Lesson Plan Template (edTPA – Student Teaching)
This is the only approved template for EDUC 554, no other template will be accepted. All
sections should be clearly addressed with specific details in the instructional sections. Be clear
and concise with what you are teaching. Maximum page length per lesson plan is 4 pages.
LESSON #
Subject/Topic:
Reading & writing
Phonological Awareness
Hearing RhymesClick or tap here to enter text.
Grade Level: Kindergarten
Lesson Structure or Grouping:
Whole Class ☒ Small Group ☒ 1:1 ☐
Other (specify): Click or tap here to enter text.
Learning Segment Theme:
Rhyming Words
Resources and Materials: Hop on Pop by Dr. Seuss
Book of nursery rhymes
Rhyming words flashcards
My Rhyming Book worksheets
Colored pencils
Scissors
Stapler
Pencils
Paper
Standards:
State: CCSS.ELA-LITERACY.RF.K.2.A:
"Recognize and produce rhyming words."
Our Take: Students should identify and say rhyming words. One way to practice this skill is
through a matching activity where the kindergartener matches one picture of a word with a
picture of a rhyming word.
National: English
Kindergarten
R.K.3.b
Grade One
R.1.3.a
Objective:
Students will be able to identify rhyming words.
ACADEMIC LANGUAGE DEMANDS
Language Demands: Be able to point out and recite rhyming words.
Language Supports: Books, Flashcards
Essential Vocabulary: rhyming words, Hop, Pop, more words that may be listed in the book
and words that each student may know and have prior knowledge abot.
INSTRUCTION
Direct Instruction/Modeling: Read aloud Hop on Pop by Dr. Seuss, emphasize whatever
rhyming words you come across. Pause occasionally, and ask students to identify any
rhyming words they've noticed.
Guided Practice: Click or tap here to enter text. Bring out the cards from the flashcard set, and
mix them up.
Have students assist you in looking through the cards and pairing up rhyming words.
Independent Practice: Click or tap here to enter text. Distribute different My Rhyming
Book worksheets to each student.
Have students work on completing their pages and cutting them out. After each student
finishes assembling his pages, staple them together for him and hand him a different
worksheet.
Closure: Click or tap here to enter text. Remind students of the definition of rhyming words:
words that have the same ending sounds.
Tell them that most songs, nursery rhymes, and poems have rhyming words.
Advise them to keep their eyes and ears open for rhyming words whenever they listen to
songs or read poetry.
DIFFERENTIATION
Supporting Students with Special Needs: Support: Have one-on-one review sessions with
struggling students. Go over different pairs of rhyming words with them to make sure they
understand the concept of end rhymes.
Challenging Above-Average Students: Advanced students can be given an extra
assignment. Have them read Hop on Pop on their own and write down all of the rhyming
words in the book. Students can also pick any book of choice and search for rhyming words
as well
Facilitating a Classroom Environment that Supports Student Learning: Facilitate class,
group, and one-on-one discussions and debates.Allow students to call on one another for
answers, rather than the instructor.Ask questions that don't have one single answer. Leave it
open-ended.
Extension: Review at home and bring in Rhyming words found at home or on the way
home.
ASSESSMENT
Diagnostic/Pre-Assessment: Durning Intro ask Open ended questions about Rhyming
words, also ask students to say rhyming words. We will also do a KWL Chart
Formative Assessment: Click or tap here to enter text. Distribute pencils and sheets of paper
to the class.
Ask each student to write down three pairs of rhyming words on his sheet.
Then, ask students to write down as many examples of rhyming words from Hop on Pop as
they can.
Collect the sheets and look over them after the lesson to assess each student's
understanding of the material.
Summative Assessment: Click or tap here to enter text.
