Muhammed+Ali+poem

Day 1

 * 1) Introduce the poem. Who is Muhammed Ali? What do they know about him? Connect to nonfiction read-aloud from last week.
 * 2) Echo read the poem. Teacher reads a line or two, group echos. Give positive feedback / make a few suggestions for improvement.
 * 3) In pairs, students time each other reading the poem and write their time on their copy: Monday: ___ seconds
 * 4) Comprehension question: What does he mean when he says "I float like a butterfly, sting like a bee?" Can you show with your body what that might look like? Discuss what a heavyweight champion is if they don't know.

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. Paraphrase each part in "talking language." Write a couple of sentences for the middle of the poem, like "All over the world, people love Muhammed Ali because he moves so beautifully. He has won lots of contests and prizes, so he's the greatest in the world."
 * 3) Partners time each other and record their Tuesday time on the sheet.
 * 4) Comprehension: Wondering: What do you still wonder about Muhammed Ali?

Day 3

 * 1) Talk about where to pause when you're reading the poem. Focus on the punctuation, and model what each kind of punctuation might mean. Tell them they can experiment with it, and try different ways of reading the punctuation. For example, you might want to pause at the dash, or you might want to hurry on to the next part. They should definitely pause at the periods.
 * 2) Go over how to read the ending. Exclamation marks, all capital letters!
 * 3) Students practice alone or with a partner, as they choose, trying out different ways of reading it and paying close attention to punctuation.
 * 4) They time each other and record the time.
 * 5) Comprehension: What is happening at the end of the poem? Why do you think he writes the words like that?

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 table, reading the poem chorally in small groups.
 * 4) Word study: have students look for and underline ending blends. world, champ, wild. Have them list on white boards or paper other words that have the same ending blends. See how many they can come up with.
 * 5) Comprehension: What connections do you have with the poem? What is your favorite part? What words help you most make a picture in your mind, or seem the most powerful?