Mice

Day 1

 * Introduce the poem. "This poem is a kind of funny poem about mice. Do you like mice or not? Why or why not?"
 * Echo read the poem. Teacher reads a line or two, group echos. Give positive feedback / make a few suggestions for improvement. Get a good beat going.
 * nibble: have everyone pretend to nibble something to clarify what it means
 * In pairs, students time each other reading the poem and record their initial time on the graph.
 * Comprehension question: What does the poet like about mice? Put your finger on the evidence (on the part that tells a reason she likes mice.)

Day 2

 * 1) Today practice the poem with a partner. Have students model reading it with expression. Talk about changing your voice. Have them give each other some feedback.
 * model reading with drama, changing your voice according to what's happening, and explain why you are changing it that way.
 * 1) Go over each part of the poem in more detail. Paraphrase each part in "talking language." Re-write a few of the stanzas in prose on chart paper. (One group can start with the beginning and then the other groups can add to it.)
 * 2) Partners time each other and record their Tuesday time on the sheet.
 * 3) Comprehension: What does "They haven't any chins at all" mean? -- make sure they know it means they don't have chins.

Day 3

 * 1) Focus on the punctuation. Have them find punctuation marks, and model what each kind of punctuation might mean. Tell them they can experiment with it, and try different ways of reading the punctuation. Stop at the periods, pause at the commas. Talk about line breaks -- you don't have to stop at the end of a line. Why do you think the poet stopped the lines in those places?
 * 2) Students practice alone or with a partner, as they choose, trying out different ways of reading it and paying close attention to punctuation.
 * 3) They time each other and record the time.
 * 4) Comprehension: Find words that rhyme.

Day 4

 * 1) Today they will get to perform the poem for each other. Give them some time to practice.
 * 2) People who want to can perform for the group. Time them as they do. If some don't perform, be sure they get timed by a partner and record their times.
 * 3) Other options for performing: have pairs or groups of 3 read each stanza, and go around the circle, reading the poem chorally in small groups.
 * 4) Comprehension: Practice the word "rather." Rather means "quite," or kind of a lot. Give them a few examples of sentences with the word in it, and then have them make some up.