Shel Silverstein

Christina Tacchi
Libby Haines
Alicia Santiago
Clair Butcher
Part 1:
Relationship with Standards
W.1.6 Production and distribution of writing
RF.1.4- Fluency- Read with sufficient accuracy and fluency to support comprehension
RF.1.3- Know and apply grade level phonics and word analysis skills in decoding words
RI.1.6 Craft & Structure- Distinguish between information provided by pictures or other
illustrations and information provided by the words in a text.
RI.1.2 - Identify the main topic and retell key details of a text.
SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented
orally or through other media.
SL.1.4- Describe people, places, things and events with relevant details, expressing ideas and
feelings clearly.
SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups
SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
W.1.8- With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
RL.1.10- With prompting and support, read prose and poetry of appropriate complexity for grade
RI.1.3 - Describe the connection between two individuals, events, ideas, or pieces of information

Our mini lessons are designed to teach the style of Shel Silversteins work by reading
stories written by him and writing their own works following Silversteins style. By the first
grade children should have developed fluency and the ability to write a variety of words which
fits in with standard RF.1.4 and RF.1.3.
When the students attempt to make their own poems incorporating the skills that they
have seen in Silversteins poems they begin to understand and learn how to utilize these
skills.They will understand the information about what was read in the text enough to work on
making copycat poems to demonstrate the skill. Forming their own poems shows how well they
understand the meaning of the works weve read and the way they differ from other authors
works. When creating similar poems to Sick the students meet Common Core Standards
SL.1.4, RL.1.10 and a variety of others listed above.
After reading the Giving Tree and doing the plot activity the students learn how to
identify the story and the order of events. The students are using semantic mapping to develop a
further understanding of the text. They also meet standard RI.1.2 by retelling the plot and this
retelling of the plot reveals the characters meeting standard SL.1.4. Doing this activity meets a
variety of standards. Standard RI.1.3 is met when the students retell the plot of the Giving Tree
they understand the connection between the tree and the boy.
After completing the mini lesson which is based off the reading The Fourth the
students get to creatively express themselves. They do this by drawing their own drawing that
depicts an onomatopoeia, this meets standard SL.1.5 .This expression shows that students fully
understand what an onomatopoeia is . The students also meet standard W.1.8 when they draw an
onomatopoeic word that they learned from the outside world.
Students will meet standard W.1.6 after all the mini lessons that involve read alouds are
complete. After have being read a variety of different things students will understand why
authors like Shel Silverstein write and all different people like all different kinds of writing.
After looking over different books, poems and poem collections the children will be able to have
seen all the different way writing is produced. Seeing a poet who writes childrens picture books
would be an interesting to see for the children who think poems are strictly for adults.

Biography
Sheldon Allan Silverstein was born in Chicago on September 25
th
, 1930. He has asked
for his personal life to stay personal, so we do not know much about him. Silverstein is an
author, poet, cartoonist, songwriter, and playwright. He is best known for his childrens stories
and poems. He was born into a Jewish family. As a child, he always wanted to play sports, but
since he was not good at sports he started to draw and write. At the age of seven, he began to
draw for the first time. Silverstein attended Roosevelt High School and afterwards he attended
University of Illinois, but was later expelled. After that he attended Roosevelt University, where
he published his first writings and drawings into the school newspaper, and Chicago Academy of
Fine Arts for three years until he was drafted in the US Army in 1953. Silverstein served in the
Korean War and in Japan. As he was serving he also drew cartoons for a military magazine
called stars and stripes. His first book he wrote was called Lafcadio: The Lion Who Shot Back.
Silverstein had a daughter named Shoshanna Jordan Hastings. She was born on June 30,
1970 to Susan Taylor Hastings. Before Shoshannas fifth birthday Susan passed away in 1975.
Later in 1982, Silversteins daughter passed away due to Cerebral Palsy. A year after that,
Silverstein had a son with Sarah Spencer, named Matthew. He has won a Grammy in 1970 for
A Boy Named Sue and has been nominated for both an Oscar and a Golden Globe. On May
10
th
, 1999 Silverstein passed away from a heart attack. He is buried in Westlawn Cemetery in
Norridge, Illinois. In 2002 Shel Silverstein was inducted into the Nashville Songwriters Hall of
Fame.

