Revolutionary Tea - Scholastic

Revolutionary Tea - Scholastic

POEMS FOR R E P E AT E D R E A D I N G S Revolutionary Tea —TRADITIONAL There was an old lady lived over the sea, And she was an Island Queen; Her...

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POEMS

FOR

R E P E AT E D R E A D I N G S

Revolutionary Tea —TRADITIONAL

There was an old lady lived over the sea, And she was an Island Queen; Her daughter lived off in a new countrie, With an ocean of water between. The old lady’s pockets were full of gold, But never contented was she, So she called on her daughter to pay her a tax Of threepence a pound on her tea, Of threepence a pound on her tea. “Now Mother, dear Mother,” the daughter replied, “I shan’t do the thing you ax; I’m willing to pay a fair price for the tea, But never the three-penny tax.” “You shall,” quoth the mother, and reddened with rage, “For you’re my own daughter, you see. And sure ‘tis quite proper the daughter should pay Her mother a tax on her tea, Her mother a tax on her tea.” The tea was conveyed to the daughter’s door, All down by the ocean’s side. And the bouncing girl poured out every pound, In the dark and boiling tide. And then she called out to the Island Queen, “Oh Mother, dear Mother,” quoth she, “Your tea may you have when ‘tis steeped enough, But never a tax from me, But never a tax from me.”

In this old song, written about the Boston Tea Party, the “Island Queen” is Britain, and the “daughter” is the American colonies.

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Perfect Poems With Strategies for Building Fluency: Grades 5-6 © Scholastic Teaching Resources

Instructional Routine

POEMS

BY

AND

PHRASING

LEE BEN NETT

HOPKINS

In the city I live in— city I love— afternoons puls e with

STEP 1: Distribute copies of the poem or write the poem on chart paper. As an alternative, make a transparency of the poem and show it on the overhead projector.

In the city I live in— city I love— nights shimmer with lights competing with stars above unknown heig hts.

for Building Fluenc y: Grades 5–6

Scholastic Teach ing

Resources

people hurrying , scurrying— races of face s pacing to must-get-there places.

ON OF

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AND

Perfect Poems

With Strategies

In the city I live in— city I love— as dreams start to cree p my city of senses lulls me to sleep.

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DS SIGHT WOR

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POEMS

TO

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Resources

—TRADI

ing Scholastic Teach

STEP 4: Assign the poem to partners, small groups, or individuals based on the goal of each poem. For example, poems designed for repeated readings should be assigned to individuals, whereas poems for choral readings should be assigned to small groups.

With Strategies

y: Grades 5–6 for Building Fluenc

? on a river bed seen a sheet Have you ever from a hammer’s head? Or a single hair mountain any toes? a of foot Has the en hose? a pair of gard And is there k its eye? dle ever win fly? Does the nee g of a building win the sn’t Why doe a parasol? le the ribs of all? Can you tick k of a tree at trun the n Or ope ? going to bite h of a rake ever left or right? Are the teet any ds of a clock Have the han plot be deep and dark? ? en bark gard h’s Can the the birc the sound of And what is

Perfect Poems

STEP 3: Do an echo reading of the poem. Read aloud each stanza and have students repeat using the same pace, accuracy, and expression.

B U I L D I N TO N AT I O N

In the city I live in— city I love— mornings wak e to swishes, swa shes, sputters of sweepers swooshing litte r from gutters.

Use the following routine for introducing each poem.

STEP 2: Read aloud the poem. Highlight one or two aspects of fluency, such as intonation or phrasing. Discuss these aspects of fluency and model them using selected sentences or phrases from the poem.

TO

City I Love

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STEP 5: Provide time throughout the week for students to practice reading aloud their poems. Circulate and listen in. Provide feedback on key aspects of fluent reading. Then, allow students to share their readings at the end of the week.

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BUILD

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Oh, he ca So a lo me from M t in He co of people sa nesota, ul y. In less d chop a hu ndred than ha trees do lf a da wn y! He wa s famou His m s as a lu us He ha cles were lik mberjack, uled a e rock s! heav With Ba be, his y load of lo gs big blue ox! Tall Pa ul Chopp Bunyan, ing do wn thos In the forest e tre es! with hi He clea s red th e way giant axe, with ea se! Oh, Pa ul was Full of qu energy ite a logger , He co and pe ul p! In just d walk across one gi a riv er ant ste p! Oh, Pa ul coul Just as d lift a ea m They sa sy as a wink ountain ! y he du Just so Babe co g the Great La uld ha ve a dr kes Tall Pa ink! ul Chopp Bunyan, in In the g down thos fo e He clea rest with hi trees! s red th e way giant axe, with ea se!

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Schola stic Tea ching Resour ces Perfect Poems With Stra tegies for Buildin g Fluenc y: Gra des 5–6

Above all, have fun with the poems in this book. Poems are like language amusement parks; they represent the works of those playing with language in rhythmic and creative ways. Sharing the joys of written language with students is a wonderful and valuable gift.

POEM

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Perfect Poems With Strategies for Building Fluency: Grades 5-6 © Scholastic Teaching Resources

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