Veronica Herrero-Velarde

Differentiated Lesson Plan: Language

Houston Baptist University
College of Education and Behavioral Sciences
Lesson Plan Format
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Subject: ELA Grade Level: K Time Estimate: 45-50 min.

Unit: Phonological Awareness Topic: Rhyming Words

Goal(s):
 TSW explore rhyming words.
 TSW understand how to determine if words rhyme.

Objective(s):
 TSW demonstrate phonological awareness by identifying and producing rhyming
words.
 TSW identify the ending sounds of words.
 TSW determine if a pair of words rhymes.
 TSW determine which words rhyme when given a selection, including pictures of
words.
 TSW restate and follow oral directions that involve a short, related sequence of
actions.
 TSW share information and ideas by speaking audibly and clearly using the
conventions of language.

TEKS:
ELA.K.1B
ELA.K.1C
ELA.K.2A.i

Materials/Resources/Technology needs:
Teacher Materials: Student Materials:
 Anchor Chart Paper  Word Cards and Student Worksheet
 Colored Markers  Pencil
 The Cat in the Hat by Dr. Suess  Crayons
 Exercise, Rhyme and Freeze Video  Rhyming Words Summative
 Interactive Whiteboard Assessment
 Rainbow Outline
 Rhyming Sort Task Cards
 Rhyming Puzzles
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Instructional Procedures
Focusing Event:
 TTW start speaking to the class in rhymes. You could make up a silly story such as
this one:
Good morning, class! When I woke up, I went outside onto the grass and I found a
piece of glass. I ran to my car, but I didn’t get far, because I forgot my guitar. I went
back home and picked up my comb. Do I sound funny, like a honey-eating bunny?
 TTW ask the students if anything sounded different about that story. What made it
sound so silly? What did you notice about the words? What do we call words that
have the same ending sound? Rhymes!
 TTW ask the students if they can remember any of the rhymes from the silly story.
Students may come up with class/grass/glass, car/far/guitar, home/comb,
funny/honey/bunny.

Teaching/ Learning Procedures:

1. Interactive Anchor Chart
 TTW write a word at the top of the paper, such as mat. Who can give me a
word that rhymes with mat? How did you know that it rhymed?
 TTW write the students’ responses on the anchor chart, drawing a picture
whenever possible to accommodate for students with
exceptionalities/ELs/visual learners.
 TTW point to each word, say the word, and then have the students say the
word.
 TSW chant the rhymes.
 TTW announce which 2 words to chant (for example, mat and sat).
 TSW will chant mat-at-at and sat-at-at. Students can do a circular
motion with their hand for each syllable they chant.
2. Read Aloud: The Cat in the Hat
 TTW introduce this book by reading the title. What do you notice about the
title? Do you see any words that rhyme?
 TTW tell students to keep their ears opened for words that rhyme. What does
rhyme mean, again? Words that have what kind of same sound? Have the
students clap when they hear rhyming words.
 TTW read the book, pointing to the words as they are read to help students
with visual/spatial difficulties.
3. Optional Activity: Exercise, Rhyme and Freeze
 This activity can be omitted if short on time but is meant to be used if students
are restless after sitting down for a while.
 Before the video starts, TTW ask students, How can you check to see if the
words rhyme?
 TTW pull up the video for the students to watch and follow along.
 TSW stand up and participate in the video by doing the exercise move if the
words rhyme or freezing if the words do not rhyme.
4. Guided Practice: Silly Sentences
  To practice with rhyming words, put up anchor chart paper with sentences
pre-written (with blanks left so that students can fill in rhyming words). For
example, The elephant ate a _____ and shared some with the _____.
 Have each student contribute a word to create rhyming sentences. Optionally,
for a more kinesthetic way of doing the activity, students can sit in a circle and
pass a ball to another student. When a student has the ball, they get to pick the
word.
5. Individual Practice: Rhyming “Write the Room”
 TTW put numbered cards all around the room with 2 words and a picture for
each word. The students’ job will be to determine whether or not they rhyme.
 TTW have students repeat back the directions to make sure that they
understand.
 TSW walk around the room to find the cards.
 On their worksheet, they will find the number that matches the number
on the card.
 Make sure that the students aren’t all starting at card #1 so that they
are spaced out.
 For each card, there will be a smiley face and a sad face. If the words
on the card rhyme, students should color the smiley face. If the words
do not rhyme, students should color the sad face.
 Encourage students to say the words out loud and to try doing the
rhyming chant from earlier if they are struggling to determine if the
words rhyme.
 Ask students, Why do you think those 2 words do/do not rhyme? How
can you check to see if the words rhyme?

