Contribuido por Laura Borgwardt

Descripción

En esta actividad colaborativa de composición de canciones, los alumnos crean rimas y paquetes para un viaje imaginario, desarrollando la creatividad y la capacidad de rimar.

Direcciones

• “We are going on an imaginary trip. We need to pack lots of things, and all of the things we pack need to rhyme."
• Explain what a rhyme is and give examples.
• Introduce the sentence: “I’m goin’ on a trip and I’m gonna bring my _[base word]_ and I’m gonna bring my ____.” 
• Have students fill in the blank with something that rhymes with the base word.
• The sentence gets longer as each student adds on to it (e.g. “I’m goin’ on a trip and I’m gonna bring my cat, and I’m gonna bring a hat, and I’m gonna bring my chitchat, and I’m gonna bring my ____”).
• Start over with a new base word once the group runs out of ideas for rhyming words.

• Reflexión

  • “What does rhyme mean again?”
  • “When do you hear words that rhyme?”
  • “Why do we use rhyming words?”

Transición a la actividad

Dramatically drag in a suitcase (real or imaginary) and explain to the class that you’re going on a trip and they are invited. OH NO!! You forgot to pack! You’re going to need their help to pack all the items we need for the class trip.

Transición fuera de actividad

“Oh no! It’s time to go. Got to run fast, not slow. Ouch! I stubbed my toe. I better take a boat and row.” (Leave some of the later rhyming words blank for students to fill in.) Or you could pretend one of your imaginary objects got loose. You have to find it and pack it into your bag so it won’t get out again, etc.

Arreglo del aula

Students are seated in chairs in a circle or seated on the floor/carpet.

Soportes / Materiales adaptables / Herramientas

• If someone is stuck, source ideas from the group. Get two ideas and then have the student pick from those choices.
• Provide visual choices:
  • Rhyming words with pictures, laminated with Velcro on the back.
  • Include words that do not rhyme so that students have to determine which completes the rhyme.
• Write a sentence starter on the board or on smaller sheets of paper for students who might need a visual support (“I’m goin’ on a trip and I’m gonna bring my _[base word]_ and I’m gonna bring my ____” ).
• Have a laminated picture of a suitcase, or bring in a real suitcase.
• Use an instrument to support the melody: ukulele, guitar, keyboard, etc.
• Option for multilingual learners: Try finding rhyming words in another language.
• For students who need to write things down first, you can provide time at the beginning for them to write down their ideas/songs and then share them with the group (or in small groups).

Posibles funciones de los profesionales de las aulas

• Model participation.
• Lead conversation on rhymes—connect to previous lessons in class.

Ajustes para la instrucción a distancia

During a virtual class, have students take turns unmuting and sharing their new word; or place students in smaller groups so that the song can keep its rhythm at a faster pace.