G1- Unit 2 Lesson 7 Day 6

1. Warm up: Make a Rhyme

Tell children that they will help you write a poem. Write the letters at on the
board and have children brainstorm several words that end with these letters.

Challenge children to come up with as many rhyming words as they can.

Record them on the board and read the list of words with children.

At, mat, cat, bat, hat……

Begin the rhyme by using one of the words from the board at the end of a
sentence.
Guide children to add more sentences using more rhyming words to make a
poem.
The poem can be silly or serious. When the poem is complete, read it aloud with
children.

2. Mind Reader Game

Daily High-Frequency Words: animal, how, make, of, and why
• Choose one of this week’s high-frequency words. Give five clues to help
children guess what word you are
thinking of.
• It rhymes with fry.
• It has three letters.
• It can be part of a question.
• The last letter is y.
• The first consonant is w.
 WHY
• Continue with the remaining words.

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3. Read “ The big job” : (Decodable Reader, p.p 45-50 )

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ENGLISH LANGUAGE SUPPORT
Explain that the word lug means using hard work to move something.
Point out that Dad’s bricks are so heavy he must move them by truck.
Ask children if they think Sid has to lug his bricks and why they think so.
Ask children how the jobs Dad and Sid do are the same and different, and what
Dad and Sid like to do together.

Remind children that punctuation marks help a reader know how a sentence
should sound. Read page 50 aloud, emphasizing how the different end marks
make each sentence sound different. Have partners take turns rereading the
story to each other.

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4. Pracite: Reader’s Notebook p. 79, 87, 88

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5. Pracite: check Weekly Test

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 6. Writing handbook: (FOR MONDAY 13/07/2020)
Page 26

Using Rhyming Words

Read aloud the definition, parts, and model on handbook p. 26. Point out the
underlined rhyming words in the model, fur and purr. Explain that rhyming words
have the same ending sound but not always the same ending spelling. Tell children
that some poems have rhyming words and some don’t. In this poem, the rhyming
words appear at the end of line two and the end of line four. Name a few other pairs of
rhyming words that might describe the cat, such as paws/claws, gray/play, mew/few,
and silky/milky. Mention that the topic of the poem is a cat.

With children, choose an animal topic such as a horse. Elicit and record words that
could have something to do with a horse, such as white or neigh. Then work together
to name rhyming words for some of the words on the board. For example, white
(right, quite, light) and neigh (hay, stay, weigh).

Drafting Poetry
Review handbook p. 26 with children. Point out that the poem tells how the cat looks
and sounds. Tell children that together you will write a poem about a turtle.
Brainstorm words that describe a turtle: small, four feet, claws, green, brown, hard
shell, pointy tail.
On the board, write these lines of the poem:
The turtle has four short feet,
And a shell that’s very____(hard).
There’s a small brown turtle,
Creeping through the ____(yard).
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 Read the poem together and have children think of rhyming words to complete
the lines. Invite volunteers to write the rhyming words on the board.

Guide children finish page 27

Have children turn to the frame on handbook p. 27. Tell them that, together, you are
all going to write a poem about an animal. Help children choose the animal for the
topic and then come up with interesting words about the animal as well as some
rhyming word pairs. Then, together, write the lines of the poem. Have children write
in their books as you write on the board.
(Example:
I would like to see a rabbit, with its fuzzy little tail,
I would like to feed that bunny, with carrots from a pail.)

IF . . . children are having difficulty finding words about their animal,

THEN . . . guide their thinking with questions, such as What size is the animal? What
color is it? What noise does it make? How does its skin or fur feel? If children
started a graphic organizer, they can add descriptive words that answer these
questions.