Lesson Plan The Great Pancake Escape Goal: Student will develop an understanding of the concept of rhyme and

d rhyming and how rhyme is typically used Materials: The Great Pancake Escape by Paul Many and Scott Goto (illustrator) Word bank with prompt words for rhyming Teacher Steps: Describe it Seat students on the floor as a group Start by asking if they know of any words that sound like the word hat! List the words they come up with on the board "#plain to them that words that sound alike or repeat the same sound at their ends are said to rhyme Spell this word out and rite it on the board "#plain that rhymes are often used in poems and songs because they sound good and they help people remember the ne#t line Show them the book The Great Pancake Escape and read the first verse out loud $sk students which of the words sound alike and e#plain that they rhyme %epeat the first verse& stopping before the last word and asking the students to supply it "#plain that they were able to remember the last word more easily because it rhymed %epeat this procedure with the second verse %ead the book through& stopping every other page or so to elicit from students& which words rhyme 'ou may also wish to occasionally repeat a verse and have students supply the last word Student Steps Do it: Say the following( o )ow *+m going to re,read the book The Great Pancake Escape and when * stop& * want you to fill in the missing word that rhymes

UDL Guidelines Educator Checklist Version 2

I. Provide Multiple Means of Representation:
Provide options for perception 1.1 Offer ways of customizing the dis lay of information 1.2 Offer alternati!es for auditory information 1.3 Offer alternati!es for !isual information We will start the lesson saying words that sound like hat; students will hear the words being said and see them written on the board as they are said. Book will be read to students multiple times, our list of words on the board will also be said out loud There are pictures in the book to show, as well as the list of rhyming words on the board.

Your notes

Provide options for language, mathematical expressions, and symbols 2.1 Clarify !oca"ulary and sym"ols 2.2 Clarify synta# and structure 2.3 $u ort decoding of te#t% and mathematical notation% and sym"ols 2." &romote understanding across language 2.# 'llustrate through multi le media oing o!er words that rhyme

Provide options for comprehension 3.1 (cti!ate or su ly "ackground knowledge $tarting the lesson with words that sound alike, ending it with rereading the book, and when % stop students must say a word that rhymes with the last word that % said. &hyming.

3.2 )ighlight atterns% critical features% "ig ideas% and relationshi s 3.3 Guide information rocessing% !isualization% and mani ulation 3." *a#imize transfer and generalization

II. Provide Multiple Means for Action and Expression:

Your notes

Provide options for physical action ".1 Vary the methods for res onse and na!igation ".2 O timize access to tools and assisti!e technologies %f a smart board is a!ailable there will be pictures of rhyming words, posters can be used as well 'cat, hat etc.(

Provide options for expression and communication #.1 Use multi le media for communication #.2 Use multi le tools for construction and com osition #.3 +uild fluencies with graduated la"els of su ractice and erformance ort for When % stop reading students will saying a rhyming word with the last word that % said.

Provide options for executive functions ).1 Guide a ).2 $u ro riate goal setting ort lanning and strategy de!elo ment

).3 ,acilitate managing information and resources )." Enhance ca acity for monitoring rogress

III. Provide Multiple Means for Engagement:

Your notes
$tudents don+t ha!e to say the rhyming word in the book for where % left off, it would ,ust ha!e to be word that rhymes

Provide options for recruiting interest *.1 O timize indi!idual choice and autonomy *.2 O timize rele!ance% !alue% and authenticity *.3 *inimize threats and distractions

Provide options for sustaining effort and persistence -.1 )eighten salience of goals and o"-ecti!es -.2 Vary demands and resources to o timize challenge -.3 ,oster colla"oration and community -." 'ncrease mastery.oriented feed"ack We will be sitting in a reading circle.

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