Poetry at Play

1. Question
We are going to read several different
poems. Begin by watching the
reading of Shel Silversteins The Toy
Eater.
What do you think about this poem?
Do you think an adult or a kid would
like this poem better?
Not only will you read the poetry of
Shel Silverstein, but you will also get
to enjoy poetry by other childrens
poets.

Click the image to play the video.

Image Source:
www.youtube.com

How do childrens poets reflect ideas that are

important to you through their poetry?

2. Information
Sources
All the resources below will introduce you a
variety of childrens poems.
Louder by Jack Pretlutsky
Jack Pretlutskys website
I Spy Riddle Rhyme by Jean Marzollo
Many poems by Shel Silverstein
How to Eat a Poem by Eve Merriam
I Raised My Hand in Class and other poems
by Kenn Nesbitt
Mosquito by J. Patrick Lewis
A Bad Case of the Sneezes by Bruce
Lansky
You should also look in
your librarys poetry section!

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3. Student Activity
Your first step is to read the
poems. Next, you will need to
organize what you have learned.
This graphic organizer will help
you think about ideas presented in
the poems . Remember that since
these are notes, complete
sentences are not necessary.

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4. Assessment Activity
Now that you have read several
poems, you should begin thinking
about why these are poems that
you and other children would enjoy.
You will write your own poem, using
these poets as your inspiration.
Begin to think about an idea that
would be a good topic for poem.
Your poem should be something
that your friends and classmates
would have fun reading. You may
use Pixie to write your poem.
Your poem will be assessed based
on your ability to create a poem
that would appeal to you and your
friends.

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subscription

5. Enrichment
Activities

Write your own

theme poem!
Poetry Splatter- Write
your own silly poems
by choosing the words
to splat in the
poems!
Create a comic strip
that illustrates your
poem.
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6. Teacher Support
Materials

Time Frame:
3 - 30 minuteminute periods
Differentiation:
Direct students to use comprehension tools
included in databases, such as: audio readaloud, labeled reading levels, and embedded
dictionaries.
Direct students to websites and videos that
read the poems paired with visuals

Grade 3 Library Media- Poetry

MCCRS
Reading: 1. Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
Writing: 7. Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
Standards for the 21st Century Learner
Learning Styles:
1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual,
Auditory, Visual, Kinesthetic, Reflective,
media, digital) in order to make inferences and gather meaning.
Sequential, Field Independent
2.1.3 Use strategies to draw conclusions from information and apply knowledge to
curricular areas, real-world situations, and further investigations.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
Notes to the teacher:
Maryland Technology Literacy Standards for Students
You may need to present the first slide to the
3.0: Use a variety of technologies for learning and collaboration.
Maryland State Library Curriculum
class, as students cannot access the YouTube
2.0 Locate and Evaluate Resources and Sources: Students will be able to follow
video independently.
an inquiry process to identify, locate, evaluate, and select resources and sources
Designed for individual research instruction.
in a wide variety of formats to meet the information need in an ethical manner.
Extend this research activity by having students
(AASL 21st 1)
3.0 Find, Generate, Record, and Organize Data/Information: Students will be able
share their original poetry.
to follow an inquiry process to find, generate, record, and organize information
Students may write their own poems on paper or
relevant to the information need in an ethical manner. (AASL 21 st 1)
by using Microsoft Word.
4.0 Interpret Recorded Data/Information: Students will be able to follow an
inquiry process to interpret recorded data/information to create new
You may incorporate Pixie instead of pencil and
understandings and knowledge related to the information need in an ethical
paper poetry.
manner. (AASL 21st 2)
5.0 Share Findings/Conclusions: Students will be able to follow an inquiry process
to share findings/conclusions in an appropriate format to support written, oral,
and multimedia information products and evaluate the products and the
Created by Karen Connor, Library Media Specialist
processes in an ethical manner.
The models may be used for educational, non-profit school use only.
Used with permission, BCPS