Brisini 1

Angela Brisini
Fall Semester 2014
Not Applicable
Not Applicable, Grade 2, Ages 7-8
Language Arts, Rhyming/Alliteration
Charlie Cooks Favorite Book
1. Content Area:
What are the predominant content areas you are addressing?
List and explain all lesson content, vocabulary with definitions, facts, and concepts. Make connections to other content areas
(integration). Do not write as a procedure or mention what students will do only list/explain the content and skills.
The rhyming within the selected story.
o Follow the transitions between the various scenes within Charlie Cooks Favorite Book
o Identify words within the story that rhyme.
Create a text window around the words that rhyme within the interactive technology activity
This technique could be utilized across content areas to assess student understanding
o Identify that the main characters name is an example of alliteration.
Key Details within the selected story.
o Follow the transitions between the various scenes within Charlie Cooks Favorite Book
o Answer key detail questions throughout the Read Aloud
2. National and New Jersey State Standards:
Select standard(s) that specifically address the goals and objectives of your lesson.

English Language Arts Standards Reading: Literature Grade 2 4

CCSS.ELA-Literacy.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm
and meaning in a story, poem, or song.
English Language Arts Standards Reading: Literature Grade 2 1

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CCSS.ELA-Literacy.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

English Language Arts Standards Speaking & Listening Grade 2 1

CCSS.ELA-Literacy.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger
groups.
Explain how this lesson meets NJCCC Standards in a brief narrative.
This lesson addresses the standards by affording the students the opportunity to utilize previously learned skills
to identify rhyming words within the selected story. Student will also utilize their listening and speaking skills to
cooperatively discuss what meaning and rhythm that the device of rhyming bring to the story.
Students will listen to the story being read aloud to them on the smart board. During that time, students will
record key elements within the story which will assist them in determining meaning for their other assigned task.

3. Community Knowledge and Experience:

What knowledge and experiences do children have that will help them make connections to this lesson (prior knowledge),
and how will you integrate and build on it?
The second grade students are familiar with read aloud being utilized within the classroom instruction. Teacher
will provide a Do Now to review the skill of rhyming words and placement within the text. Skills will spiral to ensure
retention throughout the academic year. Students will demonstrate their knowledge of rhyming, alliteration and key
details of the text to determine meaning.
How will students be active participants in the content of the lesson?

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Second grade students are active learners within this age group. Due to this energy level, students need multiple
activities within the lesson to keep their engagement and focus. To address this, they will first participate in completing
an interactive Do Now within a smart board notebook software. Then, students will listen to an interactive story created
by the teacher with audio. At certain points the story will stop and pose questions about key details for the students to
answer. After, students will be engaged in identifying text within the story that rhymes and creating text window within
another interactive. Students will then engage in a discussion about the possible meaning behind the rhythm.
4. Purpose/Goal:
What is the BIG idea that students will learn over time that includes your more specific topic. The GOAL has enduring value for
students beyond the classroom.
To identify words that rhyme and the meaning behind
To identify key details and what role it plays in the story
5. Objective(s):
What do you want your students to achieve?
To understand the purpose of rhyming and how it enhances the various scenes within the story. To identify that rhyming is
essential within the stages of development within young readers.
To understand what role that key details play within the selection and how it enhances understanding of the story.
6. Procedures/ Format:
INTRODUCTION:
Teacher will activate prior knowledge by asking students what does rhyming mean. Adequate time to address and discuss the
responses to the question provided by students. Students will then be asked to provide examples of pairs rhyming words. From that
selection, the class will vote on which two pairs to utilize within the do now. Teacher will place these words within a writing
format at the end of each line. Teacher and students will work cooperatively to create lines for the story. If students are struggling
on how to create a sentence, teacher will provide an example with two different pair of rhyming words.
Ex: Two Pair of rhyming words
Go and Row, Tell and Bell
Miss Brisini told the students to go
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Sadly the students misheard her and started to row
She was frustrated but did not know who to tell
Luckily for all those involved the end of the day sounded with the chiming of the school bell

(10 minutes)
DEVELOPMENT:
Today you are going to listen to a story entitled Charlie Cooks Favorite Book, during this story I want you to be aware of all
the rhyming words and key details that are present within the story. Does anyone know what key details mean? Adequate wait time to
address and review the student responses to the question. Once students provide the correct answer who, what, where, when, why,
and how, the follow up application question will be to provide information in regards to the classroom in present time.
Students will listen to the story being read aloud to them. During various points in the story, the video will pause and pose
questions about key details within the story. Teacher will provide students with a worksheet (Possible Technology Integration: iPad
app known as educreation or showme to record their answers) to record their answers and identify the rhyming words within the
story. Prior to the story beginning, the teacher will model how to record their findings (key details and rhyming words) on the sheet by
completing the first one with them. Teacher will then give the students an opportunity to ask questions, if they are still not clear about
completing the task. (Teacher will remind students to use their listening ears because some of the text is not present within the video)
(15 minutes)
Assessment:
Assessments are essential and need to be administered throughout various points of the lesson. The teacher needs to always be
informally assessing the students. During the do now, the teacher should be taking note of who the participants are within the
activity. Those who did not participant need to be called on within the review of the answers to the posed questions within the
video. Students will evaluate their work and score the number of answers that were correct and incorrect. The formal assessment
will be the text word window activity, where students are able to arrange the windows around the text that notes they are rhyming
words. Prior to the start of the activity, the teacher will create an example, which will serve as a model of what students are
expected to complete within this assessment.

