EDR 317 Planning Sheet
Skill Lesson Title: Studying Shel Silverstein Day 3
Objectives
Clearly states specifically
what students will do &
how they will do it.
Easy to understand, and
reflects both the teachers
knowledge of literacy
instruction and
development.
Formative & Summative
Assessment
Explains how teacher will
determine whether
objectives are met.
What evidence will you
have that the objectives
were met? What,
specifically, are you
looking for?
Name Alyssa Carmona Date April 13, 2016
Grade 2nd
Comments/Points
Methodology
By the end of the lesson, students will be able to: (bold active verb)
Discuss the tone/mood of the poem Boa
Constrictor by Shel Silverstein.
Discuss the tone/mood of the poem Hector the
Collector by Shel Silverstein.
Identify the way in which Hector the Collector
views his belongings versus the way in which other /3
people view them.
Reflect by describing a way in which they can
relate to Hector the Collector (make a personal
connection).
Formative
In order to assess the students ability to discuss the
tone/mood of each of the poems (Boa Constrictor
and Hector the Collector), the teacher will do a
number of things. For one, he/she will actively listen
to students as they turn and talk with their partners to
discuss not only the tone/mood of each poem, but
/3
also as they discuss how they were about to identify
the tone/mood. In addition to this, the teacher will
actively listen and respond to students as they share
their responses with the whole group.
In order to assess students ability to identify the way
in which Hector the Collector views his belongings
versus the way in which other people view them, the
teacher will listen to students as they discuss how
they were able to identify the mood of the poem
(Hector the Collector). The teacher will listen to
students as they turn and talk with one another, but
will also actively listen and respond to students as
they share their responses with the whole group. In
addition, if students have a hard time picking up on
the difference between the way in which Hector the
Collector views his belongings versus the way in
which other people view them, the teacher will
explicitly ask the students to think about/discuss this
detail via a turn and talk opportunity. Thus, if
students are explicitly asked to discuss this detail, the
teacher will also listen to the students as they do so
(both with their partners, and with the whole class).
In order to assess the students ability to reflect by
describing a way in which they can relate to Hector
the Collector (make a personal connection), the
teacher will listen in on the students turn and talk
conversations. In addition, the teacher will actively

Standards & Materials
Includes appropriate PA
Common Core standards and
materials to be used (includes
website address(es) if used)
Anticipatory Set
Activates/builds/organizes/
assesses background
knowledge
Defines the skill and tells why
the skill is useful/important to
know
listen and respond to the students who choose to
share their personal connection with the whole
group.
Summative
There will be no summative assessment for this
lesson.
Standards
Standard - CC.1.3.2.B
Ask and answer questions such as who, what, where,
when, why, and how to demonstrate understanding /2
of key details in a text.
Standard - CC.1.3.2.F
Describe how words and phrases supply rhythm and
meaning in a story, poem, or song.
Standard - CC.1.5.2.A
Participate in collaborative conversations with peers
and adults in small and larger groups.
Standard - CC.1.5.2.B
Recount or describe key ideas or details from a text
read aloud or information presented orally or through
other media.
Standard - CC.1.5.2.D
Tell a story or recount an experience with
appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences.
Materials
Boa Constrictor by Shel Silverstein
Hector the Collector by Shel Silverstein
Document Camera (to display the poems as they are
read by the teacher)
To begin the lesson, the teacher will call the
students attention back to the Shel Silverstein poem
that they read and discussed the day before (Sick).
Good morning, class! Today, we are going to be
continuing our study of Shel Silverstein. When I was
here on Monday, Mr. Venza began talking to you /3
about Shel Silverstein, and we even got to read and
discuss some of his poems. I know that I wasnt here
yesterday, but can anyone tell me about the last Shel
Silverstein poem that you read? The teacher will
allow students to respond.
The teacher will also ask students to respond to
questions such as:
o What was the tone/mood of the poem?
o Was it funny?
o When you read the poem, how did it make you
feel?
o Why did it make you feel that way?

Procedures
States specifically what
students will do. Actively
engages children during the
lesson and elicits higher level
thinking.
Model s/thinks aloud to
show how to use the skill
Write exactly what you will
say.
Includes guided practice
(students try strategy w/
support)
Includes independent
practice
(students try strategy on
their own or in a new
situation)
Having students respond to these questions will
prepare them for the remainder of the current days
lesson.
Today, we are going to be looking at two more of
Shel Silversteins poems. As we read them, I want
you to think about the tone/mood of each poem.
