Lesson Plan 1
Objectives:
Students will listen to the poem “Humpty Dumpty’s Recitation” read by the teacher.Students will read the poem aloud individually or as a group. Students will identify the twenty pairs of rhyming words in the poem.Students will classify these pairs of words as rhyming with the same ending letters or with different ending letters.Students will include these words in a rhyming notebook, practice them and be able to read them aloud correctly.
Materials:
Copies of Lewis Carroll’s “Humpty Dumpty’s Recitation”Student rhyming notebooks
Procedure:
Introduce the Lewis Carroll poem as a nonsense poem and tell students to listen to the first reading and tell what they think the poem is about. Read the poem twice and ask the class what they think the poems mean Students may mention that the poem is about capturing fish. Refer to the lines in the poem “I took a kettle large and new,/ Fit for the deed I had to do”, and ask the class what they think the deed was. After discussing the poem, distribute copies of the poem and have volunteers take turns reading it. As a group, read the poem and locate the pair of rhyming words in each stanza. Students will take turns reading the rhyming words and noting whether they rhyme with the same or different ending letters. Students will record the words in rhyming pairs. They will divide a page of their rhyming notebooks in half and record on one side words that rhyme with the same endings and on the other, words that rhyme but have different spellings at the end of the word. After discussion, the class will decide in which group the rhyming words “if” and “stiff” belong. After recording the rhyming words from the poem, the students will practice the words and be able to read them correctly at the next class.
Rhyming Words-Same Ending:
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long
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brown
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fish
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grin
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twice
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thump
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plain
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clear
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song
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down
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wish
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in
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advice
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pump
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again
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ear
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loud
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stiff
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shelf
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locked
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shut
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proud
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if
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myself
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knocked
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but
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Rhyming Words-Different Endings:
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white
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sea
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green
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obey
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was
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new
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said
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delight
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me
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mean
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say
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because
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do
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bed
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Extension:
This lesson may be extended by using a pair of rhyming words that students have recorded in their notebooks and using them for further word study. For example, take the word “ear” and introduce the letters e-a-r as a sound unit that makes the sound and word it ear”. Use this sound unit to then “build” words that have within them the sound unit “ear”. Have the students decode the words as they are built, and discuss the definitions of words that are built. Build the words in a column where the e-a-r will be in the same position to help students see how to look within a long word for a Part they can decode. Begin by listing as many words with the rhyming e-a-r sound and then select some words to build. Some rhyming words would include: ear, dear, fear, gear, hear, near, rear, tear, clear, dreary, and weary. An example of a word that might be built would be:
ear
fear
fearful
fearfully
The words used for study and analysis come from the poem and students are actively involved in thinking of new and rhyming words. Inevitably students will suggest rhyming words that are not real words or do not fit the sound unit being studied. The teacher may explain why the word does not belong and actually use such nonwords as a point of introduction to nonsense words in poems such as Lewis Carroll’s “Jabber-wocky”.