(16 minutes)
7. Resources:
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List all of the following:
materials needed for the lesson
o Rhyming Do Now
o Charlie Cooks Favorite Book Video (YouTube and Edu Canon)
o PowerPoint (Text Window Activity)
o Worksheet to record information
o Pencils, crayon sets
distribution of materials
o The students have their own pencils and crayons in their desks.
resources used to create the lesson
o PowerPoint
o Edu Canon
o Charlie Cooks Favorite Book by Julia Donaldson

8. Inclusive Instruction:
Describe how you design instruction to meet the strengths/needs of a heterogeneous group of students (e.g. social, cultural,
linguistic, ability-level, learning styles) with a rationale for your choices.
The students within this age group are social. Different parts of the lesson (i.e. Rhyming Do Now and Review of
Key Details) offers students an opportunity to discuss cooperatively within their peers. The lesson components appeal to
the various learning styles within the heterogeneous population within the classroom.
Visual: Do Now via Smart board or Whiteboard/ Read Aloud Video/Text Window Activity
Auditory: Do Now via Smart board/Read Aloud Video
Kinesthetic: Recording Key Details Questions within the Video and the Text Window Activity
Describe how you design instruction for specific students with special needs in your classroom (differentiated instruction)
and provide a rationale for your choices.

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Students that need accommodations will be addressed as followed:
Visual Difficulty: Students will be offered preferential seating to allow clear view of the board and instruction. It is
important for them to be able to see the information, this will ensure they are on task and engaged.
Hearing Impairment: Students will be offered preferential seating close to the speakers and the instructor. Research
shows that students within the lower grades have hearing impairments that go unreported. This will ensure that all
directions and information are clearly communicated to students that might have a difficulty.

9. Assessment:
How will you assess student learning throughout the lesson (formative)? Consider where (what part of the lesson) you
will check for understanding in the lesson, and describe your methods.
Throughout the lesson, I will be posing questions in order to identify the areas of need for future lessons and skills that
need to be spiraled. The formal check will take place during the text window activity will determine if they are able to identify
words that rhyme within written text, while also being able to recall key details within the selection. (Please see page 4 of this
lesson plan.)
Consider scenarios where students are not learning at various points during the lesson and how you will adjust your plan to
assist them.
The students may get overwhelmed by the various different scenes within the book that they need to note key details
and rhyming words. It is important for students to understand expectations, the best way is for the teacher to model it
within the specific lesson. I will model how to record your findings within the first book scene. To offer students additional
time, I will pause the video after each scene has ended for a period of one minute.
Create a final assessment that you can evaluate as evidence of student learning.
Students will select their favorite book scene within the story. They will be able to recall key details from the story and
utilize them to come up with two pairs of rhyming words. Teacher will have a premade model to discuss and explain with
the class. To ensure that no student selects the scene, teacher will create an alternate scene to utilize for the model.

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(Example: Boat, Coat, Hook, Book) Students will also be able to illustrate what the book scene is about and include any
pertinent details.
10. Applications, Connections, Extensions:
Discuss how you will you assist students in making connections between what they learn in this lesson to other lessons or
to larger issues beyond the classroom.
The topic of favorite books can be discussed within their peers, adults, family and community members. This will
foster an understanding that each person has different interests and likes within books. Students can discuss and formulate
lists of their favorite books. They can even compile a list of the favorite books from a specific family member. This
research will show similarities and differences within their book preferences. Those differences needs to be celebrated.
The discussion of differences could also serve as an introduction into bullying.
Genres Lesson: The selected book could be utilized to discuss the various genres within nonfiction. Students could use
this book as a resource to evaluate which genre within the nonfiction section best applies to each book scene. A component
of debate could enter this lesson, where students would have to use reasoning/evidence within the details to support their
case.
Favorite Book Movie: Students would be able to utilize this book as a resource to design their own digital multimedia
story that included their favorite books. Each student would identify nine stories and design scenes that included rhyming,
key details and illustrations.
How would you follow up what is learned in this lesson in subsequent lessons?
Rhyming will be followed up within the area of poetry and skill development within their reading selections. Key
Details will be identified within all of the story selections throughout the course of the year.

Literature for Children and Young Adults- Charlie Cook Favorite Book