I am going to read each poem twice so that we can
really focus on figuring out the tone and mood. The
first time I read it, I just want you to try to get a
sense of whats going on. The second time I read it, I
want you to pay more attention to what you think the
tone/mood is.
Alright, so the first poem we are going to be looking
at is called Boa Constrictor. And the first time
that I read it, just try to figure out whats happening.
The teacher will read Boa Constrictor for the first
time. Upon doing so, he/she will ask the students to
state what is going on/happening in the poem. Okay,
so now that youve heard me read the poem once,
who thinks they can tell me whats happening? The
teacher will allow for students to respond. (The
person in the poem is being eaten by a boa
constrictor).
Okay, so now that we know whats happening in our
poem, I am going to read it one more time so that we
can pay attention to the poems tone/mood. /6
The teacher will read the poem Boa Constrictor for
the second time. Upon doing so, he/she will then
continue: Okay, so now that youve heard the poem a
second time, I want you to turn and talk with a
partner to discuss what you think the poem's
tone/mood is. The teacher will have students turn and
talk with one another. He/she will then ask students
to share what they talked about with the whole
group. (Who would like to share what they talked
about with their partner/what they think the poems
mood is?)
The tone/mood of Boa Constrictor is very playful,
light, silly, and funny. Even though the person in the
poem is being eaten by a boa constrictor, the poem is
meant to be fun.
Once students have identified the poems tone/mood,
the teacher will ask students to turn and talk with a
partner in order to discuss how they were able to
figure out the poems mood.
Okay, so now that weve decided that Boa
Constrictor is a very fun/playful/silly poem, I want
you to turn and talk with your partner to discuss how
you were able to figure this out. So, how did you
know that Shel Silverstein wanted this poem to be
fun/playful/silly?
 Upon providing students with an opportunity to turn
and talk with one another, the teacher will ask
students to share what they talked about with the
whole group. (Who would like to share what they
talked about with their partner/how they were able
to figure out the poems mood?)
The playful/silly/funny tone/mood of Boa
Constrictor is conveyed through Shel Silversteins
use of end rhyme. His use of Oh phrases (i.e.
Oh, gee; Oh my; Oh, fiddle; Oh, heck; Oh, dread)
also help to show the poems playfulness.
Once the class has finished discussing Boa
Constrictor, the teacher will focus students
attention to the next Shel Silverstein poem, Hector
the Collector.
Okay, great job discussing Boa Constrictor, boys
and girls! Now we are going to take a look at our
second Shel Silverstein poem of the day. This one is
called Hector the Collector. Im also going to
read this poem twice. So the first time I read it, I just
want you to figure out whats going on in the poem.
The teacher will read Hector the Collector for the
first time. Upon doing so, he/she will ask the
students to state what is going on/happening in the
poem. Okay, so now that youve heard me read the
poem once, who thinks they can tell me whats
happening? The teacher will allow for students to
respond. (Hector the Collector collected lots of
things that he loved. He invited people to come and
share [his] treasure trunk, but they just thought that
it was junk.).
Okay, so now that we know whats happening in our
poem, I am going to read it one more time so that we
can pay attention to the poems tone/mood.
The teacher will read the poem Hector the
Collector for the second time. Upon doing so,
he/she will then continue: Okay, so now that youve
heard the poem a second time, I want you to turn
and talk with a partner to discuss what you think the
poem's tone/mood is. The teacher will have students
turn and talk with one another. He/she will then ask
students to share what they talked about with the
whole group. (Who would like to share what they
talked about with their partner/what they think the
poems mood is?)
The tone/mood of Hector the Collector is not
playful like the other poem (Boa Constrictor).
Some might even describe it as sad/serious.
Once students have identified the poems tone/mood,
the teacher will ask students to turn and talk with a
partner in order to discuss how they were able to
 figure out the poems mood.
Okay, so now that weve decided that Hector the
Collector is not a very fun/playful/silly poem like
Boa Constrictor and that it is much more
serious/sad I want you to turn and talk with your
partner to discuss how you were able to figure this
out. So, how did you know that Shel Silverstein
didnt want this poem (Hector the Collector) to be
fun/playful/silly like the other one (Boa
Constrictor)?
Upon providing students with an opportunity to turn
and talk with one another, the teacher will ask
students to share what they talked about with the
whole group. (Who would like to share what they
talked about with their partner/how they were able
to figure out the poems mood?)
