EDR 317/318 Lesson Plan Template for SLO

(40 points)

LESSON PLAN TEMPLATE

Katelyn Stout
Lesson Day
October 24, 2017 & October 26, 2017
ELA Centers (Small Group)
Candy Corn Rhyming
24 Students

How will this lesson support the learning goal?

Why is rhyming important knowledge?
(1c: Setting Instructional Outcomes)
(1 point)

Objective(s)
(1c: Setting Instructional Outcomes)
(2 points)
Students will be able to recognize 80% of rhyming words from a set of pictures to
Taking the learning goal into consideration, what is the objective(s) of match various candy corn pieces.
this lesson that will support progress toward the learning goal.
Students will be able to produce a rhyme given two rhyming words. (note: this is
Objectives should be learner focused (not what the teacher will do or only for students of higher F&P levels or the two highest ELA groups)
accomplish), observable (use verbs that can be measured), and target a
specific outcome. Please refer to the SLO User Guide for the ABCD
method or I CAN statements that can be used as a guide.

PA Standards (2 points) CC.1.1.K.C- Demonstrate understanding of spoken words, syllables, and sounds
www.Pdesas.org/Standard/view or (phonemes). Recognize and produce rhyming words. Count, pronounce, blend,
https://www.pdesas.org/Page?pageId=11
and segment syllables in spoken words. Blend and segment onsets and rimes of
single-syllable spoken words. Isolate and pronounce the initial, medial vowel, and
final sound (phonemes) in the three-phoneme (CVC) words.

ISTE Standards (if applicable) n/a

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 Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources) Candy corn PDF (cut out and laminated)- These were found on Teachers Pay
(2 points) Teachers for a rhyming center. Teachers Pay Teachers is a reliable website since it is
teachers sharing activities that work in their classroom. Although I have been warned
What texts, digital resources, & materials will be used in this lesson?
that I must be careful that the content aligns with PDE standards, I will always take
How do the materials align with the learning objective(s)? If
that into consideration. This lesson however, since it is rhyming, is just a fun, themed
appropriate, what educational technology will be used to support the
activity practicing rhyming skills.
learning outcomes of this lesson? How do the resources support the
learning objectives?
Cite publications and any web resources.
Anticipatory Set
Friends, can someone remind me what we worked on last time during groups?
(1a: Demonstrating Knowledge of Content and Pedagogy)
(allow for student response)
(2 points)
3 minutes Yes! We were working on rhyming! Can someone remind me what a rhyme is?
How will you set the purpose and help students learn why todays (Allow for response. If students do not say words that sound the same, the teacher
lesson is important to them as learners? should prompt them by saying, Are they words that sound the same or different?
How will you pique the interest or curiosity regarding the lesson topic? Where students would then say the same)
How will you build on students prior knowledge?
How will you introduce and explain the strategy/concept or skill? Yes! They are words that sound the same! Last time we met, we worked on the
magnetic board to find rhymes, but this time, we will be working with something to
Provide very detailed steps.
do with Halloween!

We are going to be playing a candy corn match game!

Now, this game is going to be played with all of our group, so you must listen really
carefully to what each friend says! Are we ready?

