LESSON PLANNING TEMPLATE

Teacher Candidate Name: Alexa Iandolo School: Grandview Elementary School, North
Caldwell NJ Grade: 1st Topic: Reading: Dr. Seuss Essential Question: How can we
identify words that rhyme? Date of Lesson: 3/2/17
Concept (to be developed and explored by students ): Rhyming
Standard(s): Learning objective(s): Assessment(s):

RF.1.2. Demonstrate mastery of spoken Students will be able Each of the centers
words, syllables, and sounds (phonemes) to identify similar will be assessed in
by using knowledge that every syllable sounds and decode the understanding of
must have a vowel sound to determine the printed words. rhyming, writing, and
number of syllables in a printed word. creativity of each
Students will be able activity. (Rubric
to apply phonics skills Attached)
RF.1.3. Know and apply grade-level phonics to create activities
and word analysis skills in decoding words. based on a book.

Planning:
Materials: book, yarn, pompoms, stickers, chart paper, crayons, clothespins
Technology / Visuals: SMART Board, Anchor Chart
Groupings: Group 1: Ananya, Angelina, Avinash, Talia, Emma, Fedor, Sabrina, Dylan, Keira
Group 2: Alivia, Joseph, Vivi, Remo, Olivia, Samuel, Ryan, Brooke, Nicholas
Cite Sources: Fox in Socks by: Dr. Seuss
Teaching and Learning
Process Steps: Teacher Students
Choose steps or use What questions will you ask? What What will students do? What
instructors process will you do, say, and/or write? What tools will students use? Where in
the classroom are the students?
steps: tools will you use? How will students be grouped?
Engage I will show the students 3 different
words, cat, hat, bat. I will ask them Students will contribute
what they can tell me about these their ideas on how the
three words, similarities and three words are related.
differences, etc. After we discuss
their ideas, I will explain that we will
be using and hearing many different
rhyming words and sounds in the
lesson today.
Read Aloud I will call the students by tables over Students will come over to
 to the carpet. I will introduce the
book that we will be reading, Fox in
Socks by: Dr. Seuss. I will then read
the book to the students.
Teach/Model After the reading, I will ask the
students what they may have
noticed throughout the book. I will
explain that words that have the
same sound and that rhyme may not
be spelled the same. For example,
goes and rose. We will review
rhyming words on an anchor chart.
The students will be called one-by-
one by sticks to come up and write a
rhyming word next to the word that
is already written on the chart. After
the anchor chart, I will introduce and
model each of the center activities
that we will be completing.
Centers I will explain each of the centers and
show the students what is expected
at each center. The groups will
rotate to complete both centers. I
have assigned groups for each
rotation.
Center 1: Design Your Socks
Students will be designing their own
socks. They are to write pairing
rhyming words on their socks. They
are to design the empty sock with
patterns, colors, stickers, or
pompoms. Once they have finished
decorating, they will connect the two
socks with a piece of yarn so that
they hang together.
Center 2: Playing with Rhyming
Students will be completing a
matching sheet of rhyming words.
After, they will play Pick, Flip, Check.
The students will have a card with a
word in the middle, they are to place
the carpet.
Students will listen
contently as I read the
book.
Students will contribute
their ideas to the
discussion about the book.
Students who are called
will be come up to the
anchor chart and write a
rhyming word.
Students will listen to the
directions for each of the
centers and ask questions
if they have any.
Center Rotations Groups:
Group 1: Ananya, Angelina,
Avinash, Talia, Emma,
Fedor, Sabrina, Dylan,
Keira
Group 2: Alivia, Joseph,
Vivi, Remo, Olivia, Samuel,
Ryan, Brooke, Nicholas
Students will design their
own creative socks.
Students will be matching
rhyming words. Students
will be playing Pick, Flip,
Check.
 a clothespin on either side where
they think the correct rhyming word
is. Once they have placed all their
clothespins, they will flip over the
card and check whether they chose
the correct word that rhymed with
the original middle word.

Share Once the last rotation is complete, Students will contribute to

we will come together to wrap up. I the discussion and share
will ask them, whoever wants to, their activity if they
may share one of their designed volunteer.
socks. I will then ask the students to
share one thing that they learned
today to recall the lesson.
Differentiated Instruction: Behavioral Accommodations for Nicholas
Nicholas will get frequent praise for sitting nicely. Nicholas will get to take breaks as
needed.

*Mrs. Armstrong, Mrs. Icker, Mrs. Householder, and myself will be walking around to assist
the students.
*******Analysis of Student Learning ********
To be completed AFTER lesson implementation
Students were able to
Evidence
Explanation
 Centers Rubric

3 2 1

Student socks have a matching pair of
rhyming words and completely colored
and designed with creative many
Center 1: Design
colors, patterns, stickers, and
Your Socks
pompoms. The socks are tied together
with yarn properly.
Student socks are mostly colored
Student socks are slightly colored
and designed with patterns,
and designed with patterns,
stickers, and pompoms but are
stickers, or pompoms with no
missing the rhyming pair. The socks
rhyming pair. The socks are not
are tied together with yarn
tied together with yarn.
properly.

Student had difficulties matching

Student matched every rhyming word Student matched mostly all rhyming
Center 2: Playing the rhyming words on both
correctly on both activities. words correctly on both activities.
with Rhyming activities.

Total = ___________/6