PSL I & PSL II Early Childhood Education Lesson Plan
Name: Chloe Helmes Period: 3
Theme: Dr. Seuss Week Presentation Date: March 5th-7th
Learning Center: PA Early Learning Standard Developmental Area: Circle the
developmental area(s) this activity focuses
upon.
KEY LEARNING AREA: Phonological Awareness
( Cognitive, Physical, Communication,
Creative ) Fine Motor Skills
1.1 PK. C- Demonstrate understanding of spoken words, syllables,
and sounds.
Name of Activity: Rhymes mix and match
Concept(s): (What specific concepts/ideas will the children learn from completing this activity? Concepts learned may be directly related to the theme, as
well as indirectly teaching something else.)
The learner will:
● Recognize rhyming words
● Isolate and pronounce initial sounds
Objective(s): (Remember to include all three parts for each objective: what the children will be given, what they will do with what they’re given, and to
what level they’ll be able to complete the activity.)
The little jags will be able to match the rhymes together and pronounce each of the words
on the papers in a bowl containing rhyming pictures. Swedish fish were given when
words were matched to rhymes to the best the best of their ability.
Materials Needed to Complete This Activity
Available: Construction paper, scissors, markers
Student Will Supply: swedish fish
Teacher Will Supply: none
Preparation: (What do you need to do to prepare for this activity BEFORE the children arrive?)
Cut out 108 squares with construction paper and write a word on each one that rhymes
with another word (example: bat and rat). There should be 6 pairs of rhyming words for
each kid. Set all pieces of construction paper in a bowl with swedish fish underneath.
Procedures: (In great detail, explain how to complete the activity. Your instructions should be good enough for someone else to teach the activity if
you are not here.)
Teach the children what a rhyme is and how to sound out words to see if they rhyme. Afterwards,
have all of the children go through the words in their bowls and match up the words that rhyme.
Once they think they have found a pair, they will place both pieces of paper next to each other
and put them aside to show that they are a match. They will continue to look through all of the
words until they believe they have found all of the 6 pairs.
Closure/Transition: (How will you end this activity?)
I will check to see if they put all the correct words together. If any of the pairs are incorrect, I will
show them which words are actually matches and teach them how I figured it out. Once the kids
have completed the activity, they can eat the swedish fish in their bowl.
Sample Attached, if sample needed: ( Yes / No )
Total Planning Points:
Grading Rubric for ECE Lesson Plan
Lesson 0 1–5 6–10 11–15 16–20 21–25
Plans Lesson Lesson plans are Lesson plans are Lesson plans Lesson plans are Innovative,
plans incomplete and somewhat are somewhat complete and interesting and creative
0–25 points
developmentally complete and complete and show multiple lesson plans show a
are missing
inappropriate indicate indicate evidence depth of
minimal basic knowledge of the understanding of
understanding of of understanding of lesson planning and
lesson planning lesson planning developmentally
lesson planning
and and appropriate practice
and
developmentally developmentally
developmentally
appropriate appropriate
appropriate
practice practice
practice
DAP
Lesson Plan Implementation Evaluation
Student Evaluation (3 points)
1. Did you fulfill your objective(s)? Yes No
Explain: The children successfully sounded out the words and figured out what the rhyming pairs were
by the end. They understood the concepts of rhyming very well.
2. What went well during the activity?
The kids were very engaged and seemed to enjoy it, especially eating the swedish fish at the end. The
activity wasn’t too difficult but still challenged them a little bit and allowed them to learn new things.
3. In what way could you improve the activity?
I think the activity went very well and I don’t think any improvements would be necessary.
Student/Teacher Evaluation
Evaluation of Performance in the Lab Student Teacher
A. The lesson plan was turned in on time. 1/1 1/1
B. The activity was ready to go and set up on time. 2/2 2/2
C. The activity followed the lesson plan. 1/1 1/1
D. The student actively interacted/talked with the preschoolers. 2/2 2/2
E. The student followed appropriate guidance techniques. 2/2 2/2
F. The student exhibited a professional attitude and appearance. 2/2 2/2
G. The student cleaned the area after use. 2/2 2/2
Performance Evaluation Points 12/12 12/12
Average of student/teacher performance evaluation points 12 /12
Total Evaluation Points: 15 /15
Teacher Comments:Fun rhyming activity to celebrate Dr. Seuss Week and added treat!
