Learning Activity

Reading Poetry Aloud: Ickle Me, Pickle Me?

Subject Area

English Language Arts

Grade(s)

4, 5

Overview

Students will use the poem "Ickle Me, Pickle Me, Tickle Me Too" from Where the Sidewalk Ends by Shel Silverstein to compare a silent reading of a poem to an animated audio version read by the author. They will compare their thoughts about which experience they enjoyed more and then discuss their conclusions with a seat partner. The teacher will then lead a whole class discussion comparing the two experiences.

This activity was created as a result of the DLCS COS Resource Development Summit.

Content Standards

English Language Arts (2021) Grade(s): 4

ELA21.4.R1
Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

Unpacked Content

Vocabulary

Active listening
Discussion
Conversation
Rules
Participation

Knowledge

Students know:

Active listening skills.
How to engage in discussions and conversations in a variety of settings.
Agreed-upon rules for participation.

Skills

Students are able to:

Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
Converse in pairs, small groups, and large groups.
Practice the agreed-upon rules for participation.

Understanding

Students understand that:

Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.

English Language Arts (2021) Grade(s): 4

ELA21.4.32
Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.

Unpacked Content

Vocabulary

Respond
Writing
Literature
Informational texts
Stories
Dramas
Poetry
Cross-curricular texts
Independently
With support
Grade-level proficiency

Knowledge

Students know:

Responding to text in a written format demonstrates comprehension of the text.

Skills

Students are able to:

Independently and with support, create grade-appropriate written responses after reading literature and informational text.

Understanding

Students understand that:

To respond in writing to literature and informational texts, they must read critically, have a deep understanding of the text's content, and use appropriate writing skills.

English Language Arts (2021) Grade(s): 5

ELA21.5.R1
Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

Unpacked Content

Vocabulary

Active listening
Discussion
Conversation
Rules
Participation

Knowledge

Students know:

Active listening skills.
How to engage in discussions and conversations in a variety of settings.
Agreed-upon rules for participation.

Skills

Students are able to:

Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
Converse in pairs, small groups, and large groups.
Practice the agreed-upon rules for participation.

Understanding

Students understand that:

Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.

English Language Arts (2021) Grade(s): 5

ELA21.5.32
Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.

Unpacked Content

Vocabulary

Literature
Informational text
Stories
Dramas
Poetry
Cross-curricular texts
Independently
Proficiency

Knowledge

Students know:

Responding to text in a written format demonstrates comprehension of the text.

Skills

Students are able to:

Independently create grade-appropriate written responses after reading literature and informational text.

Understanding

Students understand that:

To respond in writing to literature and informational texts, they must read critically, have a deep understanding of the text's content, and use appropriate writing skills.

Interdisciplinary Connections

Phase

Before/Engage

Learning Objectives

The learner will:

Compare and contrast a silent reading with an animated audio version of the poem “Ickle Me, Pickle Me, Tickle Me Too” by Shel Silverstein.

The student will support thinking with examples from the text or animated audio version.

Activity Details

Steps:

The teacher will secure a copy of the poem "Ickle Me, Pickle Me, Tickle Me Too" by Shel Silverstein.
The teacher will use the document camera and projector to display the poem for the students to read silently to themselves.
The teacher will instruct the students to read the poem and jot down 2-3 impressions about the poem: Did they like it? Did it make sense? What was it about? What do they see or hear as they read the poem?
After all of the students have had approximately five minutes to write down thoughts, the teacher will then have them focus back on the projector screen.
The teacher will make sure the video link is pulled up and the sound is on and at the appropriate volume.
The teacher will tell the students they are now going to watch and listen to an animated recording of the author Shel Silverstein reading this poem aloud.
The teacher and students watch the video together.
The teacher will tell the students to now go back and write their impressions of the poem after hearing it being read aloud. Do they like it more or less? Could they understand it better? What made it different when hearing it?
The teacher will give the students 3-5 minutes to write these observations.
Then, the teacher will tell the students to turn to their discussion partner and take turns sharing whether they liked hearing and watching the poem or reading it to themselves more and why.
The teacher will circulate and listen to the various conversations, giving prompts or redirection where needed.
After approximately 5-10 minutes of discussion, the teacher will ask students to take turns sharing out loud what their thoughts were on the experiences of reading silently versus being read to aloud.

Assessment Strategies

The assessment strategy here is the thorough observation of the discussions around whether poetry is better to read silently or performed aloud. The teacher will give students time to talk about this with their seat partners and observe their discussions as he or she circulates around the room. The teacher will then lead a whole class discussion where students will compare the two experiences. Which was easier to visualize? Easier to understand? More enjoyable?

Acceleration and Intervention

Variation Tips

If a teacher wanted to have each student read the poem and listen on their own, they could provide each student with a copy of the poem and a link to the video.

Background and Preparation

Background / Preparation

The teacher needs to have a print copy of the poem to display where it is visible to all students. Ideally, this should be done with a projector and document camera. The teacher also needs to have the video pulled up and ready to show.

If students are not used to having a discussion partner, the teacher would want to pair them up with seatmates to make sure everyone has someone to discuss with.

Digital Tools / Resources

https://www.youtube.com/watch?v=CNiaYHZme_U

Approved Date

2018-06-22

Author

Owner (Author)

julierhodes

Learning Resource Type

Reading Poetry Aloud: Ickle Me, Pickle Me?

Subject Area

Grade(s)

Overview

ELA21.4.R1 Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

Vocabulary

Knowledge

Skills

Understanding

ELA21.4.32 Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.

Vocabulary

Knowledge

Skills

Understanding

ELA21.5.R1 Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

Vocabulary

Knowledge

Skills

Understanding

ELA21.5.32 Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.

Vocabulary

Knowledge

Skills

Understanding

Phase

Learning Objectives

Activity Details

Assessment Strategies

Variation Tips

Background / Preparation

URL (web address)

Approved Date

Owner (Author)

ELA21.4.R1
Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

ELA21.4.32
Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.

ELA21.5.R1
Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

ELA21.5.32
Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.