Nursery Rhymes, Author(s): Nancy Osborn, Grade Level: K-1st, Subject Area: Language Arts, - The teacher would dress up as Mother Goose and ask the children if they knew who she was and if they knew any nursery rhymes. Then she/he should read the story "Mother Goose".

Planning Guide

Creating Learner-Focused
Schools

* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

LU Title: Nursery Rhymes	Author(s): Nancy Osborn
Grade Level: K-1st	School Address: Fairground Rd, West Winfield, New York 13491
Subject Area: Language Arts	School Phone/Fax: 822-6326

CONTENT KNOWLEDGE

Declarative	Procedural
Use beginning & ending consonants	Use beginning and ending consonants (sounds)
Use vowel sounds to identify words	Identify rhyming words-listen for rhymes
Identify rhyming words	Recognize that words consist of a combination of sounds using decoding skills
Recognize that words consist of a combination of sounds	Make self-corrections while reading
Monitor own reading by applying strategies	Recite Nursery rhymes
Identify sight words	Write final passage on computer
Write a sentence	Use computer for a variety of situations

ESSENTIAL QUESTIONS

Why do we learn nursery rhymes?
What makes a nursery rhyme interesting?
If you were to write a nursery rhyme, what would you choose to write about and why?

INITIATING ACTIVITY

The teacher would dress up as Mother Goose and ask the children if they knew who she was and if they knew any nursery rhymes. Then she/he should read the story "Mother Goose".

Connection to State Learning Standards

Content Area: ELA

Level: K-1

Benchmarks: Students will understand that print conveys meaning. Students will decode unknown words using basic elements of phonetic analysis and structural analysis.

Benchmarks: Students will use strategies to edit and publish work. Student will use conventions of spelling in written compositions. Students will use conventions of capitalization and punctuation in written compositions. Students will apply reading skills to a variety of literature of different genres.

Standard: ELA-#1 Students will listen, speak, read, and write for information and understanding.

Standard: ELA-#2 Students will listen, speak, read and write for literary response and expression.

Unit Theme:

Nursery Rhymes

Standard: ELA-#3 Students will listen, speak, read and write for critical analysis and evaluation. ELA-#4 Student will listen, speak, read and write for social interaction.

Standard: MST-#2 Students will access, generate, process, and transfer information using appropriate technologies. MST-#5 Students will use a computer for modeling, information processing, and communicating.

Benchmarks: Students will use picture clues and picture captions to aid comprehension and to make predictions about content. Students will use self-corrections strategies. Students will make relevant contributions in class and group discussions. Students will evaluate own and others' writing.

Benchmarks: Students will know basic distinctions among computer software, such as word processors, special purpose program, and games. Students will identify basic computer hardware. Students will use menu options and commands.

Learning Experiences

Declarative Knowledge

What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Use beginning and ending consonants as well as vowels to identify words

Students will identify words

Recognize that words consist of a combination of sounds (phonemic awareness)

Students will monitor own reading by applying strategies (Metacognition)

Nursery Rhyme Charts: Little Miss Muffet, Little Boy Blue, Jack Be Nimble, Old King Cole, Jack and Jill, Humpty Dumpty

Trade Books about Mother Goose; i.e.: Mother Goose Book of Nursery Rhymes

Nursery Rhymes handouts

Teacher Model of Nursery Rhyme endings

Discussions

Big Books

Computer games i.e. Children's Treasury of Stories, Nursery Rhymes & Songs CD or Kids Rhymes Computer writing program for children: ie. Children's Writing & Publish It.

K-W-L

Collaborative Pairs

Brainstorming

Think Aloud

Teacher Modeling

Pair and Share

Vocabulary

Cooperative Learning Peer Tutoring

The teacher will read the nursery rhyme "Little Miss Muffet". The students will chorally read the nursery rhyme with the teacher. This should be repeated each day for a week. Adding a new Nursery Rhyme each day.

The teacher will provide the children with opportunities to read the passages several times each day, including shared reading, choral and independent.

Teacher will provide daily instruction on computer for word processing.

Teacher will provide reinforcement and enrichment activities on the computer.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Students will use beginning and ending consonants as well as vowels sounds to identify words.

Students will identify rhyming words.

Students will monitor reading process.

Students will sequence passages.

Students will write a unique end rhyme to a familiar Nursery Rhyme.

Students will present their Nursery Rhyme to peers.

Students will identify basic computer hardware.

Demonstration: Teacher Model, Talk Aloud, Point out Errors, Think Aloud

Direct Instruction: Guided Practice, Introduce Nursery Rhymes, Introduce Vocabulary, Model, Think Aloud, Practice with variations, Guided Reading, Webbing/Mapping, Peer Tutoring

Students will have a varied exposure to several familiar Nursery Rhymes.

