| I. Planning | Lesson summary and focus: | The skills I will be teaching is lesson, is for the students how to recognize words that rhyme as well as letter recognition. Children learn rhyming skills from direct instruction with rhyming book, as well as a felt activity from the same book. Rhyming helps develop phonological awareness. | Classroom and student factors: | This lesson will be a whole class activity. In this classroom, there are all typical learners. The reading activity will be read on the carpet surrounding the teacher. A felt activity to go along with the book will follow the reading. | National / State Learning Standards: | CC.K.R.F.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)CC.K.R.F.2a Recognize and produce rhyming wordsCC.K.R.F.2b Count, pronounce, blend and segment syllables in spoken wordsCC.K.R.F.2c Blend and segment onsets and rhymes of single-syllable spoken wordsCC.K.R.F.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant)CC.K.R.F.2e Add or substitute individual sounds in simple, one-syllable words to make new words. | Specific learning target(s) / objectives:The objective of this lesson is for the students to identify, recognize and say words that rhyme, have the same ending sound, and practice letter recognition. | Teaching notes:This unit falls within the phonological awareness unit. | Agenda:The opening of the lesson is, I will read “Chicka Chicka Boom Boom” re-emphasize and repeat the rhyming words. After reading the book, I will have a felt coconut tree along with all of the felt letters, each student will get a letter to put on the tree and give me a word that either begins or rhymes with that letter. This activity will take approximately the period of 40 minutes. | Formative assessment:The process for assessing mastery, will be to make sure the students understand the concept of rhyming and are able to verbally rhyme and be have proper letter recognition during the activity. | Academic Language: | Key vocabulary: Key vocabulary will be reading and re-reading the book, pointing out the words/letters that rhyme, and verbally assisting the children with the felt activity, with the letters and rhyming. | Function: The function of this lesson and literacy/language used is to recognize and demonstrate the students can rhyme words, understand spoken words, syllables and sounds. | Form: To assess the student demonstrate their understanding of this lesson, we will verbally ask questions on the book “Chicka Chicka Boom Boom”, the children will interact and choose words that rhyme with the letters of book, as well as playing with the felt letters. | Instructional Materials, Equipment and Technology: | The Materials that will be used is the book, “Chicka Chicka Boom Boom”, a felt coconut tree with felt letters to place on the tree. | Grouping: | As a whole class, students will demonstrate their understanding and responses, as the teacher, I will ask two to three questions per page. If students are understanding quickly, I will ask questions every two pages or so. |

II. Instruction | A. Opening | Prior knowledge connection: | This lesson connects with prior knowledge by using a book containing the letters from the alphabet. They will connect with letters and sounds, and how some words sound the same (rhyming). | Anticipatory set: | When introducing this lesson, I will tell the children that we will be playing with letters and rhyming words, then we will practice our knowledge from the book with the felt tree. | B. Learning and Teaching Activities (Teaching and Guided Practice): | I Do | Students Do | Differentiation | 1. Your “I Do” instructional procedures should include:The teaching strategy you will use to teach each step that includes modeling and formative assessment;transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; italicize every formative assessment. | Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.” Please use a corresponding numbered list. | Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students.Please use a corresponding numbered list. Also include extension activities: What will students who finish early do? |

III. ASSESSMENT | Summative Assessment: | Include details of any summative assessment as applicable and attach a copy with an answer key. Explain how the summative assessment measures the learning target(s)/objectives. If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives. | Differentiation:Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. | Closure: | Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/ objectives to application outside the classroom. | Homework: | Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets / objectives. Attach any copies of homework. |