KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: ______Brittany Harris_______________________ Date: ___9/23/15___________

Cooperating Teacher: ______Mrs. Meals__________________________ Coop. Initials: ________________
Group Size: _____16____________ Allotted Time: _30 minutes_________ Grade Level: ___K______________
Subject or Topic: _______Jack and Jill, Basket of Rhymes_____________ Section: ____Student
Teaching__________

STANDARD: (PA Common Core):

RL.K.3 With prompting and support, identify characters, setting, and major events in a story
RL.K.6 With prompting and support, name the author and illustrator of a story and define the
role of each in telling the story.
RL.K.10 Actively engage in group reading activities with purpose and understanding.
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds.
K.2.a Recognize and produce rhyming words

SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics
and texts with peers and adults in small and larger groups.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

CC.1.4.K.W With guidance and support, recall information from experiences or gather
information from provided sources to answer a question.

I. Performance Objectives (Learning Outcomes)

SWBAT:
 Identify characters, settings and major events in the story
 Identify the author and illustrator, and what role each plays in telling the story
 Produce words that rhyme with the given word
 Participate in a collaborative discussion about the story
 Choose objects from a basket and find another object that rhymes

II. Instructional Materials

 “Jack and Jill” pg. 43 in Higgledy Piggledy Nursery Rhymes
 Basket full of rhyming objects
 White board and Marker (1)
 Jill's Hill: Chart Paper with Person Magnet (Picture of Jill taped on)

III. Subject Matter/ Content (prerequisite skills, key vocabulary, new content, big idea)
A. Prereq Skills
a. Matching objects
b. Hearing rhyming words
c. Discussion during a Read Aloud
d. One-to-one correspondence
B. Key Vocabulary
a. Matching: one object shares a similar quality with another object
C. New Content
a. Jack and Jill Nursery Rhyme
b. Matching two objects that rhyme with each other
D. Big Idea
a. Students will read the Jack and Jill story and discuss the rhyming words they hear. Then they will
choose objects from a basket and try to find the rhyming object.
IV. Implementation

A. Introduction –
a. Call students back to carpet by girls and boys. Students should sit facing the teacher chair,
sitting criss cross applesauce.
b. We have read a few nursery rhymes with Mrs. Meals already, like "Itsy, Bitsy Spider" and
"Hey Diddle Diddle." Today we are going to read another one, and I'm sure you have all heard
this one, so chime in when you know some of the words."

B. Development –
a. Read "Jack and Jill" story. Stop often and discuss the rhymes that they hear.
i. Ask comprehension questions: What is Jack's crown? (His head) What happened
when he fell down the hill? Why did they go up the hill? Etc.
b. Review what types of rhyming words the students heard during the story.
c. Bring out basket of objects. "We are going to practice our rhyming skills some more." I have a
basket of some things here, and each thing has rhyming match. Your job is to figure out how
to match each object."
d. Students should move so they are sitting around the outside of the carpet. Call on one student
at a time to come and pull an object out and set it in front of the basket. Choral Response:
everyone should name the object. Use a different student to pull out an object until all objects
are out of the basket.
e. Think, Pair, Share: students take a moment to look at the objects and think about which ones
might rhyme with each other. Then they turn to the person next to them and talk about what
they have noticed and which objects they think will go together. Share: call on a group of
partners to come up and pull two objects that rhyme with each other. Do not correct them or
review their choice. Keep calling partners until all objects have been grouped.
f. Gradual Release: The teacher will name one of the matched sets and think out loud about
whether they rhyme. The teacher will also use the Push and Slide hand motion that the
children are familiar with to identify sounds in a word. (I Do) Then the students will be
engaged to say the names of objects in 2 sets and decide if they rhyme by using the Push and
Slide motion. (We Do). The teacher will ask which group chose each of the remaining sets,
and that group will need to explain why they matched those two objects, as well as show the
Push and Slide to prove that they know the objects rhyme.
g. If the class did actually work well together: the teacher will congratulate the class on working
so well together and reward everyone with a Cub Club ticket (Fleetwood reward system), and
put the objects back in the basket.

C. Closure –
a. Now that you have shown me that you can choose real objects and decide if they rhyme or
not, let's do a few out loud. If I say box, who knows something that would rhyme? Think
about something you might be wearing, or something we might have seen in Mrs. Meals'
ABC book for a letter. (Socks. Students could also say locks, pox, fox)
b. What about cat? (Hat, mat, rat, sat, pat, fat)

D. Accommodations / Differentiation –
a. A: C.Z. has an IEP for speech and language. He has difficulty distinguishing between things
that rhyme and don’t rhyme, and he has difficulty understanding the process. When it is his
turn to come up and pull an object out of the basket, ask him if he knows what the object is,
and then say it for him and have him repeat it. If he and his partner get called on to match
objects, point to each object they choose and say the name out loud, and have him repeat
them.
b. Differentiation: as another level of difficulty, ask some students if two unrelated objects
rhyme, and ask them to prove themselves if they say no. For any students who may say yes to
this, have them turn to a partner and ask if they think the objects rhyme, why or why not.

E. Assessment/Evaluation plan
 1. Formative: checklist: mark next to the name of each student that pulls an object
(simply so that everyone gets a turn), and then mark again next to the names of students who work in pairs to match
objects: plus if they are correct, minus if they are not. Students who are called on to defend their choice get a check
if they can explain themselves, and a zero if they cannot.
2. Summative: none

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students performance written
after lesson is taught, includes remediation for students who failed to meet acceptable level of achievement)

How much difficulty did they have remembering rhymes from the book or producing rhymes?
They needed some prompting, but if given the first rhyme, they were able to remember/supply the second.

What objects did the students have the most difficulty matching? Why might this be?
Students didn’t have any difficulty matching objects. The students who received "+" were able to work together to
choose 2 items that rhymed and provide and adequate explanation. The items were easy to match.

One group received a minus because they did not discuss which pair they wanted to choose together; instead, one of
the boys just decided he wanted to have the doll. The group that had a star were arguing over who got to hold the
objects and who got to explain their choice.

B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)

What accommodations or differentiation did I not account for, if any? What steps can I take to be sure I list all
necessary accommodations and differentiations?
PL and BG (3) should not have been seated next to each other or partnered up. They both have difficulty following
through on all directions, and they are easily distracted. BG also only focused on the object that he wanted, which is a common
theme. I will need to consider how certain students will act if paired together, and/or make sure partnerships don’t happen.

What parts of the lesson, if any did I modify on the spot, and why? Were there any spots I forgot about or added? Why is that?
None. However, the students were expecting me to turn the page of the big book and continue reading, which I realized
halfway through the discussion. I will need to be sure that I emphasize the fact that Jack and Jill is a nursery rhyme, so it is a
short poem, and it is only on one page.

Please note:
 Do not try to fit your lesson plan into the spaces on this format sheet. Scan this form or retype it. Adjust the spacing to
match the needs of your individual lessons.
 After the cooperating teacher has approved and initialed the plan, any recommendations or revisions should remain on
the plan.

VI. Resources
"Jack and jill". Higgledy-Piggledy Big Book. Harcourt & Brace.