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1 PBL, Projects, and Activities downloaded from NextLesson are provided on an online platform. driving question *example lesson teacher guide, answer keys, links, and rubrics share with students customize steps notes links, documents, videos and more The preview that follows includes the teacher guide and teacher resources only for this lesson.

2 Winter Wonderland Sleigh bells ring are you listening in the lane snow is glistening A beautiful sight we're happy tonight walking in a winter wonderland Gone away is the bluebird here to stay is a new bird He sings a love song as we go along walking in a winter wonderland In the meadow we can build a snowman Then pretend that he is Parson Brown He'll say: Are you married? we'll say: No man But you can do the job when you're in town Later on we'll conspire as we dream by the fire To face unafraid the plans that we've made walking in a winter wonderland In the meadow we can build a snowman and pretend that he's a circus clown We'll have lots of fun with mister snowman until the other kids knock him down When it snows ain't it thrilling Though your nose gets a chilling We'll frolic and play the Eskimo way walking in a winter wonderland Walking in a winter wonderland walking in a winter wonderland NextLesson 2015

3 Pick a letter and write it on the line s (All of the words have to begin with that letter) Name (2 syllables) Sammy Adjective (2 syllables) Silly Animal (2 syllables) Spider Write two 1 syllable words that rhyme. (They don t have to start with the letter) clock à rock NextLesson 2015

4 Sammy the silly spider (Name) (adjective) (animal) Liked to sit on Santa s head. He d ask him for a new clock. (rhyming word 1) But he d get a rock instead! (rhyming word 2) NextLesson 2015

5 Name Date Oh Chanukah Oh Chanukah, Oh, Chanukah Come light the menorah come to our party We'll all dance the hora Gather 'round the table we'll give you a treat, dreidels to play with and latkes to eat This verse has a fast / slow rhythm. And while we are playing The candles are burning low One for each night, they shed a sweet light to remind us of days long ago One for each night, they shed a sweet light to remind us of days long ago. This verse has a fast / slow rhythm. 1. Find the rhyming words for the following words. menorahà hora treat à eat nightà light low à ago 2. Which is an example of alliteration? Why? And while we are playing or come light the menorah while and we both start with the same letter (w) 3. What do people do on Chanukah? List at least three things. ANSWERS WILL VARY light a menorah, dance, eat, play, burn candles NextLesson 2015

6 Name Date Kwanzaa comes just once a year Harvest time, good food, good cheer Happy little girls and boys Making their own Kwanzaa toys Oh Happy Kwanzaa Oh Happy Kwanzaa, N guzo Saba Happy Kwanzaa keep your candles burning bright Oh Happy Kwanzaa, N guzo Saba Happy Kwanzaa means you know you re living right Seven ways to live each day Whether we re at work or play Live a life of harmony I ll do for you, you ll do for me 1. Find the rhyming words for the following words. yearà cheer boys à toys brightà right day à play 2. Which is an example of alliteration? Why? Seven ways to live each day or Whether we re at work or play whether, we re, and work all begin with the same letter (W) 3. What words does the author use to describe harmony? I ll do for you, you ll do for me NextLesson 2015

7 Teacher Guide Rhythm and Meaning with Holiday Songs Can you find words that supply rhythm and meaning in a song? Lesson Duration: 1 class period Lesson Type: Lesson Audience: Classmates, Teachers Overview In this activity, students will use classic holiday songs to describe words and phrases that supply rhythm and meaning in a song. As a class, the students will be introduced to rhyming words, alliteration, and repetition using the song Winter Wonderland. The students will then review these elements in pairs or small groups using the songs Oh Hanukkah and Oh Happy Kwanzaa. Finally, the students will complete a handout independently to show their understanding. The lyrics and videos for all of the holiday songs are provided. There is also a Lyric Maker that students can use to create their own verse! Common Core Standards CCSS.ELA-Literacy.RL.2.4

8 21st Century Skills Critical Thinking/Problem Solving Skills Creative Thinking Communication Skills Collaboration Skills Cross-Cultural Skills Social Skills Self-Monitoring And Self-Direction Skills Lesson Plan Step 1: Materials Needed Print - 1 copy of Winter Wonderland Lyrics to project or 1 class set - 1 class set of Holiday Partner Handout - 1 class set of Rudolph Lyrics - 1 class set of Student Handout - 1 class set of Lyric Maker and 1 for teacher example Other - Sticky note with the word "shiny" written on it

9 Step 2: Introduction Ask the students what type of songs they hear during the holidays. Ask them to name some of the songs they like and tell why. Possible Example Jingle Bells because it is a fast song. Tell the students they are going to listen to Holiday music to learn how words and phrases supply rhythm and meaning in a song. Step 3: Rhythm: Winter Wonderland Song Tell the students that you are going to play a Holiday song for them called WInter Wonderland. Play the Winter Wonderland Song for the students. Ask the students if they know what Rhythm in a song is. Define for students. Rhythm is the patterns of sounds in words

