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aCTIVITy 4.10
continued
I wear a railroad tie,
my treasure chest puffs up a bit, I blink my private eye.
I like to use piano keys
to open locks of hair,
then put a pair of brake shoes on and dance on debonair.
I hold up my electric shorts
with my banana belt,
then sit upon a toadstool
and watch a tuna melt.
I dive into a car pool,
where I take an onion dip,
then stand aboard the tape deck and sail my penmanship.
I put my dimes in riverbanks and take a quarterback,
and when I fix a nothing flat I use a lumberjack.
I often wave my second hand
to tell the overtime,
before I take my bull pen up to write a silly rhyme.
Second Read
• Reread the poem to answer these text-dependent questions.
• Write any additional questions you have about the text in your Reader/Writer Notebook.
1. Craft and Structure: How does Prelutsky’s understanding of children influence his choice of words? What is the result for the reader? Cite examples from the text to support your answer.
Prelutsky chooses questions and statements that children might pose based on their limited understanding of words and phrases. The result is humorous as the reader understands why a child would ask such questions or make such statements, but also understands the resultant humor. Answers include, “does tree bark make a racket?” “sit upon a toadstool,” “take an onion dip.” RL.8.4
my Notes
Em
Unit 4 • The Challenge of Comedy
acTIVITY 4.10 continued
3 As students are reading,
monitor their progress. Be sure
they are engaged with the text and annotating words and phrases that demonstrate the author’s use of puns as well as any puns they do not understand. Evaluate whether the selected reading mode is effective.
4 Based on the observations you made during the first reading, you may want to adjust your reading mode. For example, you may decide for the second reading to read aloud certain complex passages, or you may group students differently.
5 SECOND READ: During the second reading, students will be returning to the text to answer the text-dependent comprehension questions. You may choose to have students reread and work on the questions in a variety of ways:
• independently
• in pairs
• in small groups
• together as a class
6 Have students answer the text- dependent questions. If they have difficulty, scaffold the questions by rephrasing them or breaking them down into smaller parts. See the Scaffolding the Text-Dependent Questions boxes for suggestions.
Leveled Differentiated Instruction
In this activity, students may need support diffusing and paraphrasing the meaning of the idiomatic expressions. Have students discuss the meaning of several idiomatic expressions with a partner and record ideas from the discussion.
Point out the idiomatic
expressions in the poem, make 305 a racket, scale a mountain, and
ScaFFOLDING The TexT-DePeNDeNT QUeSTIONS
1. Craft and Structure (RL.8.4) How does Prelutsky’s M 9781457304644_TCB_LA_SE_L8_U4.indd 305
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belly laugh. Help students express their ideas by asking and answering simple questions about the idiomatic expressions such as What does
this phrase remind you of? What
do you think the phrase means? Help students record ideas from the discussion using a Collaborative Dialogue graphic organizer.
understanding of children influence his choice of words? What is the result for the reader? Cite examples from the text to support your answer. What type of vocabulary does Prelutsky use? Read the first two lines of text. How might these lines appeal to children more than adults?
Unit 4 • The Challenge of Comedy 305
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.