Text: What a Day it was at School; I Drew a Yellow Unicorn | Day 2, Lesson 2

Learning Objective: We will connect with a poem more deeply by identifying rhyming words and words that
appeal to our senses. RL1.1, RL1.4, SL1.2, SL1.4, SL1.6

Lesson: Some authors use rhyming words to make a poem more interesting to read.
Interesting words and phrases appeal to the readers senses.
Task: Students will identify and color code rhyming words; Students will underline words or phrases that
appeal to their senses and draw a symbol of the sense.
Assign Partners for Turn and Talk (heterogeneously: students with better reading skills partnered with those
who are still developing theirs to meet grade level standards).

Vocabulary: legged, plaid, crown, right (correct)

Preparation: Each student has a copy of the poem, 4 different color crayons, pencil and eraser.

Introduction & Establish Purpose

Begin: Today is the last day well work together on the book What a Day it Was at School! Yesterday, I
LOVED hearing about all of the images you had in your mind while you visualized. It was really neat to see
how what you visualized was similar or different to the actual illustration in the book!
Next: Today, we will identify interesting words and rhyming words while we read.
Rhyming words have a different beginning sound but the same ending. An example is log and frog. Every time
we build a short vowel house, we are writing rhyming words. When we identify them, we will color them the
same color!
For interesting words or phrases, we are listening or reading for words that appeal to our senses. When we
identify a word or phrase that appeals to our senses, we will mark our poem with a small symbol representing
that sense. For example, if it appeals to our sense of smell, well draw a little nose! Mrs. Breathnach put
examples on the board, here (gesture to them).

Review Rhyming Words

Say: First, lets review what makes something a rhyming word. We are used to tapping out every single sound
in a word, but with rhyming words, its a little different. Two rhyming words have a different beginning sound
and then the rest of the word is the same. For example, with barn and yarn, I could say /b/ /arn/ and /y/
/arn/ to help me hear that they are rhyming. I have a short matching activity on the board. I am going to pull
popsicle sticks and would like that person to draw a line between the rhyming words.
Read the words: hut, van, rest, brown best, Jan, town, nut
Call on students to match rhyming words.

Close Read: Rhyming words

Now you will show me how you can identify the rhyming words in the first stanza; that is lines 1 through 8.
Work with your partner to color two words that rhyme the same shade. Then, if you find another set of rhyming
words, youll use a different color.
Circulate; check for understanding. Call students attention to the board, identify rhyming words in the
first stanza; Ask what we notice about where we can find rhyming words (end of the line, every other).
Say: Now that we see where we find rhyming words in this poem, do you think youll more easily be able to
identify them in the second stanza, lines 9 through 16? Work with your partner to color the rhyming words in
the second half of the poem.
Come back together; identify rhyming words on the board.
 Close Read: Words and phrases that appeal to our senses
You have done a fantastic job identifying rhyming words! Now, you will identify words and phrases that appeal
to your senses. We practiced this skill with Tomas and the Library Lady. Your goal is to pick at least 2 words or
phrases in each stanza. You will underline the word or phrase and then draw the symbol of the sense that it
appeals to in your mind.
Next: Mrs. Breathnach has an example here. This is a silly sentence that sounds similar to the poem A cheetah
cooked some brownies. If this were a line in the poem mmmm, I would underline brownies because I could
smell them cooking! At the end of the line, I would draw a symbol of a nose to show which sense that word
appealed to. I cant wait to see what appeals to your senses!
Work with your partner to share your thinking but you do not need to identify the same words or phrases.

Wrap up and Send Off

Summarize and bring the lesson to a close. Lets share some of the words and phrases that appealed to your
senses and what sense symbol you drew. Ill pick 4 popsicle sticks to have students share!
Take responses; annnotate the poem on the board to show student responses.
Whether youre reading a poem or a book, you can always look out for interesting words. When youre reading
a poem especially, you should listen for rhyming words. When we practice something together, you can then do
the same thing when you read on your own!

Supports for my learners:

LD, PG, BrB: after attempting to find

rhyming words in the first stanza and
the whole class reviews where to find
the rhyming words (at the end of the
line, every other) work with these
students in a small group. Underline
the last word of each line. Four lines a
time, write the last words separately
on their paper. I say the four words;
have them repeat and listen for
rhyming.

BrB (IEP): monitor annotating, check

for understanding, ask her to restate
the directions