Rationale for Selecting the Grade
Shel Silversteins books are great for young ages. We decided to use these books for the
first grade. When we were younger all of us remember reading Shel Silversteins books. At a
young age we were able to read the books ourselves and follow along, showing that these books
are great for the first grade level. All of his books contain great pictures for students to look at
and follow along with the story. The words in the books and poems rhyme and flow and are easy
to follow along for a new reader. The books and poems are mainly made up of decodable words
and are commonly used words. Shel Silversteins books also contain silly and uncommon words
that young students will find funny and entertaining. His work also helps the students develop a
better sense of writing style and technique. The way Shel Silverstein writes his books and poems
are very engaging for young readers and will allow them to enjoy reading his books and poems.

Rationale for Selecting the Author
When selecting an author we all agreed that Shel Silversteins books were a part of our
childhood. We had all read a few of his most popular books and poems including The Giving
Tree, Where the Sidewalk Ends, Runny Babbit and A Light in the Attic. Even though we knew his
books, we didnt really know anything about who he was as a person, or what inspired his books.
We wanted to learn more about him, his life, his inspirations, and why he chose to be a
childrens author. We also wanted to learn more about his style of writing and what techniques
he may have used in his writing. His books are great for young readers and as future early
childhood educators, we might use some of his books and poems in our classrooms one day. The
books and poems he has written fit into our class well. They also fit into many of the standards
that are important for young readers. We can plan lessons based on his books and poems as well
that are challenging but still fun for students to do. We knew he would be a great author to
choose for this project because we can base it around his famous works.

Books Selected & Why-
The Giving Tree - This is a great book to share with young readers and teaches them a
lesson of sharing and giving. Children learn through this book that giving is all that is
important and that those who give are happy. It is also a good book to use to teach chain
of events and how one thing can lead to another.
Sick- This poem was selected because it is a listing poem which encompassess a
variety of sensory words. This poem includes everyday language but uses it to create
vivid images. This is a good model for students to try and follow since it easy enough to
understand but produces a bit of a challenge when writing their own.
Runny Babbit - This book is full of fun mixed up words. It teaches students how to
decipher unfamiliar words while having fun. This book teaches students the importance
of placement of beginning letters.
The Fourth - This is a very short poem that is in the book Where the Sidewalk Ends.
Even though it is short it teaches them about onomatopoeia words and uses a common
American Holiday, the fourth of July, as an example.


Calendar of Events-

Monday Tuesday Wednesday Thursday Friday

Week 1 -
The Giving
Tree

Introduce the
book The Giving
Tree to the
students and ask
if anyone has
read it. Tell
students a little
about the book
and what they
can expect from
it.
Read the first
half of The
Giving Tree.
Actively engage
students in the
reading while
asking questions
about the story.
Finish the book
and have the
students talk
about the ending
and how it made
them feel. Turn
and talk activity
while still on the
carpet.
Using The
Giving Tree to
identify a
plotline mini
lesson.
Have students
watch the short
Youtube video
of The Giving
Tree narrated by
Shel Silverstein
himself.
http://www.yout
ube.com/watch?
v=1TZCP6OqRl
E

Week 2 -
Runny
Babbit

Introduce the
book and talk
about the style of
the writing and
that everything
Read the first
half of Runny
Babbit and after
have the
students fix
Finish the book
and have the
students go back
to their seats and
write about their
Runny Babbit
mini lesson.
Present the
outcomes of the
mini lesson.
will sound funny
to them because
it is all twisted
and letters are
mixed up.
Explain that it
was his intention
for it to be this
way.
some of the
funny mixups in
the story.
favorite mixed
up part in the
book in their
journals.

