Knox County Schools

TEAM Lesson Plan Teacher: Carol Smallwood Class: Kindergarten Time: 11:10 – 11:55 Subject: Library Date – Week 8 – Sept 19-23 LESSON OVERVIEW Summary of the task, challenge, investigation, career-related scenario, problem, or community link. We will introduce our next nursery rhyme: Jack be nimble. We will find rhyming words, come up with new rhyming words and act out the rhyme. STANDARDS Identify what you want to teach. Reference State, Common Core, ACT College Readiness Standards and/or State Competencies.

RL.K.5 – recognize common types of texts (eg. story books, poems, etc.) RL.K.4 – ask and answer questions about unknown words in a text. RL.K.10 – actively engage in group reading activities with purpose and understanding

OBJECTIVE Clear, Specific, and Measurable – NOT ACTIVITIES Student-Friendly  Learn the next nursery rhyme “Jack be nimble”  Practice rhyming words  Do “jumping” activity  check out books ASSESSMENT/EVALUATION Students show evidence of proficiency through a variety of assessments. Aligned with the Lesson Objective Formative/Summative Performance-Based/Rubric Formal/Informal

Informal assessment through observation of lesson. I will observe how the students recognize the rhyming words and come up with new rhyming words. MATERIALS Aligned with the Lesson Objective Rigorous & Relevant Rhyme written on sentence strips / rhyme cut up (nimble, quick and candlestick separated from the rest of the line) A candlestick Mother Goose book with rhyme in it Whiteboard / markers Jack be nimble coloring sheet (to go home) ACTIVATING STRATEGY Motivator/Hook An Essential Question encourages students to put forth more effort when faced with a complex, open-ended, challenging, meaningful and authentic questions.

Tell students that today we are learning a new nursery rhyme. Remind them of the rhyme we learned last week. INSTRUCTION Step-by-Step Procedures-Sequence Discover/Explain – Direct Instruction Modeling Expectations – “I Do” Questioning/Encourages Higher Order Thinking Grouping Strategies Differentiated Instructional Strategies to Provide Intervention & Extension  Welcome to the library  Raise your hand if you can tell me what we are learning all year long in the library? (nursery rhymes)  Which nursery rhyme did we learn last week? (Old Woman who lived in a Shoe)  Today we are learning our next nursery rhyme! Hold up candlestick “It has something to do with this!” Ask if kids know what that is. (candlestick). Remind students that nursery rhymes are old stories. Explain that a long time ago people used candles to have light. They couldn’t just turn on lights when it gets dark like we do today.  Move to the rug. Read our nursery rhyme a few times. Explain what “nimble” means.  Point out words as we read. Mix up the sequence of the strips and have kids come up and put it back in order.  Show the strips that don’t have the last words. Ask which words rhyme (quick and candlestick).  Can you think of any other words that rhyme with quick (lick, tick, stick, wick, Nick, pick, etc..). Jack is the boy’s name. Can you think of any words that rhyme with Jack? (back, sack, black, knack, rack, etc..). Write on whiteboard.  Explain that we are going to act out this nursery rhyme.  We will all sit in a circle around the rug. One at a time, I will call on you. I will tell you how to jump over the candlestick. You may jump over it “High like a Kangaroo” (demonstrate) or “On one foot like a Flamingo” (demonstrate).  We will all say the rhyme, but instead of saying “Jack” we’ll say your name.  Sit in the circle and start playing the game:

High like a Kangaroo Slow like a Turtle Quick like a Cheetah Low like an Ant Quiet like a Koala Bear Loud like a Hyena On one foot like a Flamingo Backwards like a Crab Galloping like a Horse Flying like a Bird Blind like Three Blind Mice Sideways like a Snake On tip toes like a Ballerina Swimming like a Shark Skipping like a Child Jumping like a Frog Chopping like a Ninja Driving like a Race Car Driver Mean like a Dinosaur Hopping like a Bunny

After the game, go back to the tables. Pass out the take home (half page) Jack be Nimble coloring sheet. Instruct students to color while we check out books. GUIDED & INDEPENDENT PRACTICE “We Do”-“You Do” Encourage Higher Order Thinking & Problem Solving Relevance Differentiated Strategies for Practice to Provide Intervention & Extension Students will help me come up with new rhyming words. We will write them on the whiteboard and discuss why they rhyme.

CLOSURE Reflection/Wrap-Up Summarizing, Reminding, Reflecting, Restating, Connecting Before students leave, remind them to take home their nursery rhyme and hang on the refrigerator in their nursery rhyme clip.

CROSS-CURRICULAR CONNECTIONS Language arts – rhyming words – I know Mrs. Mink’s reading class needs extra help working on rhyming words.

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