LESSON PLAN

TEACHER: Cassandra Jolley GRADE: Foundation SUBJECT: Literacy

Victorian Curriculum link(s):

 Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in
spoken words (VCELA168)
Learning Target(s):
 To Repeat the last rhyming lesson but modify it for them to be engaged
 Students will be able to identify and produce rhyming words
 To be able to think of their own rhymes
 WE ARE LEARNING TO: identify rhymes
 THIS IS BECAUSE: it helps us with our speaking and listening
 WHAT I’M LOOKING FOR: listening, recognising rhyming words and participating in the
activity
Essential Question(s):
 Who knows what a rhyme is?
 Where is the rhyme on this page?
Key Vocabulary: Materials
 Rhyme  Nursery rhyming books
 Same
 Sound
Introduction/ warm up/ Pre-test:
Ask students what rhyming words are (words that have the same ending sounds). Tell
students to touch their nose when they hear words that rhyme.
Words: Sat, mat, rat, at, bat, fat, hat, pat, vat, cat, flat, that, splat
Assess students' understanding of rhyming by seeing who is willing to put their hand up and
participate.
Make sure you make the children repeat the rhyming words.
Modelling:
Say words out loud that rhyme and have children standing up and if they hear a word that
does not rhyme they take a step. Cat, mat, sat, rat, dog, at, flat
BRAIN BREAK
Guided practice:
Read familiar nursery rhyme humpty dumpty
Next, I’ll read the nursery rhyme without saying the final rhyming word, asking the children to
provide it.
Independent Practice:
N/A
Closure/ Post-Test:
Ask children to close their eyes so they can’t see anyone, and as soon you hear a word that
doesn’t rhyme put your hand on your head.
Record who puts their hands on head.
Extended learning:
N/A
Evaluation
I got feedback from my supervising teaching saying that this lesson went so much better than
my previous lesson as it had a lot more short sharp activities that have children up, moving
and interacting with their environment. A hand full of children at the start of the lesson knew
what rhyming was or had an idea, and about five or so extra children at the end of the lesson
had an idea of what rhyming is.
Reflection
I was quite anxious about going into this lesson because of the outcome in the previous
lesson. But as I started most to all of the children were really engaged because I was asking
them questions to get them all thinking. I think this lesson went a lot better than the other
lesson because I had all the children involved and up and moving. The interaction, repetition
of the words I think made the children more likely to involve themselves into the activities.