Language Arts - Grade 1 TEKS 1.13A - Listening to Stories Being Read Aloud by Karen LaCombe

Category:  Language Arts
Grade Level:  1st Grade
Objective: 

Language Arts TEKS 1.13A  Reading/literary response. 
The student responds to various texts.  The student is expected to listen to stories being read aloud.

Music TEKS 1.2A  Creative expression/performance. 
The student performs a varied repertoire of music.  The student is expected to sing or play a classroom instrument independently or in groups.

Behavioral Objective:
The student will listen to the poem being read aloud.

Materials: 
Whiteboard, markers, and transparency of poem What’s so Funny? by Bruce Lansky, Meadowbrook Press, http://www.gigglepoetry.com/GrabBag.cfm?T=2&PI=14.  Bring in items listed in the poem such as a mirror, toilet paper, and a picture of a face with green lettuce on his/her teeth, non-tuned percussion instruments.
 

What’s so Funny? By Bruce Lansky There’s something no one’s telling me. There’s something I don’t know. I notice people staring at me everywhere I go. I ask my friends to clue me in/ not knowing is distressing. But no one says a single word/ I find that quite depressing. They point at me and giggle. They point at me and grin. I’ll have to find out just what kind of trouble I am in. I check the bathroom mirror to learn the awful truth. I find a piece of lettuce sticking on my big front tooth. I rinse the yucky green away. I think that is the end. But then I hear more giggling it comes from my best friend. I tell him, “Jack, please help me out, I’m feeling kind of blue.” He says, “You’ve got some toilet paper sticking to your shoe!”

Activities: 
Introduce the lesson by telling a personal embarrassing moment.  Continue by asking volunteers to share an embarrassing moment that happened to them.  After a few stories and this brief introduction to prepare the children for what the poem is about read to them aloud What’s so Funny? by Bruce Lansky.  Divide the children into small groups and have one group choose a word from the poem to be the steady beat word.  Next, another group will choose a word or group of words from the poem.  The last group will choose a word or phrase that relates to the poem but is not in the poem.  Ex. know (steady beat), no one says a single word, and embarrassing.

Process:

• Say words with entire group

• Divide into groups.  Groups say words - start with a steady beat (one syllable)

• Add body percussion to words

• Drop words - body percussion alone

• Move to non-tuned percussion with words

• Once everyone is comfortable with their parts, add the chant rhythm (i.e., words)

	Beat 1	Beat 2	Beat 3	Beat 4
High = clap = claves	em	barr	a sing	X
Middle = pat = triangle	no one	says a	single	word
Low = snap = hand drum	know	know	know	know

Evaluation: 
The teacher will observe that each child is listening to the poem being read aloud and each student is singing or playing a classroom instrument with the group or individually.