McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Teacher: Victoria Edwards

Date: 3/11/15

Title of Lesson: Frozen Rhymes

Cooperating Teacher: Hailey Salamone

Core Components
Subject, Content Area, or Topic

English/ Rhyming
Student Population: 25
Learning Objectives
The student will continue to demonstrate growth in the use of oral language.
Participate in a variety of oral language activities including: choral speaking and reciting
short poems, rhymes, songs, and stories with repeated patterns.
Virginia Essential Knowledge and Skills
Participate in daily oral language activities (e.g., choral speaking and the reciting of short
poems, rhymes, songs, and stories with repeated patterns).
Participate in creative dramatics, (e.g., classroom songs, plays, skits, and group activities)
designed to give students frequent opportunities for listening and speaking.
Speak to one another, and listen to each other at appropriate times during lessons.
English Language Proficiency Standards (ELPS)
SOL 1.1
The student will continue to demonstrate growth in the use of oral language.
Participate in a variety of oral language activities including: choral speaking and reciting
short poems, rhymes, songs, and stories with repeated patterns.
Materials/Resources
Safety (if applicable)
Time
(min.)
4.5

2-5

10-20

Process Components
*Anticipatory Set
We will watch the you tube video of the son from Frozen Let it Go
Before watching I will tell them to listen closely to the lyrics/words and try to hear
the Rhyming words. Rhyming words are words that end with the same sound.
*State the Objectives (grade-level terms)
Today we will be working on finding rhyming words in a song and writing rhyming
words.
*Instructional Input or Procedure
First, we will listen to Let it Go. Then, I will state the objective. Next, I will model what I
want them to do for the team challenge. Then, they will do the team challenge. Finally
they will write the words in their writing notebook. During a separate time they will do the
independent practice.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

5-10

2-5

5-10

5-10

2-5

*Modeling
I will show the students what I want them to do as a team by highlighting the first pair of
rhyming words.
I will also show them how to do the independent worksheets when they do it.
The first one the have to color the picture that rhymes with the word.
The second worksheet they will underline the rhyming words and draw a picture. I will go
though the instructions by reading them and highlighting the instructions for both
worksheets
*Check for Understanding
I will ask they students what are they highlighting. They should say Rhyming
words. How many points do you get if you get them all?
*Guided Practice
The students will do a team challenge and find all of the rhyming words in the song Let it
Go. Whoever gets the most rhyming words gets a team point. If they get them all they will
get three.
*Independent Practice
The first one the have to color the picture that rhymes with the word.
The second worksheet they will underline the rhyming words and draw a picture. I will go
though the instructions by reading them and highlighting the instructions for both
worksheets
*These will be done during centers the next week
Assessment
The independent practice will be an assessment.
*Closure
They will write the rhyming words from the song in their notebook.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

For the visual learners there will be a video. For the auditory learners the video will also be beneficial. There is a
team challenge that will be good for the interpersonal learners and the independent practice will be good for the
intrapersonal learners
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?
I would use half od the poem instead of the whole thing.

*Denotes Madeline Hunter lesson plan elements.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.