Getting Down With Humpty Dumpty
Lesson 6 of 14
Objective: SWBAT identify rhyming words in a nursery rhyme. Student Objective: I can rhyme words in the -all word family.
Each day, my students gather at the classroom rug for our literacy block. Before I begin the lesson on rime, I like to reteach and clarify some information for the children. Today I am introducing the nursery rhyme of the "Humpty Dumpty" and begin a discussion about fictional and non-fictional stories. At kindergarten age, the children are just learning to distinguish between these two ideas. This builds a stronger understanding and "hooks" them into my lesson.
Time for our literacy block! Would you please come join me on the rug so that I can share our newest nursery rhyme? Take a look at this picture. If you have an idea who this nursery rhyme character is, please blow it into your hand. Okay, release. It is Humpty Dumpty! What were some of the things that indicated to you that this was Humpty Dumpty? (Have the children describe the picture.)
Do you think that this rhyme could be true? (Explain that "Humpty Dumpty" is fantasy because giant eggs with legs don't exist and could not sit on walls.) When things are made-up, they are called fantasy. When stories are about real things, we call that reality.
What do you think is going to happen in this rhyme? I would like you to listen carefully to find out if your predictions are correct.
The Common Core Standards call for "students to grow their vocabularies through a mix of conversation, direct instruction and reading." Through the use of nursery rhymes, I can teach word families; in this case, the -all family. Introducing rime through familiar text helps the children to comprehend the concepts taught. Nursery rhymes are short in length and full of alliteration and rhymes. Children can quickly internalize the language and make them their own. These memorized rhymes are ideal vehicles for playing with language and developing phonemic awareness.
Listen as I read: Humpty Dumpty sat on the wall,
Humpty Dumpty had a great fall.
All the King's horses, and all the King's men,
Couldn't put Humpty together again.
Turn and talk to your neighbor and tell them if your predictions were correct.
Now we are going to do an echo chant of this rhyme. Look at this poster as I point to the words. I am going to say the first line, and then I will point to the words as you repeat what I said. When you echo, you will say the exact words that I say. We will read the whole rhyme in this way, and then I will ask you some questions about Humpty Dumpty.
What is Humpty Dumpty? (an egg)
Where was Humpty sitting? (on the wall)
What happens to him? (he falls)
What does it mean to say that Humpty Dumpty had a great fall? (a really big fall)
Why can't the king's men put Humpty together again? (once an egg shell breaks, you can't put it back together)
Could the events in this rhyme be realistic, or are they fantasy? (the story is fantasy because eggs usually are not giant with legs)
I am going to read the rhyme one more time, but I want you to listen for rhyming words this time. If you hear a rhyme, raise you hand and I will call on someone to tell me what they heard. I will write it on our chart paper. (wall-fall; men-again)
We are going to focus on the first rhyming pair. What do the words wall and fall have that are the same? (-all) Can we think of any other words that rhyme with all? Let's write those on the chart, too.
Boys and girls, now that we have created a list on the chart paper, let's read each of the words. Can you see what they have in common?
We will be making something new today. It is called a word wheel. On it are picture clues, blanks and the letters -all. Start by saying the picture clue name. For example what do you see here? Yes, it is a man, but there is something special about him--he is tall. Hear the word tall? What is the beginning sound for that word? The key will be to remember that each of the words on the word wheel rhyme with all.
On the lines next to the wheel, write the beginning sound next to all. So for number one, you would write the letter t for tall.
Read through the list you have written to an adult in the room. I will be looking to see who was able to find the words in the word family -all.
You will take this home to practice with your family.