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 Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy;
1e: Designing Coherent Instruction)
(15 points)
10 minutes
Exploration (Model): How will students explore the new concepts?
How will you model or provide explicit instruction? You MUST include
a teacher think-aloud using student-friendly language here.
Guided Practice: How will you provide support to students as they
apply the new concept? How will you allow them to practice (with
teacher support)?
Independent practice: How will students review and solidify these
concepts to be able to use this new knowledge? How will you monitor
and provide feedback?
Provide very detailed steps and include teacher talk where appropriate.
RJM Fall 2017 SLO Lesson Plan Template
The teacher will begin by passing out one piece of the candy corn matching
pieces to each child. Make sure that the teacher passes out the bat piece first
and keeps the cat piece for herself.
o Note: For the 2 highest ELA groups, the teacher will make sure that
there are two matches passed out at all times, but there does not need
to be an equal set of matches handed out. For the 2 lowest ELA
groups, pairs of matches must be distributed in the group.
o After the teacher passes out game pieces, the teacher will tell the
students what each picture is to limit confusion and allow them to
think about rhyming words.
The teacher will begin by saying, Okay friends, I am going to model how we
play the game so that you have an idea. Since we are looking for rhymes, I
am going to say, I have a cat (looking at the picture with the cat), who has a
word that rhymes with cat?
o If a student says, I do! The teacher will ask what picture the child
has. When the child replies with bat, the teacher will then say,
Friends, (childs name) says (he/she) has hat and I have cat. If you
think these words rhyme, put your thumbs up. If you dont think the
words rhyme, put your thumbs down.
o All students should have their thumbs up, if some do not, the teacher
will ask why they think that and then must explain why they rhyme.
The teacher will say to them, Listen closely how I say these two
words. /bat/ /cat/, /bat/ /cat/. Do they sound the same at the end?
o If students are still confused, make sure they know that its not the
beginning sound that we are looking for, but we are listening for the
same ending sounds.
o For students who are in the 2 highest ELA groups, the teacher will
ask the student who had the word bat if they can think of another
word that rhymes with bat and cat.
o If they can produce a rhyming word, great! If they cant, tell them
that it is okay and we will be working hard the next couple of weeks
with it! Ask the group if anyone else can think of a rhyming word
and then ask the first student if he/she agrees or disagrees.
Students will then move to the next match. The teacher will ask another
student (doesnt matter which one- but it would make sense to go around the
table after that so each student gets a turn to both say, I have ___, who has
___? and recognize a match)
o The teacher will guide the student through each match. The student
should say, I have (whatever picture), who has a word that rhymes
with (picture)
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 o The teacher will then ask (before giving the correct answer) after
each match if students agree (put their thumbs up) or disagree
(thumbs down).
o For the two highest groups, ask both students to who had the match
to provide one different rhyming word each. The teacher will make
note on which students could successfully do it and which could not
with a t-chart. The teacher also must note if they gave an answer,
even if it was incorrect, or if they didnt give any answer.
The teacher will then repeat that for each match.

Closure
(1e: Designing Coherent Instruction) With 2 minutes, left in ELA centers, the teacher will stop with the activity,
(3 points) even if students have not finished and prepare for the closure.
The teacher will ask students, Friends, what did we learn about rhyming
2 minutes
today? (allow for student response) Students should say how rhyming words
How will students share or show what they have learned in this lesson?
are words that sound the same or have the same ending. If students do not,
How will you restate the teaching point or ask students to do so and
come up with that, the teacher must prompt them.
clarify key concepts?
The teacher will then provide the group with a word, regardless of what
How will you provide opportunities to extend ideas and check for
group they are in and ask if anyone can come up with a rhyming word. The
understanding?
teacher will say the word skate.
o For students in the higher two ELA groups, the teacher will ask each
student and keep a note of which students can produce a rhyme and
which cannot yet.
o For students in the lower two ELA groups, the teacher will ask the
group and see which students are beginning to think and produce a
word, even if incorrect and those who still are not there yet.

