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Kari Dawson EDIT 2000 November 11, 2005 Lesson Title: Rhyming with Dr. Seuss Annotation: Our class will study the works of Dr. Seuss, specifically One Fish, Two Fish, Red Fish, Blue Fish, in order to learn about rhyming words. Through reading his books and using the Dr. Seuss interactive website, the students will learn how to recognize rhyming words, both orally and visually. Additionally, students will be able to differentiate between rhyming words and non-rhyming words. Students will complete worksheets on rhyming words and use the web resource, Seussville, to obtain mastery of rhyming. The website will further clarify our discussion on rhyming, and will give the students an opportunity to practice their rhyming skills. Grade Level/QCC Objectives: Kindergarten Language Art Objectives: Topic: Listening/Speaking Standard: Recognizes rhyming words Topic: Reading Standard: Recognizes rhyming words (e.g., CVC words, word families, etc.) Topic: Listening/Speaking Standard: Listens to a variety of literary forms, including stories and poems. Topic: Reading Standard: Reads selected sight words. Technology Objectives: Topic: Basic Skills Standard: Operates basic technology tools and applications. Topic: Basic Skills Standard: Identifies basic technology tools. Technology Connection: Seussville Interactive Learning Website: http://www.seussville.com/ Kari Dawson EDIT 2000 November 11, 2005 Procedures: 1. How will you gain the learners’ attention? I will begin the lesson my demonstrating what rhyming words are. For example, I will begin with the word “ had” then list some of the words that rhyme with had. After we have generated a class list, we will begin reading Dr. Seuss’ One Fish, Two Fish, Red Fish, Blue Fish (or some other Dr. Seuss book that contains rhyming). 2. How will you inform the learners of the objective of your lesson? Once we have generated the class list of words they rhyme with “ had,” I will then explain the objectives of the lesson. I will explain to my students that we will be learning about different words that rhyme, and we will learn how to differentiate between rhyming and non-rhyming words. 3. How will you stimulate recall of prior learning? After discussing what rhyming words are, and reading the One Fish, Two Fish, Red Fish, Blue Fish, I will ask them to recall the discussion we had with words that rhyme with the word “ had” and ask them if they can come up with other words that rhyme. Their responses will help me gage whether or not they are grasping the concept of rhyming words. As we read the story, I will also have them listen for word endings that rhyme, such as -ish, -ink, -op , -ad etc. Once we finish reading the book, I will ask them to repeat as many words as they can remember that had those word endings. 4. What stimulus will you present and how will you present it? I will first present my students will Dr. Seuss’ One Fish, Two Fish, Red Fish, Blue Fish as both a visual and auditory stimulus. The colorful pictures and fun language of the book will create interest and excitement for my students, thereby engaging them in the lesson. I will further engage my students using the Seussville website. Once again, the interactive format of the website will engage the students as it offers many fun games, thereby enhancing their learning. 5. How will you provide guidance to the learners? Because much of the lesson will be done as a class, I can gage whether students are having problems or not through class discussion. If one student seems to be having more difficulty, I will work with the child individually, or partner that student up with another student who appears to be grasping the concept well. I will also periodically ask my students if there are any questions, or ask if anyone is confused. Kari Dawson EDIT 2000 November 11, 2005 6. How will you elicit performance from the learners? I will elicit performance from my students by leading a class discussion and activity on rhyming. I will question individual students to ensure that everyone participates. Additionally, students will complete a written activity on rhyming with a partner, in which students have to identify rhyming word pairs; and complete the different activities, also with a partner, on the Seussville website. 7. How will you provide feedback during the performance? I will provide feedback to my students by answering any questions and addressing any concerns of my students. I will also monitor my students as they complete the worksheets and the games on the internet, and provide my students with specific feedback on their performance. If I see students who are still struggling, I will help that student individually. 8. How will you assess the performance? I will asses the performance of my students with the completion of the worksheet and the interactive games. I can use both of these to see whether or not the student has an understanding of rhyming words, and if the student can differentiate between words that rhyme and words that do not rhyme. 9. How will you enhance retention and transfer? After we have completed the thematic lesson, the following day, I will have a final discussion and ask my students what they have learned. I will ask if my students can give me an example of a pair of rhyming word. The students can then act as the teacher and decide whether the pair of rhyming words is correct. I will then hold up pictures of different objects and ask my students to identify whether or not they rhyme. In order to promote transfer, I will use this discussion as an introduction into our next language arts unit.
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