Contextual Factors

District School
XHCS GCSD Midland Elementary School
Grade Level
XCD Kindergarten First Grade Second Grade Third Grade
Cooperating Teacher University Supervisor
Jackie Winburn
Observation Date and Time (if applicable) Observer (if applicable)
March 3, 2020 Dr. Allen
Learning Goal(s)
List the applicable SC State Curriculum information the lesson will address. Bold sections as needed.
 Science: Standard, Conceptual Understanding and Performance Indicator(s)
 Math: Mathematical Process Standard(s), Key Concept, Standard
 ELA: Standard and Indicator(s)
 Social Studies: Key Concept, Standard, Enduring Understanding and Indicator(s)
 Early Learning Standards: Domain, Subdomain, Goal, Developmental Indicator(s)
Domain: Language Development and Communication (LDC)
Subdomain: Foundations for Reading
Goal: Children develop phonological awareness.
Developmental Indicator: Play with the sounds of language, identify a variety of rhymes, create some
rhymes, and recognize the first sounds in some words.

Learning Objective
As a result of this lesson, what will students be able to do?
Students will produce a rhyming word.

Explain how this learning objective: builds on prior student knowledge; is relevant to students’ lives;
integrates other disciplines; and reflects the big ideas or structure of the main discipline.
Students have been working on recognizing rhyming words in their small groups. They have practiced
three letter words and talked about how the ending sounds are what makes words rhyme. This concept is
relevant to students’ lives because they sing nursey rhymes and read rhyming books often. The lesson
involves a sensory bin, which integrates the health and physical development domain through the exercise
of fine motor skills. The main focus of the curriculum for the week is Dr. Seuss and Read Across America.
This lesson ties in perfectly with their focus on Dr. Seuss books and their experience with rhyming words.

Planning for Assessment

Addressing Students’ Misconceptions
Anticipate students’ misconceptions, identify the accurate conception and provide a student-center instructional
strategy that will assist students in adjusting their thinking.
Misconception Accurate Conception Student-centered Instructional
Strategy
 Rhyming words are words that  Rhyming words are  Remind students of the
begin with the same sound. words that end with in definition of a rhyme.
 Rhyming words are words with same sound. Provide them with examples
similar ending sounds. of words that do rhyme (cat,
hat, mat, bat) and examples
of words with the same
beginning sounds that do not
rhyme (pat, play, pony).
 Rhyming words have ending
sounds that are just alike.
Say the words “day” and
 “plane” slowly. Ask students
if they can hear any
differences in their ending
sounds.

Measuring and Defining Criteria for Students’ Learning

Explain how you will assess students’ learning throughout the lesson.
Questioning will be used throughout the lesson to assess student learning. As the book is being read, students will
be asked questions about the rhymes in the book. This method of assessing will guide students’ learning and
indicate their progress.

Explain how you will assess students’ learning after instruction.

After the read aloud, students will dig for a picture in the sensory bin. They will say what the picture is
and think of a word that rhymes. After they say the word, they will go to their seats and draw the rhyming
word.

As students are working on the task, I will be recording anecdotal notes about any support I provided to students in
completing the task.

3-Mastery- Got it! 2- Making Progress- Almost there! 1- Basic- Still Working on it!
Is able to individually produce a Eventually produces of rhyme after Is not able to produce a word that
rhyming word with no support. being cued and supported. rhymes with the word they have
chosen.

Explain how the assessment results will be used to inform future instruction.
The results of this assessment will indicate which students need further practice producing rhyming words. The
students who display a need for more practice will receive more individualized instruction in small groups. If more
than 80% of the students master the learning objective, we will begin working on recognizing and producing more
complex rhymes. If more than 80% of students do not master the learning objective, we will work on identifying
rhyming words more, and work towards the production of rhymes.

Planning for Differentiation (Refer to your “Group Composition Demographic Data”)

Students’ Interests and Cultural Heritage
Describe how you will incorporate students’ interests and cultural heritage.
Student interests and cultural heritage will be incorporated through the book selection and the pictures
used in the sensory bin. The Cat in the Hat is a book that students are interested in because they love Dr.
Seuss and enjoy the fantasy of his books. Pictures in the sensory bin will also include student interests,
featuring pictures such as, “bat.” Additionally, the pictures will relate to students’ cultural heritage by
including words that they would be familiar with because of their culture, such as, “pig.”

