Kimberly Saccoia
Lesson Plan Template
Grade/Content
Area
Lesson Title
State standards:
GLEs/GSEs
available at
ww.ride.ri.gov
National standards:
available online at
professional
association’s site
Context of the
Lesson
Describe the location of
the school, class size,
and when this lesson
takes place (beginning
of unit, middle, end…)
Opportunities to
Learn
The first five topics
to be completed
align with the course
textbook. Be sure to
include2 or more
specific terms to
describe your
learners.
List all materials
needed
Diane Kern EDC 312
1st grade/ Rhyming
Learning about Rhyming
Common Core State Standards for English Language Arts &
Literacy In History/Social Studies, Science, and Technical
Subjects
Craft and Structure
Describe how words and phrases (e.g., regular beats,
alliteration, rhymes, repeated lines) supply rhythm and
meaning in a story, poem, or song.
My lesson is for first graders but is building foundations to
work towards this curriculum for second grade.
This lesson would be given in a first grade classroom during
the end of the school year because it is getting them ready for
second grade curriculum. This lesson will teach the
foundations of rhyming so the students can be familiar with
the topic and be able to apply it in a simple way. The school
this classroom is in is located in an inner city. The classroom
has 25 students and 15 of them are Caucasian, 7 are African
American and 3 are Spanish. All the students are from poor
families and come from tough family situations. The school is
in a rough area where students may not be given an
opportunity to visit a farm for example and by this lesson
incorporating farm animals it is a chance for them to learn
about information their society situation wouldn’t always
allow them to.
Developmental: The first graders are in Piaget’s
preoperational stage where children are learning to expand
their vocabulary and language. The students in this stage
also cannot connect how things happen and the relationship
between things. This lesson will provide the students with
skills to broaden their vocabulary. The lesson will also
show the connection between rhyming sounds and help
students develop relations between like things. Playing the
rhyming bingo game at the end of the lesson will allow the
students to interactive and promote class inclusion.
Cultural: Reading about different farm animals will
introduce students of different cultures and from low
socioeconomic status to different animals, something they
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Kimberly Saccoia
might not have learned about from not being given the
opportunity to ever visit a farm or zoo.Learning about
animals and their habits will also provide students of low
socioeconomic status an opportunity to learn about animals
some friends would have already seen at the zoo or farm.
Cognitive: Students will demonstrate cognitive
development by demonstrating Piaget’s concrete operations
theory though their ability to classify and identify rhymes
relating to the animals. By reading the book along with the
class I will be able to point out the rhyme schemes and ask
the students to pick out what words rhymed as a tool for
making sure guided participation is happening. Playing
rhyming bingo will be a good activity, and fun game to
promote inclusion because every student has a chance at
winning.
Personal/Social: The students will work together with
other students in their animal groups to come up with
rhyming words while applying the social learning theory.
The students will see how it is helpful and rewarding to
work in groups from this activity. The students will also
have to be respectful when playing bingo so everyone can
hear the words being announced promoting prosocial
behavior. They will learn that the right behavior is to be
quiet so everyone can get a fair chance at hearing the words
and be able to have a fair chance at winning.
Motivation: Intrinsic motivation will occur while I am
reading the book and having the class listen and remember
any rhymes they heard. The students will have a reason to
listen and pay attention, they will want to prove to me they
were paying attention and are learning. Extrinsic
motivation will occur during the bingo game when the
students will want to win. The students will want to show
their classmates that they are learning and able to win a
game.
Materials needed:
- Rhyming bingo game
- Cock-a-doodle-doo! Barnyard Hullabaloo
- Worksheet
- Pencils
Diane Kern EDC 312
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Kimberly Saccoia
MLA Citations
Andreae, Giles. Cock-a-doodle-doo! Barnyard Hullabaloo.
Witon, CT: ME Media,
1999.Print.
Rhyming Bingo. St. Paul, MN: Trend Enterprises, 2002.
Objectives
Objectives include a
measurable verb,
conditions and criteria
for student success.
The student will…
identify rhymes using Cock-a-doodle-doo!Barnyard
Hulabaloo while matching and writing their own rhymes.
Opening: I will have the class sit on the rug and have the
book out to grab the students visual attention. Hook-
Instructional
Procedures
Opening must have a
‘hook’ and include
development of
declarative knowledge
(what students will
learn)
Engagement must
include building
students’ procedural
knowledge’(how to do
something) and must
actively engage learners
Closing must include
development of students’
‘conditional knowledge’
(when again)
Diane Kern EDC 312
Boys and girls listen closely to what I am going to read and
raise your hand if you hear with your ear, a pattern!
cat in the hat, hop on pop, little bo peep has lost her sheep.
Now tell me does anyone know what they just heard?
What I just said read were all examples of rhymes, does
anyone know what a rhyme is?
A rhyme is when two words end in the same sound and this
makes reading fun to read and listen to. Did everyone think it
was fun to hear rhymes?
Now today we are going to read a rhyming book and then
everyone is going to be able to make their own rhymes with
animals we learn about in our book. And when everyone does
their work we have rhyming bingo to play, but we all have to
pay attention and do our work if we want to play the game.
Engagement: Okay boys and girls are we ready to hear me
read a rhyming book? It is called ' Cock-a-Doodle Doo,
Barnyard Hullabaloo' and the story is about animals on a
farm. We ready to hear the story? Remember to listen closely
to all the rhymes.
Then I will read the book and purposely stress the rhyming
sounds.
Did everyone hear all the rhymes in the story? Who likes
rhyming? Okay now everyone can go to their seats and I am
going to pass out an animal worksheet so everyone can rhyme
themselves! And there is a surprise, everyone knows their
learning groups? Well today group 1 is the cat group, group 2
is the dog group, group 3 is the cow group, group 4 is the
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Kimberly Saccoia
sheep group, and group 5 is the fox. You may talk and work
together with your “animal group” if you get stuck on any
rhymes.
Then I would pass out the worksheet, walking around making
sure everyone was able to complete it.
Now everyone let's swap papers with the person across from
you and see how we all did!
Then I would go over the answers to the questions.
Okay does everyone feel like they know how to rhyme
successfully? Okay now we are ready to have fun with rhymes
and play rhyming bingo!
I will hand out and set up the game and play encouraging
students to be respectful when playing the game so everyone
can hear the words.
Assessment
Assess each of your
objectives and state
which types of
assessment you will use:
informal/formal;
formative/informal
Reflections
Not required for EDC
312 as this lesson will
not be implemented with
learners.
Closure: Okay boys and girls who can tell me what a rhyme
is? And who can think of when we can use rhymes again?
Thats right we can use them when we write our own stories or
poems and use them to make our work more fun and
interesting to read! And did anyone learn about new animals
today that they didn’t know before class? And who had fun
playing bingo? Now remember what rhymes are because
when you get to be big second graders you can add rhymes
when you write your own stories!!
Informal: My lesson will be informal because it involves a
reading, worksheet and game. There is no quiz or proper
assessment at the end of the lesson to grade each student’s
knowledge.
Formative: My lesson will be formative because it will be
teaching a common concept to students over time. My lesson
is simply introducing the students to rhyming and giving them
a worksheet and game to allow them to use what they learned
and apply it.
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Lesson Implementation:
Diane Kern EDC 312
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Kimberly Saccoia
Diane Kern EDC 312
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