1. I. Content:Rhyme Words (ale and ail)
A. Standards CCSS.ELA-LITERACY.CCRA.L.6
Acquire anduse accuratelya range of general academicand
domain-specificwordsandphrasessufficientfor reading,writing,
speaking,andlisteningatthe college andcareerreadinesslevel;
demonstrate independence ingatheringvocabularyknowledge
whenencounteringanunknowntermimportanttocomprehension
or expression.
B. Enduring
Understandings&
Essential Questions
What are some typesof questionsyoushouldbe askingbefore
readinga new nonfictionbook?
How can youdetermine if itisa goodquestion?
What typesof questionsshouldyoube askingduringreadinga
nonfictionbook?
What type of questionsshouldyouaskafterreadinganonfiction
book?
Doesaskingquestionshelpyoubetterunderstandthe textyouare
reading?How?Why?
C. Objectives:(SWBAT) Studentswill be able torecognize andidentifyale andail words.
Studentswill be able todefinerhyme wordsbasedoff of their
spelling(pale- lightskinned,sickandpail- bucket).
II. Assessment:
A. Formative Assessment
(Active StrategiestoCheck
for Understanding,Guide
Practice,ExitClass,etc.)
I will use classdiscussionsinordertocheck forunderstanding.After
the lessonIwill be able toutilize future writingsamplesthat
studentsutilizethesewordsin.
B. Summative Assessment
(whenappropriate –
quizzes,objectivetests,
essays,projects,etc.)
III. Instruction:

2. A. Anticipatory Set To beginthislessonIwill remindstudentsof the cutandglue
rhyme wordsfor ale,we workedonearlierthatmorning.Iwill
explainthatthere isanothersetof wordsthat soundthe same but
have differentmeaning, ail words.
B. Instructional Activities
(includesIntroduction,
Presentation,Cluesfor
Discovery,Modeling,and
engagementingradual
release,asplanned)
Duringthe lessonIwill have studentsworkintheirmorning
journals.Iwill be workinginmymorningjournal onthe document
camera so studentscanwatchwhat I am doing.I will have the class
make a line downthe middle of the page andlabel the sidesale or
ail so we can make a listof the differentwordsanddefine themas
a class.I will askstudentsif theyknow of anyale and ail wordsand
workon those firstbyplacingthemwhere theybelongandwhat
theymean.I will pointoutwordsthatstudentsmaynotbe familiar
withlike male.Mostof the class knowswhatmail isbut hasn’thad
much exposure tothe wordmale.
As I workthrough the differencesbetweenthe wordsandpointing
out wordsthat can onlybe spelledone way,Iwill have students
explainwhattheyhave learnedexplainthatwe will revisitthese
wordsthe nextday.
With special attentionto: i. Differentiation Thislessoniseasyforeach studentto
participate.Studentscanhelpbycoming
up withwordsor definitions.
ii. Higher Level
Cognition
Thislessoncaneasilyadaptto each
student.Forhigherlevel studentsIwould
expectthemtoparticipate inthe class
discussionsstill,howevertheywillwrite
each wordor evenjusta few wordsina
sentence.
iii. Technology I will utilize the documentcameraso
studentscansee how and where toput
the words.
C. Gradual Release
Techniques(See Formative
Assessment–Checkingfor
Understanding,Guided
Practice,Independent
Practice,ClassExit)
Teacher– Earlierinthe morningstudentsworkedoncutand glue
rhyme wordsfor ale.While workingonthese rhyme wordsI
definedthemandprovided examplesof sentencestheycoulduse.
Teacher/Student – I will workwithstudentstocreate wordlistsfor
ale and ail words.I will helpstudentscome upwithanddefine the
wordswhenneeded.

3. D. Closure To close the lessonIwill askwhatwe have learnedandexplainthat
we will revisitthese wordsthe nextday.
IV. Reflection:
A. What Will TheyandI Do
Next& Why?
Afterthe mini lessononrhyme wordsIrealizedthatIhad mixedup
some of the words.Pale and pail,whale andwail.Before movingonto
the nextsetof rhyme wordsI will revisitthe ale andail wordstore
teachthose few wordsI had made mistakeson.Next,we will practice
spellinganddefiningthese wordswhentheycome upinour classand
we will continue toworkonthe nextsetof rhyme words.