Scott Foresman Reading Street

	Build vocabulary by finding words related to the lesson concept.
	Listen for author's purpose.

blasts strong, sudden gusts of wind or air

tempest a violent windstorm or a violent disturbance

tide the rise and fall of the ocean

about every twelve hours, caused by the gravitational pull of the Moon and Sun

then… review the
lesson concept. Place the words on the web and provide additional words for practice, such as storm and foaming.

If…
students are unable to place words on the web,

Check Vocabulary

Homework Send home this
week’s Family Times newsletter.

Model Pauses, 537a

Writing

Grammar

Fluency

Adjectives and
Articles, 537e

Multisyllabic Words;
Pretest, 537i

Reading-Writing
Connection, 537g

Spelling

Fluency and Language Arts

Activate Prior Knowledge

Before students listen to the Read Aloud, ask them to share any experiences they've had on the sea.

Set Purpose

Read the title and ask students to predict what the poem will be about.

Have students listen for details that help them determine the poet's purpose in writing a poem about the sea.

Creative Response

Have students write their own stanza about the sea beginning with the line "I'm on the sea! I'm on the sea!" Suggest they use a similar AABBCC rhyme scheme as "The Sea." Students can then give a dramatic reading of their stanzas in small groups. Drama

Access Content Before reading, share this summary: The speaker describes his feelings about the sea where he was born and spent his life as a sailor. After reading the poem once, restate challenging lines using simpler language and more familiar sentence structures. Then reread the poem again.

Day 1	What is it like to live life at sea?
Day 2	What would you like about life at sea? What would you miss from your life now?
Day 3	How is a ship like and unlike other types of homes?
Day 4	Why do you think someone would be willing to face danger and loneliness to sail around the world?
Day 5	Revisit the Day 1 question to wrap up the lesson.

Build Concepts

LISTENING COMPREHENSION

After reading "The Sea," use the following questions to assess listening comprehension.

1.		What is the author's purpose for writing this poem? (Possible response: To express his love of the sea) Author's Purpose

2.		What details from the poem help you visualize what the sea looks, sounds, and feels like? (Responses will vary but should describe specific details from the poem about the sea's sights, sounds, and movements.) Visualize

BUILD CONCEPT VOCABULARY

Start a web to build concepts and vocabulary related to this week's lesson and the unit theme.

Draw The Sea Concept Web.
Read the line with the word tide again. Ask students to pronounce tide and discuss its meaning.
Place tide in an oval attached to Movements. Discuss how tide relates to this concept. Read the lines in which blasts and tempest appear. Have students pronounce the words, place them on the Web, and provide reasons.
Brainstorm additional words and categories for the Web. Keep the Web on display and add words throughout the week.

FLUENCY

MODEL PAUSES As you read "The Sea," pause at logical breaks, such as after

phrases, at the ends of complete thoughts, or between stanzas. You may want to give
a "rushed" reading of a few lines without any pauses and then repeat with appropriate
pauses to demonstrate how pauses help convey a poem's rhythm and meaning.

The sea! the sea! the open sea!
The blue, the fresh, the ever free!
Without a mark, without a bound,
It runneth the earth's wide regions round;
It plays with the clouds, it mocks the skies;
Or like a cradled creature lies.

I'm on the sea! I'm on the sea!
I am where I would ever be;
With the blue above, and the blue below,
And silence wheresoe'er I go;
If a storm should come and awake the deep,
What matter! I shall ride and sleep.

I love, oh how I love to ride
On the fierce, foaming, bursting tide,
When every mad wave drowns the moon,
Or whistles aloft his tempest tune,
And tells how goeth the world below,
And why the southwest blasts do blow.

I never was on the dull, tame shore,
But I loved the great sea more and more,
And backward flew to her billowy breast,
Like a bird that seeketh its mother's nest;
And a mother she was, and is, to me;
For I was born on the open sea!

The waves were white, and red the morn,
In the noisy hour when I was born;
And the whale it whistled, the porpoise rolled,
And the dolphins bared their backs of gold;
And never was heard such an outcry wild
As welcomed to life the ocean-child!

I've lived since then in calm and strife,
Full fifty summers a sailor's life,
With wealth to spend and a power to range,
But never have sought nor sighed for change;
And Death, whenever he comes to me,
Shall come on the wild, unbounded sea!