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http://edsitement.neh.gov/lesson_index.asp
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with. Read a second or third time pausing for children to give you the rhyming words. Now read aloud only the rhyming words. Mix up the rhyming words and ask the children to match. Ask the children to give you other rhyming words for the one they find in the nursery rhyme.
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Syllable Clap
Once upon a time I caught a little rhyme I set it on the floor but it ran right out the door I chased it on my bicycle but it melted to an icicle
I caught it by the tail but it stretched into a whale I followed it in a boat but it changed into a goat
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Imagine if your precious nose were sandwiched in between your toes, that clearly would not be a treat, for you'd be forced to smell your feet.
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Within your ear, your nose would be an absolute catastrophe, for when you were obliged to sneeze, your brain would rattle from the breeze.
Activities
Show a picture of some animals and their
"noses."
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Antennae
In insects, the sense of smell is located
chiefly in the antennae.
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Amphibians
Most amphibians (the group that includes
frogs, toads and salamanders) sense smell using an organ inside their mouths.
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Class Discussion
Ask the students if anyone among them has ever
banged his/her nose against something. Where else could our noses be located to avoid such accidents? As you read the poem, make sure to put humorous emphasis on the last line of each of the middle stanzas to demonstrate how each caps its verse. For example, show the class through your reading how unpleasant it would be to "be forced to smell your feet."
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Work in Groups
Work in groups of 3 and decide at least 3 activities you can ask the students to do. Keep in mind the age and level of the students you teach while planning the activities. Think of a project work that you can give to the students related to nose, smell, etc.
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Writing Poetry
Work with the handout.
http://edsitement.neh.gov/lesson_images/lesson301/all_together_now.pdf
Collect the individual lines from students, put them in order randomly or intentionally and read the poem aloud as a whole.
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Emily Dickinson
A bird came down the walk: He did not know I saw; He bit an angle-worm in halves And ate the fellow, raw. And then he drank a dew From a convenient grass, And then hopped sidewise to the wall To let a beetle pass.
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He glanced with rapid eyes That hurried all abroad,-They looked like frightened beads, I thought; He stirred his velvet head Like one in danger; cautious, I offered him a crumb, And he unrolled his feathers And rowed him softer home Than oars divide the ocean, Too silver for a seam, Or butterflies, off banks of noon, Leap, splashless, as they swim.
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Introduction
Introduce the lesson by telling students that today
they will read a poem by Emily Dickinson, who lived in Massachusetts in the 1800s and wrote thousands of poems. Together as a class, read "A Bird came down the Walk" chorally. The students should recognize that there is a consistent rhythm (or pattern of beats), like in a song or nursery rhyme. You may want to have your students count out the syllables (or beats) with you.
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Short Measure
The first two lines have 6 syllables, the third line 8
syllables, and the fourth line 6 syllables. Poets call this pattern "short measure" because there are so few beats in each line. Dickinson doesn't adhere strictly to the rules. The fourth and fifth stanzas have additionalor sometimes one too fewsyllables in a few lines. Many hymns are in short measure. With your students, read or listen to a hymn. You will find some hymns at http://www.ipl.org/
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Cluster Web
Give them the cluster web handout.
Ask the students to write "bird" in the center circle and to fill in the circles around it with the words they would use to describe a bird.
Then they should fill in the circles attached to those words with the next words that come to mind.
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Example
feather
bird
light
air
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Second Reading
Now, read the poem again with your
students and ask them how Dickinson describes a bird. Does Dickinson describe some of the same qualities they saw in the images and found through the brainstorming activity? Ask your students to think about how Dickinson uses words to describe the bird.
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Classroom Activities
Now, to reinforce these ideas (and have
some fun), have your students act out the poem together as a class. Begin with the first line: what would a bird look like as it "came down the Walk"? What is the birds' stance, attitude, or movement? Continue to the second and third lines .
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Write a Poem
Give them the write a poem handout. Have them observe a living thing: a squirrel, a
beetle, ants, etc just preferably not a bird. As they watch their object, have them fill out the handout. Be sure they note how their animal or insect moves and how it reacts to its environment. As they're working, give each student another copy of the Web Cluster handout. The second part of the worksheet asks them to make a web cluster for their new object.
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Third Reading
Now, gather everyone together back in your
classroom. Reread the Dickinson poem as a class and review its meter. Here you should make students aware of the poem's rhyming scheme: ABCB. Ask the students to write a 2 stanza (or 8 line) poem for their animal using 2 metaphors and the same meter and rhyming scheme as in Dickinson's poem. They should use their completed handout and web cluster to guide them. Encourage the students to help one another count out syllables and find rhyming words. Have the students share their poems with the class.
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Assessment
Ask students to submit a portfolio of their work from this lesson, including their two web clusters, Write a Poem! handout, and completed poem. Assess them based on the rubric below, granting point values as preferred.
1. Student participated fully in all activities. 2. Student contributed to class discussion. 3. Student demonstrated an understanding of
rhythm and meter. 4. Web clusters show connections between objects/ideas.http://www.teachingstylesonline.com
Assessment
5. Write a Poem! handout shows careful
observation of an animal/insect. 6. Write a Poem! handout demonstrates an understanding of "metaphor." 7. Story displays a synthesis of lessons learned. 8. Poem uses 2 metaphors and appropriate rhythm and rhyme.
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Limericks
Read aloud the limerick. Read it again silently and identify the main features. There once was a fellow named Maun With a broad grin he acted like a clown With his blown up nose And his funny pose He became the laughing stock of the town.
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Limericks
1st, 2nd and last lines rhyme. 3rd and 4th lines rhyme.
There once was a fellow named Maun With a broad grin he acted like a clown With his blown up nose And his funny pose He became the laughing stock of the town.
And the rhythm is da DUM da da DUM da da DUM da DUM da da DUM da da DUM da DUM da da DUM da DUM da da DUM da DUM da da DUM da da DUM
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Rules of Haiku
Form: Traditional Japanese haiku have seventeen
syllables divided into three lines 5, 7, 5, respectively.
Rules of Haiku
Language: Haiku should include what Japanese
poets call a kigo -- a word that gives the reader a clue to the season being described. The kigo can be the name of a season (autumn, winter) or a subtler clue, such as a reference to the harvest or new fallen snow. Subject: Haiku present a snapshot of everyday experience, revealing an unsuspected significance in a detail of nature or human life. Haiku poets write for a popular audience and give their audience a new way to look at things they have probably overlooked in the past. http://www.teachingstylesonline.com
Haiku Warm-up
Brainstorm a glossary of words, e.g. related to
season: robin, crocus, Final Four for spring; heatwave, fireworks, grasshopper for summer; jack-o-lantern, harvest, kickoff for autumn; icicle, hibernate, holly for winter For each season, have students choose an occurrence that might be the subject of a haiku and brainstorm descriptive language that would help a reader visualize that scene. List them on the chalk board.
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Writing Haiku
Have students write a haiku based on some
personal experience, using at least one of the words they have brainstormed in class. Pair students to edit and suggest improvements to one another's work, then hold an in-class haiku festival, having each student read his or her poem aloud. Ask students to publish their Haiku online.
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Class Activities
Give students some poems and ask them to
identify example of each poetic device. Divide the class into two teams and create a game of the activity. See which team can find an example of each poetic device first and keep score.
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