UNIT X 36 | UNIT 1 Instructional Routine: Music p. Txxxiii Essential Question: How does a storm change an area? Have students read the Essential Question. Brainstorm some answers. Ask: What happens to the outside area, inside area, your feelings, your family, and your house when there is a storm? ANSWERS Sample answer: A storm can cause rivers and streams to flood. A storm’s winds can bring down leaves, tree branches, power lines, and other items. Storms can cause damage to homes and businesses. Listen and Sing A • Listen attentively Have students listen to the song once without looking at the lyrics. Then replay the audio, asking students to follow along silently. • Reproduce oral text Replay the first stanza (after Line 4), stop the audio, and have students repeat the stanza, matching pronunciation, and tempo. B Ask and answer Ensure students understand the term onomatopoeia. Read the box and provide some examples. (splash, drip-drop, spatter, rat-a-tat, swish, crash) Then have students answer the questions. Share the answers with the class on the board. ANSWERS 1. thunderstorm, flood; 2. Sample answer: There were branches on the ground and the ground was wet. C Make connections Read the instructions aloud to students. Then have them work in pairs to match the items. Encourage students to create the sounds. ANSWERS 1. c; 2. a; 3. b Practice Book p. 19 PRACTICE EXPLORE AND LEARN FORMATIVE ASSESSMENT Say and write: Boom! Went the Thunder Use the onomatopoeia examples to write another stanza (4 lines) to the song. DIFFERENTIATED INSTRUCTION Scaffold Discuss the meaning of onomatopoeia. As students listen to the song, ask them to raise their hands when they hear a “sound” word. Then have students call out the words as you write them on the board. Amplify Have students choose another type of severe weather to write a song about, using onomatopoeic words. They can practice singing the song with their lyrics. They can present their songs to the class. COMMUNICATE Listen and Sing A Listen to the song. Then, sing the song. All around the stormy sky The thunder chased the lightning. The lightning turned the night to day. BOOM! went the thunder. The clouds lashed rain upon the town. The ground got soft and squishy. The rivers swelled above their banks. BOOM! went the thunder. The wind blew trees this way and that. The branches swished and swayed. Leaves swooshed down all over the ground. BOOM! went the thunder. BOOM! ONOMATOPOEIA: When words create familiar sounds The word boom sounds like thunder. The writer puts the word in capital letters to show that the sound is very loud. B Answer the questions. 1. What severe weather events happen in the song? 2. How do you think the town looked after the event? C Making connections Match the sounds you hear during a storm to the weather phenomenon. Went the THUNDER 1. pitter patter 2. crash! 3. whoosh! a. thunder b. wind c. rain How does a storm change an area? ? ESSENTIAL QUESTION CONNECT TO Music UNIT 1 36 UNIT 1 / CONNECT TO MUSIC
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