LESSON ONE: Rock N’ Rhythm & Rhyme (Part One) LESSON DESCRIPTION Through the use of a KWL chart and class discussion, students identify rhythm and rhyme in a variety of contexts. Working with a partner, students listen to rhythm and rhymes read by the teacher and write the rhyming words on paper. At the end of the lesson the students record one thing they learned from this lesson on the KWL chart. GRADE-LEVEL EXPECTATIONS o R2B The student will identify author’s use of rhythm, rhyme, and alliteration in poetry and prose, with assistance o R3B The student will identify and explain author’s use of rhyme in nonfiction text. LESSON MATERIALS Sources of Literature o “Friends” by Crystal Bowman o “Sharing” by Shel Silverstein o “Complainin’ Jack” by Shel Silverstein o “Fog” by Carl Sandburg o “Fruits in a Basket” by Mary Sullivan o “ Leaves Around the Year” by Mary Sullivan Supplies o Pencils and paper o Chart paper for KWL chart Handouts provided o KWL chart Words to know o rhythm o rhyme o graphic organizer FORMATIVE ASSESSMENT At the end of the lesson students record one thing they learned. Any new additional answers will be added to the KWL chart. LEARNING ACTIVITIES 1. A KWL chart is displayed on the board (see handout). As a class, the K & W pieces of the chart are completed. Once finished, discuss to determine students’ level of knowledge about poetry. Questions What do you know about poetry? for What do you what to know about poetry? Students 2. Read aloud three or four poems such as “Friends” by Crystal Bowman (rhymes, fiction), “Sharing” by Shel Silverstein’s poetry book called Falling Up (rhymes, fiction); “Complainin’ Jack” by Shel Silverstein’s book Falling Up (rhymes, fiction); “ Fog” by Carl Sandburg (doesn’t rhyme, fiction); “ Fruits in a Basket” by Mary Sullivan (rhymes, nonfiction); or “Leaves Around the Year” by Mary Sullivan (rhymes, nonfiction). Discuss poems (see questions for students). After discussion, record any learned material on the KWL chart. Questions Was there anything the same/different about the poems? for Do all poems have to rhyme? Students Do you like these poems? Why? Do all the poems give you the same feeling? Explain. What is the difference between rhythm and rhyme? What are rhyming words? What helps you create rhyming words? Strategy Make sure that a variety of poetry is being read to the students; that is, fiction/ nonfiction poetry and rhyming/non-rhyming poetry 3. Read the poems from the modeling activity again. This time read short rhyming patterns such as, “I’ll share your toys, I’ll share your money, I’ll share your toast, I’ll share your honey…” After reading ask students to think about what two words rhyme. Students write those two words on a piece of paper. They then turn to their partner and share the answer (Think-Write-Pair-Share cooperative learning activity by Kagan). Ask students to volunteer their answers. The students know if their answers are correct by listening to the responses of other students and teacher response from the book. Repeat activity as many times as necessary. Questions How did you pick out the words that rhymed? for After looking at all of the rhyming words displayed on the board, what do you notice Students that is alike/different? Do rhyming words have to have the same ending letters to rhyme? Explain. Is the rhythm the same in all the poems? Explain. How does rhythm change the way you feel? Suggestion Continue reading examples from the poems as time allows and student interest remains. In an ideal situation, including the music teacher in the unit would be very helpful. Ideally, the music teacher would be a helpful resource before the unit begins or between lessons 1 &2 to explain and model rhythm.