unit guide for ritmos y rimas rhythm and rhyme

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Scope and Sequence at a Glance

Focus on separating a word into its syllables, and on using visualization to support poetry comprehension

Genre• Poetry

Phonemic Awareness and Phonics• Identifying words that belong to

the word families -ar, -er, and-ir

Frequently Used Words• Recognizing and using the words

bajo, con, entre, para, and por

Comprehension Skills and Strategies• Using visualization to represent

character

Listening Skills• Developing listening skills by

hearing text read aloud

Writing• Using visualization to select

an illustration for a poem and writing about it

Unit Guide for Ritmos y rimas (Rhythm and Rhyme)

Copyright 2007 Riverdeep Interactive Learning. All rights reserved.

Destination Reading Course I – Spanish

OVERVIEW

Focus on: • Instructional Terms: Genre Study – Poetry • Instructional Terms: School Words – poesía, poema• Lesson with scripting in Spanish for Tormenta en el mar (TheSeaStorm)• List of thematically-related books written in Spanish• Exploringlanguagethroughfigurativelanguage• Exploring language through cognates: sal, día, torrente, anunciar

PREPARE TO TEACH

Tormenta en el mar (TheSeaStorm)

Synopsis: “Tormenta en el mar” is a short, non-rhyming poem in which the narrator sees the signs of an approaching storm (salty drops, grey clouds, rainstorm, and white waves).

InSTRUCTIOnAL TERmS

Genre Study: Poetry

Poetry is a type of literature in which the sound and meaning of language are combined to create ideas and feelings through rhythm, rhyme, and imagery. Poetry is about a writer sharing with the reader an experience or strong feelings. Poems are written with words chosen for their sounds and beauty as well as their meaning. People are often attracted to poetry because of its sound and rhythm.

Poetry began in prehistoric times when people passed down their history orally in poetic language and in song. Through the years, three main kinds of poetry have developed: lyric, narrative, and dramatic. Lyric poetry is any short poem. Narrative poems are ones that tell stories: an epic or ballad. Dramatic poetry also tells a story where the poem’s characters act it out.

Therearemanybenefitstolearningnurseryrhymes,poems,andpreschoolsongs:

1. Nursery rhymes, poems and songs provide children with opportunities to develop an appreciation for rhyme and rhythm.

2. Researchinthefieldofearlychildhooddevelopmentandreadinghasshownthatthosechildrenwhostruggletorecognizewordsthatrhymeoftenhavedifficultyinlearning to read.

3. The rhythm of songs, poems and rhymes helps children remember the words and helps to develop auditory memory skills.

4. Poems and verse use words to paint word pictures, helping to activate imagination.

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5. While reading, singing, playing, and acting, children learn that sounds make words and that words are fun.

6. Rhymes help children appreciate and develop humor.

7. Because nursery rhymes include mathematical concepts, like counting, time, height, measurement, position, volume, weather, temperature, they should be used as opportunities to develop these concepts.

8. Children develop vocabulary.

School Words: poesía, poema

Ensure students are familiar with “school” words used in this unit. Explain that: muchos poemas tienen palabras que riman al final de cada renglón. La poesía puede ser divertida y puede ser seria. Las palabras son de mucha importancia en la poesía. (A lot of poetry has words that rhyme at the end of each line. Poetry can be silly, and it can also be serious. The words are very important in poetry.)

To check understanding, read aloud two texts (for example, a poem and an informational text). Ask students to identify the poem. Ask them to say why it is a poem.

If appropriate for your classroom, teach children English version of the words.

• poesía (poetry) • poema (poem)

BEFORE READInG

Vocabulary Strategy: Pre-teach rocío, torrente, oscurecer, anunciar

Since children may have some understanding of these words, ask: ¿Qué significa ___ ? (What does _____ mean?) Lead them to see that:

1. rocío means las gotas de agua que tienen las plantas por la mañana temprano (the drops of water that are on plants in the early morning – dew)

2. torrente means cuando de repente circula una gran cantidad de agua, como en las inundaciones (when all of a sudden there is a lot of water, like in a flood–torrent)

3. oscurecer means quedar a oscuras (to get dark outside )

4. anunciar means informar de la llegada de alguien o algo (to say the arrival or someone or something – to announce)

Have visuals or illustrations of each word on hand to check students’ understanding oftheterms.Askvolunteerstousethewordsinsentences.Ifstudentshavedifficultyusing the words, explain situations and ask for a volunteer to identify it. For example, say: Hacia las seis de la tarde empieza a oscurecer. Puedes decir que ha ____ afuera. (At about six o’clock in the evening it starts to get dark outside. You can say that it _____ outside. )

If appropriate for your classroom, teach children the English versions of the words.

