Lesson PlanWestfield State University

Candidate’s Name: Kristen Coughlan Course #: EDUC 0336 Semester: Spring 2012

MA Licensure Sought: Early Childhood Subject Area: Language Arts Grade Level: K

Grouping Scheme: Whole group and individual

Duration of the Lesson: 40 minutes

Lesson Plan Title: Princess Pat and the “–at” Word Family

Date on which the lesson is due or will be taught: February 27, 2012

Destination: Students will understand that familiar words can be manipulated to spell new unknown words.

Objectives: Students will be able to use the word wall word “at” to spell other words in

the –at word family. Students will be able to match a picture to a second picture that rhymes with

the first.

Links to MA Curriculum Framework(s):English Language Arts Curriculum Frameworks: Kindergarten

Reading Standards for LiteratureMA.8.A. Identify and respond to characteristics of traditional poetry for children: rhyme; regular beats; and repetition of sounds, words, and phrases. 10. Actively engage in group reading activities with purpose and understanding.

Reading Standards: Foundational Skills2. Demonstrate understanding of spoken word, syllables, and sounds (phonemes).

a. Recognize and produce rhyming words.b. Blend and segment onsets and rimes of single-syllable spoken wordse. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words

Speaking and Listening Standards1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Materials and Technology Needed: Hop on Pop by Dr. Seuss

White board and marker Chart paper with the Princess Pat story written on it. Princess Pat story pictures 5 sets of rhyming words with 4 different rhymes in each set Cat in the Hat hat Red Crayons Glue sticks Teacher example of completed rhyming hat

Connections Across the Curriculum (Optional): Art – make Cat in the Hat hats Math – patterns

Instructional Procedures:

Introduction with Connections to Prior Knowledge: The lesson will begin with the whole class on the front carpet. The teacher

will start by reminding the class that they are going to be learning about Dr. Seuss in the coming week. The teacher will explain that Dr. Seuss is famous for having rhymes in a lot of his books, and they will therefore be working with a lot of rhymes. Then the teacher will read the book Hop on Pop, emphasizing the rhyming words as she does so. The teacher may at times pause so that students can complete a sentence in the book with a predictable rhyming word.

Development:When the teacher finishes reading the book, the teacher will tell the class that

she is going to read them a little story about a bat named Princess Pat. The teacher will tell students that there are a lot of rhyming words in this story, and they all rhyme with the word wall word “at” that everyone in the class knows. The teacher will remind students about how last week they talked about how to use the word wall word “at” to write other words, such as “bat” and “cat.” The teacher will write the word “at” on the board, and ask “I know how to spell the word at because it is a word wall word. But what if I wanted to spell the word bat? It sounds like the end of b-at is the word wall word at. What should I do if I want to spell the word bat?” The teacher will call on a student raising his or her hand to tell her how to spell “bat.” The teacher will write “bat” underneath “at,” and then ask how she could spell “cat.” She will call on another student, and she will write “cat” underneath “bat.”

Then, the teacher will read the Princess Pat poem, which will have blanks where –at words should be. After reading the story once, the teacher will ask students to help her fill in the rest of her story. She will use “fair picks” to call on students to come up to the board and write in missing –at words. When all of the words have been filled in, the teacher will have students read the story with her while she points to each word with a pointer.

Closure:

After, the teacher will explain to students that she will give each of them a picture. Their job will be to go to their group tables and find the picture on the table that rhymes with their picture. The teacher will then model this. She will hold up a picture of a train and say, “My picture is a train. So I am going to go over to my group table and find the picture that rhymes with train. Cat? No. Box? No. Rain? Rain, train. Yes. Those rhyme. Then I am going to get a Cat in the Hat hat and color it in so that it is in the pattern red, white, red, white. When I finish that, I am going to glue on my matching pictures.” The teacher will show a pre-made teacher example illustrating this. The teacher will call students up one at a time and give them a picture. They will each go to their tables to find their matches and make their hats. When they finished, students will put their hats in finished work and prepare to move on to the next lesson or activity.

Modifications or Accommodations for Students with Special Needs and Linguistic or Cultural Diversity:

In this lesson, the teacher will connect the lesson with students’ previous knowledge about Dr. Seuss as well as to a previous introduction students had about using rhyming words to help them spell new words. The teacher will also use modeling throughout the lesson. The teacher will model for students how to use the word “at” to spell other –at words before asking students to spell words themselves. The teacher will also model how to complete the independent rhyming activity. The teacher will “think out loud” during the modeling of the activity to show students how they should think about finding their matching word at their tables. Plus, the teacher will show students a model of how they should make their Cat in the Hat hats. This modeling will help students understand what is expected of them and what process they should use to complete their work. Students’ understanding of how to form –at words will be supported both through the teacher’s explanations as well as through witnessing their peers spelling –at words. Students understanding of rhyming words will be supported throughout the lesson by reading Hop on Pop and emphasizing rhyming words, talking about the rhyming words in the Princess Pat story, and by the teacher’s modeling.

Assessment of Student Learning:Students’ understanding of how to use the word “at” to form other words will

be assessed through observation during the whole class activity. Students will be assessed through their ability to explain how to form new words and their ability to spell and write new words in the story. Students understanding of rhyming words will be assessed through observation during the read aloud as well as through their ability to match pictures that rhyme.

Citations for Sources of Lesson Plan Ideas:Rhyming cards obtained from Lori Lukomski. Images to depict the Princess Pat story obtained from Google images.

Reflection:

I’d like you to meet Princess Pat.Princess Pat is a bat.She liked to wear a small red hat.She had two friends, a rat and cat.Her friend the cat was very fat.Because all day long he sat on a mat.Until one day, her friend the cat.Accidentally sat on her hat...Oops! He squished it flat.And that was that.