Unit plan (power point)
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This unit plan focuses on analyzing the poetry of Shel Silverstein over the course of a week. On Monday, students will learn key facts about Silverstein and his writing style and humor. They will then listen to and discuss the poem "Sick" and create their own inventions based on another poem. Later in the week, students will compare themes across two poems and then write reviews of their favorite or least favorite Silverstein poem. The plan aims to have 90% of students accurately interpret Silverstein's works through various creative presentations and activities. Technology like computers, a smartboard, and iPads will support the lessons.
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Unit plan power point
I will be teaching poetry to a 4th grade class of 9 boys and 9 girls from diverse racial backgrounds. Over the course of the week, students will learn about different types of poems through examples, videos, and songs, and will create their own poems with 90% accuracy. Each day will focus on a different type of poem, using technology to engage students through videos, songs, and presentations.
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Unit plan (power point)
- 1. UNIT PLAN KATELYN HESS POETRY: FROM THE MIND OF SHEL SILVERSTEIN
- 2. ANALYZE THE LEARNER ▸General: 4th grade, 20 students (12 girls, 8 boys), 12 Caucasian, 5 African American, 3 Asian. 3 students identify with ADHD. ▸Learning Competencies: Students should have a small background on poetry. ▸Learning Styles: Most students can be placed in all three learning styles, but the majority lean towards auditory.
- 3. OBJECTIVE Students will analyze the writings of Shel Silverstein and explain their interpretation of his works through the use of presentations, audios, drawings, and readings with 90% accuracy by the end of the week.
- 4. DAY BY DAY ‣ Monday - Introduction to Shel Silverstein. Students will research key facts about his works and identify how he writes, why he writes it, and his sense of humor. ‣ Tuesday - Listen to “Sick” from Where the Sidewalk Ends. Have students discuss the main character, the traits associated with her and how they relate to her. ‣ Wednesday - Read “Rainglasses” from Falling Up. Have students transform an ordinary object into their own invention. ‣ Thursday - Read “Lester” and “Sarah Cynthia Sylvia Stout Would Not Take The Garbage Out” from Where the Sidewalk Ends. Students will discuss how the poems and central message are similar. ‣ Friday - Students will pick a poem from Where the Sidewalk Ends or Falling Up, become critics, and write their own review of their favorite or least favorite poem.
- 6. WORKS CITED ▸ Shel Silverstein. (2003). Retrieved February 9, 2016, from http://www.shelsilverstein.com. ▸ Silverstein, S. A. (1974). Where the Sidewalk Ends. HarperCollins ▸ Silverstein, S. A. (1996). Falling Up. HarperCollins.