(bright music) - Hello, everyone.

Welcome back to "Teaching in Room 9," the area's largest classroom.

I'm Mrs.

Forth from the Rockwood School District, excited that you're back with me again today as we celebrate National Poetry Month this week.

It's April.

What a better way to celebrate than to read and write and make some poetry together?

So yesterday, we took a look at some poems and some poetry books that I have, and we really thought about things that we noticed that the poets or authors of the poems were doing.

You noticed when the poet was using alliteration, which means using the same beginning sound over and over again.

You noticed when the poet was rhyming.

You also noticed line breaks.

That's great.

Well, I really love playing around with line breaks because it makes the poem sound a different way.

And I thought maybe we could build a poem together and then change a few words to make the line breaks a little bit different.

Do you wanna try that?

Okay, it's so much fun.

And I thought maybe well, it's spring, I can actually hear the birds chirping outside right now, so let's talk about things that remind us of springtime.

Okay.

Go for it, tell me.

I'm listening.

Flowers.

Oh yeah, there is a lot of rain in spring.

Yeah, sometimes there's big thunderstorms, too.

The rain actually helps those flowers you were talking about grow.

What else?

Birds chirping.

Sunshine.

I know, it's so great to start to feel the warmer sun.

You know, cool breeze.

Green grass.

You know, we have to start mowing again at our house.

Yeah, I see earthworms outside, too.

Those are all great things that you've noticed in the springtime.

So I have a bunch of words that actually kind of remind me of spring that I thought we could take these words and make a poem with it.

Do you wanna try?

Okay, I'm gonna read the words and just show you all the words that I picked out, as I was making my own list about spring.

Grass.

Sun.

It's like the same words you guys said.

Flowers.

Dewdrops.

Do you know what a dewdrop is?

Have you ever gotten up in the morning and you go outside and everything seems a little bit wet, even though it didn't rain?

Yeah, and on the grass or trees, if you look closely, it looks like little beads of water.

Yeah, like a little rain drop is stuck there, that's a dewdrop.

So the way that the moisture is in the air, it creates that, that feeling of wetness and a little bit of water and moisture on the things outside.

So dewdrops, definitely.

Hmm, what else do we have?

Oh, birds.

I said it's a little bit warmer, right?

Okay, so I have some things that remind me of spring.

And then I also have a few other words that I thought we could use along with these words to help us, so beaming, beaming.

Like the sun can be beaming.

It's like shining.

Morning.

I love the morning in springtime 'cause that's really when you see dewdrops and you hear birds, right?

that can go with maybe the word wake.

We might feel a breeze.

Oh, a warm breeze.

You're already putting things together.

Fresh.

Fresh flowers, yeah.

Kisses.

Maybe the birds are giving each other kisses, yeah.

Or like, sometimes it feels like the breeze is kissing my face when I just, all of a sudden it's like, whoosh, right?

It's just like a little kiss on the face and then it's gone.

Smell.

The flowers, yeah.

It smells wonderful.

I have these bushes in my backyard and they only bloom for about two weeks, so a really short amount of time, but it smells so good that everybody in the neighborhood cannot wait every spring until those bushes bloom.

Big, beautiful white flowers, they smell so good and then there's that one.

I know, but it's worth it.

They're so awesome to smell and look at that it's worth waiting all year for just those two weeks.

I also have words like hello, on, my, of, up, and face.

Okay, let's build a poem!

What would you like to start with?

Hello.

Hello, birds.

Okay.

Hello.

Hello, birds.

What else?

Fresh breeze.

Okay.

Fresh breeze.

Oh, you liked the kisses my face thing?

Okay.

So hello, birds.

Move all these up.

Kisses.

Fresh freeze kisses my face.

Hello, birds.

Fresh breeze kisses my face.

Wake up, flowers.

Okay.

Yeah, like you're waiting for them to bloom.

Wake up, flowers.

Oh, I love this.

Okay.

Hello, birds.

Fresh breeze kisses my face.

