Whole Group Shared Reading Lesson Plan Template

Name: _____Brooke Harris_____ Date: _________________________

Classroom Location/Teacher: ____Zoom____ Topic/Subject: ___Rhyming___

Curriculum Standards
SOL(s):
-K.3 The student will orally identify, segment, and blend various phonemes to develop phonological and phonemic
awareness.
a) Identify and produce words that rhyme.
Essential Question(s):
-How do rhyming words help to make the things we read more engaging?
Lesson Objectives: A statement or statements of what the students will be able to do as a result of the lesson. Need
to be observable and measurable. (ABCD format)
-The students will be able to individually identify & produce a rhyming word with 90% accuracy when given a word to
rhyme with.
Assessment of Objectives: Describe how you will collect evidence that individual students have indeed met the
lesson objective(s). These need to be tied to the degree or criteria from your objectives.
-I will assess this lessons objective by rotating through each student four times & each time giving them a word to
rhyme with, two additional words for them to identify the rhyming word, & I will ask that they produce a rhyming
word of their own.
BEFORE (Content, Viewing or Listening):
Teacher:
-Creating interest = Read a rhyming poem to the class (Dr. Seuss) & ask students if they have ever heard any poems
like this
-Sparking curiosity = Ask students what they thought of the poem that I read & if they liked the poem why did they
like it & if it relates back to the flow of the poem that is caused by rhyming then how do they think the author did
that & how do you know if words rhyme
-Students understand the purpose “the why” = We talked about how the author did the rhyming for the poem &
how they knew that the words rhymed but why do you think they incorporated rhyming
-Focusing attention = I am a teacher in need their expertise identifying rhyming words for a poem I am trying to write
-Laying the groundwork = I want everyone’s help so I am going to go around & give each of them a word that I want
to use in my poem, I will then give them two additional words to identify which of the words rhymes with my first
word I gave them, & then I will ask that they produce a rhyming word of their own (I will complete this rotation four
times so that each student has four chances to provide me with answers for rhyming words that I’ll be writing down)

Student:
-Strategies to obtain prior knowledge (similarities, connections, analogies, think about thinking “metacognition”) =
Ask students if they have ever heard any poems like this, how the author did the rhyming for the poem, & why they
think the author incorporated the rhyming
DURING (Content, Viewing or Listening): Strategies for active engagement with new content, what are students
doing while reading, viewing, or listening?
-Set a purpose = I am a teacher in need their expertise identifying rhyming words for a poem I am trying to write
-Modeling = pop (main word) hop or pig (two additional words) shop (my own)
-Discussing = I want everyone’s help so I am going to go around & give each of them a word that I want to use in my
poem, I will then give them two additional words to identify which of the words rhymes with my first word I gave
them, & then I will ask that they produce a rhyming word of their own
-Organizing = I will complete this rotation four times so that each student has four chances to provide me with
answers for rhyming words that I’ll be writing down
-Vocabulary = pop (main word) hop or pig (two additional words)
crab (main word) grab or and (two additional words) bad (main word) had or are (two additional words)
drag (main word) brag or (two additional words) ham (main word) yam or we (two additional words)
 Whole Group Shared Reading Lesson Plan Template

can (main word) plan or the (two additional words) mop (main word) top or us (two additional words)
mat (main word) sat or it (two additional words) bed (main word) red or do (two additional words)
pen (main word) ten or see (two additional words) let (main word) pet or me (two additional words)
pig (main word) big or too (two additional words) twin (main word) win or as (two additional words)
dip (main word) sip or go (two additional words) fit (main word) sit or is (two additional words)
mob (main word) rob or be (two additional words) dog (main word) fog or for (two additional words)
drop (main word) top or no (two additional words) plot (main word) hot or car (two additional words)
scrub (main word) rub or give (two additional words) bug (main word) hug or jar (two additional words)
fun (main word) sun or like (two additional words) but (main word) rut or light (two additional words)
drab (main word) tab or good (two additional words) lad (main word) mad or can (two additional words)
bag (main word) tag or nice (two additional words) jam (main word) slam or pie (two additional words)
fan (main word) tan or hand (two additional words) gap (main word) lap or pin (two additional words)
bat (main word) hat or any (two additional words) led (main word) shed or heat (two additional words)
men (main word) then or door (two additional words) jet (main word) net or time (two additional words)
dig (main word) twig or cat (two additional words) grin (main word) chin or rope (two additional words)
rip (main word) flip or dog (two additional words) hit (main word) split or ice (two additional words)
slob (main word) snob or only (two additional words) frog (main word) log or cut (two additional words)
stop (main word) cop or fork (two additional words) jot (main word) not or toe (two additional words)
cub (main word) club or bug (two additional words) mug (main word) rug or ring (two additional words)
bun (main word) pun or cup (two additional words) hut (main word) shut or love (two additional words)
crab (main word) grab or and (two additional words) bad (main word) had or are (two additional words)
drag (main word) brag or (two additional words) ham (main word) yam or we (two additional words)
can (main word) plan or the (two additional words) mop (main word) top or us (two additional words)
mat (main word) sat or it (two additional words) bed (main word) red or do (two additional words)
pen (main word) ten or see (two additional words) let (main word) pet or me (two additional words)
pig (main word) big or too (two additional words) twin (main word) win or as (two additional words)
dip (main word) sip or go (two additional words) fit (main word) sit or is (two additional words)
mob (main word) rob or be (two additional words) dog (main word) fog or for (two additional words)
drop (main word) top or no (two additional words) plot (main word) hot or car (two additional words)
scrub (main word) rub or give (two additional words) bug (main word) hug or jar (two additional words)
fun (main word) sun or like (two additional words) but (main word) rut or light (two additional words)
drab (main word) tab or good (two additional words) lad (main word) mad or can (two additional words)
bag (main word) tag or nice (two additional words) jam (main word) slam or pie (two additional words)
fan (main word) tan or hand (two additional words) gap (main word) lap or pin (two additional words)
bat (main word) hat or any (two additional words) led (main word) shed or heat (two additional words)
AFTER (Content, Viewing or Listening): How will students apply new knowledge? How will students check their
understanding? How will students be prompted to reflect on what they have learned? How will students be
prompted to reflect on how they learned it?
-Students will work with their elbow partners to come up with a silly sentence containing two rhyming words to
share with their classmates, when sharing their silly sentence with the class they will identify the two rhyming words
in their sentence & explain how they know that the words rhyme
Rationale: Why teach this lesson in this way? Why give these objectives, are these the BEST strategies to choose and
use? Explain why this sequence of activities leads to cultivating the behaviors or performing the skills or displaying
the knowledge called for by the objectives.
-By telling the students that they are helping me to solve a problem because I know that they have learned this
information they will be more confident & engaged with the content & by giving students multiple chances to
provide feedback to answer questions individually it will give me a good quick assessment of what everyone knows