The not playful/serious/sad tone/mood of Hector
the Collector is conveyed through the idea that
Hector loved his things with all his soul, but that
everyone else just thought of it as junk. Students
might also pick up on the punctuation at the end of
the poem Hector is very excited (!), but everyone
else seems to be let down ().
If students do not pick up on the difference between
the way in which Hector the Collector views his
belongings versus the way in which other people
view them, the teacher will explicitly ask the
students to think about/discuss this detail via a turn
and talk. (Okay. Boys and girls, I want you to think
about how Hector views his belongings versus how
other people view his belongings.) If this step is
needed, the teacher will then ask students to share
what they talked about with the whole group. (Who
would like to share what they talked about with their
partner/the difference between how Hector views his
belongings and how other people view them?)
Closure Once students have picked up on this fact (that
Provides closure through Hector loved his things with all his soul, but that
reflection, extension, everyone else just thought of it as junk), the teacher
and/or sharing &
summarization will ask students to think about a way in which they
can relate to Hector the Collector. Boys and girls, I /2
Restates the purpose of
skill want each of you to think about a way in which you
might be able to relate to Hector. Do you have a
special item that you really love/treasure, but that
other people might view as just a piece of junk? I
want you to think about it, and then turn and talk to
share with your partner.
The teacher will have students turn and talk with one
another. He/she will then ask students to share what
they talked about with the rest of the class. (Who
would like to share something that they thought of

Differentiation (content,
process, product)
Explains accommodations
for childrens instructional
levels. Activities are
develop. appropriate, and
reflect knowledge of
childrens cultural,
linguistic and academic
diversity.
Reflection on Planning:
Demonstrates insight into
lesson content and
pedagogy.
Provides a rationale for
selected strategies,
activities and materials
Makes reference to at least
2 professional readings.
Reflection on Instruction:
Discusses strengths,
weaknesses, formative and
summative assessments,
and teaching goals.
Were the objectives met?
What evidence do you
have that learning
occurred? What went
well? What would you
change? How could this
lesson be improved? What
are your future teaching
goals?
that makes them feel like they relate to Hector?)
If time permits, the teacher will also ask students to
share what they liked about each of the two poems
(Boa Constrictor and Hector the Collector).
Process
The teacher will work to get students ready for the
days lesson by calling their attention back to the
Shel Silverstein poem that they read the day before
(Sick).
Although the poems will be displayed for the
/4
students to see, the teacher will be doing the reading.
This will allow the students to focus more on what
they are being asked to do. In addition, the teacher
will read each poem twice in order to allow the
students to focus their attention on identifying the
tone/mood (rather than the task of reading).
The teacher will integrate a number of turn and talk
opportunities in order to allow all students to think
about and respond to the questions being asked. In
addition, these opportunities will allow the students
to participate in a lower-risk setting.
Reflection on Planning
Planning for this lesson was quite a unique
experience. I have never planned a poetry lesson
before, and wasnt exactly sure where to start at first.
Sitting down and talking with my cooperating
teacher really helped me to figure out how to plan
for this lesson. Not only did I want to follow his
guidance because I would be working with his
students, but his knowledge and support also really
helped me to gain a genuine understanding of how to
approach such a lesson.
In addition to speaking to my cooperating teacher
about this lessons specifics and what exactly it
should/he wanted it to entail, it also really helped me
to watch him conduct a separate poetry lesson. On
Monday, April 11, I received the opportunity to
watch him introduce the poetry unit/the work of Shel /10
Silverstein. In doing so, one of the main things that I
picked up on was the emphasis he placed on reading
a piece of poetry multiple times in order to really
digest it. This is an aspect of reading poetry that
honestly speaking I probably would have
overlooked, had I not seen him address it during my
time in the field. Being that [t]he single most
important thing you can do to arrive at a valid
interpretation of a poem is to read it multiple times
(http://www.tc.umn.edu/~rozai001/poetry/reading.ht
ml), I am extremely happy that I was able to make
note of it before concluding my plans for this lesson.
As a result, when continuing to plan for this lesson, I
 made it a point to say that each poem would be read
through twice. I really felt that doing so would allow
the students to more successfully, and more
meaningfully, pick up on the mood of each poem.
Also when planning for this lesson, I made it a point
to include a number of turn and talk opportunities.
