|
Prelutsky, Jack. The Swamps of Sleethe: Poems from Beyond the Solar
System. Illustrated by Jimmy Pickering. New York: Alfred A. Knopf, 2009.
ISBN: 978-0-375-94674-8. Dewey 811.
|
|
Summary
|
A collection of absurd poems about life beyond the solar system – places where you would not want to go.
|
|
Media
|
The artwork is “fiendish, icky and ghastly” (Booklist).
Full-bleed pictures.
|
|
Literary
Devices
|
poetry
|
|
Curriculum Connection
|
English – poetry studies
Also great vocabulary
5th – 12th grades
|
|
Rating
|
4Q 5P
|
|
Theme/extra
|
Half of the planet names are anagrams.
|
English, Library and Art Collaboration Using the Swamps of Sleethe.
Target poets: Grades 5-9.
Objective: To create another poem to add to the book and illustration to match.
Process:
1. Librarian introduces the book and reads it once.
2. Teacher has pairs do reader’s theater with individual poems.
3. Art teacher makes slides of the art and discusses style and format.
4. Students create their own creature for the book, write the poem.
5. Students create their art work of the creature in art class.
6. A new book is created for the library. Librarian shares with classes.
7. Students create their own rubric for evaluation.
Mary Smartt 8/2/09
The Swamps of Sleethe by Jack Prelutsky and Jimmy Pickering, ill. New York, NY: Alfred A. Kopf, 2009. ISBN: 978-0-375-84674-8
Annotation: Children’s poet laureate Prelutsky explores gloomy planets of demon birds and fathomless despair with his poetic comedic expertise, and closes with a dark future look at planet Earth.
Media: Mixed media.
Rating: 5Q/5P.
Curricular connections: English/Language Arts, Poetry, Fantasy/Science Fiction.
School level: Middle school or junior high.
Rhyme: Prelutsky uses traditional end of a line rhyme to bring a lyrical, fun-to-recite quality to the poems. An example:
“There are treacherous grasses to catch you,
Coarse roots that can snatch you,
There is peril wherever you stray.”
Alliteration: Prelutsky uses words with the same beginning sound as in the following example:
“Every bush, every bud, every blossom
Is filled with malevolent will.
The prettiest mosses may poison,
The loveliest lichens may kill”
Sophisticated language: The Swamps of Sleethe is filled with sophisticated language that the reader, if they are not already familiar with the vocabulary can discern the meaning from the context of the synonyms and illustrations around them. Some examples of the advanced vocabulary: miasmic, malevolent, agape, insatiable, and disemboweled.
Lesson Plan:
|
Teacher's Name: Nicole Porter
|
School: SJSU LIBR 271A-01 Class
|
|
Grade Level of Lesson: 7th grade
|
Subject: English/Language Arts
|
Date: 07/19/09
|
|
Unit Theme/Topic: Poetry
|
|
Lesson Title/Topic:
|
Making Poetry Personal
|
|
Expected Student Learning Outcomes:
|
What will students know and be able to do as a result of this lesson? (Be Specific)
Students will be able to...
Students will be able to recognize end rhyme, alliteration, simile, metaphor and other poetic elements in poems.
Students will be able to write their own poems.
|
|
CA Academic Standards Addressed:
|
Which California Academic Content and Performance Standards will your lesson address?
7.1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry.
|
|
Materials Used:
|
What instructional materials and equipment/supplies will you use in this lesson?
The Swamps of Sleethe by Jack Prelutsky, pen/pencils, and paper.
|
|
Lesson Outline: (Opening, Major Activities, Transitions, Review; Closure)
|
|
Opening/Introduce Lesson
Do Now
Anticipatory Set:
|
Time
10 min
|
Teacher/Student Actions
Teacher begins discussion on poetry: what do students think poetry is? famous poets? know any elements of poetry?
Remind students of Shel Silverstein, Dr. Suess and other children's poets; some may know Prelutsky - ask!
|
|
Main Activity: Instruction
- Refer to previous lessons
- Use a variety of instructional strategies
|
20 min
|
Break students into small groups of 4-5 and have take turns reading The Swamps of Sleethe aloud to each other. Stress the fun of these poems; teacher models by reading aloud the first poem to the entire class. Have each group chose a reader that will then read a poem to the class as a group.
|
|
Main Activity:
Check for Understanding: Ensure students are ready for activity
- Ask Students to Explain Concepts
- Use active participation strategies
|
20 min
|
Teacher will facilitate class discussion of each poem, pointing out and defining alliteration, end rhyme, metaphor and simile as they come up in poems. Advanced vocabulary will be defined from context of poem by students in discussion.
|
|
Main Activity:
Guided Practice: Students do task with teacher direction or assistance
|
10 min
|
Assign homework: each student will create own poem, making especially sure to use alliteration, metaphor, simile and end rhyme. Teacher reads example and shows picture collaged to illustrate. |
|
Closure: (Debrief)
- Find out what your students learned
- Share work and give positive feedback
- Summarize work and behavior
|
50 min
|
Friday: Students present poems to class. Students fill out the Three Pluses and a Wish evaluation forms for each of their peers presenting to encourage feedback that might not otherwise be obtained from class discussion.
Teacher comments and asks questions designed to aid students’ access of learning outcomes in relation to own poem.
|
|
|
|
|
|
|
|
|
|
Monitoring & Assessment:
|
How will you monitor student learning during the lesson? How will you assess student work?
Student learning is monitored through direct assessment by class discussion and participation, teacher review of writing, and teacher and peer review of poem presentation.
|
|
Modifications to Address Individual Student Learning Needs
|
How will you modify your instruction as needed to ensure that all students meet learning outcomes?
Students could partner up instead of working alone, like in the instance of an English language learner. Students also have the option of coming into class during a prep period, lunch or after school to work with teacher.
|
|
Follow-up
Activities/
Homework
|
How will you follow up this lesson with homework or other extension activities?
Students will journal about the process of creating their personal poem.
|
NP 07/04/09
Comments (0)
You don't have permission to comment on this page.