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Emily M. Vander Horn
Choral
Reading
Tuesday, April 22nd 2008
Learning Objectives
Students
will be able to
§
Compose a letter to a classmate about poetry, including
all necessary aspects
§
Perform a poem with teammates
§
Decide the proper tones, rhythm, etc. of a particular
poem.
Core Curriculum Content
Standards
§
3.3.D.7:
Read aloud with fluency.
§
3.4.A.1:
Listen actively for a variety of purposes such as
enjoyment and obtaining information.
Preparation & Materials
Students
will have
§
Poetry folders
Teacher will
have
§
Poetry letter books
§
Shel Silverstein Poems
Instructional Procedure
§
As a Do Now, students will write their second poetry
letter in their books.
They should still have their notes on how to
write a poetry letter and what needs to be included.
They can choose to write about any of the poems
they have not already written about, including the new options of “Mother to
Son” or they can write a letter about Joe’s performance, choosing one of his
poems.
(20 minutes)
§
With the remainder of the block, students will learn
about the concept of choral readings.
In teams of 3-5 students, they will each prepare
to read a Shel Silverstein poem as a choral reading.
§
Students will have twenty minutes to prepare their
reading, noting the different options available on their worksheet.
Then each group will perform their poem for the
class.
§
With any remaining time, students should begin their
homework, which is to write a thank you letter (or poem) to Joe, our guest
poet.
Summary and Reinforcement
Students will again be writing poetry letters to
their peers in order to continue the conversation outside of class
discussion and give them the opportunity to write to a real audience.
Choral reading is a wonderful way of bringing
poetry to life, especially fun, lyrical poems like those that Silverstein
writes.
Also, it will give students the opportunity to hear
poetry being performed, and practice performing in front of a class.
Homework
Thank-you
letter/poem to Joe
Vocabulary Sentences with Context Clues