Not only was this suggested to me by my
cooperating teacher, but it is also something that I
find great importance in myself. Turn and talk is a
strategy that permits all students to participate in
discussion, rather than only a few students
participating in a class-wide discussion. [In addition,
all] students are able to process new learning while
engaging in meaningful conversation with a
classmate
(http://www.theteachertoolkit.com/index.php/tool/tur
n-and-talk). And, being that this is a whole group
lesson, I wanted to be able to ensure that all students
would be able to actively participate throughout.
Reflection on Instruction:
Overall, I was very happy with the way in which my
lesson went. This was a fun lesson to teach, and I
definitely think that the students enjoyed
participating. Going into this lesson, I was a little
concerned, because I felt like there was less structure
to my lesson plan than usual. In my opinion, poetry
is a tricky thing to teach, and a tricky thing to plan
for. Although I had certain student responses in mind
and a solid idea of what I wanted students to gain,
throughout the course of the actual lesson, their
responses were not always in line with what I had
expected. I am still getting used to the idea of not
overly-planning, but still being able to go with the
flow of the lesson once it is being implemented. As a
result, adequately handling unexpected student
responses in the moment is something that I am
gradually learning to become better with.
Regarding this lessons objectives, while some
students did not identify the expected mood of each
poem, the students were able to discuss their ideas
both with their partners and with the whole class. In
addition, the objective did not state that students
needed to correctly identify the mood of the two
poems just that they needed to be able to discuss
them. Therefore, in spite of the fact that some
students had difficulty identifying the
expected/correct mood of each poem, I would say
that the first two lesson objectives were met, due to
the fact that students were able to discuss their
relevant thoughts and ideas.
This lessons second objective was definitely met by
 students, as they consistently picked up on the
contrast between the way in which Hector the
Collector viewed his belongings, and the way in
which everyone else viewed his belongings. Students
also demonstrated the ability to connect this contrast
to the way in which the mood of the poem (Hector
the Collector) changed from beginning to end.
The lessons final objective proved to be a bit more
difficult for students to meet. While nearly all of the
students in the class were able to come up with a
personal belonging that they treasured, they all
tended to pick items that would not be thought of by
other people as junk (i.e. iPad, Xbox, PlayStation,
video games, etc.). Upon realizing that students were
having difficulty making a full connection to Hector
the Collector, I chose to focus on one students
example of his rock/mineral connection. While I
think that this gave students a better idea of an
appropriate personal connection, there was no further
evidence of the students ability/inability to
adequately meet this particular objective. Once my
lesson ended, however, my cooperating teacher
chose to expand on this idea by having each student
take some time to write about an item that he/she
treasured, and that other people would in fact
view as junk. They were required to write what the
item was, as well as what made the item special to
them. Thus, in order to fully assess whether or not
each student did meet this objective, I could view
their written responses the next time I go to field.
Moving back to the students struggles with
adequately identifying each poems mood, I would
work to address this in the future by beginning this
lesson with a brief review of the concepts of both
tone and mood. During this time, not only could each
of these be reviewed, but the class could (with
guidance) work to brainstorm some examples/key
words associated with tone and mood. In addition, a
modeling/think-aloud portion of this lesson could be
incorporated. A poem could be read, and the teacher
could model the way in which he/she is able to
successfully identify the poems mood (via a think-
aloud). By incorporating such elements, the students
would have a better idea of what they are being
asked to do for each of the poems already included
in this lesson (Boa Constrictor and Hector the
Collector).
Another improvement that could be made to this
lesson (as well as any other future lessons) would be
incorporating a discussion of student behavioral
expectations before the actual lesson begins. I am
 still getting used to managing an entire group of
students all on my own, so this is something that I
definitely need to be mindful of and practice. I
definitely think that outlining expectations with the
students beforehand will not only allow me to more
effectively manage any off-task behavior, but will
also provide the students with more access to the
days lesson. Thus, one of my future teaching goals
is to gain more practice, and more effectively
manage, students while teaching. In addition to this,
I would also add that another one of my future
teaching goals is to more effectively engage students
in lessons by providing them with more
opportunities to discuss one anothers ideas (engage
in more whole group discussions, rather than
engaging in turn and talk discussions, and then just
reporting their responses via a whole group setting).
Observation of the Lesson:
Teacher demonstrated
enthusiasm and interest
while teaching!
Student was prepared
provisioned with necessary
materials at hand. LP is
printed with reflection on
planning complete.
Lesson was carried out in
a clear and logical manner.
Students were engaged /8
throughout and were
aware of what to do and
what was expected of
them.
Total
Proofread your lesson carefully. Not Observed /32 Observed /40
You will lose points for errors in
spelling, grammar, and
punctuation.