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Honeybees Literacy Lesson

Caitlin Byttner, 4th Grade
Standards: RL.4.5 Compare and contrast the point of view from which difference stories are
narrated, including the difference between first-and third-person narratives.
M!Cr".1.4a #emonstrate selected and organi$ed musical ideas for an improvisation,
arrangement, or composition to e%press intent, and e%plain connection to purpose and conte%t.
M!Cr&.".4a 'resent the final version of personal created music to others, and e%plain
connection to e%pressive intent.
Objectives:
(fter reading the poem )one*bees individuall* students will complete a venn diagram in
which the* write at least " similarities and 4 differences.
(fter reading and discussing the poem )one*bees in small groups, students will compose
their own poem about an insect+s, the* choose. -heir poem will consist of ten lines and the*
must have at least two comparisons in their poem.
.n groups students will add sounds to their poem using at least two different instruments that
help add to the meaning of the poem.
Materials:
)one*bee handout for each student
Reading strips for each student
/enn #iagram wor0sheet
1lan0 poem wor0sheet
'owerpoint of e%ample poem
'aper
'encils
/ariet* of instruments
Background:
ntroduction: ! "inutes
-he teacher will introduce the comparing and contrasting lesson with a simple activit*. -he
teacher will have a bag full of small ob2ects, enough for each student to select two ob2ects. -he
teacher will go to each student and each student will choose two ob2ect out of the bag. -he
students will then have three to five minutes to create a list of similarities and differences
between the two ob2ects the* selected. -he students can share their findings to the rest of the
class if the* choose. -he teacher will then e%plain that during this lesson the* will be reading a
poem that compares two points of views. -he students have compared the ph*sical
characteristics of two ob2ects and now the* will do the same process, but instead of comparing
the ph*sical aspects, the* will compare the point of views of two characters in a poem.
Body: #$ "inutes
"
1.-he teacher will introduce the poem )one*bee to the class and e%plain that the poem is
meant to be read b* two voices, one person reading the right column and another reading the
left column. -he teacher will then read the poem one time through, reading both sides of the
poem. %hat did you notice about the structure o& the 'oe"(
2.-he teacher will read the poem two more time, each time reading a different side of the
poem. %hat did you notice about the t)o di*erent voices in the 'oe"(
%hat are the t)o di*erent 'oint o& vie)s(
3.-he teacher will instruct the students that the poem is meant to be read b* two people or
voices. -he teacher will tell the students this time she will read the left side while the class
reads the right side. -hen if time allows the teacher will brea0 the class in to two groups and
have each group read one side of the poem. -he students will continue to practice how to
read the poem. +id you notice any 'atterns or rhyth"(
4.-he teacher will hand out a venn diagram to each student. -he students will be as0 to write
at least four differences and two similarities that the* see in the poem.
5.-he class will discuss their venn diagrams. %hat )ere so"e si"ilarities and
di*erences you noticed(
6.(fter comparing and contrasting the two sides of the poem the students will be bro0en into
small groups.
7.-he students will be instructed that it is their turn to compose their own poem. -heir poem
must be ten lines and compare two different point of views.
8.-he teacher will show the class another e%ample and then hand out the blan0 poem
wor0sheet for the groups to fill out.
9.3tudents will then share their poems with the class.
10.4nce the students have shared their poems with the class the* can add music and5or
movement to their poem using at least two instruments. -he teacher will refer to the
)one*bee poem %hat instru"ents )ould be a''ro'riate &or this 'oe"( -o
give the students an idea of what instruments the* should use. -he* should focus on ma0ing
sounds that emphasi$e the different point of views of the two perspectives. +-he wor0er bee
should have a low, sad sound while the 6ueen bee should have a high happ* sound,.
Closure: ,$ "inutes
-he teacher will remind the students that toda*s lesson has focused on comparing and
contrasting different voices and point of views and now the* will get a chance to share their
poems with the class. -he teacher will tell the students to listen for the instruments this time and
how the* emphasi$e the different view points. -he lesson will conclude with students putting on
a littler concert for the rest of the class. -he* will read their composed poems and perform the
music that the* have decided to add to their poem.
-ssess"ent:
3tudents will turn in their venn diagrams and will be graded on it the* have at least four
differences and two similarities listened.
&
3tudents will share their poems to the class and their poems will be grades on the following
rubric! their poem has a title, has ten lines, has at least two comparisons, and each member
participates in sharing the poem with the class.
3tudents will perform their poem with their chosen instruments and will be graded on the
following! include at least two instruments, the instruments ma0e sense and add to the poem
and clearl* show emphasis different sounds.
-da'tations:
7or 8LL students . would have them illustrate their ideas and illustrate the poems if the* are
unable to full* write their ideas down. . would also have them add movement to the poem if
the* do not feel comfortable in reading the poem to the rest of the class.
.ationale:
-eaching poetr* is important because it focuses on fluenc* and helps students read with
confidence and accurac*. .t is important to teach comparing and contrasting because it causes
students to develop higher order thin0ing s0ills. .t also improves comprehension because
students are to loo0 for the important parts in a te%t. 7inall*, teaching perspectives causes
students to learn empath* and that not ever*one thin0s the same wa*.
Connections:
(fter this lesson . could teach a lesson strictl* about persecutive because this lesson focused
mostl* on comparing and contrasting and it 2ust happened to be about comparing different
voices5perspectives. -his lesson could also be lin0ed to science and students could learn about
the different roles hone*bees have and learn about their 2obs and life c*cles.
)one*bees
1eing a bee 1eing a bee
4
is a 2o*.
is a pain.
.9m a 6ueen
.9m a wor0er
.9ll gladl* e%plain. .9ll gladl* e%plain.
pon rising, .9m fed
b* m* ro*al attendants,
.9m up at dawn, guarding
the hive9s narrow entrance
.9m bathed
then . ta0e out
the hive9s morning trash
then .9m groomed.
then . put in an hour
ma0ing wa%,
without two minutes9 time
to sit still and rela%.
-he rest of m* da*
is 6uite simpl* set forth!
-hen . might collect nectar
from the field
three miles north
. la* eggs,
or perhaps .9m on
larva detail
b* the hundred.
feeding the grubs
in their cells,
wishing that I were still
helpless and pale.
.9m loved and .9m lauded,
.9m outran0ed b* none.
-hen . pac0 combs with
pollennot m* idea of fun.
:hen .9ve done
enough la*ing
-hen, wear*, . strive
. retire
to patch up an* crac0s
in the hive.
for the rest of the da*.
-he . build some new cells,
slaving awa* at
enlarging this )ell,
dreading the sight
of another sunrise,
wondering wh* we don9t
5
all unioni$e.
-rul*, a bee9s is the -rul*, a bee9s is the
worst best
of all lives. of all lives.
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