LESSON FOUR: Yellow is for Yield
Students explore reading rates pertaining to free verse and rhyming poetry and begin choosing their final presentation pieces.
R1D Read grade-level instructional text with fluency, accuracy, and appropriate expression; adjusting reading rate to difficulty and type of text.
LS2 In discussion and presentations, speak clearly and stay on topic, use appropriate tone of voice, rate of speech, fluency/inflections and eye contact.
LS1 Listen for enjoyment, information, directions, to identify and evaluate tone, mood, and emotions of verbal and nonverbal communications.
§ Sources of literature
o Overhead projector
o Smart board
§ Handouts provided
o Tips for reading poetry
§ Words to know
o reading rate
o verbal communication
Teacher observation of reading fluency.
Choose partners before activity. Keep in mind varying abilities of reading levels and the variety of text available. Choose both a rhyming and free verse poem for modeling and to use as a think-aloud. Prepare an overhead of both selections so punctuation can be seen and students can follow along.
Make copies of both poems for students to have in front of them. Various groups containing a variety of text (could be put in crates or stacks on desks in locations around the room). Enlist the help of the media specialist for a variety of texts.
What lines did you enjoy? Why?
What changes in rate did I use?
Were there times I used more expressions than others? When?
Why did I make those changes?
How do changes in rate and expression help you understand and enjoy the poem?
How is the speed at which you read poetry different from other books?
How is this poem different from the first one?
What makes poetry more difficult to read than prose?
If you uncomfortable reading poetry aloud contact a high school or former students to come and perform. If students don’t pick up on rate changes, you may have to “think aloud” for students and ask prompting questions. You may need to repeat questions one-six from Lesson One if student do not include rate and expressions as part of the discussion.
It is very important for readers to understand the theory of chunking for meaning, paying attention to punctuation, and pausing for effect poetry. Teacher should repeat lines and admit difficulties. Students vote on their favorite poem between the two and read it in chorus.