Wake up, flowers.

Smell of grass?

Okay.

Smell of grass.

You guys are really good at looking at the words and putting them together.

I think this is a great poem.

I'm gonna move these out of the way.

Move these up and let's actually read the poem exactly how ops, fresh breeze kisses my face, exactly how we built it, okay?

And you notice each little phrase which is a group of words, each phrase that you guys told me about got its own line.

So that's how I made the line breaks.

But what we're gonna do is mess around with the line breaks a little bit.

So let's read it this way, okay?

You ready?

Read with me.

I wanna hear you.

Hello, birds.

Fresh breeze kisses my face.

Wake up, flowers.

Smell of grass.

Oh, that just reminds me of spring, right?

I feel like we can even like add a title, spring.

Spring.

This is amazing.

You guys are poets!

Okay, read it one more time.

Okay.

Spring.

Hello, birds.

Fresh breeze kisses my face.

Wake up, flowers.

Smell of grass.

Love it.

Okay.

I'm gonna change these line brakes a little bit.

Hmm.

Fresh breeze.

Let's move kisses my face down here.

Let's do wake up and move flowers.

So I'm not changing the order of the words, I'm just changing the line breaks, where I end the line and start a new one.

So already this poem looks a little bit different than the one we just built.

Okay, so let's read this one.

Ready?

Hello, birds.

Fresh breeze kisses my face.

Wake up, flowers.

Smell of grass.

It does sound a little bit different.

You wanna read it one more time?

Okay.

Spring.

Hello, birds.

Fresh breeze kisses my face.

Wake up, flowers.

Smell of grass.

So good.

Were there any other words that you wanted to use in the poem or change out?

'Cause you guys are the poets.

You guys are the authors.

So we have beaming, morning, sun, on, dewdrops, warm.

What do you think?

Warm sun kisses my face.

Do you wanna change that out?

Okay.

Warm sun kisses my face.

Hello.

Hello, morning.

Hello, morning birds.

Oh, that's a good way to describe the birds that are chirping.

Hello, morning birds.

Warm sun kisses my face.

You wanna put that back up here?

You guys know exactly what you want, I hear ya.

Wake up, flowers.

Dewdrops on grass.

Fresh breeze, okay.

Fresh breeze.

Love it.

Okay.

Let's read it!

Hey, look!

We're already we're on our third poem using the same words and just playing around with the order and the line breaks.

Spring.

Hello, morning birds.

Warm sun kisses my face.

Wake up, flowers.

Dewdrops on grass.

Fresh breeze.

That really does describe spring, doesn't it?

Okay, let's stay with this poem and the order of the words, but move the line breaks.

Remember, a line break is where the end of the line is and you start a new one.

Ooh, I like that idea.

Let's put them all on top of each other at the start.

Okay.

So hello, morning birds.

Hello, morning birds.

Warm sun kisses my face.

Wake up, flowers.

Oh, I love this.

Wake up, flowers.

We're running out of room here, readers.

Whoop.

Hello, morning birds.

Warm sun kisses my face.

Wake up, flowers.

Fresh.

Fresh dewdrops on grass, I like that.

And it looks, look, look at what you guys did.

There's three here.

And then we have a full line and then three here and then another full line.

I love it.

All right, you ready?

Let's read it.

And remember as we read it, we can't just keep reading these in a row really fast 'cause they, yeah, they don't go that way.

We put line breaks in, so we have to kind of say each word on its own.

Do you wanna hear what that would sound like?

So if I put it all together, I would read it like this.

Hello, morning birds.

But if I put it on top of each other and really pay attention to those line breaks, it might say hello, morning birds.

See how I kind of pause between?

Hello, morning birds.

Warm sun kisses my face.

Wake up, flowers.

Fresh dewdrops on grass.

What a beautiful poem.

Will you read it with me one more time?

Okay.

The title, Spring.

Hello, morning birds.

Warm sun kisses my face.

Wake up, flowers.

