PROJECT: NURSERY RHYMES

TEACHER: MICHELLE MORVANT

SCHOOL: THIBODAUX ELEMENTARY SCHOOL

CONTENT: English | Language Arts

GRADE LEVELS: Kindergarten

OBJECTIVES:
The student should be able to:

• Identify and create rhyming word pairs.  (Synthesis)

• Name a word that rhymes with a clue word.

• Differentiate between rhyming and non-rhyming words.

• Compose a nursery rhyme using basic story elements.   (Synthesis)

• Identify the setting and characters of an orally read   story

• Relate an experience or creative story in a logical sequence.

• Retell a simple story with grade level fluency

• Listen to a story and retell the events in sequence.

• Orally compare and contrast events from previously read materials.

• Interpret a nursery rhyme and act out the story through simple role playing situations.  (Evaluation)

• Explore and express various emotions in interpersonal settings.

• Interact in group situations and show differentiation of roles through experimentation and role playing.

• Exhibit physical and emotional dimensions of characterization through experimentation and role playing.

TIME: 60 minutes

MATERIALS
Poster of Nursery Rhymes
Highlighter Tape
Dry Erase Marker
Dry Erase Board
Costumes and Clothes for Acting-Out Rhymes
Box of Various Musical Instruments
Story Book Including All Story Elements

INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will display a poster size nursery rhyme as she reads it.  She will ask questions to facilitate a discussion.  Example:  Can anyone tell me about this?  She will also ask probing questions to have children focus on rhyming words in the poem.   

ACTIVITY:
Teaching/Modeling: The teacher will lead a discussion with the students about nursery rhymes and stories to include:  What is a story?  What is a Poem? What do you like about poems? How can you tell the difference of poems and stories? Can stories be poems? The teacher will read a story then lead a discussion on simple story elements to include the setting, the characters and the plot.  She will use a graphic organizer on the board to list simple story elements. 

Guided Practice: The teacher will read several nursery rhymes.  The teacher and learner will identify rhyming words in nursery rhymes explored.  When finished, the teacher will reread, allowing enough time to have the learner fill in the companion word to the rhyming pair when approached in the nursery rhyme.  The teacher will use highlighting tape to identify rhyming words.
The teacher and learner will identify simple story elements of each rhyme to include the setting, the characters and the plot. 

Independent Practice: The learner will retell the nursery rhymes explored including the simple story elements discussed. The learner will act out each nursery rhyme explored using props and musical instruments.

Closure: The Teacher and learner will together develop a simple modern day nursery rhyme to include rhyming words and simple story elements of a setting, characters and a plot.

EVALUATION/ASSESSMENT:
The teacher will assess students’ performance and comprehension of terms of objectives
through participation, observation, questioning, and redirection throughout the lesson.  The teacher will observe and record observations throughout each lesson with pictures and anecdotal notes.

ART CONTENT/CONCEPTS:
In addition to the designated curriculum area, this lesson plan incorporates the following content area:
H-1A-E3  (GLE 19)  Describe personal likes and dislikes.
H-1A-E2  (GLE 18)   Identify ways in which people are alike and different. 
SI-E-A2  (GLE 3)   Predict and anticipate possible outcomes.

COMPREHENSIVE CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
ELA-1-E1: The learner will name a word that rhymes with a clue word.
ELA-1-E1: The learner will differentiate between rhyming and non-rhyming words.
ELA-1-E1: The learner will identify the setting and characters of an orally read story
ELA-4-E3: Relate an experience or creative story in a logical sequence.
ELA- 1-E5: The learner will retell a simple story with grade level fluency
ELA-1-E5:  The learner will listen to a story and retell the events in sequence.
ELA-1-E5:  The learner will orally compare and contrast events from previously read materials.
TH-CE E1: Explore and express various emotions in interpersonal settings.
TH-CE-E2: Interact in group situations and show differentiation of roles through experimentation and role playing.
TH-CE-E3:Exhibit physical and emotional dimensions of characterization through experimentation and role playing.

MODIFICATIONS | ACCOMODATIONS:
Developmentally delayed children will receive additional assistance from peers or teacher in identifying characters, setting and plot. Advance learners may be asked to develop more complex stories to mimic the original rhyme. Culturally diverse Learners will be asked to identify similar historical stories using their native culture.  . 

TEACHER'S REFLECTION:
Through class discussions and student performance there was an increase in skill attainment.  The checklist shows that before material was presented only 80% of the children were able to identify rhyming words and 70% were able to create rhyming words.  After lesson presentation 90% of the children were able to identify rhyming words and create rhyming word pairs.   This shows a growth of 15%.

Student performance was also measured with identifying story elements.  Before lesson presentation, 55% of the children were able to identify story elements.   After lesson presentation, 100% of the children were able to identify all story elements. 

With objective three student performance was also increased from pretest results of 60% interpreting and role playing nursery rhymes to 100% participation.  This shows a growth of 40%. 

The lesson went as planned but because the lesson was only 60 minutes there was definitely a need to extend the lesson. This was evident through student interest and excitement.  Not all the children were able to have a turn acting out nursery rhymes in the allotted time.  This was continued at center time until all children had a chance to participate.  Time on task was also an issue.  Many students remained on task and did not need redirection due to their excitement. 

RESOURCES:
Louisiana Department of Education (2004).  Grade-Level Expectations (GLE) handbook English Language Arts.  Baton Rouge, LA: Division of Student Standards and Assessments.

Arts Education State and National Content and Achievement Standards (2006).  Lafourche Parish School Board.  Thibodaux, LA.  August 2006.

TO DOWNLOAD PRE-POST TEST FOR THIS LESSON, PLEASE CLICK HERE

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