Rain is Falling

2 teachers like this lesson
Print Lesson


SWBAT describe familiar things, such as rain, from two nursery rhymes in the form of writing and discussion. Student Objective: I can write a personal response about rain and connect it to the characters feelings.

Big Idea

Sometimes a little rain must fall and we'll see how the children feel about that.


10 minutes

If I can use something familiar to introduce a new concept, I find that my students are more focused on the content I am teaching than on the nursery rhyme.  there are students who have not had experience with these nursery rhymes, so teaching the rhyme is still important.  I also like to have them identify with any characters so that their foundation is stronger.

Boys and girls, what do you see happening in this picture? (I see a boy looking out of his window at the rain.)  You are going to hear a nursery rhyme that takes place on a rainy day.

Rain, Rain go away.  Come again some other day.  Little Johnny wants to play.  Rain, Rain go away.

The person that the nursery rhyme is about is the character.  Do you remember what the character's name was?  (Johnny)  How do you think Johnny was feeling about all that rain?

Now we are going to hear another nursery rhyme about rain, but the character is different.  Listen: It's raining! It's pouring!  The old man is snoring.  He bumped his head when he went to bed, and couldn't get up in the morning.

Who is the character in this rhyme? (the old man).

How would you describe the weather in this nursery rhyme.  Was it a light rain or a heavy rain? I think it was raining "Cats and dogs"!  What do you think that means?

How do think the old man feel about the rain?


20 minutes

“Turn and Talk” is an oral language strategy that provides students time to formulate ideas and share their thinking with another student.  When “Turn and Talk” is used, all students have a chance to share their thinking in a low-risk setting. Talking about their thinking at a peer level, scaffolds students understanding and is language that the student controls. This is easy to use in instruction and provides the language we speak to become part of the regular classroom procedures.  I am using this strategy here because the children can relate to rain and have all had some sort of experience with it.  This will help them to have a deeper understanding of the content being taught.

We have talked about how we think the characters feel about rain, but now let's talk about our feelings about this weather.  Tell a friend next to you what your opinion is about the rain.  I will call on three children to share their feelings about the rain.

What ideas do you have for things that Johnny could do since it is raining and he cannot play outside?  What did the old man do since he could not go in the rain?  What mishap did the old man have before he decided to go to bed?   What do you do if you can not go outside in the rain? Turn and talk to a friend.

I love the rain, especially if it is warm outside.  I love splashing in puddles.  What else do you think you would like to do if you could go out into the rain?  Again turn and talk to a friend, and then, I will choose three people to share their ideas.

We are going to experiment a little with the sound of rain. I am going to have all the boys snap their fingers and whisper "rain, rain, rain" over and over again.  Let's try that. 

Now I am going to have the girls gently pat their laps and say, "pitter patter, pitter patter" over and over again.  Girls, you try. 

This time, I want the boys to do their part at the same time that the girls do theirs, and I will say the nursery rhymes we have just learned. 

I loved the way that sounded--it was like we were listening to a gentle Spring rain!

Later today, we will make a mini rainstick out of a paper tube and rice and try our rhymes again, but for now we are going to write about our feelings concerning the rain.


20 minutes

I have given you a piece of writing paper called a four square. It is used for writing a detailed story.  You will be writing about the rain, so in the very center of the paper, inside the circle, write the word "rain". 

On the lines in box number one, I would like you to tell me something you do when it rains.  Start your sentence with--"When it rains, I"...  You will need to finish the sentence with your idea.

On the lines in box number two, tell me what you see. "I see_________."

On the lines in box three, write "I wish_________________."  Remember that each of these ideas are about the rain.

In the last box, box number four, write about your feelings toward the rain. "The rain makes me feel ___________________, because __________________."

If you follow all of these steps, you will have a detailed story.  When all the words are written, you must illustrate each sentence box.  Then I will come around and have children read their stories to me.