Poetry related to unit topics can be used to help students learn information, appreciate various types of writing, learn to do effective oral reading, and write verses of their own. What would students learn from the following poem?
Two people take turns reading. One person reads the column at the left while another reads what is directly opposite or immediately following in the column on the right.
If the same words appear in both columns at the same time the words are read in unison. If different words are directly opposite, one voice serves as a background sound for the other.
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The sky is red. |
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Wet grass droops low. |
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The spider's web |
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takes on a glow. |
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A jay reports |
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that morn is here |
Jay! Jay! Jay! |
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and birds must rise |
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when light appears. |
Jay! Jay! Jay! |
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A heavy mist |
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still wraps and hides |
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the forms and shapes |
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that stand outside. |
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Where are the cows? |
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Their shapes are hidden, too. |
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Will they respond? |
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Perhaps -- say, |
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"Mooooo"? |
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I call and whistle |
Come boss! Come boss! |
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wait and watch. |
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My clothes is wet. |
Slosh, slosh, |
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I slip upon the rocks. |
Sloosh -- bump. |
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Did they go south? |
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Did they go east? |
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To find the best |
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on which to feast? |
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I hear the neighbor. |
Come boss! Come boss! |
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He's calling, too. |
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Our voices pierce |
Come boss! Come boss! |
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the morning dew. |
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Then -- listen! Look! |
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They're over there ... |
Swish, swish, |
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the family herd |
Swish, swish |
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for which I care. |
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They're coming now |
Swish, swish. |
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up the winding lane. |
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It's milking time. |
Moo! Moo! |
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I'm glad they came. |
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I walk behind |
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the last in line. |
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They know I'm there |
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and they are mine. |
Moooooooooooooo! |
Loretta Kuse