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TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
DETAILS
Lindsey Lash
Rhyming
Kindergarten
September 18, 2014
PA Core Standards CC.1: PA Core: English Language
Arts
Standard Area CC.1.1: Foundational Skills: Students
gain a working knowledge of concepts of print,
alphabetic principle, and other basic conventions.
o Grade Level CC.1.1.K: GRADE K
CC.1.1.K.C: Demonstrate understanding
of spoken words, syllables, and sounds
(phonemes).
- Recognize and produce rhyming words.
PA Keys
Standard 1.3: Reading, Analyzing and Interpreting
Literature
1.3.4 Literary Devices
o Recognize rhyming patterns and alliterations
when text is read aloud
Standard 1.5: Quality of Writing
1.5.6 Convention
o Use a variety of writing tools and surfaces
o Demonstrate conventional penmanship
o Use correct spacing with scaffolding
Standard 1.6: Speaking and Listening
1.6.1 Listening Skills
o Initiate and respond appropriately to
conversations and discussions
o Follow three-step directions
Formative
AND/OR
Summative
Assessment
Evidence
Objective
A-B-C-D
CK
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)
group.
Use a dry-erase crayon to write on their Rhyming paper.
Identify 3 out of 4 word pairs that rhyme by drawing a
line to connect the pictures.
Participate actively during the anticipatory set
discussion.
Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge/Hook/Lead-In/Anticipatory
Set
Teacher will have students quietly clean up the toys they
are playing with from free play at the beginning of the
day, and then find a piece of tape in the circle.
Once all students are in the circle, teacher will tell the
class that she/he needs their help, and that every friend
needs to have their listening ears on.
Teacher will then bring out the visual aide for the
nursery rhyme, Hey, Diddle Diddle, and will ask the
friends to listen to his/her words to see if they hear
anything special about the words.
After the teacher reads the nursery rhyme, she/he will
use guided questions to have students discover that
there are many words that sound alike, and those types
of words are called rhymes.
NOTE: Teacher will then place the definition of a
rhyme on the board.
Explicit
Big Idea Statement
Instructions
Literature consists of a variety of elements to convey
Big Ideas
meaning.
Essential Questions
Essential
How do I identify literary elements and devices?
Questions
Key Vocabulary
Rhyme
Lesson Procedure Pre-Assessment of Students
Must include
Pre-assessment of students will take place during the
adaptations &
introduction and anticipatory set.
accommodations
for students with
Modeling of the Concept
special needs
The modeling of the concept will take place while the
students are in the circle, right after they discover the
Accommodations,
definition of a rhyme.
Modifications
Teacher will explain to each student that she/he will
receive their own activity bag for the day, and they are
to keep the bag shut until the teacher gives further
instructions after all friends are back to their desks.
Transition
Have students move back to their desks by walking as if
CK
Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure
Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?