10 Step 4: Rhythm Ask the students if they know what Rhythm in a song is. Define for students. Rhythm is the patterns of sounds in words Play WInter Wonderland Song. Ask the students to listen for the rhythm of the words in the song. After listening to the song, project the Winter Wonderland Lyrics onto the board. Read the first line with the class and count the total number of syllables in the line. Count the total number of syllables in the second line. Ask the class what they notice. (They are the same). Place a sticky note with the word "shiny" over the word "glistening" in the poem. Ask the class to read the first two lines again. Discuss how changing the word changed the rhythm of the lines. (There is one less syllable or beat in the second line. It doesn't sound as nice.) Step 5: Rhyme Ask the students what they notice about the word glistening and listening. (They rhyme). Define rhyming words: words that sound the same at the end. Tell the students that one way songwriters add rhythm to a song is by using rhyming words. Project the Winter Wonderland Lyrics onto the board and identify the rhyming words. (You can color each rhyming pair a different color.)

11 Step 6: Alliteration Tell the students that another way an author adds rhythm to a song is by using alliteration. Define alliteration: the use of words with the same beginning sound in a line. Give examples of Alliteration. Spongebob Squarepants (S) Peter Piper Picked a Pack of Pickled Peppers (P) Project the Winter Wonderland Lyrics handout onto the board. Look for the alliterations in the song. Circle the beginning letters of the words. Example Walking in a Winter Wonderland (W should be circled in Walking, Winter, Wonderland) He's singing a song as we go along (S should be circled in singing and song) And pretend that he is Parson Brown (P should be circled in pretend and Parson) Step 7: Repeated Lines Tell the students that another way for authors to create rhythm is through repeating lines. Project the Winter Wonderland Lyrics handout onto the board. Ask the students what lines they see repeated throughout the song. (Walking in a winter wonderland) Underline these words or phrases.

12 Step 8: Meaning Tell the students the words an author chooses can help create meaning in a song. Project the Winter Wonderland Lyrics handout onto the board. Ask the following questions for the students to discuss by analyzing the song. Where were the people in the song? What words or phrases told you? Outside (lane, walking, winter wonderland, birds, meadow) What season was it? What words or phrases told you? Winter (it mentions snow, sleigh bells, building a snowman, a fire, the song is called Winter Wonderland) How does the songwriter feel about this time of year? What words or phrases told you? The songwriter enjoys it because.. He/she calls it a winter wonderland Uses the word beautiful to describe it He is singing

13 Step 9: Partner Practice: Oh Hanukkah Tell the students that they are going to describe how words and phrases supply meaning and rhythm in other holiday songs. Split the children into pairs or small groups. Give each child a Holiday Partner Handout. Play the song Oh Hanukkah for the students. Next, have them work in pairs or groups to answer the questions. After completing the handout, review the answers as a class asking volunteers to give answers and explanations. Step 10: Partner Practice: Oh Happy Kwanzaa Have the students work with the same partners or small groups as earlier or reassign them. Play the song Oh Happy Kwanzaa for the students. Next, have them work in pairs or groups to answer the questions using the Holiday Partner Handout. After completing the second side of the Holiday Partner Handout, review the answers as a class asking volunteers to give answers and explanations.

14 Step 11: Independent Practice Tell the class they will listen to one more holiday song. Play the song Rudolph the Red Nosed Reindeer for the class. Project the Rudolph the Red Nosed Reindeer Lyrics on the board. Give each child a Student Handout to complete. Review the answers to the Student Handout as a class. Step 12: Lyric Maker Tell the class they are going to help you create a new verse for a song. As a class, create a new song to the tune of Rudolph the Red Nosed Reindeer. (Use the Lyric Maker Handout) There is a Lyric Maker Example provided. When finished, they can create their own verses using the Lyric Maker handout and sing/read them to the class. Step 13: Wrap- Up Ask the students what an author does to create rhythm and meaning in a song. (rhyme, alliteration, repetition) Have the students read their lyrics to the class. Discuss each student's verse and look for rhyming and alliteration.

15 Login Directions (Google) Student: 1. If you are on a computer shared with any other students, confirm they are signed out of Google. Do this by going to drive.google.com and sign out the other student.! 2. Go to nextlesson.org. 3. Select Sign Up in the upper right corner of the site. 3. Select Student. 4. Select the red, Sign in with Google button. You will be required to enter your school Google username and password. 5. If your teacher has already given you a project code, enter it in the pop-up window requesting the code. If a pop-up window does not appear, select the Join Lesson button on the top of the page and enter the code.

16 Log In Directions (non-google) Student Log In: 1. Go to nextlesson.org. 2. Select Log In in the upper right corner of the site. 3. Select Student. 6. Select the orange, Log in with username button. 7. Enter your username and password. That s it! You should be able to access NextLesson.