Formative Check (ongoing or specific):

 TTW walk around the room as students are working individually, looking at the
students’ work and checking for any mistakes as well as providing feedback.
 TTW ask questions throughout the lesson to check the students’ understanding.
 TTW listen to students’ responses during discussions.

Reteach (alternative used as needed):

If students are struggling to grasp the concept of rhyming, reiterate that words that rhyme
have the same ending sound. Present the class with two words. Ask students what the
ending sound of the first word is. Ask students what the ending sound of the second word
is. Are they the same sounds? If so, they rhyme! Continue this with different words,
including some words that do not rhyme. Have a picture card for each word with the
word written, or draw them on the whiteboard, underlining the ending sound.

Closure:
 TTW have the class sit on the carpet.
 TTW ask the students guiding questions to review what was discussed. What is a
rhyme? How would you explain rhyming words to your friend who hasn’t learned
about them? Who can give me an example of words that rhyme?
 TTW say a word and have students shout out a rhyming word. Alternatively, say a
pair of words and have students give a thumbs up if they rhyme or a thumbs down if
they do not rhyme.

Assessment/Summative Evaluation:
TSW be formally tested on another day after practicing rhyming words on many
occasions. TSW complete a worksheet in which they will identify rhyming words out of a
selection of pictures. Here is an example of a worksheet that would be a good formative
assessment for this lesson:

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Modifications/Notes:

1. Gifted and Talented/Advanced Learner:

 TSW create a “Rhyming Rainbow”.
 TSW pick a color and an ending sound for each band of the rainbow.
 TSW come up with words that rhyme with that ending sound and write them on
the band, trying to fill up all the space.
 TSW repeat until each band is filled with rhyming words.
 Ask students prompting questions such as…
 How would you explain the reason why these words rhyme?
 What would happen if you changed the ending letter? Would the words
still rhyme?

2. English Language Learner:

 Visuals will be used throughout the lesson so that students can associate the
written and spoken word with its picture. Words on the board will also be pointed
to.
 Words will be spoken aloud in addition to being written out.
  Directions will be spoken slowly and clearly and
will be reviewed.
 Alternative Activity: Rhyming Sort Task Cards
 TTW prepare rhyming sort mats with a
word/picture on top and blank boxes at the
bottom for students to put pictures of
rhyming words. To the right is an example of
what one may look like.
 TSW find picture cards that represent words
that rhyme with the word on the mat and
place them in the boxes.

3. Special Education/Struggling Learner:

 Visuals will be used throughout the lesson so that
students can associate the written and spoken word with
its picture.
 Words and pictures will be pointed to as a guide for
students who have visual/spatial difficulties.
 Directions will be spoken slowly and clearly, written on
the board, and reviewed for students with hearing
difficulties.
 Lots of examples will be given throughout the lesson.
 Participation will be encouraged to keep students
engaged who may struggle with focusing.
 Alternative Activity: Rhyming Puzzles
 TSW have several puzzle pieces with a picture
and a word on them. Their job is to find the
match, which will be another puzzle piece with
a rhyming word. When they find a match, they
can put the puzzle pieces together.
 This activity is great for kinesthetic and visual learners. For auditory
learners, have the student say the words out loud.