Week 3 -
Sick and
The
Fourth
from
Where the
Sidewalk
Ends

Introduce the
book and explain
that it is a book
of a bunch of
short poems. Ask
students if they
have ever read it
or know any of
the poems. Talk
about the two
poems that will
be focused on
this week, Sick
and The
Fourth.
Read Sick and
use the poem to
create their own
listing poem
filled with
sensory words.
Present their
poems from the
day before.
Read The
Fourth and
use it to create
and identify
onomatopoeia
words mini
lesson.
Present their
onomatopoeia
words and
drawings.
Week 4 -
Final
activities
Talk about Shel
Silverstein and
have students
talk with a
partner about
their favorite
book or poem
that we read over
the past few
weeks and why.
Then they will
have to share
what each other
said to the whole
class.
Teach students
about the
different styles
and themes that
can be used in
writing and use
examples from
stories everyone
knows. Then go
over the ones
used in his
writing.
Students will
create a style
statement about
Shel Silverstein.
They will
describe his style
and favorite
themes by
making recipe
cards and placing
them into the
Recipe for a
Great Author
Box.
The teacher
will create the
whole recipe
on a poster
board
including what
the students
have put on
their
individual
recipe cards.
Once
completed,
they will hand
it in the room.
Culminating
Activity: bike
ride outside.



Part 2- Mini Lessons:

Christina Tacchis Mini Lesson

Mini Lesson Title: Using Sick by Shel Silverstein to from th the book Where the Side Walk
Ends create their own listing poem filled with sensory words.

CCCS:
L.1.1- Demonstrate Command of the conventions of standard English grammar and usage
when writing or speaking.
SL.1.4- Describe people, places, things and events with relevant details, expressing ideas
and feelings clearly.
W.1.8- With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
RL.1.4- Identify words and phrases in stories or poems that suggest feelings or appeal to
the senses.
RL.1.10- With prompting and support, read prose and poetry of appropriate complexity
for grade 1.

Materials:
Sick Poem Copies Shel Silverstein
Enlarged Version of Sick
Large Band-aid posters
Markers
Pens & Pencils
Sensory Cards

Connection/Hook: What you might saySince we all know this month is poetry month, this
week we have been focusing on Shel Silverstein. Yesterday we read this poem Sick and today
we're going to read it again and make our own poem. Were going to use the poem to write about
the way we feel when we get hurt.

Teaching/Modeling: Lets talk about what we remember about the poem Sick. This poem is a
List poem which means that is made up of a long list of things. Similar to a shopping list. Our
main character Peggy Ann Mckay uses her sensory words to describe the way she feels when we
feel sick. Now, we all know our five senses and we know some words we use to describe but
today we're going to learn how to put those words into a poem. Can we think of some of the
things Peggy Ann Mckay has wrong with her? Have a short discussion with the class describing
these illnesses. Teacher should have large copy of the poem on the board and re-read the children
the poem.

Guided Practice/Active Engagement: Now Im going to write my own poem by listing all the
things that hurt me instead of things that I feel when Im sick. Im going to title it Ouch then
teacher will write the title. Using the poster of a large blank band-aid, the teacher will say One
thing that really hurts me are my high heels so those will be first on my list. Now my high heels
feel sharp against my feet so thats one sense (touch) Im going to put that down on my poem.
The teacher will then write the sentence My high heels feel sharp against my feet down under
Ouch. Another thing that hurts me is the loud noise of the fire alarm, when I hear it hurts my
ears. The teacher would then write that sentence down and continue on writing the poem until
she has touched upon all 5 senses. (See finished poem below) The teacher will then tell the
students they will be doing the same thing. They will use their sensory words to explain how
they feel when they are hurt and utilize their five senses.

