Inclusive Lesson Plan

Rhyme Time

Kindergarten: Reading/Writing

Concepts: Rhyming

This fun-filled lesson is designed to reinforce rhyming skills in approximately one 45

minute session. It further seeks to assist students in:

A. Demonstrating growth in the use of oral language.

B. Listening to a variety of literary forms including stories and poems.
C. Reciting short poems, rhymes, songs and stories with repeated patterns.
D. Discriminating between spoken sentences, words, and syllabus.
E. Recognizing Rhyming Words
F. Generating rhyming words in a rhyming pattern.

This lesson is designed to appeal to visual, auditory, tactile, and kinesthetic learners
adapted to satisfy the diverse needs of children receiving Special Education.

Materials:

This lesson has been designed to utilize limited resources however you will need

1. White Sheets of Paper (One per student)

2. Rhyming Cards (Picture and Word) (Equal to the number of students: one set per
student)
3. A Rhyming book such as:
a. A Giraffe and a Half by Shel Silverstein
b. Fox and Sox by Dr. Seuss
c. Green Eggs and Ham by Dr. Seuss
4. Crayons/Colored Pencils
5. Plastic Bags (One per student)
6. Whiteboard/Dry Erase Marker

Lesson:

Introductory Warm Up:

Call students together and have them circle up. Use the Give Me Five signal to gain their
attention. Then ask the group to describe what rhyming is (when words end the same),
praising their answers and provide some examples. Then continue by telling them their
going to be rhyme detectives and when they detect a rhyming pair of words they will touch
their noses (touch your nose) to show theyve found it! At this point tell them to get their
detective fingers ready (by wiggling them in the air), write a pair of rhyming words on the
handheld white board and recite them. Remember the objective of this activity is to
assess their current comprehension of rhyming so make sure that between each set their
raising their fingers back in the air, in addition youll want to include non-rhyming words to
see how the students react. (Also use the Give Me Five gesture at transitions and before
activity directions).

Whole Group-Interactive Storytime

Further their understanding by reading the rhyming book (of your choice) frequently pause
to ask students if they can think of any other words that rhyme with the pairs they
detect. Remember nonsense words are completely acceptable! (Dont forget their still
being little Rhyming Detectives!!)

Whole/Small Groups-Rhyming Name Game

Now have the students put away their detective fingers and get ready to play the Name
Game (Dont forget to ask them if they notice anything about Name and Game!) Explain
the game as follows:

a. The teacher will start by saying Im Miss Cathy then point to the person to the
right and say this is my friend, Tathy!
b. The student to the right of the teacher will say No! Im Julia then point to the
next student and say this is my friend Mulia! So on and so forth.
c. Continue around the circle as many times as you wish just remember to remind the
students to come up with new beginnings to their rhyme names each time!

- This activity can be divided into small groups at tables or even used as a rhyming station.

Independent/Rhyming Twin Pictures

Handout sheets of paper to each student and have them fold the paper Hamburger style.
Then have them draw a line on the fold with their favorite color crayon or colored pencil
after they open them once more. Tell them to write or dictate their name on the left side
upper corner of the paper then have them return to their seats with their papers. Now
explain to them that under their names they will draw a picture of themselves. (Show them
on the whiteboard exactly what they will be doing). Now have each student create a silly
rhyming word that rhymes with their name- this will be their rhyming twin! Have the
students write or dictate the name on the right bottom corner and draw a picture of their
rhyming twin. Remind them that their rhyming twins are meant to look similar but slightly
different then themselves. For instance if their wearing a hat then perhaps their twin has
a cat or a bat.

Sharing Circle

Bring the student back to the circle and have them share their creations. Allow each
student to talk about their details in the picture whether to the entire group or in pairs
(whatever they feel most comfortable with).

If You Have Time

Rhyming Match Cards-

Hand out Rhyming (picture and corresponding word) cards to each student. Ask them to
show you which pictures or words make rhyming pairs. Have them say the names of the
pictures or words as they match them. These are the students cards to keep. To bring
home to work on or play Rhyming Memory with their family so provide the student with a
plastic Ziploc bag with their name on it. Remember the cards can be adapted to suit the
needs of the student for instance using braille instead of printed words for those who may
be blind or pictures rather than words for those with Dyslexia.

During the Rhyming Lesson:

If at any point during the lessons or activities the student(s) get distracted and/or off
track use the Give Me Five signal and redirect their attention. In addition if any student
is struggling (especially during Rhyming Twins pictures) provide additional support or even
walk them through the process. Furthermore provide time for the use of assistive
technology or aides during the lesson.

How This Lesson Will Benefit Students Receiving Special Education:

This lesson was specifically designed to meet the needs of a broad range of individuals
receiving special education and/or with various disabilities and impairments. Every activity
above implements instructional strategies that are beneficial to nearly every category of
disability. For instance the use of the Give Me Five gesture allows me to ensure attention
an act that is highly beneficial when teaching individuals with Intellectual Disabilities,
Attention Deficit Hyperactive Disorder, Central Auditory Processing Problems, and
Hearing Impairments who may struggle with attention deficits or benefit from an act. In
addition the various activities geared towards different learning styles, levels of thinking,
interests, achievements, and involvement were created to assist students who may have
ADHD, Emotional/Behavioral Disorders or are considered gifted or talent as they benefit
from alternating activities that intersperse movement and levels of difficulty.
Furthermore, children with central auditory processing problems, hearing impairments,
Autism Spectrum Disorder, and visual impairments can benefit from the dual usage of
visual and verbal cues and demonstrations (the white board). While children with
Intellectual disabilities, Learning disabilities, or ADHD benefit from active involvement in
the learning process and a supportive learning environment. Moreover the alternative
grouping of students during activities (class small group/pairs/individual) increases social
interactions that help children with Autism Spectrum Disorder and Intellectual
disabilities. Lastly the use of teacher support demonstrates clear expectations and
comprehension seeking questions within the lesson plan are directed towards helping
students with Intellectual disabilities, Autism Spectrum Disorder, Learning disabilities,
and Central Auditory Processing problems! However these are only s few strategies I
implemented in this lesson plan to design an inclusive lesson plan adapted to meet the
needs of any future student I may have!