LESSON PLAN – Phase 1

Student: 2331018M Class Primary 1 - Group

Date: 12/11/2019

Lesson Title: Literacy – Spot the rhyming words

Experiences & Outcomes (maximum of 3)

I enjoy exploring and playing with the patterns and sounds of language, and can use what
I learn. LIT 0-01a / LIT 0-11a / LIT 0-20a

As I listen and talk in different situations, I am learning to take turns and am developing
my awareness of when to talk and when to listen. LIT 0-02a / E NG 0-03a

I listen or watch for useful or interesting information and I use this to make choices or
learn new things. LIT 0-04a

Learning Intentions (Focus on the LEARNING – use assessable verbs)

The pupils will learn to:

1. Explore and play with rhyming words
(maximum of 2 learning intentions)

Success Criteria (Clearly linked to Assessment of Children’s Learning

each LI and related to the process) Evidence
What have the learners to say/write/do/produce –
to demonstrate success?)

 I can identify rhyming words in Formative Assessment

the story Children will identify the rhyming words in a story.
 I can make a rhyming pair Children will write simple rhyming words (eg, rat
and bat) on writing frames.
Children will initiate conversations, attend and take
account of what others say.
 Activities / Methodology / Key Pupil Tasks Resources
Concepts (Including differentiation strategies, (Including Health
Time
(Teacher’s Role – including management formative assessment and homework) and Safety
of learning) (Pupils’ Role) requirements)
 “The Gruffalo”
Prior Knowledge: Children have read the Children engage and participate in the group book
Gruffalo before in the classroom. They discussion about prior knowledge of rhyming words.
know about the story line and have an
awareness of animals which live in the
forest. They have also been working on
reading and writing rhyming words.
Formative Assessment
Recap: What are rhyming words?
Children respond to questioning.
Ask children to give you some examples. Children give some examples of rhyming words.
Opening
Ask where can you find rhyming words?
Phase
Why?
10 mins Explain to children that today we will be
reading a book that has lots of rhyming
words.

Share LI and SC Children listen to the LI and SC.

Ask the children to guess the book they Children guess the book.
are going to read (hide the front cover of
the book with post-its). Take off one
post-it at a time until the children guess
the book.
Teaching
and Core Ask the children questions about the Children answer questions about the book. They  The Gruffalo’s
Learning book: What is it on the front cover? What listen, participate and engage in the discussion. book
is the story about? If the author writes
the book, what does the illustrator do?  A mixing bowl
30 mins What is called the text at the back of the
book?  A wooden spoon
Children listen to the story.
Read through “The Gruffalo”  Gruffalo rhyming
flashcards
Encourage children to join in with the
repeated refrains. Children hold their hands up to their eyes as if
looking through binoculars.
Ask children to put on their spotting
binoculars and to switch on their listening
Children say the rhyming word.
ears to find all the rhyming words.

Encourage all the children to join in and

pause at certain points to allow the
children to say the rhyming word. E.g.
‘his favourite food is scrambled...’ And
the children say ‘snake’.

Praise and note children who easily spot

the rhyming words. Allow children to call
out and praise those who are correct.
Encourage the quieter children to join in.

Silly Soup
Gather children around the mixing bowl. Children sit around the mixing bowl.
Go over the flashcards so children Each child holding different rhyming flashcards.
know what they are. Randomly,
distribute to the children the rhyming
word flashcards.
 Introduce the Silly Soup song: Children sing along with the teacher.
I’m making lots of silly soup,
I’m making soup that’s silly!
I’m going to put it in the fridge
And make it nice and chilly!

Ask one of the children to offer a card to A child offers a card to go in the silly soup. Another
go in the silly soup. But the soup child gives the flashcard that rhymes with that word.
needs 2 ingredients, does anyone have
anything that rhymes with this card? Children place their rhyming card in the bowl and
they join in singing the silly soup song.
Children can use the pictures on the cards
or the initial sounds to read the
rhyming cards and identify the rhyme.

Offer the children some of the soup,

saying ‘Would you like some (e.g. toes
and nose) soup?’

Do it once with the group as a Children lead the activity.

demonstration, then ask a volunteer to
replace you at stirring the bowl and
singing.

This is an opportunity to observe

children’s participation and
engagement in the activity as well as
their understanding of rhyming words.

Repeat until all the cards have been used.

Closing Recap: What are rhyming words?
phase
Review: Write some words on the board.
Can children think of some rhyming
words? Ask the children to work in
Children state what rhyming words are.  Mini – whiteboards
Children suggest two words that rhyme with the  Whiteboard
word written on the board.
 Pens
 pairs to suggest two words that FA - Thumbs Up/Down
rhyme. If possible, pair lower attainers
with higher attainers.
10 mins
Ask children to show a thumbs up/down
for their understanding of rhyming
words.
 Evaluation of the Learning Experience

(Include references to SPR)

Evaluation of Pupil Learning

Children had good prior knowledge about rhyming words. Although they
struggled at defining rhyming words (words with the same ending), they
have given some great examples of rhyming words such as cat/mat,
dog/log. Children were able to tell where we can find rhyming words and
why we use them; however, they needed some support and guidance in
answering the questions. Children guessed correctly the book they were
going to read and offered to remove post-it themselves. They responded
well to questioning about the book, analysing the front cover: “There’s a
mouse” ,“There’s a gruffalo” “In the woods”, “The illustrator does the
Evidence of pictures”… They were excited and engaged in the story throughout the
Learning lesson: they often joined in with the repeat refrains and the hidden rhyming
words. Child L was called out many times as she was looking around and
not sitting properly on her chair. Despite this, all children showed a good
understanding of the book and the rhyming words.

Children participated well in the silly soup song as each one had a turn to
sing. All children were able to identify the correct rhyming card.

At the end, children were able to suggest words that rhymed with the word
written on the board. All children showed thumbs up.

The next steps for the children would be to focus on writing the rhyming
Areas for words and build upon this learning and identify the rhyming words in songs
Development they sing and books they read.

Reflective Analysis of Teaching and Strategies for Development

In my teaching I ensured to support and guide pupils throughout the lesson.

I had good questioning strategies with a variety of open and closed
questions. (3.1.2)

Evidence of The resources were well prepared and suited to the needs of most children.
Effective I gave the pupils clear instructions of what the lesson consisted of. (3.1.3)
Practice
(3.3.1) Also, assessment was used effectively. The plenary phase allows the
teacher to gage where the children are at with their understanding of the
learning at the end of the lesson. This allowed for further learning to be
planned according to the pace and level of the children’s learning.

Areas for (3.1.4) Manage time effectively – had to quickly go through the plenary as I
Development spent much of the time reading the book and doing the activity