Language Arts - Grade 3 TEKS 3.9G - Identifying Similarities and Differences in Topics and Characters by Alyson Fiebig

Category:  Language Arts
Grade Level:  3rd Grade
Objective: 

Language Arts TEKS 3.9G  Reading/comprehension.
The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to identify similarities and differences across texts such as
in topics, characters, and themes.

Music TEKS 3.4A  Creative expression/performance.
The student creates and arranges music within specified guidelines.  The student is expected to create rhythmic phrases.

Behavioral Objective:
The students will identify the similarities and differences in the topics and characters of various poems.

Materials: 
marker board, markers, overheads of poems, copies of poems, pencils, non-tuned percussion instruments

Poems:
Jimmy Jet and His TV Set. p. 28-29. Where the Sidewalk Ends, Shel Silverstein.

Sick. p.58-59. Where the Sidewalk Ends, Shel Silverstein.

Activities: 
Split the class into small groups.  Pass out pencils and copies of the poems to each group.  Have the class turn their poems over and write down the similarities and differences between the children in their group.  After a few minutes ask the groups to share what characteristics they shared and what made them different.  Ask the children to read the poems given to them as a group and have them identify the similarities and differences in the topics and characters of the poems.  Put the poems on the overhead one at a time and read them aloud.  Ask the class for what they came up with.  Write their responses on the board in two columns (i.e. Similarities and Differences).  Back in their small groups, have them choose one word from either poem to serve as a steady beat.  Next, have them choose a group of words.  Lastly, have them come up with a word or two that is related to the poem, but isn’t actually mentioned in the poem.  Once again, have them share with the class.  For example, words from Shel Silverstein’s Sick could be: (1) “rash”, (2) “I cough and sneeze”, (3) I’m sick.

Process:

• Say words with entire group

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

• Add body percussion to words

• Drop words - body percussion alone

• Move to non-tuned percussion with words

• Drop words - non-tuned percussion alone

	Beat 1	Beat 2	Beat 3	Beat 4
High = Snap = Triangle = Glock	I'm			sick
Middle = Clap = Claves = S. xylophone	I	cough	and	sneeze
Low = Pat = Hand Drum = B. xylophone	rash	rash	rash	rash

Evaluation: 
I will observe the students identifying the similarities and differences between themselves and in the assigned poems.  I will repeat this activity with another set of poems to see that they have the concept down.  The students will be responsible for selecting the words they wish to use from their poems.  I will observe the students creating rhythmic phrases out of their selected words.