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TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence
Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)
DETAILS
Miss Vanessa Hadley
Reading/English Language Arts
1st Grade
November 6, 2015 25 Minutes
PA Core Standards
CC.1.1.K.C: Demonstrate understanding of spoken
words, syllables, and sounds (phonemes).
o Recognize and produce rhyming words.
CK
Formative Assessment
Observations students will take turns pointing to
rhyming words on given pages from Hop on Pop.
Summative Assessment
Students will write 5 rhyming words based on their
given word. They will put the words together to make a
Dr. Seuss
Objective Statement:
When Hop on Pop is orally read allowed, first grade
students will verbally identify and point to rhyming
words on given pages with 100% accuracy.
Given red and white strips to create a Dr. Seuss hat and
a base rhyming word, first grade students will write 5
rhyming words related to the base word with 100%
accuracy.
Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
The teacher will ask, What do wall, tall, and ball all
have in common? After the students answer, the
teacher will say, Today we are going to review rhyming
words. Rhyming words are words that have the same
ending sound.
Hook/Lead-In/Anticipatory Set
The teacher will show the cover of Hop on Pop by Dr.
Seuss. The teacher will ask the students what they think
the book is about and why it goes with the lesson. The
students will read the cover out loud and determine the
ending sound.
CK
Explicit
Instructions
Big Ideas
Essential
Questions
Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications
Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure
Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?
Overall the lesson went very well. The students loved being
able to read Hop on Pop off of the iPad. They were able to
make predictions about what was going to be on the next page
because they only saw one page at a time. The next time I
would teach this lesson I would change the guiding practice
area. Having students identify rhyming words off a page is a
great exercise; however, I would not have them identify words
from Hop on Pop because many of the words were repeated
and students didnt get enough exposure. Both the students
and myself loved creating the Dr. Seuss rhyming hats. This
was a perfect way for students to practice coming up with
rhyming words on their own. One thing I would change for
next time would be to either use an easier word compared to
frown or provide a tool for students to find rhyming words
besides asking the teacher. All in all, the lesson was a hit and
with the few minor changes, I would definitely teach it again.