme? And Do the words sheep and dog rhyme?
5. Once they answer the connecting questions, shared reading will be done with the class.
While reading, pause, and check if the students' thumbs are raised to indicate they found
a rhyming pair. Good job, class! The words grunt and front rhyme. I'm going to write that
pair down on the board to use for later. I'm so proud of you guys; yes, the words deer and
cheer do rhyme. Yelp and help is another rhyming pair excellent!
6. Once the book is finished, open the link on youtube, so students can get up and get their
physical activity.
7. While the students are dancing and rhyming along with the video, the teacher will write
down the three rhyming pairs of words on the board that the students found in the book.
8. The kids will watch the video; they will say the rhyming words and dance along.
9. Once the video is done playing, the students will walk to their desks and take out their
whiteboards and markers.
10. The students will look at the board and develop three corresponding rhyming words that
go with the words on the board. Today, we are going to use only three rhyming words we
found in the book to make a new rhyming list that goes together with the words we found.
We will start with the words deer and cheer; everyone, write down on your boards
another word that rhymes with deer and cheer. Times up! Hold up your boards so that I
can check if everyone wrote a correct rhyming word. The teacher will do this two more
times with the words grunt/front and yelp/help.
11. Once the students have created three more rhyming words to the pairs that we found in
the book, they have concluded their activity.
Academic Language: Rhyming, On-set words, Patterns, Jeep, Sheep, Grunt, Yelp, Help, Cheer, Deer,
and Front.
Differentiation: If one of the students has a visual impairment with distance, they will always be placed
in front of the smartboard to make sure they can see all the details that I will be providing for this lesson.
If one of the students has Autism, They will be handed six big index cards to match the three rhyming
sets of words we found in the book. For example, Grunt/Front, Deer/Cheer, and Yelp/Help will all be
written on the index card, and the student will match them to their rhyming pair rather than writing it on
the whiteboard.
Technology Component: For this lesson, I will provide my students with the smartboard to watch, a
singalong, and dance to the exercise rhyming video.
Closure: The lesson will end by having the teacher go around the room and asking the students to give
their favorite pair of rhyming words. The students will have their time to shine and share a rhyming pair.
Once each student gives a pair of rhyming words, the rest of the class will clap to show how great they
responded. By providing positive reinforcement in the class, students can feel confident in their answers.
Assessment:
Informal- While the students are writing rhyming words on the whiteboard, the teacher will make sure
they are writing the correct rhyming pattern. If the students put down a non-rhyming word, the teacher
will point it out positively and provide feedback on fixing it.
Formal- For a ticket way out of the lesson, the teacher will individually go to the students and ask them
to give a rhyming pair they found and remembered in the book they read. Since the students are in first
grade, providing oral questions to each student to receive a complete lesson is the best way for the
formal assessment.
Re-engagement: If the students are still having trouble with the concept of rhyming, I will provide
another activity to activate their schemata. The activity allows the student to cut and paste rhyming
words with pictures to visualize how rhyming words look. The worksheet has four different words, and
on the bottom are the corresponding rhyming words for the students to cut and paste to the top.
Revised 2/2014
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SJC LESSON PLAN FORMAT

NAME OF STUDENT:Tatyana Fuentes SCHOOL: N/A CHILD STUDY COURSE:CS 301E-S02

DATE OF LESSON:November 16, 2020 COOPERATING TEACHER:N/A GRADE: First Grade

GROUP SIZE: 25 students SPECIFIC LESSON:Phonetic Awareness CURRICULUM AREA:

Central Focus- Identify rhyming words.

NYS Common Core Learning Standard(s)

RF.1.2 Phonological Awareness- Students will be engaging with rhyming patterns.

1. Book: Shaw, N. (1986). Sheep in a Jeep: By Nancy Shaw. Boston: MacMillan.

1. Gather students to sit on the carpet

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