Fresh dewdrops on grass.

Oh, what a beautiful spring poem.

Readers, you can do this on your own, too.

Remember, all we did was think of a bunch of words that had to do with spring.

Then we made cards with the words and started playing around with the words, adding some extra words like of or on or up.

And we created a poem and then we read it.

Maybe changed the line breaks, read it again.

We would love to see the poems that you create.

All of you.

So go ahead, make poems about anything and everything and share them with us.

Here at "Teaching in Room 9," we love to see everything that you're doing.

I can't wait to see the amazing poems that you guys create.

Thanks for tuning in and I'll see you next time, as we keep exploring and celebrating poetry.

Off you go to math.

Bye, readers.

- Hello, my favorite "Teaching in Room 9" friends.

I hope you guys are doing wonderful.

I am doing amazing today and so is Ms. Molly, aren't you?

Just come say hi.

They just like it when you say hi one time.

Come on, good girl.

Ooh, Molly.

We're gonna do some numbers today.

Oh, come on.

Molly!

She likes to do this thing where she just makes her body go like really heavy so that I drop her, right?

They need to do some stretching, don't you think?

Oh, okay, so we're gonna do our stretching today, I know, by everybody's standing up.

Yeah, stand up.

You got it, okay?

And we are going to count.

Molly, they're gonna count by twos, okay?

And whenever you count by we say... Whoa, whoa, whoa!

Hey, we're not done.

Come back.

Whenever we're counting, they're going to jump.

You think they can do it?

Okay, I think so too.

Look at them and say hi.

You don't have to be rude.

Say hi.

Hi!

Ready?

Two, four, six, eight, you got it, 10, 12, 14, 16, 18, 20.

I'll let you go.

What did you say?

You used that number line to help you count by twos?

Oh my gosh!

You guys are the greatest.

Let's do that again, ready?

Let me get my little pen.

Here we go.

Two, four, six, one, eight, one, 10, one, two, 12, one two, 14, one two, 16, 18, 20.

Yeah!

So our number became greater by two each time.

That is amazing.

And this number line kind of looks more like a ta-da-da-da hundreds chart to me, right?

'Cause I kind of ran out of room to keep going, but that's okay.

So we are going, you know what?

That was fun.

Let's keep using this number line.

Let's count by fives, okay?

Here we go.

Five.

10.

15.

20.

Wait, so how do you know what would be right there?

Oh my gosh.

You guys are the greatest.

Now I just have to find it.

You're totally right.

That is the number that would go there.

25.

And we know this because we counted, right?

We said 15.

One, two, three, four, five, 20.

One, two, three, four, five, 25.

And if I look at the pattern going this way on my hundreds chart tool, which remember, our objective is I can use tools to solve math problems.

These numbers are greater by 10.

Huh, five plus 10 is 15.

15 plus 10 is 25.

Wow!

So this number line, we're kind of building into a hundreds chart.

Now, before we finish building... Well, no, no.

I think we need to practice building a little more.

Yeah, I do.

Well, I'm gonna put this up here and I want you guys to see if you find any mistakes in my building of this hundreds chart.

Okay?

So we had a number line and now we are building a hundreds chart to help us today.

This one should go probably right about here.

Wait, what?

Oh my gosh, you're right.

28 wouldn't go here because if the number I add 10 each time, this shouldn't be 28, this should be 26.

So where would 28 go?

You got it, right here under the 18.

Wow.

You people experts.

I'm telling ya, experts.

One.

Hmm.

(sighs) Yeah, 31.

And then I need a 21, if I can find it.

That's the problem.

Ooh, 23.

Where would 23 and then 33 go?

23 and 33.

Where would those go on our hundreds chart?

Yeah, right here next to 22, which makes sense because the ones place remains a three in each of these, and the tens place, we're adding 10 each time.

So under 23 would be 33.

Awesome work.

Now I do think you're ready.

I think we could do this.

All right.

We're gonna go back to our hundreds chart.

