Lindsey Aylor
• Students will understand how American Poetry reflects
traditional and contemporary themes.
• Students will understand that an author’s context and language
structure conveys their meaning.
• Students will know how to analyze an author’s context and
language to understand the author’s point of view.
• Students will know the vocabulary needed to analyze the
poems of Shel Silverstein.
• 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.
• 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.
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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.
• 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.
• 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
• 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.
• Rhyme:
-Repetition of sounds at the end of words
• Rhyme Scheme:
- A regular pattern of rhyming words in a poem.
• Rhythm:
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- Pattern of beats or stresses in spoken or written language
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Poetic terms used?
Highlight these terms
Meaning of poem?
How does it change your thinking of perspective?
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Poetic terms used?
Highlight terms
Meaning of poem?
Images it evokes?
What senses does it evoke?
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What form of poetry is this?
Poetic terms used?
Highlight these terms
Meaning of poem?
How does poem change your way of thinking?
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Poetry Vocabulary Pretest
• The context of this lesson is to give students a deeper
understanding of the authors life. It will also show students how
an author’s life can have an impact on their writing. the reading
of Silverstein’s 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.
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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.
• 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.
• https://www.youtube.com/watch?v=nZO31Hdilfc
• Born: September 25, 1930
• Death: May 10, 1999
• Education: Roosevelt University
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1964: The Giving Tree
“To give children a look at life unadorned”
1974: Where the Sidewalk Ends
1981: A Light in the Attic
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Exit Slip
1. What was Shel Silverstein’s famous children’s book?
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Name three poetic techniques discussed in class and give definitions.
3. How did Silverstein’s poems make you think about different perspectives?
4. How did Silverstien’s language allow you to understand the meaning?
What life lessons did you derive from Silverstein’s poems?
• 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.
• 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 people’s everyday
life?
• Review major points of article and main themes of Silverstien’s
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.
• http://www.huffingtonpost.com/roger-housden/importance-ofpoetry_b_884319.html
Peer Evaluation Sheet
With short answer and a scale from 1-5 with five being outstanding and one being very poor
please answer the following questions.
1. How do you feel the class as a whole did in the discussion?
2. How do you feel you did in the discussion?
3. Who do you feel contributed the most to the discussion?
4. How do you feel the discussion went today?
5. What did you take away from the discussion?
• How does “Don’t 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?
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What are shel silverstein’s three famous books?
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• What is the definition of Alliteration?
• What is the message of “The Poet’s Tree”?