Download Lori Fischer The Feast – Assignment #4 Lesson Plan

Lori Fischer
The Feast – Assignment #4
Lesson Plan using a Web 2.0 tool
Making Rhyming Word Pairs
Learning Objectives:
Students will learn to recognize pairs of rhyming words.
Students will learn to say pairs of rhyming words.
Common Core Learning Standards:
RF K 2.a.
Recognize and produce rhyming words.
SL K 5
Add drawings or other visual displays to descriptions as desired to provide
additional detail.
Materials Needed:
Projection system or Smart board (if available)
Brain Pop Jr.
Puppet
several pairs of rhyming words (for teacher to use orally)
several pairs of non-rhyming words (for teacher to use orally)
6 sheets of paper with rhyming words written on them (one word per sheet)
6 sheets of paper with words that do not rhyme (one word per sheet)
one sheet of paper per student for wrap up activity
crayons
Anticipatory Set:
Use “Darby the Puppy” puppet to say two rhyming words. Ask the students if anyone can tell
you what is special about those words. Explain to the group that we are going to learn today what
rhyming words are and then identify if two words rhyme. We will then try to make some rhyming word
pairs of our own.
Instructional Procedures:
1. Since we have 6 students in this group have the students sit around the kidney shaped table
facing the projection system.
2. Have the Brain Pop Jr. page set up so that you can click on the rhyming icon and watch the
short video clip about rhyming words.
3. Following the video, share an example of two more rhyming words. Ask the students,
“What is it about these two words that tells us they rhyme?”
4. Next play the Brain Pop Jr. game. Click on the “game” button. You will need to do this
several times to allow each of the students an opportunity to interact with the game.
5. Once you are finished with the game do some guided practice. Ask the students to put their
thumb sideways. Read two words to them. If the two words rhyme, have the students put
their thumbs up. Say, “Frog-Dog. They both end with –og.” If the two words do not rhyme
have them put their thumbs down. This will allow you to do a quick check to see who
understands and who does not understand. Re-explain as necessary. Repeat this several
times alternating between rhyming pairs and non-rhyming pairs of words.
6. For the kinesthetic learners, have 6 sets of 2 cards (3 pairs that rhyme and 3 pairs that do
not rhyme.) Have two students come to the front. Tape one word to the front of each
student.
7. Read the words to the students and ask the others in the group to decide if the two words
rhyme.
8. If the words do not rhyme, have one student squat down.
9. If the words do rhyme have both students jump up together. Everyone say the two rhyming
words like this, “Bat-Cat. They both end with –at.”
10. Switch groups and repeat this activity.
11. Do this until each group has two turns.
Wrap-Up/Assessment:
For the wrap up, give each student a clean sheet of paper folded in half with a word written on
one side. Read the word to each student. (They will each have their own word.) Ask them to tell you a
word that rhymes with that word. If they are not able to tell you a rhyming word on their own, give
them a couple of choices to see if they can tell you which of the two words rhymes. When they have
told you the rhyming word, write it on the other side of the page. Allow the students time to draw a
picture to go with each word. Allow the students to share their rhyming words and drawings. Hang the
pages on the wall in the room.
Extension Activity:
As an extension activity, give the students a clean sheet of paper (folded in half.) Allow the
students the opportunity to come up with their own two rhyming words. If they are able to write the
words themselves have them write one word on each side leaving room to draw a picture. If they can
tell you the two words but need help writing them, write the two words on each side of the page and
then allow them to draw a picture for each word.
Adaptations:
For those students that are having difficulty with recognizing the rhyming words, use more
visuals to help differentiate the onset from the rime. For example, using two fists in front of you (facing
the students) demonstrate the word b-at (right fist –“b”, left fist “–at”.) Then say the word, “bat.”
Repeat this with a word that rhymes with bat. Show them the visual that the two words both end with
the same ending word part “–at” on the left fist. This shows us that they rhyme. Repeat with several
words.