Submitted by:
Paul Many, The University of Toledo

 

Grade Levels: 1,2

Subject: Language Arts/Rhyming

Description: This is a lesson that introduces the concept of rhyming through
use of common items typically associated with making and eating pancakes.

Goals: Student will develop an understanding of the concept of rhyme and
rhyming and how rhyme is typically used.

Objectives: When the lesson is completed, students will be able to:
1) Provide examples of simple words that rhyme with other simple words.
2) Supply an end word that rhymes with an end word from an earlier line in a
poem.
3) State why rhyme may be used.
4) State where rhyme may typically be used.

Materials:
1) Children's picture book: The Great Pancake Escape by Paul Many and Scott
Goto (illustrator), Walker & Co, (NY, 2002) ISBN 0-8027-8795-9
2) Dittos with prompt words for rhyming such as those listed below and a
blank line after each.

Set/Initiation:
1) Have students sit together on the floor as a group. Start by asking if
they know of any words that sound like the word "hat"? List the words they
come up with on a chalkboard (or overhead). [mat, cat, sat, fat, brat, that]
2) Explain to them that words that sound alike or repeat the same sound at
their ends are said to rhyme.
Spell this word out and write it on the chalkboard.
3) Explain that rhymes are often used in poems and songs because they sound
good and they help people remember the next line. Show them the book The
Great Pancake Escape and read the first verse out loud. Ask students which
of the words sound alike and explain that they therefore rhyme.
4) Repeat the first verse, stopping before the last word and asking them to
supply it.
Explain that they were able to remember the last word more easily because it
rhymed.
5) Repeat this procedure with the second verse.
6) Read the book through, stopping every other page or so to elicit from
students which words rhyme.
7) You may also wish to occasionally repeat a verse and have students supply
the last word.

Activity/Procedure:
1) After reading the book ask if anyone knows how pancakes are made and what
ingredients [other foods] go into making them.
2) List these ingredients on a chalkboard or overhead.
3) Ask if anyone knows what utensils [kitchen tools or things in the
kitchen] are used in making them.
List these as above.
4) Using the dittoed sheet on which you have printed the words below, have
students individually come up with rhymes for the words listed, or other
words they may have volunteered. (Potential rhyming words are in brackets)

bowl: [hole, coal, roll, mole, pole, sole/soul]
spoon: [baboon, cartoon, dune, moon, noon, goon, June, raccoon]
flour: [hour, our, sour]
egg; [beg, leg, peg]
milk: [silk. ilk--not many others]
butter: [apple butter, bread-and-butter, clutter, gutter, peanut butter,
shutter]
pan: [an, Ann, bedpan, bran, Dan, fan, flan, Japan, man, pecan, pelican,
plan, tan, van.]
spatula: [hula, Ashtabula]
stove: [cove, dove, drove, grove, wove]
syrup: [cheer up, I give up]
batter: [chatter, clatter, fatter, matter, patter]
flipper: [dipper, zipper, nipper, hipper, slipper]

Closure:
Ask students to tell you:
1) In their own words what "rhyme" means. (Knowledge)
2) Why rhyme is used. [Sounds "funny/good." Helps to remember.]
(Comprehension)
3) Why they might use a rhyme in making a poem or song. (Application)
4) If the words "hat" and "pan" rhyme. (Analysis)
5) If they think the story you just read would be as much fun or they would
remember it as well, if it were not rhymed. (Synthesis)
6) If they like the using rhyme and why or why not? (Evaluation)

Extended Activities:
Introduce other rhyming picture books in the classroom following procedures
as above.

Other Resources:

Rhyming Dictionary 
by Sue Graves, B. Moses and Tim Archibald (Illustrator)
Barron's Educational Series (2001)
ISBN: 0764119648
Recommend Age Range: 6
A rhyming dictionary specifically designed for younger children.


 

      

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