I'm just so excited because this is really gonna work your brain.

And it's a little puzzle that you're gonna be able to see up super, super close.

So I have to move this around a little to get organized.

Okay.

Move my computer out of the way.

Now.

Whoa, so many tools around me!

We have a part of a hundreds chart that we're going to build together, okay?

I think you can see this, okay.

So, oops.

Maybe not.

Here we go.

Okay.

So these are the four pieces that we're gonna start with, okay?

And then we can make it harder as we go.

So I, in this corner, I want you to be able to see it a little bit better.

This table is very squeaky.

Let's try this.

There we go, that's a little bit better.

Okay, so... Hi.

I put one up in the top corner because that's where we're gonna start, okay?

So I have one, two, three, and then I have the row underneath that which if you add 10, would be 11, 12 and 13.

So which one of these pieces do you think would fit on this part of our number puzzle?

Okay, so let's see.

If I keep counting along, let's see if this makes sense.

One, two, three, seven, eight, nine, 10.

Yeah, we're kind of skipping a whole portion there.

And if I add this in as a third piece, that doesn't make sense either.

Because when I move down the hundreds chart, three plus 10 is 13, plus 10, 13 plus 10, wouldn't be 25.

So this does not work in the number of puzzle.

Hmm.

So let's slide... Oh, you think?

Oh, because there's a four right here.

There's a three here.

Yeah!

And four is one more than three.

Nice.

Let's check this.

So we have one, two, three, four, five, six.

That makes sense.

This is the part of the piece where we connected.

So 13 and 14.

Those make sense because 13 is one less than 14.

Do these pieces make sense when you move down the hundreds chart, what do you think?

I agree.

We're adding 10 each time.

And you're correct, the tens place remains the same.

I'm sorry, the ones place remains the same and the tens place is counting up by 10 each time.

Beautiful work.

Okay, so let's see.

Would this make sense right there?

You're right.

No, it doesn't make sense right there.

Yeah, because look, when you're moving down the hundreds chart after 21, if we add 10, the next number should be 31.

And correct, these numbers, seven, eight, nine only have a one's place.

And now we've moved on to numbers that have a ones place and a tens place, two digit numbers.

So that doesn't fit there.

But this could fit, don't you think?

Look.

21, 22, 23, 24, 25, 26, 27, right?

That makes sense to me.

Oh, there is 28 over here.

So you're saying it needs to slide right in here?

Oh, because 21, 22, 23, this is counting by ones, 24, 25, 26, 27, 28.

I agree, nice work.

And that makes much more sense because five, 15, 25.

Beautiful!

So that leaves this piece right here.

And I think if we're good at puzzles, we might see that there's two spaces here and two spaces here to fill in and we would slide this right in here.

But we also need to check it, okay?

So let's check it with... Ooh, that's gonna be a hard angle, with what we've built up here.

So this first row is one through tens, counting by ones.

And underneath, we have 11 through 20 counting by ones.

Let's check ours.

Yeah!

One through 10, counting by ones, and then 11 through 20, counting by ones.

Beautiful work!

I love figuring out number puzzles.

It's helped me already to figure out the patterns of numbers and how the tens place and the ones place relate to each other, especially as the numbers are becoming greater, all right?

So let's continue real quick, oopsies, to finish building... You got it, our hundreds chart.

You knew the name of that tool, way to go.

So 30 would go here and if I have an empty spot, what will go next to 30?

29 would go in between 28 and 30.

Awesome.

Then we have 24.

Looking at our hundreds chart that we're building, where would 24 go?

Beautiful.

You said underneath the 14 because 14 plus 10 makes 24.

And it also makes sense because it's one more than 23 and one less than 25.

Beautiful job.

All right, friends.

Unfortunately, we have to stop here for the day, but I will see you right back here tomorrow for some more work with math tools.

Bye!

(bright music) - [Announcer] "Teaching in Room 9" is made possible with support of Bank of America, Dana Brown Charitable trust, Emerson, and viewers like you.