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 Differentiation
(1e: Designing Coherent Instruction)
(2 points)
What differentiated support will you provide for students whose
academic development is below or above the current grade level?
What specific differentiation of content, process, products, and/or
learning environment do you plan to employ to meet the needs of all of
your students?
How will your lesson be supportive for all students, including English
Language Learners, and build upon the linguistic, cultural, and
experiential resources that they bring to their learning?
How will your lesson promote creative and critical thinking and
inventiveness?
Accommodations ** (see note below)
(1e: Designing Coherent Instruction)
(1 points)
What classroom accommodations do you plan to employ to increase
curriculum access for students identified with special education needs
or 504?
Describe how these accommodations align with the current
Individualized Education Plan (IEP) for each student as applicable
(avoid using actual names of students).
Modifications**(see note below)
(1e: Designing Coherent Instruction)
(1 points)
What curricular modifications and/or changes in performance
standards, if any, do you plan to employ to facilitate the participation
of students identified with special education needs?
RJM Fall 2017 SLO Lesson Plan Template
For students with higher F&P levels- For students at a B or C F&P level, which is
our two highest ELA groups, the teacher will have the students still participate in the
I have _____, who has ____ game, but after every match, each student who made
the match must produce another word (per person) that rhymes. The teacher will
make sure that at least a couple students have a rhyme, but not all cards the students
are holding will rhyme at that given time. Note: This is building their producing
rhyming words skills since this is something the teacher looks for when assessing for
conferences later in November and report cards in December.
For students with lower F&P levels- Students who have very low letter and sound
recognition are in our two lowest ELA groups (minus the 6 students that get pulled
for reading support). For these groups, the teacher will always start with a rhyming
word and say, I have ______, who has a word that rhymes? If students still do not
get that they have the rhyme, the teacher will scaffold by going through each word
each student has and say the two words and ask if they rhyme while emphasizing the
rhyme. Note: The teacher will give all students in a group words that have a match
and will not put random words in. For example, for a group of 4, there would be 2
sets of rhymes and a group of 6 there would be 3 sets of rhymes.
Student A- For this student, he constantly needs redirected. It is very hard to teach
him content as my mentor and I have learned. The attention span is not there and he
has been in the process of being evaluated for special education. For this student, I
will redirect him consistently and ask him to participate in putting his thumbs up and
thumbs down. I will also require him to use his communication skills to say, I have
____, who has a word that rhymes with _____ I will also use his clip chart with a
green, yellow and red smiley face to let him know what behavior is acceptable and
which is not. I will not have him recognize a rhyme, because academically, he is not
ready for that.
n/a
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 Assessment (Formal or Informal) Informal Assessment: The teacher will make a note of students who can identify that
(1f: Assessing Student Learning) they have a rhyme or if they are giving a thumbs up or a thumbs down to a peers
(3 points) rhyme set.
How will you and the students assess where the learning objectives,
listed above, were met? Formal Assessment: The teacher will list students from the two highest groups that
can produce a rhyme after hearing a set of two words. The teachers list will consist
Each formal or informal assessment should describe how it is aligned of Yes, No/Gives an Incorrect Answer and No/With No Answer.
to the above objective(s).

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Reflection on Instruction
(7 points)
At the conclusion of the lesson you should reflect on the lesson. The
reflection should go beyond simply answering the question Was this a
good lesson? Below are some questions to assist you in your reflective
process (Danielson, 2008):
o What evidence did you collect to demonstrate that your
students have met or are progressing towards the learning
outcomes/objectives?
o View student work samples. What do they reveal about the
students level of engagement and comprehension?
o What changes, if any, would you make to the lesson if you
teach this lesson in the future? What misconceptions, if any, do
you need to clarify before teaching the next lesson?
o Did you stray from your lesson plan? If so, how and why?
o Comment on your classroom procedures, student conduct, and
your use of physical space. To what extent did these contribute
to student learning?
o Comment on different aspects of your instructional delivery
(e.g., activities, grouping of students, materials/resources
utilized). To what extent were they effective?
RJM Fall 2017 SLO Lesson Plan Template
I was pleasantly surprised with how much students began to grasp the concept of
rhyming! This is my second-time meeting with each group in ELA centers. The first
time, we worked on rhyming on a magnetic board with pictures. The students did so
well and I could tell they enjoyed playing. I saw the two highest groups on my first
day of centers. They were so responsive and were able to begin to give me rhyming
words. Not all of them were completely there yet, and I made it known that it was
completely okay if they couldnt do this yet and that we would continue to work on
it. To involve all students, I used the thumbs up and down method. After each
rhyme set or if students gave me a rhyming word, I would ask the students if they
agreed or disagreed. I could see that all students met or were progressing towards the
objectives because they were accurate with each match. At one point, one of the
students gave me a word that did not rhyme with the set. It had the first beginning
sound, but not ending. When I asked students if they agreed or disagreed, 3 out of the
4 students put their thumbs down. After I repeated the word the student gave me with
the rhyming set, she could correct her mistake. It was so neat to see them really
thinking and when it clicked, it definitely clicked! Based on their level of
participation each time, and their willingness to want another piece of the puzzle, I
could tell that the students were enjoying the game as well as learning. I even had
one boy say, Awh man! I dont want to leave! when the timer went off to switch
centers! Without prompting many were saying, I have the match! I rarely had to
repeat for students to grasp whose card matched whose. It got to a point where
students wanted to just continue to help each other and give it away, so I had to
remind them that they needed to let their friend try, and then if their friend is stuck,
thats when we can help them. Since we did Hoppy the Kangaroo a couple days
ago and used the thinking in your head strategy, I told them that would be a good
way to think quietly. Many were receptive to this method when it was not their turn!
After students had a match, they were given another card. All of my students in the
two groups continued to say, Give me a hard one!! This informed me that the
students were engaged in the whole lesson since this was at the end. I could see their
confidence growing too after the praise that I was giving to each student. Regardless
if they were completely right, I would pick out something positive that I noticed to
tell them about. It was neat to see them taking risks and asking for hard ones!
For my second day of teaching this lesson during centers, I had the two lowest
groups. I was surprised here as well that most students really started to grasp the
concept. For a couple students, who I knew from the last meeting understood the
concept of rhyme, I was able to ask them to produce a rhyme after they matched their
set. For the others, though, I just focused on rhyme versus not rhyme. I knew from
our last meeting that these students were particularly mixing up rhyme and first
sounds since they were learning both in groups. So, I really had to stress that we
were not looking for the same first sound, but we were looking at the ending part of
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 the word to see if that was the same. I had asked my mentor how to clear this
misconception, and she told me that I shouldnt give words with the same beginning
sound at first if they get mixed up as to what they are looking for. So, I shouldnt ask
if cat and couch rhyme because the student may get confused with the /c/ sound.
After students have a greater understanding, she told me that I should then introduce
words like these, but to scaffold first. I took this advice and it seemed to work really
well! During the time spent with the group that had the lowest F&P levels after
testing, one child posed a challenge for me during centers because he could not pay
attention. This particular child is being evaluated for special education and has a
really hard time focusing in any setting, but I found myself wanting him to get what I
was trying to teach. I was constantly having to tell him to turn and look this way, not
put the paper in his mouth, or not to touch another child. However, a couple minutes
in, once I was using his clothespin clip chart with smiley faces (green, yellow and
red) that correlates with his behavior, he seemed to at least sit still and look at us. He
was not able to grasp the concept of rhyming however, because each time I asked
him if a word rhymed he said, Yes no matter the question. I did plan for this child
in my accommodations section, however, I felt as though my constant redirecting
took away from other students learning since our group time is only 10 minutes.

