Category: Language Arts
Grade Level: 2nd Grade
Objective:
Language Arts TEKS 2.9H
Reading/comprehension.
The student uses a variety of strategies to comprehend selections read
aloud and selections read independently. The student is expected to:
produce summaries of text selections.
Music
TEKS 2.4A
Creative expression/performance.
The student creates and arranges music within specific guidelines.
The student is expected to: create rhythmic phrases.
Behavioral Objective:
The student will be able to produce a summary for a text selection.
Materials:
Poems, whiteboard, markers, tuned percussion, and non-tuned percussion.
Silverstein, S. (1974). Where
the Sidewalk Ends. New York: HarperCollins Publishers.
Magical Eraser
By: Shel
Silverstein
She wouldn't believe
This pencil has
A Magical eraser.
She said I was a silly moo,
She said I was a liar too,
She dared me prove that it was true,
And so what could I do --
I erased her! |
Activities:
Start the day before the activity by asking the children to bring a poem
that they enjoy to class the next day. The day of the activity gather
the children on the group time rug, in front of the whiteboard, for a
discussion. Start by telling them what poem you brought and reading it
to them. Then ask the children questions about what happened in the
poem and what it was about while you write some of their thoughts on the
whiteboard in sentence form. After they are done, read to them what
you have written down and tell them that they have just summarized the poem.
Ask them what a summary is and help them to create a definition for it, then
break the children up into small groups and have each child read his/her own
poem to the group and have the group pick one. Instruct the children
to then produce a summary of the poem in their group. After they are
done, have each group share their poem and summary with the rest of the
class. After all the groups share, revert back to your original poem
which you could have written down on the whiteboard while the children were
producing their summaries. Have the children read the poem aloud with
you, and then have the children pick one word from the poem that they like
and write it down. Then have the children pick a short phrase that
they enjoyed. Lastly, have the children brainstorm and come up with a
word that is NOT in the poem but they can somehow relate to the poem.
Ex: (1) moo, (2) so what could I do, and (3) gone.
Process: