UNIT X 188 | UNIT 5 Instructional Routine: Language Arts p. Txxx Text Genre: Poetry Recognize and analyze genre Tell children they will read a poem. Ask: What poems do you know? Remind them that they read a poem about school in Unit 1. Ask: What do you know about poems? They may remember that sometimes poems rhyme. Essential Question: What is rhythm? Ask the Essential Question. Elicit ideas. Clap your hands or tap your desk in a rhythm as an example. Ask children to listen and copy the rhythm. Explain that rhythm is a beat, like music. You say poems in a special way so they have rhythm. ANSWERS Sample answer: Rhythm is a beat like music. Note: Rhythm is a difficult concept to explain with words. Accept rhythmic clapping or tapping as an answer. A • Use pictures to identify theme Ask children to read the title of the poem and look at the pictures. Ask: What do you think the poem is about? Elicit all ideas without confirming them and tell children they will listen and read to check their predictions. • Listen actively Play the audio of the poem. Tell children to listen. Play the audio again and tell children to listen and read along. • Student modeling Read the poem aloud line by line and have children echo read, copying your pronunciation and speed. Stop to clarify pronunciation and intonation after each line. • Discuss alliteration in poems Lead children to discover alliteration by repeating the phrases at the beginning of the lines: birds in the branches, ranitas in the rocks, bees in the bushes, wind in the willows, and sun song. Emphasize the repeated sounds. Ask: What do you hear in these lines? (repeated sounds) • Demonstrate phonological awareness by recognizing alliteration Have children cover the page or close their books. Repeat each phrase and ask: What sound do you hear repeated? Children should respond with the sound first, and then the letter. For example, say: birds in the branches. Children should say /b/ and possibly /r/. Then they should say the letter b (and r) or point to the letter posted in the classroom. EXPLORE AND LEARN DIFFERENTIATED INSTRUCTION Scaffold Pair children with lower levels of English proficiency. Have them read the poem again and take turns reading one line aloud. Tell them to focus on their pronunciation of the beginning sounds of the words. Monitor and offer feedback or correction as necessary. Amplify Pair children with higher levels of English proficiency. Have them read the poem again. Challenge children to find the alliteration that occurs at the end of a pair of words. (ng — morning song) Poetry A Read. Sun Song by Pat Mora Birds in the branches hear the sun’s first song. Ranitas in the rocks hear the sun’s first song. Bees in the bushes hear the sun’s first song. Wind in the willows hears the sun’s first song. Birds in the branches chirp their morning song. Ranitas in the rocks croak their morning song. Bees in the bushes buzz their morning song. Wind in the willows whirrs its morning song. Sun song. Sun song. Sun song. TEXT GENRE A poem uses words in a special way. Sometimes, words give the poem its rhythm, a beat like music. CONNECT TO Language Arts UNIT 5 188 CON22_1_SE_U05_188-189_CLA.indd 188 30/10/2020 11:48 UNIT 5 / CONNECT TO LANGUAGE ARTS
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