Independent Work: Each student will be given his or her own copy of Sick. Each Student will
get a blank band-aid poster and sit individually making their own list of things that cause them
ouch. Once the class has finished they will turn to a partner and read off their list. Students can
utilize their sensory cards that they made earlier in the year to help with their vocabulary and
spelling when writing. (See example below)

Assessment: Looking at lists and seeing the listing format is correct and making sure that all the
things they list are related to the topic. The teacher will also make sure that each sense is
included and the appropriate describing words are matched to the appropriate sense.

Example of Poem:
Ouch
My high heels feel sharp against my feet
The fire alarm sounds loud and rings my ears
The smell stings my nose when I burn cake
When food tastes too spicy I shed tears
I see a big purple bruise on my elbow!

Sensory Cards Each child would have a stack of these cards that they have been adding their
own sensory words to over time. The words on the car are in some way related to that sense.
They are encouraged to use them to help brainstorm ideas for their poem.
Example
Etc.

Hearing - Sight-

Loud Listen Noisy Looks Small See

Sounds Hear Quiet Silent Watch Colors Large


Libby Haines Mini Lesson

Mini Lesson Title: Using The Giving Tree to identify a plotline.

CCCS:
RL.1.3 - Describe characters, settings, and major events in a story, using key details.
RI.1.1 - Ask and answer questions about key details in a text.
RI.1.2 - Identify the main topic and retell key details of a text.
RI.1.3 - Describe the connection between two individuals, events, ideas, or pieces of
information
SL.1.2 - Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.

Materials:
The Giving Tree (for reference)
Large drawing of a tree for the class
Drawing of a tree on chart paper (enough for each pair)
Apple shape cutouts (small and large)

Connection/Hook: What you might say This week we have been going over the story The
Giving Tree. Today we are going to discuss the plotline of a story.

Teaching/Modeling: Lets talk about what we think a plot line is. Have a short discussion. Then
explain that a plot line is the order of the main events or things that happen throughout a story.
For example, we previously read The Three Little Pigs, one main point from the plot in that book
is that one little pig builds a straw house. Who can tell me another important part of the story that
would be a part of the plotline?

Guided Practice/ Active Engagement: Now lets remember what happened in the book, The
Giving Tree. Using the large drawing of a tree, the teacher says I remember that Sheldon started
off as a little boy in the story. The teacher then places an apple on the top left side of the tree and
writes little boy on it. Then the teacher asks, who remembers what Sheldon did with the tree at
the beginning? Sheldon played with the tree. The teacher then puts an apple on the tree
underneath the little boy one. For the last apple on that branch the teacher asks, what did
Sheldon get from playing with the tree? The teacher then writes company and friendship on the
third apple. The teacher tells the students that at their seats they will have to finish the last four
branches.

Independent Work: Work in pairs. The pairs each have chart paper with a tree with five branches
on it and apple cutouts. The first section is already done for them since they went over it
together. Also the first row is provided for them so they know what stages of the boys life they
have to have. Provided is young man, man, older man, and old man. The students then have to
follow the process they did as a class for the first row by answering the two questions, What did
Sheldon do with the tree, and What did Sheldon get from doing that with the tree? These
questions will be written at the front of the classroom for the students to reference back to.

Assessment: Look at the charts to see if the students understood the story and answered the two
questions correctly to figured out the plotline of The Giving Tree.

Example:







Clair Butchers Mini Lesson

Mini Lesson Title: Using the poem The Fourth from Where the Sidewalk Ends to identify and
create onomatopoeia words.

CCCS:
RL.1.1 - Ask and answer questions about key details in a text.
RL.1.2 - Retell stories, including key detail, and demonstrate understanding of their
central message or lesson.
RL.1.4 - Identify words and phrases in stories or poems that suggest feelings or appeal to
the senses.
SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups
SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify
ideas, thoughts, and feelings.

Materials:
Copies of the poem The Fourth
Chart paper
Markers
Crayons
Pictures of a bird, dog, cat, lion, and snake.