Students will have the opportunity to listen, read, and orally share familiar Nursery Rhymes.

Students will create an unique end rhyme to a familiar Nursery Rhyme and use the word processor for the final copy.

Students will present their Nursery Rhyme to peers.

Students will demonstrate basic proficiency while using a computer.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Identify Rhymes and patterns

Comparing

Classifying

Inductive Reasoning
Deductive Reasoning

Error Analysis

Analyzing Perspectives
Constructing Support
Abstracting
Other:

Students will identify rhymes and similarities.

There are several different approaches to have children identify rhymes. This can be done verbally/auditory or visually.

There are many different approaches to teach and reinforce this skill and concept, such as playing a game of matching, using pocketcharts or computers and reading trade books with patterns and rhymes.

Planning Guide

Unit:

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
	[ ] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [ ] Problem Solving (seeking to achieve a goal by overcoming constraints or limiting conditions) [ ] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [ ] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances
		Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Mechanics	Spelling	Use of Rhyme	Context/Content
Weights
4	No Errors	No Errors	Appropriate-pattern is followed	Makes Sense Clever/Witty use of language
3	Few Errors	Developing	Appropriate	Makes sense
2	Errors that interfere with meaning	Inventive	No pattern followed or non-sense words used	Meaning unclear
1	Not being used-Meaning lost	Not being used	No attempts made	No meaning

NOTE: Rubric or other performance assessment instruments may be used.

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Score Point 4	Score Point 3
[ ]Speaks clearly	[ ]Speaks with few errors
[ ]Speaks fluently and with passion	[ ]Speaks loud enough to be heard
[ ]Body Language enhances presentation	[ ]Body Language used: limited support to presentation
[ ]Eye contact made to audience	[ ]Limited eye contact made to audience

Score Point 2	Score Point 1
[ ]Difficult to hear	[ ]Unable to be heard
[ ]Several errors while reading-choppy speech	[ ]Delivery of presentation labored
[ ]Body language has no effect on presentation	[ ]Body language isn't present or disrupts presentation
[ ]No eye contact made to audience	[ ]No eye contact made to audience, eyes on floor

Have You Considered These Yet?

Learn to Learn Skills:

Children at this age are very eager to learn. Exposing children to the natural and rhymic patterns of our language enhances their reading abilities. Children are motivated to use the computer for both word-processing and enrichment activities. This unit will provide children with many activities that will enable them to be successful learners, such as direct instruction, shared readings, guided reading, choral reading, computer instruction, computer activities just to name a few. This unit also offers children whole group instruction, peer instruction, small group instruction and when needed, one on one instruction. Children are encouraged to exceed at their own pace and learning style. Some children will choose to buddy read while others will choose to work at the computer center.

Assessment Modifications:

The assessment in this unit offers a variety of options. Each child is presented with several different models of learning (auditory, visual, kinesthetic and tactile) to meet their individual needs. It is also important to include the assistance of your support staff and special education teachers. This unit will challenge each child at his academic level. Modifications can be made at anytime throughout this unit to meet the needs of a child. One way that this can be achieved is through the use of the computer for reinforcement or enrichment activities. Many children will need to be guided through the process several times before they learn the skills and concepts addressed in this unit. Other children may require one on one assistance to complete this unit. However, every child will have been exposed to a variety of material and knowledge throughout this unit.

Unit Schedule/Time Plan:

This unit shouldn't take more than three weeks. To complete this unit an hour block of time should be set aside everyday. Time should be allowed for each component of this lesson. This includes: read aloud, guided reading, choral reading, writing and computer instruction and peer tutoring. Setting up learning stations in the classroom would allow each child to participate in each activity such as a listening center, computer station, and an art center. It would also allow the child to select the center that he felt most comfortable in for learning and applying these new skills. Also keep in mind that some students may need a longer period of time to practice and learn some of the nursery rhymes and concepts addressed in this unit. Students should continue to be exposed to a variety of genres throughout their primary years and continue in the learning process to be successful on the ELA exams.

Written Overview:

The students will create an unique ending rhyme to a familiar nursery rhyme. This will be done after the teacher has provided ample opportunity for each child to be successful by using a variety of teaching approaches and learning stations. The child will then re-write this nursery rhyme on the computer and illustrate it and present it to their peers. The children will have several experiences to acquire new knowledge and integrate it with their knowledge. This will be accomplished through using materials such as: trade books, music, Big Books, computer games, and art activities. The teacher will provide several different approaches while using these resource materials such as: peer tutoring, direct instruction, whole group instruction, small group instruction, and one to one instruction. By incorporating all of these materials and instructional approaches this unit will correlate very well to the ELA Standards.