Dracula

Syllable Awareness Procedure 1. Read the poem aloud to children several times, and encourage them to enjoy the word play . 2. Ask children what they noticed about some of the words in the poem . Guide children to hear –ula added to the end of many of the words . Repeat phrases or words, and comment on several words . For example, note that the nonsense word blackula is really black with –ula added to the end . 3. Say your name with the addition of –ula . Have children turn to peers and say their own names with –ula at the end . Support individuals as needed . 4. Have children say other words with the addition of –ula . Say a familiar word (perhaps naming objects in the environment), and ask how Dracula would say it . For example, say chair . Children should respond with chairula . 5. Reread the poem, and invite children to join in by saying the –ula words as you read them . Encourage children to add –ula to one another’s names throughout the day . Differentiate or Extend ▲ Share other poems that add sounds, such as Shel Silverstein’s “Pinocchio” from Falling Up (1996) and Jeffrey Moss’s “Ankylosaurus” from Bone Poems (1997) . Dracula Objective Students will add syllables to words and blend syllables . Overview In this activity, children enjoy the poet’s addition of –ula to the end of several words in the poem, such as blackula, Cadillacula, and sackula . The teacher models the addition of –ula to the ends of other words and encourages children to join in the language play . Materials “Dracula” from Laugh-eteria by Douglas Florian (2008) School-Home Connection Invite children to tell their families about the “Dracula” poem . Encourage families to share poetry with children . Ask each family to send one of their child’s favourite poems to school . sample sample 100

Syllable Awareness Excerpt from “Dracula” by Douglas Florian (2008) Hello, my name is Dracula. My clothing is all blackula. I drive a Cadillacula…. Dracula (cont.) sample