Date: November 11, 1998

Grade Level(s): 1, 2

Subject(s):

• Language Arts/Reading

Duration: 30-40 minutes

Description: This lesson engages students in word and sentence formation using rhyme. Students will play a game, dance, and listen to music.

Goals: Students will create new words and new meaningful sentences using rhyming strategies.

Objective(s): The students will be able to read (silently/aloud) and write words containing the "op" rhyme.

Materials:

• Tape player & cassette, selection of two Charlie Parker musical pieces, flipchart or chalkboard, colored markers/pencils, paper, worksheets
• For the word & letter cards: blank flashcards (2" x 3"), stiff paper/tag, stapler & staples, scissors, ruler.
• The book Charlie Parker played Be-Bop, by Chris Raschka (1992), Orchard Books.

How to make the word and letter cards:

• With a dark marker write letters on blank flash cards (2" x 3"). If you would like to stress certain letters you can make them a different color (e.g. the short "o" red and all others black). The letters used in this lesson are: b, h, m, d, r, f, l, s, t, o, p (2).
• Cut the stiff paper or tag to make 11" x 5" pieces. Fold up 1 1/2" along the long edge. Staple in four places to make four equal sized pockets for the letter cards.
• Worksheet from the Short Vowel O Workbook
• Be-bop And Other "op" Words

Set/Initiation: 1. Play two selections of Charlie Parker music, one quick and upbeat the other with a slower feeling. During each selection, have the children stand up and show how the music makes them feel. 2. Introduce Charlie Parker who invented the type of music called be-bop . The book that the teacher will read aloud is, "Charlie Parker Played Be-Bop" (by Chris Raschka, Orchard Books, 1992). 3. Review vocabulary words from the book that may be unfamiliar to the children (e.g. saxophone, trombone, barbeque).

Procedure:

1. Introduce "op" words, the short "o" and the rhyme "op". Review the "op" words in "Charlie Parker Played Be-Bop" (e.g. be-bop, stop, lollipop, hop).
2. Each student receives a 4-pocket word card and letter flash cards.
3. Have the students spread the letters in front of them.
4. Leaving the first pocket of the word card empty, start by filling in the word (be-) bop.
5. Students will replace given letters with new ones (as shown below) to make new words. Have them write the new words as they go along:

   Remove b, replace with h, to make hop; remove h, replace with m, to make mop; remove m, replace with p, to make pop; remove p, replace with dr, to make drop; remove dr, replace with fl, to make flop; remove f, replace with p, to make plop; remove pl, replace with t, to make top; remove --, add s, to make stop.

6. As the students make new words, write them on the chalkboard or flip-chart.
7. Have students say the new words using a blending technique before moving to the next new word.

Closure:

1. Review the short "o" and 'rhyme "op".
2. Review the words the students made with their word cards.
3. Comment on the number of words they made just using the rhyme "op".

Evaluation:

1. Observation during the activity and review.
2. Worksheet given for homework/seatwork (pg. 7 of "Short Vowel O (TCM#2228)" written by Dona Herweck Rice and published by Teacher Created Materials, Inc. (1997) was used for this lesson). Worksheet overview: Students are given a selection of "op" words and are asked to choose the correct word to complete a sentence.