Playing+Outfield

[|Playing Outfield.doc]

Day 1

 * 1) Introduce the poem. Baseball season is just starting, so we're reading a poem about baseball. What are some baseball words you know? Write them on the white board : bat, ball, glove, etc.
 * 2) This is a poem that really helps you __visualize__ and feel like you are there, playing with the player. You can feel how his body feels, and hear the sounds he hears.
 * 3) Echo read the poem. Teacher reads a line or two, group echos. Give positive feedback / make a few suggestions for improvement.
 * 4) flier: explain that it's a ball that gets hit way up high (unless someone knows what it is)
 * 5) Comprehension: Let's __infer__ what some of the words mean in the poem:
 * 6) shivering: "sweat shivering down." __visualize__ what happens when you're really hot. What do you feel? What is the sweat doing inside your clothes?
 * 7) plastered: __visualize__ again. What happens to your clothes when you are hot and sweaty?
 * 8) leads: "your team leads." What would make sense?
 * 9) In pairs, students time each other reading the poem and record their time.

Day 2

 * 1) Today practice the poem with a partner. Have students model reading it with expression.
 * 2) Go over each part of the poem in more detail in terms of how to read it.
 * 3) sound effects in italics: thunk! plunk? plop? etc. Notice the punctuation.
 * 4) elipses
 * 5) THIRST
 * 6) HOORAY!
 * 7) water, please....
 * 8) Why do you think "water, please..." is way over here?
 * 9) Comprehension: What are the strong words in this poem that help you __visualize__ or hear or feel what is happening? Find powerful words that touch on the 5 senses.
 * 10) Partners time each other and record their Tuesday time on the sheet.

Day 3

 * 1) Comprehension: What does it mean when it says the ball sounds like another sunny day? What can you think of that sounds like a sunny day to you? What do you hear on a sunny day?
 * 2) Today they will get to perform the poem for each other. Give them some time to practice.
 * 3) 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.