1. Poetry at Play 1. Question
We are going to read several different poems. Begin by watching the reading of Shel Silverstein’s “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 children’s poets.
Click the image to play the video.
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How do children’s poets reflect ideas that are important to you through their poetry?

2. 2. Information Sources
All the resources below will introduce you a variety of children’s poems.
“Louder” by Jack Pretlutsky
Jack Pretlutsky’s 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 library’s poetry section!
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3. 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. 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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5. 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. 6. Teacher Support Materials
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 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations Respond to literature and creative expressions of ideas in various formats and genres. Maryland Technology Literacy Standards for Students 3.0: Use a variety of technologies for learning and collaboration. Maryland State Library Curriculum 2.0 Locate and Evaluate Resources and Sources: Students will be able to follow an inquiry process to identify, locate, evaluate, and select resources and sources in a wide variety of formats to meet the information need in an ethical manner. (AASL 21st 1) 3.0 Find, Generate, Record, and Organize Data/Information: Students will be able to follow an inquiry process to find, generate, record, and organize information relevant to the information need in an ethical manner. (AASL 21st 1) 4.0 Interpret Recorded Data/Information: Students will be able to follow an inquiry process to interpret recorded data/information to create new understandings and knowledge related to the information need in an ethical 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 processes in an ethical manner.
Time Frame:
minuteminute periods
Differentiation:
Direct students to use comprehension tools included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries.
Direct students to websites and videos that read the poems paired with visuals
Learning Styles:
Auditory, Visual, Kinesthetic, Reflective, Sequential, Field Independent
Notes to the teacher:
You may need to present the first slide to the class, as students cannot access the YouTube video independently.
Designed for individual research instruction.
Extend this research activity by having students share their original poetry.
Students may write their own poems on paper or by using Microsoft Word.
You may incorporate Pixie instead of pencil and paper poetry.
Created by Karen Connor, Library Media Specialist The models may be used for educational, non-profit school use only. Used with permission, BCPS