Connection/Hook: What you might say This week we have been going over poems in the book
Where the Sidewalk Ends. Today we are going to go over a very short poem called The Fourth
and learning about onomatopoeia.

Teaching/Modeling: Lets talk about the poem The Fourth. What words from the poem stand
out to you? As the students name the words I will write them on the board. The words that they
name that are onomatopoeia words will be put into a separate column. The idea is that they name
the onomatopoeia words and realize that they stand out more than the others. After they name
some of the words I will explain what onomatopoeia is. The formation of a word from a sound
associated from what is named is onomatopoeia.

Guided Practice/Active Engagement: Using different pictures of animals, the students will have
to come up with onomatopoeia words that each animal can make. The teacher starts This is a
picture of a bird. A bird can go cuckoo, chirp chirp, and tweet tweet. Next it is the students turn.
This is a picture of a dog, a dog goes ______ and the teacher calls on students to answer.

Independent Work: Each student will get a piece of chart paper. They must come up with a new
onomatopoeia word that we did not go over with the class. They can make one up or use one that
you have heard before. They are to write the word in the middle of the chart paper and create a
drawing that supports the word you came up with. For example, if they were to use the word
splat, they could draw a tomato being dropped on the floor. The drawing has to accurately go
along with the word.

Assessment: Look at the finished examples of their own onomatopoeia words and drawings to
make sure they understand the concept.





Part 3 A Recipe for a Great Author,
inspired by Shel Silverstein

In this activity the students will work on creating a style
statement about Shel Silverstein. They will describe Silversteins
style and favorite themes by making recipe cards, which explain what is unique to his writing
and what is essential to the recipe. Once each student has completed a recipe card it will be
placed in our Recipe for a Great Author Box.
Before starting these activities the teacher must review what theme and style are.
The teacher will explain that the theme is the message or moral that you understand after
you read the story or poem. Then the teacher will take a well-known book like, The 3 Little Pigs
(give a quick summary) and ask students what they think the theme(s) of that story is? If no one
knows they will tell the class that one theme is hard work pays off.
Then teacher will then go over what style means, describing it as the way the author writes.
Is he very serious or silly? Does he like to write mostly poems or stories?
She will explain that some popular themes in stories are
-Friendship
-Kindness
- Courage
- Honesty
Then as a class they will work together to list some of Shel Silversteins most popular
themes and styles that are unique to him. The teacher should ask prompting questions by
reminding the students of all the different books and poems we have read by him.

Silversteins Themes
- Silliness (Whimsy)
- Being Yourself
- Growing Up
- Accepting each other
- Love
- Freedom
- Discovery
Silversteins Style
- Lyrical
- Symbolic
- Often Rhymes
- List Poems
- Concrete Poetry
- Uses Everyday words
- Funny
- Edgy
Then each child will pick a recipe card and pick their favorite theme and style, it could be
off the lists the class generated or ones they thought of on their own. The teacher should
encourage kid writing.
Each recipe card format would say The main ingredient to being an author like Shel
Silverstein is to write about______________(theme) and to be ______________ (style). The
secret ingredient is___________. (The child would write their favorite thing about Silverstein)
Each recipe card should include a picture of something related to Silverstein. The teacher should
give prompts by saying You can draw one of your favorite scenes from his work, your favorite
book of his or even a picture of him.
Once each childs recipe is collected in the recipe box the teacher will make a recipe on a
poster board with input from the students.
Example Recipe
A Recipe for a Great Author inspired by Shel Silverstein
1 cup of whimsy
cup of humor
A sprinkle of rhyming words
A dash of a love mixed into the theme
A pinch of symbolism
Stir acceptance and freedom into the theme
A little bit of edginess
* Once the Recipe is complete it will be hung on a bulletin board later can be easily referenced
for the rest of the year. The student made recipe cards will be posted surrounding it.