• rocío dew • oscurecer to get dark outside

• torrente torrent • anunciar to announce

Book List

This is a list of books of poetry in Spanish. Children will enjoy these books.

Amanda, con cien pies anda by Ana maría machado. Editorial Everest. Poem about a centipede.

Poema de olores by Ester madroñero. Editorial Everest. Funny poem about different smells.

Duérmete mi niño: Antología de nanas by maría menéndez-Ponte and Ana Serna. Editorial Sm.


Unit 17: Ritmos y rimas


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Building Background

Start a conversation with children about stormy weather to build background knowledge. Generate word webs with storm words with students. Have half of the class brainstorm summer storm words and have the other half brainstorm winter storm words. Finished word webs may look something like these.

Tormentas

Comprehension Strategy/Skill: Figurative Language and Questioning

Creatingimagesbyusingfigurativelanguageisthecornerstoneofpoetry.Usingunexpectedcombinationsofwords is one way that poetry forces us, as readers, to slow down, re-read, and ask ourselves, ‘well, now, what does that mean?’

Teaching children to visualize things they cannot see stimulates creativity and develops abstract-thinking skills.

Set Purpose for Reading

Tell children: Ahora van a leer un poema. Van a leer para averiguar cuál de los cinco sentidos emplea el poeta (vista, olfato, gusto, tacto, oído). (Now you are going to read a poem. Youaregoingtoreadtofindoutwhichofthefivesensethepoetuses(sight,smell,taste,touch,sound).

DURInG READInG

When reading poetry, tell children to:

• Read the title of the poem.

• Readthepoemslowlythefirsttime.

• Read the poem several times.

• Observe where sentences begin and end.

• Read the poem aloud the second time.

• Ask about any words you don’t understand.

• Listen to the sound and rhythm of the words.

• Let the poem paint pictures in your mind so you can visualize what the poet is talking about.

Differentiated Instruction

Special needs Children: Have students use their imaginations to draw the setting of the poem.Extra Support/Advanced Spanish Students: Have advanced students work with any students havingdifficultyinordertoexplainanyunfamiliarwords.Dual Language Classroom: Challenge students who dominate both English and Spanish to say or write a version of the poem in English.




pala ventisca

nieve viento

granizo

Invierno

lluvia huracán

trueno vientorayos

Verano

paraguasbotas

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AFTER READInGAsk: ¿Cuál de los cinco sentidos está presente en este poema? (Which of the five senses is activated in this poem?) Lead them to see that the salty drops involve taste, the drops falling on the face involve touch, and the grey clouds involve sight.

EXPLORInG LAnGUAGE

Figurative Language

Say: En poesía, a veces el escritor junta palabras de forma sorprendente, pues juntas no tienen sentido. Pero si lo piensas bien e intentas entender lo que se ha querido decir, es muy posible que encuentres el motivo. (Sometimes in poetry the writer puts two words together that surprise you, because they don’t exactly make sense together. But, if you stop and think about it, and you trytounderstandwhattheyaretryingtosay,youcanusuallyfigureitout.)

Write salado on the board. Ask: ¿Qué significa salado? (What does salty mean?) Write the word rocío before salado on the board. Say: ¿Cómo puede el rocío ser salado? (How can dew be salty?) ¿Qué crees que querrá decir el poeta cuando dice rocío salado? (What do you think the poet means when he says rocíosalado?) Lead students to see that he means salty drops of water.

Write olas on the board. Say: Cuando piensas en el océano, ¿qué colores imaginas? ¿De qué color son las olas? (When you think of the ocean, what colors do you see in your imagination? What colors are the waves?) Write the word blancas after olas on the board. Say: ¿Cuándo son blancas las olas? (When are the waves white?) Lead students to see that waves look white when the water is tumultuous.

La misma raíz

Cognates

Cognates, or words in English and Spanish that share the same origin, offer a natural scaffolding that children can use to “grow” their vocabulary in both languages. Help children see these links between the two languages by commenting on the words presented in this unit that are examples of cognates.

Display the words below and say to children: Hay palabras en esta unidad que son muy parecidas en inglés y en español. Vamos a estudiar algunas de ellas. (There are words in this unit that are very similar in English and in Spanish. Let’s study some of them now.)

• sal (salt) • día (day) • torrente (torrent) • anunciar (announce)

THE READInG-WRITInG COnnECTIOn

Cooperative Learning: Write a poem

Havesmallgroupsofstudentsbrainstormideasforapoemabouttheocean.Encouragethemtousetheirfivesenses, to say what the ocean smells and sounds like. Then have students work individually to write a short poem.




unit guide for ritmos y rimas rhythm and rhyme

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