1. The Rusty Spigot by Eve Merriam
Included: The poem and rigorous question set activities promoting higher level-thinking development

2. Poem Jacob’s Ladder Goals & Objectives Habits of Mind
Tier 1
Poem
Jacob’s Ladder Goals & Objectives
Habits of Mind

3. The Rusty Spigot By Eve Merriam The rusty spigot sputters, utters
a splutter,
spatters a smattering of drops,
gashes wider;
slash
splatters
scatters
spurts
finally stops sputtering
and plash!
gushes rushes splashes
clear water dashes.

4. Students will be able: Ladder A
A1: Sequencing-To list in order of importance specific events or plot summaries
A2: Cause and Effect-To identify and predict relationships between character behavior and story events, and their effects upon other characters or events.
A3: Consequences and Implications-To predict character actions, story outcomes, and make real-world forecasts.
Ladder F
F1: Understanding Words – to identify and explain the meaning of figurative language or new vocabulary within the context of a story or poem.
F2: Thinking About Words – to analyze the use of words within the context as related to the theme of a text.
F3: Playing With Words – to accurately apply figurative language and new vocabulary to newly created contexts.

5. Working Interdependently Thinking about Thinking (metacognition)
Habits of Mind
Working Interdependently
Thinking about Thinking (metacognition)
Innovating, Creating, Imagining
Refer to Jacob’s Ladder Story Table for Ladder A & F Thinking Questions.

6. (Discussion) High Level Strategies with Ladder A & F Questions
Tier 2 Rigor
(Discussion)
High Level Strategies with
Ladder A & F Questions

7. Discussion Strategies: Think-Pair-Share, Write-around, Sequencing pictures, Role Play, Journaling.
Choose 3 of 4 questions below to complete.
A1: Sequence the events in the poem without using any words the poet uses. Write in complete sentences.
A2: Compare and contrast your prioritized list of events. What did you notice? Which would you rather read or listen to? Why?
F1: The author uses onomatopoeia to provide readers with an idea of sounds using words. Onomatopoeia is a word that makes the same sound it is describing. How many times does the poet use examples of onomatopoeia in her poem? Can you formulate examples to show your understanding of onomatopoeia? Example: “The mooing cow swished his tail against a gushing gutter”.
F2: Work with a partner. Role play what is going on in the poem using only sounds and motions. In your opinion, what makes onomatopoeia so important in this poem?

8. Reflections/Relevance (A3) (F3)
Tier 3
Reflections/Relevance
(A3) (F3)

9. Choose two of the ideas to complete. Be creative.
1. Compose another stanza to the poem to illustrate what would happen if someone were standing close to the spigot. Choose the same onomatopoeia style as the author. Select an optional project strategy below or your own strategy to share with others. (A3)
2. Find a place outside, in the cafeteria, in your classroom, or another place you like to go. Close your eyes and listen. Record what you hear. Take pictures of what you see when you open your eyes. Then create your own poem to explain what you heard, using as many onomatopoeia words as you can. Integrate your photos into the project. (F3)
3. Design a zoo book of animals and original onomatopoeia sounds the animals might make. Share your book with another classroom.
Optional project strategies:  Commercial Role Play; Create a Puppet Show; Charts, Posters, Flyers, Brochures; Picture Dictionary.