Muskingum University Teacher Education Programs Lesson Plan Format Teacher: Miss Shelby Doane I.

Learning Goals
Common Core: RF.2.3.e Domain(s): Phonics and Word Recognition Standard(s): Identify inconsistent spelling sounds

Subject: Language Arts

Grade: 2nd

Describe the interconnections among the components of the content within the discipline and the relationship of the content to at least one other content area. Specifically describe how the content taught in your lesson relates to at least one other content area. This lesson plan content can also be linked to the Literature standards. Students will be determining the importance of word structure in this story. Without the rhyming structure, this book would not flow the same way it does. What will your students know and be able to do better at the end of this lesson? Student will know that not all rhyming words end in the same letters. They will also know and understand that different spelling patterns can often make the same word sound. II. Student Background Knowledge and Experience What prior knowledge and skills do students need in order to be successful in reaching the goals of this lesson? Students must have an understanding of rhyming words and what it means to rhyme before starting this lesson. How do you know if students have the knowledge and skills they need in order to be successful? (What questions will you ask the students prior to the lesson?) What is an example of two rhyming words? How do you know if a word rhymes? How will you use or accommodate the diverse experiences that your students bring to class (gender, race/ethnicity, English language proficiency, economic status, exceptionalities, skill level, learning styles)? Provide students with help and understanding when an unfamiliar word comes up in the text, because some words in the story are made up by Dr. Seuss. Provide background information to students on Dr. Seuss, some students may not be familiar. For ELL students, the word pronunciations may be difficult to rhyme, so I must provide the reading support appropriate for each child.

III.

Instructional Procedures Content summary, including concepts and essential understandings: Students are being taught how to recognize inconsistent spelling sounds. Teaching methods: Whole group Pairs

IV.

Classroom Environment Identify the components of the classroom environment (room arrangement, grouping patterns, learning resources, and materials) needed for teaching the entire planned lesson. Provide a strong rationale for each of the environmental decisions made. Room arrangement (with rationale provided): Students will be sitting on the carpet, in a semi circle, facing frontward and sitting on their bottoms. This is done so that all students can see the book being read and its illustrations. Also so I can see and hear each student when working with their partner. Grouping patterns (with rationale provided): Student will be working with their elbow partner (unless noted otherwise by teacher due to behavior issues.)This is done so that student can begin working quickly and can remain seated. Learning resources, including technology (with rationale provided): Students will need their language arts notebook and a pencil while at the carpet. I will be using the dry erase easel. This is necessary so that each student can write down examples of inconsistent spelling sounds to keep as a reference.

V.

Instructional Activities Lesson sequence (include important questions to ask students). Time Allotted Provide a thorough description of each: Opening: 5-10 mins How many people know what rhyming words are? What are some examples?(share with elbow partner then with class) What makes words rhyme? Explain/clarify what rhyming words are. Introduce Dr. Seuss. How many of you have heard of Dr. Seuss? What books do you know of by him? What is something common that Dr. Seuss does in most of his books? Introduce book. What do you think this book is going to be about? (share with elbow partner then a few to whole class for discussion) Main Activities: 20 mins

Discuss that this Dr. Seuss book also has many rhyming words. Students will place their finger on their nose when they hear a set of rhyming words Read book (emphasizing the rhyming words when reading) How many of you heard rhyming words while I read the story? Did all the words that rhymed end in the same letters? Do rhyming words have to have similar spelling? Lets look through the book again and pick out the rhyming words. Open note books and draw a line down the middle (teacher does the same on easel) Label one side Same Spelling Label the other side Different Spelling Go through book page by page picking out the rhyming words and writing them in the chart. (Students will write this down in their own notebooks as well) What words rhyme on this page? Do they have the same ending letters? Closing: 5 mins Do all rhyming words have to have the same ending letters? (share with elbow partner) Give your partner an example of rhyming words that have the same ending letters Give your partner an example of rhyming words that have different ending letters VI. Assessment/Evaluation How will you know if each student has met the learning goals? At the end of the lesson I will know if each student has met the learning goal through observation when students are sharing with partner.
1/13/12