Lesson Plan reflecting edTPA Expectations

Course Number: EDPS 673

Name: Zisi Gunsburg
Date: 12/21/13_
Theme: Winter
Subject: Literacy
Grade level: Kindergarten
Behavioral Objective:
Content:
The student will be able to rhyme as demonstrated by producing
rhyming words.
Language Skill being taught:

Phonological Awareness-rhyming
Socialization: (opportunity for language use)

Homogenous (same level) grouping where groups will play a puzzle rhyming
game. Lower levels will put together the puzzle showing ability to identify
rhymes and higher levels will complete the rhyming puzzles and identify
additional rhyming words to those words on the puzzle. Group members will
help each other with the required task. Teacher will walk around and help
weaker students come up with additional rhyming words.
Common Core Learning Standards Addressed in this Lesson:
Phonological Awareness
2. Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
a. Recognize and produce rhyming words.
Focus Question: (aim to be written on the board for students)
Which word rhymes with ______?
Materials: (list all materials needed as if it were being published and being
done by others)
Book-Bear Snores On
Character puppets (see attachment)
Yes/no card for each child (yes and no are back to back, yes is green and no

is red)
Homework Rhyming book (see attachment)
Scholastic Rhyming puzzles
Rhyming words worksheet from education.com (see attachment)
Rhyming pictures
Motivation: (how are you going to excite the children and ensure they are
cognitively engaged)
Teacher will come in wearing a bear mask. She will also read the book with
lots of expression, changing her voice with each character.
Procedure:
1) Direct Teacher Instruction:
First, teacher will say with a deep bear voice, Today we will be learning
about rhyming. Does anyone know what rhyming is (activating prior
knowledge)? Teacher will wait for volunteer responders to raise their
hands (check for understanding). Good, rhyming is when to words sound
similar or almost the same. Teacher will take two words from the book and
ask them if they rhyme. She will have them hold up a yes or no card that
they were given previously (check for understanding). She will give them
2 more words and ask them if they rhyme. They will hold up yes/no card. She
will then write and say the word on the board and ask them for volunteers to
tell her a word that rhymes with that word.
Teacher will show the cover of the book Bear Snores On that shows a
picture of a bear sleeping and say Hmm, I wonder why the bear is sleeping
(modeling thinking, key question to ensure critical thinking). Wait
for volunteer responders (check for understanding). If there are no
volunteers to comment then ask them, In which season do you think this
book takes place (key question to ensure critical thinking)?, and as a
further cue if necessary, ask When do bears sleep (activating prior
knowledge)? Teacher will read the book with a lot of expression, changing
her voice based on the character speaking. She will also emphasize the
rhyming words and hold up different character puppets with each character.

Then, again, she will take two words from the book and ask them if they
rhyme. She will have them hold up a yes or no card that they were given
previously (check for understanding). Then, she will give them 2 words
that do not rhyme and ask them if they rhyme (check for understanding).
They will hold up yes/no card. She will ask, Why dont these 2 words
rhyme? (key question to ensure critical thinking) She will write and
say the word on the board and ask them for volunteers to tell her a word that
rhymes with that word. She will allow many to have a chance to supply
rhyming word. She will put up pictures of words supplied and rhyming words.

2) Guided Practice:

How are you grouping your students?

Homogeneously- on similar ability level so they can play a simple version of

the game if on a lower level and a harder version of the game if they are on
a higher level.

How are you differentiating the learning experiences for the students?

The children on a lower level will need to put together the puzzle just
requiring identifying rhyming skills and then the teacher will walk around and
help the lower groups come up with rhymes with lots of cueing. The higher
groups will make the puzzles and then independently come up with rhymes
among themselves.

What scaffolded supports are you providing to ensure all students are
able to access the lesson?

Lower level students will be required only to identify rhymes on their own
and produce rhymes with the help of their teacher. Pictures will be shown on
the board for all rhyme word provided and character puppets are used to
help all students identify that character that is being referred to.
3) Assessment through Independent Practice:

What activity are you using to assess the learning?

Rhyming worksheet will be used (see attached worksheet).

How is the assessment differentiated to meet the needs of your

students?

Lower level students will generate a rhyme based on the picture presented.
Higher level students will generate rhymes based on the pictures plus an
additional rhyming word for each provided word and picture.

How does this serve as your final check for understanding?

Reflection: (lesson evaluation by you as the teacher) Imagine that you

actually delivered this lesson.

How are you going to change the lesson if it was too basic (easy) for
the majority of the class?
o What are you going to do for those students who do not have the
learning while you challenge the others?

If the lesson is too easy I will put my focus on producing rhymes for the class
as opposed to also focusing on identifying rhymes. The few who are having
difficulty will be accommodated during group and independent practice time.
The weaker ones will also benefit when the book is being read and the
rhymes are being emphasized.

How are you going to change the lesson if it was too inaccessible
(difficult) for the majority of the class?
o What skills do your students need to develop before they can
access this learning?

Recognizing and identifying rhymes

o How are you going to ensure they develop those skills?
I will put greater emphasis on the rhymes during the book and will focus on
identifying rhymes and will not require them to produce rhymes.
o What are you going to do for those students who do have the
learning while you strengthen the others?
The ones who have the learning will be challenged during group and
independent practice by playing the harder version of the game and
completing the harder version of the worksheet.
Implications for future teaching practice

What specific changes do you intend to make in your teaching or

classroom environment as a result of the reflection on this lesson?
I will make sure to always be prepared with easier and harder levels to
be prepared to accommodate all levels. Additionally, I will have a
bulletin board related to the lesson so that children should have
exposure and input in that area before and after the lesson.

Follow up:

What additional activities, lessons, homework and/ or trips will you use
to reinforce, enrich and deeply embed the learning for your students?

Students will bring home their own rhyming books that they will complete
for homework. On the blank pages of the book, for those who are on the
level to do so, the students will think of another two rhyming words that
belong to that group of rhymes and/or will make a picture of those rhyming
words.
Library Center
Winter books in library center:
1. Bear Snores On by: Karma Wilson and Jane Chapman
2. The Snowy Day by: Ezra Jack Keats
3. The Snowman by: Raymond Briggs
4. Winter is for Snowflakes by: Knudsen
5. Curious George in the Snow by: Margret and H. A. Reys
Book covers images:

Worksheet at library center based on the books:

Draw a picture of your favorite part of winter based on what you read in the
books. (See attached worksheet)
Literacy Center
Fun worksheet to identify s and b words. (See attached worksheet)