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Monitor Progress
Word and
Poetry Reading
If… students have difficulty reading multisyllabic words in the poem,
then… have them look for and read meaningful parts in the words or have them chunk words with no recognizable parts.
If… students have difficulty reading along with the group,
then… have them follow along as they listen to the AudioText.
Nathaniel’s Rap
DAY 4
ROUTINE
Talking Walls: Art for the People
Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW MAIN IDEAS Help students identify the main ideas in Talking Walls: Art for the People. List the ideas students mention. Then ask questions to help students differentiate between essential and nonessential information.
Retelling CardsRETELL Using the Retelling Cards, have students work with partners to retell the important ideas. Show partners how to summarize in as few words as possible. Monitor retelling and prompt students as needed. For example, ask:
  • What was this selection mostly about?
  • What did you learn from reading this selection?
  • Why do you think the author wrote this selection?
If students struggle, model a fluent retelling.
Read "Nathaniel's Rap"
BEFORE READING Read the genre information on p. 352. A rap is
a type of poem that includes rhyme and has short lines with a
very strong rhythm, or beat. Encourage students to share what
they know about rap.
Read the rest of the panel on p. 352. Explain that Nathaniel will be the person talking in this poem. Where there is no punctuation, have students point out where they should pause. Before you begin, note the print size changes and discuss how the lines should be read.
DURING READING Have students read along with you while tracking the print or do a choral reading of the selection.
AFTER READING Have students share their reactions to the poem and discuss any difficult language or parts of the poem that were problematic. Then guide them through the Reading Across Texts and Writing Across Texts activities, prompting if necessary.
  • What is the main thing the muralists would want you to know about their art?
  • What is the main thing Nathaniel would want you to know about his rap?
ROUTINE
DAY 4
1
2
Advanced
Read "Nathaniel's Rap"
CRITICAL THINKING Have students read pp. 352–353 independently. Encourage them to think critically. For example, ask:
  • What kind of person is Nathaniel? Would you like to have him as a friend?
  • Nathaniel says, "I'm talking about my philosophy." What does he mean by this?
  • Why do you think rapping is so popular with many young people?
AFTER READING Have students meet with you to discuss Reading Across Texts. Have students do Writing Across Texts independently.
Extend Genre Study
RESEARCH Have students use books, music collections, and online resources to find raps and other poems they like. Have them make a list of their favorites, noting how they feel when they read or hear each selection and why it makes them feel that way.
WRITE Have students work together to write a rap. Have them meet with you and recite the rap several times before presenting it to the class. Encourage the audience to snap and tap to the rhythm.