LESSON TWO: Rock N’ Rhythm & Rhyme (Part Two)

LESSON DESCRIPTION

Working in large and small groups, students listen to a variety of rhythm and rhymes read by the teacher and in music.  By having the students reflect, identify rhyming words, and write rhyming words on paper, they show evidence of mastery.  At the end of the lesson, the students record two sets of rhyming words to use in a classroom collage. 

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        “Reachin’ Richard” and “Spoiled Brat” by Shel Silverstein

o        “Tadpoles” by Mary Sullivan

o        “Animal Homes” by Mary Sullivan

Supplies 

o        Poetry, songs, and/or chants on tape or website  http://www.kinderplanet.com/music.htm

o        Chart paper

o        Sentence strips

o        Pocket chart

o        Pre-made rhyming cards

o        Sticky notes

o        Computer lab or Smart Board

Handouts provided

o       Game entitled I Have Who Has

Words to know

o        rhythm

o        rhyme

o        alliteration

FORMATIVE ASSESSMENT

The student turns in two sets of rhyming words put on sticky notes.  Create a collage with students’ responses displayed throughout the unit.

LEARNING ACTIVITIES

1.              Orally read the poem “Reachin’ Richard” (fiction) by Shel Silverstein’s book Falling Up or “Tadpoles” (nonfiction) by Mary Sullivan. Discuss words that rhyme and rhythm of the poem.

2.              Display a poem, song, or chant on chart paper.  Read text without expression.  Read the text again with expression and/or music.  Discuss the comparison between the two readings. 

3.              Copy the first twelve lines of the poem “Spoiled Brat” by Shel Silverstein’s book Falling Up (fiction) or “Animal Homes” by Mary Sulllivan (nonfiction) on sentence strips, covering the second rhyming word in each stanza.  Place the sentence strips in a pocket chart.  Ask students to supply rhymes for the covered words by writing their rhyming word on a sentence strip and putting it in the pocket chart.   Students may come up with rhyming words that don’t make sense.  At this point the focus is on rhyming.

4.              Using pre-made cards for each group, students engage in a matching game like memory (see I-Have-Who-Has handout).  Students are in cooperative learning groups of three to four.  Each group is given a set of cards with rhyming patterns.  Students place all their cards face down on their desk.  Taking turns, students turn over two cards trying to match rhyming words.  If successful, those two cards are removed and student takes another turn.  If unsuccessful, the student turns their cards back over and another student gets a turn.  The game is over when all cards are matched. 

5.              Use the following website: http://www.kinderplanet.com/music.htm.  Click on a song.  Students first listen to the complete song paying attention to the rhyme and rhythm.  Then play the song again and students listen for rhyming words.  Once the song is over, discuss the rhyming words.  The words need to be displayed or highlighted.  Repeat the activity using other songs.   Access to computer lab or smartboard is suggested.