Accommodating, Modifying and Supporting Students’ Instructional and Assessment Needs

Identify the accommodations, modifications and supports used for students in your classroom and explain the
instructional and assessment adaptations that you will make for this lesson.

Learners with an Individualized Education Program (IEP) or a 504 Plan

Students with speech IEPs will be provided with extra time to produce their rhyming word and the
opportunity to communicate their rhyming word individually to a teacher if needed. The student with
developmental delays will be provided with two words (one that rhymes and one that does not) and he will
 identify which word rhymes.

English Language Learners (ELL)

N/A

Gifted and Talented (GT) Learners

N/A

Learners Receiving Tiered Services

N/A

Grouping Students
Describe the instructional grouping arrangements and group composition that will be used in this lesson.
The instructional grouping of students will be primarily whole group. During the read aloud, students will be sitting
in their assigned places on the carpet. Then, to complete the sensory bin activity, students will divide into groups of
four. Each group will be directed by a teacher in the room. When each student gets their word, they will move to
their seat to begin individually drawing.

Explain how your grouping will maximize student understanding and learning efficiency.
Whole group instruction for rhyming words is appropriate because while it is a more difficult skill, students have
been practicing it in small groups for a while. In the whole group composition, students will be able to hear the
ideas of others and gain a deeper understanding of rhymes. Dividing students into groups of four for the sensory bin
activity will reduce wait time and provide students with more time to use the sensory bin. It will also allow the
support to be more individualized.

Materials
List all materials and resources you and the students will use. Attach copies and/or embed pictures as needed.
 The Cat in the Hat book- marked with post-its
 4 sensory bins
 Rice
 Pictures of words
 Coloring pages
 Crayons
 glue

Provide information about the technology used in the lesson. Explain how this technology will enhance student
learning and thinking. Include links as applicable.
A PowerPoint will be used to provide visuals throughout the lesson to enhance students’ learning. It will also be
used as a guide throughout instruction.

Using APA style, cite the references used in the development of your lesson plan and materials. Discuss how you
modified materials obtained for outside sources (not created by you) to meet your students' needs and
interests as learners and the demands of the state standards. 
Schultz. (n.d.). EDITABLE Dr. Suess Rhyming Word Sort. Retrieved February 25, 2020, from
https://www.teacherspayteachers.com/Product/EDITABLE-Dr-Suess-Rhyming-Word-Sort-1496056

The above resource is a worksheet found on Teachers Pay Teachers. It separates rhyming words into three columns
and provides students with a list of words at the bottom to sort. This task is much too difficult for students; however,
I will use some of the words and the grouping of rhymes. The words will be in the sensory bin, and they will rhyme
to one of four words that students will color.
Instructional Procedures
Classroom Management
Describe your CT’s management plan.
My CT uses a classroom beehive as a consequence system. Each student’s name begins the day in the beehive. If
they misbehave, their bee will be removed from the hive. Throughout the day, they may work to get their bee back in
the hive. Tables may also earn pom poms for good behavior. The table with the most pom poms at the end of each
week gets to visit the treasure box.

Describe the techniques (intrinsic motivation, social approval, contingent activities, and consequences) you will use to
maintain appropriate student behavior throughout the lesson.
To maintain appropriate student behavior throughout the lesson, I will use my CT’s beehive strategy, and remind
them that the cat is on the lookout for hard work.

Beginning (8:05 – 8:10)

Describe how will you establish clear rules and expectations for learning and behavior?
“Good morning boys and girls. Today we are going to be reading The Cat in the Hat and learning about rhyming
words. Now, will you show me how we sit on the carpet? Our feet are facing forward, our hands are in our laps,
and our eyes are on the teacher.”

Provide an example of the visual you will use that establishes the purpose and previews the organization of the lesson.
This agenda will be shown to student in the PowerPoint.

Describe how you will explicitly communicate the learning objective and connect to what students have previously
learned and/or know from life experiences?
The learning objective will be communicated to students by repeating the “I can” statement. “Do you remember
learning about rhymes with Mrs. Winburn in small groups? We are going to be learning more about that today.” I
will also do a quick review of rhyming words to help students recall what they have learned.