My groups meet at the back rainbow table. This table is shaped like a rainbow, has
a seat for me on one side and then on the other side has 6 chairs. My largest group
that day was 5 students, so there was plenty of space. Since I could face all the
students and they could see me, I believe that their learning was enhanced this way. I
made sure to move specific students if I knew they could not sit together during
learning. I even said to students when they came, to pick a seat where they would be
sure they wouldnt be distracted and could make good choices. To my surprise, one
of the students moved seats because he and another boy had been very chatty all day
and that was who he was currently sitting near. I did not stray from the content in
either lesson since the activity was very straight forwards and groups only meet for
10 minutes, so as a teacher, I had to address the content quickly and effectively.

A change that I would make for next time could be that if students showed that they
understood how to play, I would have them face a partner, while still sitting at the
table for me to monitor, and have them find matches with the partner. This would be
faster paced so that they would not become bored easily. However, during my
centers, I did not have a problem with students getting bored because I was having
them give me a thumbs up or thumbs down after each time to show if they agreed or
disagreed with their peers response.

I found the candy corn rhyming game from Teachers Pay Teachers. My mentor and I
decided that students should be formally introduced to rhyming first by playing a
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 Lakeshore Learning game. This game had was a magnetic t-chart where they had
picture categories and students were given a picture to place under the word it
rhymes with in the category. So, when my groups came to me for the second time for
this lesson, they already had prior rhyming knowledge. It was nice to work in small
groups because my two highest groups are of 4 and 5 students while my two lowest
groups have 3 or 4 in them. This allowed me to really assess each child individually
on where they were academically in regards to rhyming. The game aligned well with
the standards for this given lesson as well as correlated with what content students
were learning during centers.

**Accommodations and Modifications

Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are essential to
consider when planning an equitable educational experience for students with disabilities. Accommodations refer to changes in how a student learns the material
but they do not change knowledge content. With accommodations, a student receives the SAME education as other children, but the student can access content or
express knowledge in different ways. Modifications refer to changes of what is taught or what students with disabilities are expected to learn. This may include
adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User Guide and SLO template for additional
explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the accommodations
or modifications listed within the IEP or 504 plan. There should be a direct connection within the Anticipatory Set, Instructional Activity, and Closure section of
the lesson plan template.

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