Part 4- Culminating Activity:
In California, a man set up a bike marathon in remembrance of Shel Silverstein. It starts
in South Pasadena and is 47 miles long. Of course, this bike ride does not need to be as long, or
in California. A teacher can take their class outside one day and have they ride their bikes around
town or around the outside of the school in remembrance of Shel Silverstein. The bike marathon
goes along with Shel Silversteins book, Where the Sidewalk Ends. In this book, Shel Silverstein
includes poems that encourages children to remain creative and youthful. He relates the sidewalk
to children because they are the ones who are outside the most either playing games or riding
their bikes on the sidewalk. This bike ride is set to help remember Shel Silverstein and helps
encourage students to remain youthful and keep going until the sidewalk ends.

Reflections:
Christina Tacchis Reflection:
After creating this author study I learned that what I once thought were just silly poems
and stories by Shel Silverstein are actually meaningful and filled with literary elements . Shel
Silverstein was an artist in every sense of the word. He drew pictures which added to his
concrete poetry ,
his work was lyrical and filled with insight. I learned that his poem is not only for children but
adults as well. My favorite part after creating this author study was creating the mini lesson. I
liked being able to better understand exactly what a mini lesson was as well as apply what I
learned about the author to teach it to students. As much as I enjoyed the mini lesson. I also
found it challenging. Since mini lessons are so specific and zone in on teaching a specific skill.
It was difficult to take the variety of elements that Shel Silverstein incorporates in his poem and
choose just one to focus on. In my future teaching I can see myself using this author study
whenever we start a new author or when we read a variety of pieces by one author. For example
after planning to read a few books by Dr.Seuss we would start an author study on him. I also
think it would be interesting to allow the students to get into groups and do the author study
themselves. They could use technology to research the author and report a variety of facts about
them. Overall I thought the author study would be an engaging and versatile activity that can be
used in a variety of grades.

Libby Haines Reflection:
After doing this author study, I have learned a lot about Shel Silverstein and his writings.
Shel Silversteins writing is unique and his use of rhyming and creativity create great literature
for young readers. Throughout his stories it really helped me read through them and helped me
picture what he was writing about and also provided a silly side to reading, which made his
stories really entertaining. One thing I enjoyed about this project was being able to really
understand an authors writing. I also enjoyed creating a mini-lesson. This project allowed me to
really understand what a mini-lesson was and helped me establish an understanding of Shel
Silverstein, as well. I did find it difficult to choose a specific topic to focus on for the lesson and
was unsure of what way to go with it. Using the plotline of The Giving Tree, allows students to
be able to understand the way a story goes from beginning to end and allows them to understand
the concept expressed in the book, about giving. it allows the students to reflect on all that
Sheldon takes from the tree and what he gets in return, and how Sheldon treats the tree after
giving him everything. Overall, I found this author study to be really helpful and has allowed me
to engage in different ways to incorporate stories and authors into the classroom setting.

Clair Butchers Reflection:
I really enjoyed this author study. I learned so much about Shel SIlverstein that I never
knew before. He uses so much creativity and silliness when he writes which makes children
really interested in his books. For example, Runny Babbit was one of the silliest books that I
have read, but I understand why children are attracted to it. He also writes about many things that
children can relate to and that definitely makes them more attracted to his books and poems as
well. What I really liked about creating the author study were the mini lessons that we all came
up with based on different books and poems. They are all so creative and individually special yet
they work together because they are all about Shel Silverstein. What was challenging about the
author study for me was the planning of the weeks around Shel Silverstein. Coming up with
activities for twenty days all based on one person was not as easy as I thought it was going to be.
It was hard not to repeat things and to have twenty different ideas that were all still engaging and
centered around Shel Silverstein. In my future teaching I can see myself using author study to
have children become acquainted with many different authors. It is important that children know
about different authors and the styles they use in their writing because they are not all the same
and they are all equally as important.