Lindsey Aylor Students will understand how American Poetry reflects traditional and contemporary...
35
Shel Silverstein Mini Unit Lindsey Aylor
Lindsey Aylor Students will understand how American Poetry reflects traditional and contemporary themes. Students will understand that an author’s context
Students will understand how American Poetry reflects
traditional and contemporary themes. Students will understand that
an authors context and language structure conveys their meaning.
Students will know how to analyze an authors context and language
to understand the authors point of view. Students will know the
vocabulary needed to analyze the poems of Shel Silverstein.
Slide 4
Students will be able to define the terms needed to analyze the
works of Shel Silverstein. Students will be able to analyze the
works of Shel Silverstein at a deeper cognitive level. Students
will be able to discuss the works of Shel Silverstein at a deeper
level through their independent analyzing of the text.
Slide 5
The context of this lesson is for the vocabulary acquisition in
order to prepare students to analyze future poems in class. The
retention of these vocabulary terms will help students excel in the
classroom and in future classes. This lesson will revolve around
students completing the vocabulary acquisition sheets and
collaboratively teaching the other students the words in order to
help with word retention.
Slide 6
Vocabulary Acquisition Vocabulary pretest: to test prior
knowledge Discuss student answers: creative spellings, interpreted
meanings Vocabulary PowerPoint with key vocabulary (introduce key
concepts) Give each group one or two vocabulary words to fill out
on the break down sheet, then they must teach the class those words
(pg. 223 in instruction) Students will write sentences using the
vocabulary words. Students read over several pieces of poetry and
highlight where the vocabulary term techniques are used.
Slide 7
Class discussion about how the vocabulary terms were used to
convey the meaning of the poem. Assessment Formative Assessment:
student created vocabulary sentences, vocabulary worksheet, poetry
annotation Summative assessment: Vocabulary test on Friday I have
included my slides for in class display.
Slide 8
Slide 9
Alliteration - Repetition of initial consonant sounds Allusion:
- A reference to a well-known person, place, event, literary work,
or work of art. Ballad: - A song-like poem that tells a story Blank
Verse: - Poetry written in unrhymed, ten syllable lines
Slide 10
Image: - A word or phrase the appeals to one or more of the
five senses Metaphor: - A figure of speech in which something is
described as though it were something else. Mood: - The feeling
created in the reader by a literary work.
Slide 11
Rhyme: -Repetition of sounds at the end of words Rhyme Scheme:
- A regular pattern of rhyming words in a poem. Rhythm: - Pattern
of beats or stresses in spoken or written language
Slide 12
Slide 13
Poetic terms used? Highlight these terms Meaning of poem? How
does it change your thinking of perspective?
Slide 14
Slide 15
Poetic terms used? Highlight terms Meaning of poem? Images it
evokes? What senses does it evoke?
Slide 16
Slide 17
What form of poetry is this? Poetic terms used? Highlight these
terms Meaning of poem? How does poem change your way of
thinking?
Slide 18
Slide 19
The context of this lesson is to give students a deeper
understanding of the authors life. It will also show students how
an authors life can have an impact on their writing. the reading of
Silversteins work allows students to look into the deeper meanings
of poems and understand that there is more to a poem than just the
superficial language.
Slide 20
Direct instruction State lesson objectives (write on board)
Hook: short video on the biography of Shel Silverstein Short
lecture to continue the biography of Shel Silverstein Class
discussion based on notes taken during video and lecture and I will
answer questions Listen to reading of poems, students take notes
about the reading and important key language used during the poems.
Read poems aloud as a class, discuss each poem after it is read,
looking for uses of the vocabulary words and the overall
meanings.
Slide 21
Students will analyze and highlight the uses of the vocabulary
terms they learned in the previous lesson. Students will then
divide into groups; each will get a poem, then they will discuss
and write a sheet of notes to be turned in for a participation
grade. Students complete exit slip with review questions about
Silverstein, his poems, and vocab questions. Assessments Formative
assessments: collection of group notes, discussion, exit slip
Summative assessment: quiz on content of poems discussed in class,
unit test at the end of the week.
Slide 22
https://www.youtube.com/watch?v=nZO31Hdilfc
Slide 23
Born: September 25, 1930 Death: May 10, 1999 Education:
Roosevelt University
Slide 24
1964: The Giving Tree To give children a look at life unadorned
1974: Where the Sidewalk Ends 1981: A Light in the Attic
Slide 25
Slide 26
Slide 27
Slide 28
Slide 29
The context of this lesson is to allow students to read and
article and understand its real life connotations. It is also meant
for students to express their ideas about the question, why is
poetry important to everyday life? This allows students to see that
the lessons they learn in the classroom have real life
applications.
Slide 30
Socratic Seminar Arrange desks into a circle (better
arrangement for conversation) Allow students time to read article
Discussion of article why is poetry so important? Why is poetry
needed in everyday life? Discussion of Silverstein poems and how
they apply to the article How can poetry be made more important to
peoples everyday life?
Slide 31
Review major points of article and main themes of Silverstiens
poems Have students fill out self/peer evaluations to assess how
the discussion went Assessments Formative assessments: notes from
seminar, tally of students who participate peer evaluations
Summative assessments: part of discussion will be on the unit test
on Friday.
How does Dont Tell Me by Shel Silverstein use the poetic
devices discussed in class and how does his use of language change
your interpretation of the subject of the poem. Prompt 2 How can
this poem be used to demonstrate the poetry is important to
everyday life?
Slide 36
What are shel silversteins three famous books? 1. 2. 3. What is
the definition of Alliteration? What is the message of The Poets
Tree?
