Britini Fricke

Lesson Date: October 10th, 2018

Lesson Plan: Teaching Inferences and Rhyming Pairs

1. Title or Topic of the Lesson and Grade Level: Teaching Inferences and Rhyming Pairs, Grade
One

2. Lesson Essential Question(s): How can students use their new formed knowledge on inferences
to become story detectives? How can students use their prior knowledge on rhyming pairs to
identify rhyming pairs in poetry?

3. Standards:
RL.1.1. Ask and answer questions about key details in a text

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical
inferences and relevant connections from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.

NJSLSA.L5. Demonstrate understanding of word relationships and nuances in word meanings.

4. A. Learning Objectives and Assessments:

Learning Objectives Assessments

The students will be able to demonstrate
their knowledge on inferences and
implement their knowledge during reader’s
workshop.
The students will be able to examine the
rhyming pairs within poetry.
The students will be assessed on their
understanding of inferences based on
how they identify what they are inferring
in the text. The students will turn and talk
to their partner.
The students will be assessed by how
they identify the rhyming pairs. The
students should be familiar with finding
the rhyming pairs, since they do this
activity every week.

5. Materials:
 Read Aloud Book: It’s Mine! By Leo Lionni
 Pointer
 Markers
 Chart Paper
 The Poem: Pompous Mr. Pumpkin

6. Pre-lesson assignments and/or prior knowledge: Before this lesson, students should have prior
knowledge about rhyming pairs since; they have identified rhyming pairs in poems before.

7. Lesson Beginning: The lesson will begin with the students on the carpet. Before reading the
story, the teacher will introduce and explain the term inference. The teacher will provide an example:
“We bought tickets and some popcorn”. Based off of this example, the teacher will explain that she
suspects that the person in the story was at the movie theater.
8. Instructional Plan:
 Prior to the lesson beginning, the students will be sitting at their desks. The teacher will call for
the students to go to the carpet by their tables. There are four groups: the tigers, the lions, the
hawks, and the sea turtles.
 Once the students are seated at the carpet, the teacher will introduce the word inference to them
and explain what inference means.
 The teacher will then proceed to provide an example of what an inference is and then will
explain on how inference should be used.
 The teacher will then introduce the story, “It’s Mine!” by Leo Lionni.
 The teacher will ask the students to turn and talk to their partner and discuss what they think the
story is going to be about based off of the cover and the title. The teacher will give students
about 2-3 minutes to turn and talk to their partner.
 The teacher will tell the students to face towards the teacher when they are done sharing and
then will have some students raise their hand and share what they discussed.
 The teacher will begin to read the story and stop on the third page and ask the students what the
vocabulary term they heard while the teacher was reading. This should take about 2-3 minutes.
o The vocabulary term on this page is quarreled which means to bicker or argue.
 The teacher will continue to read and then the teacher will stop in the middle of the story to ask
the students to turn and talk to their partner about how they think the toad is feeling after the
interaction with the frogs.
 The teacher will explain that the students were using their knowledge of the situation to infer
what was happening in the story.
 The teacher will continue to read the story until the end of the book. This should take about 10
minutes to complete.
 The teacher will ask the students how their idea of what they thought was going to happen in
the story might have changed after we began reading.
 After this, the teacher will call the students back to their seats based off of what clothing they
are wearing.
o For example, the teacher may say, “If you are wearing green you may go back to your
seats.”
 After the students are back in their seats, the teacher will review the poem, Pompous Mr.
Pumpkin with them.
 The teacher will review the vocabulary words they reviewed yesterday with them.
 The teacher will echo read the poem with the students and use the pointer to help guide the
students. For example, the teacher will say “Pompous, Mr. Pumpkin” and then the students will
say “Pompous Mr. Pumpkin”.
 After echo reading, the students will try to say the poem by themselves (they have prior
experience with this).
 Then the teacher will explain that we are looking for our rhyming pairs within the poem. There
are three different rhyming pairs so the teacher will use three different colors to indicate the
rhyming pairs. This activity should take about 15 minutes to complete.
o Differentiation: This lesson will be differentiated in a couple of different ways. This
lesson allows different types of learning to occur for both group discussion and
independent learning. This lesson also accommodates to visual, kinesthetic, and
auditory learners. The teacher will have a discussion referring to how to use and
inference at the carpet. This discussion will benefit auditory learners. The teacher will
also show the students the pictures within the story and color code the different rhyming
 pairs. This is how this lesson accommodates to visual learners. The teacher will
accommodate to struggling learners by giving them further direction and instructions to
help them learn.

o Questions:
 What does it mean to inference?
 What are the rhyming pairs in our poem?
 What vocabulary word is on this page of the book?

o Classroom Management: The students will be in pairs, these partners are already pre-
assigned and they work with these partners throughout the month. The students are
aware of who their partner is and will be told to sit next to their partner while they are
on the carpet. If a student is absent, the teacher will have their partner join another
group that is near them. The students may have difficulty focusing or may become
chatty. In order to resolve this dilemma, the teacher will bring it to the classes’
attention. The teacher will also explain to the students that this should be a silent
activity from the beginning.

o Transitions: The students will start off at their chairs and will transition to the gathering
place. The teacher will call the students by their table to the carpet. This will transition
the students quietly to the carpet area. When it is time to transition back to their seats,
the teacher will call the students basing it off the color of their clothing to avoid all the
students moving back at once.

9. Closure: As a closure, to this lesson the teacher will read again the poem to the class and tell
the students to really think about how rhyming words may be used in the books that we read.