Lessons & Units :: Genre Studies: Poetry 1st Grade Unit

Lesson 3: Rhythm

Lesson Plan

In the Swim | NP

In the Swim
Learning Goal
Explain that poems have rhythm.
Identify the rhythm of a poem.
Approximately 50 minutes
Necessary Materials
Provided: Unit Example Chart
Not Provided: In the Swim by Douglas Florian, chart paper, markers
  • Teacher Modeling

    will explain to students that another characteristic of poems is that they have a rhythm. I will add this to my Characteristics of Poetry Chart (Example Chart is provided in Unit Teacher and Student Materials). Rhythm is the beat of a song or poem. I will sing a familiar song from class and clap with the beat. I will explain that just like songs, poems have a rhythm. To identify rhythm, I have to listen to the poem read aloud once and pay attention to the syllable where the beat belongs. Then, I will clap along as I reread the poem. I will model identifying the rhythm in “The Skates” from In the Swim. I will read the poem once and listen for the poem’s beat. I will then reread it and clap along with the rhythm. Finally, I will underline the words or syllables that I clapped for to indicate the beat. For example, I will underline skinny and flat, feed and invertebrates. I will reflect that this poem shows that one characteristic of poetry is that it has a rhythm, and I will add the title of the poem to my chart.

  • Think Check

    Ask: "How did I identify the rhythm of a poem?" Students should explain that you listened to it as it was read aloud once and identified the syllable where the beat belonged. Then, you read it again and clapped along with the beat.

  • Guided Practice

    will read the poem, “The Manatee” from In the Swim by Douglas Florian aloud, listening for the beat. We will then repeat each line together, clapping along with the beat. We will underline the words that we clapped for. We will use this example to explain how poems have a rhythm. We will add the title of the poem to our Characteristics of Poetry Chart.

  • Independent Practice

    will listen to “The Flying Fish” from In the Swim. You will clap along with the beat for your teacher. You will use the beat to explain aloud how one characteristic of poetry is that it has rhythm. The teacher will add the title of the poem to the Characteristics of Poetry Chart.

Build Student Vocabulary brag

Tier 2 Word: brag
Contextualize the word as it is used in the story “We don’t wish to brag or boast, But we can fly along the coast.”
Explain the meaning student-friendly definition) To brag means to show off. Someone who is bragging is talking about how great they are. The flying fish in the poem are showing off that they can fly.
Students repeat the word Say the word brag with me: brag
Teacher gives examples of the word in other contexts I hate to brag, but I got all A’s on my homework. I do not like people who brag about all of the things they have at home. Sometimes he brags about what he gets for lunch, but I still like him.
Students provide examples Have you ever heard someone brag? Start by saying, “I heard someone brag about _______________________.”
Students repeat the word again. What word are we talking about? brag.
Additional Vocabulary Words rant, soar

Build Student Background Knowledge

After reading the poem, “The Manatee” from In the Swim, explain that even though a “Manatee is not a man,” a manatee shares something important with a man—humans and manatees are both mammals. Like most mammals, manatees breathe air. They are also warm-blooded. Manatees have a very difficult time keeping warm in the water. This is the reason why many can be found in tropical climates, like Florida, because the water there is warmer than the water the further north.

Texts & Materials

Standards Alignment

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