Beacon Lesson Plan Library

Going Batty

Donna Nelson


We are going batty! In this lesson students begin with the word "at" then learn about bats and other things ending with "at."


The student uses beginning letters (onsets) and patterns (rhymes) as visual cues for decoding.

The student alphabetizes words according to the initial letter.


-Pencils for each student
-[Zipping, Zapping, Zooming Bats!] By Ann Earle. Illustrated by Henry Cole. Scott Foresman, May 1995. ISBN# 006445133X.
-Overhead projector
-Overhead projector pens
-Blank transparency
-Teacher-made poem (see associated file)
-Dry Erase board
-Dry Erase markers
-Student Batty books (see Teacher Preparation)
-Bat puppet


1. Gather materials. (See materials list)
2.Construct "batty" books (one per student) by folding letter-sized, black construction paper in half horizontally, then folding first grade writing paper in half horizontally. Staple the papers together. Paste a batty picture on front of each book. Write students' names on batty books.


Day One:
1. Begin class by putting on the bat puppet and asking students to share facts about bats they already know.

2. List bat facts they already know on the dry erase board.

3. Read [Zipping, Zapping, Zooming Bats!] By Ann Earl.

4. Discuss new bat facts learned from the book.

5. Write the word bat on the board and ask if students know the beginning sound.

6. Underline “at” in bat and ask students to sound out the word, then pronounce it.

7. Ask if students can name words that rhyme with bat. List the words on the board and give a bat sticker to students who contribute a word to the list.

8. Direct students to read, in unison, the list of "at" words.

9. If students stay together and pronounce the words accurately, reward them with a special bat sticker for doing such a great job.

10. Distribute batty books and direct students to copy the list of words from the board into their batty books.

Day Two:
1. Use the bat puppet to introduce and read the poem about bats. (see attached file)

2. Using the overhead projector, display the poem for students to read aloud with the teacher.

3. Ask students to identify and read the “at” family words they find within the poem while the teacher underlines them.

4. On a blank transparency, list the “at” family words.

5. Discuss alphabetical order using the word list then ask students to suggest the first three words if they were alphabetizing the list. Congratulate students for correct answers.

6. Distribute "batty" books and direct students to copy the bat poem in their books.

7. Next, direct students to look at the “at” word list projected on the overhead and write the words in alphabetical order in their “batty” books.

8. Collect students' books.


In this formative assessment, students brainstorm and suggest words ending in the syllable "at". The teacher writes student-suggested words in random order on the board. Students will have successfully completed the task if they are able to write the words alphabetically in their batty books with three or fewer errors. Students who do not meet the criteria will be assisted and given an opportunity to amend their word lists.

Web Links

This site contains facts about bats and bat anatomy.

Attached Files

The “Batty” poem to use with the lesson for day two.     File Extension: pdf

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