Beruflich Dokumente
Kultur Dokumente
Key Words/Vocabulary:
WIDA Standard 2:
English language learners communicate in-
formation, ideas and concepts necessary for
academic success in the content area of
Language Arts
Lesson Procedure: Hook:
a. a. Hook (something to get the students' attention)
Give students a picture card and have them cover the space. Student
b. b. Instructional steps
will then find the classmate that has the picture card that rhymes
c. c. Formative checks (progress checks throughout the
lesson) with their word.
d. d. Summative assessment (description)
e. e. Closing (how you will end the lesson)
b: Instructional Steps:
1. Partners will share rhyming pairs.
2. Ask students how they were able to find their partner.
3. Pantomime the I can statement: I can identify and produce rhyming words.
4. Ask students what was different about the way I presented the I can statement. Explain that pantomiming
means to act out something out by using gestures or body movements without using words.
5. Have a few students come up and act out simple tasks like playing basketball or taking a nap. The other stu-
dents can guess what they are pantomiming.
6. Teacher will model with another student how to pantomime a rhyming pair with a partner.
7. Partners will receive new rhyming pairs and have time to create their pantomimes.
8. Students will share and audience will identify rhyming words.
C. Formative Checks
Teacher will observe students identifying rhyming pairs during partner work.
d: Summative Assessment:
Students will produce a rhyming pair using the seesaw app. Students can draw, write, and/or
record to show their learning. Some students will produce original pairs, and some students will
be given a guide word to aid in producing their pairs.
Resources:
Rhyming picture cards, ipad, seesaw app
Rubric
3 2 1
Consistently identifies rhym- Progressing towards identify- Limited progress in identify-
Identify Rhyme ing words ing rhyming words ing rhyming words
Consistently uses gestures to Progressing towards using Limited progress in using ges-
Pantomime communicate ideas and con- gestures to communicate ide- tures to communicate ideas
cepts without talking as and concept without talking and concept without talking