Describe how you will gain students’ attention (hook)?

“Wow, it looks like the Cat sent us a letter. Let’s open it up to read it. It says
‘Dear Mrs. Winburn’s class,

I need your help! Somehow, my rhymes got all mixed up. As Miss Bethea reads about me, listen closely for
some rhyming words. If you become expert rhymers, maybe you can help me sort through my box!

Your friend,

The Cat
P.S. Work hard because I really need your help.’”

Describe your strategy for transitioning into the next part of lesson.
“Alright friends, it is time to start reading. Like the Cat told us, as I read, you need to be listening carefully for
rhyming words. And one more time, what are rhyming words? (response) Very good!”

Middle (8:10 – 8:33)

Throughout this section be sure to identify and include a time estimate for each part of the instructional sequence.
Coherently sequence the instructional steps based on the content you are teaching and in the most student-centered way
possible. Consider using lesson plan formats learned in methods’ courses.
Read Aloud (8:10-8:20)-
“Let’s show the Cat that we know how to listen to our teacher and learn about rhymes! Are you ready?”
Read the title: “Open your eyes big and wide if you see a rhyme already! ____, what rhyme do you see?”
p. 5 “There are a few sets of rhyming words on this page. Let’s look at bump and jump. What sound do they end with?
Do these words rhyme?”
p. 18 “I see lots of rhymes on this page. Put your thumbs up if you can tell me a rhyme from this page.” Call on 2
people, ask for different examples. “How did you know those words rhyme?”
Skip pgs. 25-30
p. 37 “Now, I see two words on this page, ‘pat’ and ‘play.’ Do these words rhyme? Why not?” They have the same
beginning sound, but not the same ending sound. “These words don’t rhyme, but who can give me an example of a
word that DOES rhyme with pat?”
Skip pgs. 38-46
p.50 “I see the word net, what other words on this page also rhyme with net?” bet and yet.
Skip pgs. 51-53
p.58 “Give me a thumbs up if you heard a rhyme on this page.” Have one student share and let the class tell us if/why
it rhymes.

Transition (8:20-8:23)
“Remember the note from the cat that we got this morning? He said we could help him if we worked hard. So, since
you all worked hard to become expert rhymers, he dropped off some special deliveries for us. But first, we need to get
ready for it. Do not move until I tell you, but we are going split into four groups and I am going to tell you what
teacher you’re going with. Rowan, Mace, Kayden, Ashlyn, and Neveah, you are going to go to Mrs. Gause. Alex,
Camden, Kelsey, Kylan, and Evin, you will stay with me. Ethan, Reid, Phoenix, Olive, and Harley, you are going with
Ms. Evans. And Emma, Charleigh, Jett, Dusty, and Addilyn, you are going with Mrs. Winburn.”

Sensory Bin Assessment (8:23-8:33)

“The Cat in the Hat gave me specific instructions for his rhyme bins. So, listen carefully so you will know how to use
them. In the box are lots of pictures. You will use the scooper or your hands to scoop out a picture. When you get your
picture, put the scooper down and share with everyone what word you have. Then, tell the teacher in your group a
word that rhymes with the one you picked. You can look at the pictures on the board to help you come up with one.
Once you have decided on a word to draw, take your picture to your seat, glue it on your paper and draw your
rhyming word.” I will model the previous directions to students before beginning the activity. While I am modeling,
the other CCU teacher candidate will be passing out the drawing papers. After modeling the expectations, I will direct
students to move into their groups. Students will have the opportunity to interact with one another as they are digging
for words, but students will be producing their words individually. As students are working on the assessment, I will be
circulating the room providing students with any additional help.

End (8:33 – 8:35)

Describe how you will provide time for students to reflect on the content taught and relate this information to everyday
experiences and future learning?
“Boys and girls, you worked very hard producing rhyming words today. The Cat will be delighted to know that you
all have helped him sort through his rhymes. Just to make sure you’ve got your rhyming down pat, I’m going to give
you a word and I need you to give me a thumbs up when you think of a word that rhymes with it. ‘Pig’” Call on two
people to tell what rhymes with pig. Ex. Wig, dig, big “Wonderful! When you are finished, clean up your area, get
your center card out, and come to the carpet. I will collect your papers.”