Grade Level: K

Teacher Name: Kelly Williams

School: Powder Springs ES

Key Words/Vocabulary:

Rhyme, pantomime, facial

expression, gesture

Content Standard(s) Visual Arts Standard(s):

ELAGSEKRF2: Demonstrate understanding
TAESK.3f Assumes roles in a variety of dramatic forms
of spoken words, syllables, and sounds
such as pantomime
a Recognize and produce rhyming words
d. Isolate and pronounce the initial, medial
vowel, and final sounds (phonemes) in three-
phoneme (consonant-vowel-consonant, or
CVC) words.
e. Add or substitute individual sounds
(phonemes) in simple, onesyllable words to
make new words.

WIDA Standard 2:
English language learners communicate in-
formation, ideas and concepts necessary for
academic success in the content area of
Language Arts
 Lesson Procedure: Hook:
a. a. Hook (something to get the students' attention)
Give students a picture card and have them cover the space. Student
b. b. Instructional steps
will then find the classmate that has the picture card that rhymes
c. c. Formative checks (progress checks throughout the
lesson) with their word.
d. d. Summative assessment (description)
e. e. Closing (how you will end the lesson)

b: Instructional Steps:
1. Partners will share rhyming pairs.
2. Ask students how they were able to find their partner.
3. Pantomime the I can statement: I can identify and produce rhyming words.
4. Ask students what was different about the way I presented the I can statement. Explain that pantomiming
means to act out something out by using gestures or body movements without using words.
5. Have a few students come up and act out simple tasks like playing basketball or taking a nap. The other stu-
dents can guess what they are pantomiming.
6. Teacher will model with another student how to pantomime a rhyming pair with a partner.
7. Partners will receive new rhyming pairs and have time to create their pantomimes.
8. Students will share and audience will identify rhyming words.

C. Formative Checks

Teacher will observe students identifying rhyming pairs during partner work.
d: Summative Assessment:
Students will produce a rhyming pair using the seesaw app. Students can draw, write, and/or
record to show their learning. Some students will produce original pairs, and some students will
be given a guide word to aid in producing their pairs.

e: Closing: Ideas to present/display student learning:

Share Seesaw Products Pantomime pictures and videos
Reflection Seesaw products
Ticket out the door = share a rhyming pair

Resources:
Rhyming picture cards, ipad, seesaw app

Rubric

3 2 1
Consistently identifies rhym- Progressing towards identify- Limited progress in identify-
Identify Rhyme ing words ing rhyming words ing rhyming words

Consistently produces rhym- Progressing towards produc- Limited progress in producing

Produce Rhyme ing words when prompted ing rhyming words rhyming words

Consistently uses gestures to Progressing towards using Limited progress in using ges-
Pantomime communicate ideas and con- gestures to communicate ide- tures to communicate ideas
cepts without talking as and concept without talking and concept without talking