Text Type:
Fact / Informational Text
Reading Level:
T
Word Count:
1,646
Pages:
28
Text Summary
Did you know that drums have been used to send messages and to heal people? Drums and Drumming is a wonderful book that explains some of the history behind the origins of drums, how they are made, and the many different kinds of drums that are used all over the world.
Suggested Lesson Focus
The following skills are suggested for the lesson focus and strategies that will be provided throughout the lesson. Most likely, other skills will be addressed in the course of reading and discussing the book.
Comprehension
Compare and contrast
Word Skills
Multiple meaning words
Grammar Skills
Sentence parts
Phonics Skills
Consonant blends
Targeted Vocabulary Words
Content Words
rhythm, ancient, percussion, cylinders, manufactured, Taiko,
Before Reading
Using a KWL chart for this book would be useful and appropriate. By using a KWL chart you will be able to see what children Know or think they Know, what they Want to know, and what they have Learned throughout these lessons. To make a KWL chart, use a large piece of paper or tag board, and divide it into three columns. Have the letter K on the top of the first column on the left, W on the top in the middle, and L on the top in the right hand column. Talk to children about what they Know or think they Know about drums and drumming. Write everything they say down in the K column. Accept everything they say. If they say things that you know are wrong, you can ask them for their reasons. See if the other children agree or disagree. You do not want to say too much during this time. This is a time for children to brainstorm and for you to accept everything they are saying. Always remember that when you fill in the what they Learned column, children will find out what they thought was correct was not. After you fill in the K section, you can discuss any questions children have regarding drums and drumming and write in their questions. Questions can always be added to the W column. This is a good place to look for questions that can be used later for research. After reading the book and learning more, you can begin filling in the L column. As children learn more, they can add what they have Learned to this column.
If you feel this is giving away too much information, you can do this after introducing the book. This is also appropriate to do during the Building Background phase.
Introducing the Book
Before handing out the book, introduce it by showing the front and back covers, the title page, and the table of contents. Talk to children about what they may predict about this book.
Ask: What do you see on the covers? What does this tell you about the book’s contents? What do you think the book will be about? There should be a lot of prediction going on at this stage.
Suggestion: You might want to give some examples about where to find specific information using the table of contents. This may be appropriate during the Building Background section. Children may bring up some things that are discussed in the book. As this happens, you can look these things up in the table of contents to show that they are in fact in the book.
Building Background
See the Before Reading section above.
Ask children to tell you what they know about drums and drumming. Ask the following questions to find out what prior knowledge they have regarding the subject.
Ask: What do you think of when you hear the word drum(s)? Do you know if there are different types of drums? If so, what are they? What do you know about making drums? Do you know of anyone famous who plays drums? Do you know how to play drums? What is a person who plays drums called? What is the music that drums make called?
By asking these types of questions you can determine what children know about drums and drumming.
See the suggestion above in the Introducing the Book section for an idea on how to incorporate use of table of contents in this section.
Book Walk
The book walk for this book, is simply a way to help children become familiar with the format of an informational book that is broken into sections. This may be a new concept for some children. Show children how each new section begins with the subject of the upcoming topic centered before the paragraph where the section begins. If you are going to be reading the book in sections, this will be an important thing to show children. Also, look at some of the pictures. This will help them become familiar with the topic they are going to learn more about. This will also show them that you recognize the importance of the photos in this book. Point out some of the content words that were discussed earlier so they have an idea where they are and won’t be worrying about where they are. This is just a way to help children feel more comfortable with the text they are about to read.
Setting the Purpose
Before children begin reading, discuss with them the various purposes or objectives they are working towards while reading this book:
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During Reading
Provide a copy of the book to each child. Direct them to read silently or quietly to themselves. If some children finish before others, have them reread the book. They could also think about what they have read in order to respond to the purpose you set before the reading.
After Reading
Comprehending the Text
Compare and contrast
Because Drums and Drumming gives a lot of background information regarding how drums are made and used, it lends itself wonderfully to comparing and contrasting the different types of drums and what they’re used for. After reading this book, children will be responsible for completing a paragraph as part of the comprehension worksheet. This worksheet requires them to look at and discuss the similarities of, and differences between, the talking drum and modern day drum sets. By doing this children will be able to show their level of understanding regarding the two different types of drums.
Before children begin their paragraphs you can talk to them about the different types of drums discussed in the book. Have them look at and point out the similarities and differences. Discuss the important features these different types of drums have. By discussing the various types of drums in the book, you will help children become familiar with the vocabulary associated with drums and drumming and will help them brainstorm for when the time comes for them to write down their own thoughts.
Ask questions to help them prepare for their writing.
What was the book about? What types of drums were discussed in the book? How have drums changed over time? Why are drums important? How have drums been used through the years? Which drum did you find the most interesting and why? Would you ever be interested in playing any type of drum? If so, what type? Do you think that there is a particular drum, of all the drums in the book, that is more important than another? What is one thing that you found interesting in this book?
Building Skills
Word Skills
Multiple meaning words
Explain that there are words in the English language that have more than one meaning. For example the word foot; can mean a 12-inch unit of measurement or a part of the body. Using the skill worksheet, have children choose from the list of words to create two sentences showing the different meanings a word can have.
Grammar
Sentence parts—subject and predicate
Discuss with children the different parts that make up a sentence, specifically looking at the concept of subject and predicate.
For example: Some drums are shaped like bowls or kettles.
Go over this sentence and have children tell you which part of the sentence is the subject (Some drums)
From the verb on is the predicate (are shaped like bowls or kettles.)
Drums have been used to communicate with friends.
Subject — Drums
Predicate — have been used to communicate with friends.
Phonics
Consonant Blends
Throughout this book, there are many opportunity to have children look at how consonants can blend together to make unique sounds and words. There are several words throughout the text that have three consonants side by side. You can challenge children to find these unique words. After children have found the words, talk about the sounds that the consonant blends make.
Some of the words children may find during this discussion are rhythm, instruments, drumsticks, cylinders, stretched, elephants, and constructed.
Expand the Reading
Writing Connection
Using the comprehension worksheet, have children write a paragraph comparing and contrasting talking drums and drum sets.
Art Connection
Have children create and design their own drum.
Reading Independently
Have children read the book independently or with a partner. You can also encourage them to read other books of their choice that match their reading level.
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