13 Finding rhyming patterns with The Crooked Man
Learning outcomes
- Students will be able to name and compare animal homes.
- Students will gain experience identifying rhyming patterns.
- Students will practice writing the letter “I”.
Teacher planning
Time required for lesson
40 minutes
Materials needed
- Recording of “The Crooked Man” from nursery rhyme CD, such as 100 Songs for Kids or text version from nursery rhyme book
- Nursery Rhyme Flip Chart or large chart paper with the nursery rhyme “The Crooked Man” written on it
- Chart paper
- A House is a House for Me by Mary Ann Hoberman and Betty Fraser
Pre-activities
- If you’re not using a flip chart, write the nursery rhyme on chart paper for students to see.
Activities
- Anticipatory set: What is the purpose of a home?
- Play the recording of “The Crooked Man” or read the rhyme to the class.
- Have the students recite the rhyme with you as they read from the chart.
- Help them figure out the pattern in which the word at the end of the line rhymes. (The second and fourth lines rhyme, and the sixth and eighth lines rhyme.)
- Ask students which words in the rhyme have the long “I” sound. Then ask what else rhymes with the –ile ending. Write the words on chart paper, leaving out the letter “i” in each word.
- Have students come and write in the letter “i” for practice.
- Ask students to name the home for the following animals: bird, bear, groundhog, dog, fish, bee. You may add other animals to the list. Present a pair of animals, and ask the students how the animals’ homes are similar, and how they are different.
- Read the book A House is a House for Me to the class.
- Conclude the lesson by asking the students the following questions:
- What other rhyme talks about an unusual home? (”The Little Old Woman Who Lived in the Shoe”)
- What types of homes do people live in?
- What are homes made of?
Assessment
Assess by students’ participation in the rhyming and “i”-writing activities: Did the students recognize the rhyming pattern? Did they write the letter correctly? Also assess by students’ participation in the animal homes discussion.
North Carolina curriculum alignment
English Language Arts (2004)
Kindergarten
- Goal 1: The learner will develop and apply enabling strategies to read and write.
- Objective 1.02: Develop phonemic awareness and knowledge of alphabetic principle:
- demonstrate understanding that spoken language is a sequence of identifiable speech sounds.
- demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word.
- demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rimes).
- Objective 1.02: Develop phonemic awareness and knowledge of alphabetic principle:
Science (2005)
Kindergarten
- Goal 1: The learner will make observations and build an understanding of similarities and differences in animals.
- Objective 1.01: Observe and describe the similarities and differences among animals including:
- Structure.
- Growth.
- Changes.
- Movement.
- Objective 1.01: Observe and describe the similarities and differences among animals including:
Contents
- 1Sorting with Little Boy Blue
- 2Moving with Hey Diddle Diddle
- 3Jumping with Jack Be Nimble
- 4Rhyming with Jack and Jill
- 5Learning numbers with Mary, Mary, Quite Contrary
- 6Sorting with Old Mother Hubbard
- 7Learning about animals with Three Blind Mice
- 8Identifying sequence with Little Jack Horner
- 9Developing number sense with Baa Baa Black Sheep
- 10Matching with The Little Old Woman Who Lived in a Shoe
- 11Learning about time with Wee Willie Winkie
- 121, 2, 3, 4, 5 (Once I Caught a Fish Alive): Counting and directional words
- 13Finding rhyming patterns with The Crooked Man
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By Lisa Wright.
