Hop on Pop

 Hop on Pop

Written and Illustrated by Dr. Seuss (Theodor Geisel)

Published in 1963

Grade Level: Kindergarten-1st grade

Synopsis: Dr. Seuss's Hop on Pop is subtitled, "The Simplest Seuss for Youngest Use" for the simple fact that it is a book for beginning readers.  The story does not have an overall plot, rather it is a series of short poems about characters, objects, and actions compiled together to form this children's book.  A set of rhyming words, such as ball and wall are written in large font on the page.  Those words are then used in a sentence to form a rhyme.  For instance, "HOP, POP.  We like to hop.  We like to hop on top of Pop.  STOP You must not hop on Pop." 

Theme/Skill: This book was designed to introduce beginning readers to the basics of phonics (teaching readers how to connect the sounds of spoken English with letters or groups of letters in written form).  Reading aloud to children will familiarize them with the way words sound and how they flow together to form sentences and meaning.  Have children read aloud to you as well because it is good practice.

Pre-reading activities: The teacher can write words that will appear in Hop on Pop on index cards and do a sight reading activity with the students.  By this point, students should have done some activities with rhyming.  The teacher can have the students sort the words or place words together than sound the same.  This will show the teacher what the students are capable of while also acting as a preview to the contents in the book.

Post-reading activities: The teacher will take note on what the student did well on and what they struggled with.  This will determine the post-reading activity.  The teacher may have the student do a Words Their Way spelling inventory and go from there. 

Assessment: The ability of the child to read the  book with fluency and accuracy will be a solid indicator of how they are progressing with rhyming words, initial vowel sounds, and ending sounds.  The teacher must take into consideration how whether the book is a familiar or unfamiliar reading. 

Reflection: We didn't have a video camera when I was growing up, but members of my family did.  When I graduated from college, my aunt and uncle who had always had the camera on hand at family functions compiled all the home movies that had me in it.  They called it "The Hannah Project."  The videos were a walk down memory lane and the first time I had ever heard my own voice or seen the way I moved as a child (videos show so much more than a picture).  One of the video clips shows the four and a half year old me sitting on the couch at my grandparent's house reading to my aunts.  Can you believe that I am reading Dr. Seuss's Hop on Pop?  The scene is something that I was teased about during the first viewing because of the way my New York accent sounded to my family from Maine.  The book is an ingenious way to introduce beginning readers to rhyming words and small sentences.  Repetition in the way that it is written made it easy for me to identify the words whether or not I memorized them or sounded them out.  Hop on Pop is a fun and silly book for parents to read with their kids to introduce them to literature at an early age.  

The Giving Tree

The Giving Tree

Written and Illustrated by Shel Silverstein

Published in 1964

Grade Level: 2nd-3rd grade 

Synopsis: The Giving Tree is a story about the relationship between a young boy and a tree.  The tree comes to love the boy very much because of the time that the boy spends with it.  As a young child, the boy swings from her branches, rests in her shade, and eats her apples.  As the boy grows up, his relationship with the tree changes.  He no longer rests in her shade or plays in her branches.  The things he wants are no longer as simple as they once were.  The boy, now a young man, asks the tree to let him cut down some of her larger branches in order for him to build a boat to sail away on.  In a selfless act the tree agrees.  Years later the boy comes back, but he is no longer a boy.  He is a young man.  He asks the tree if he can cut her down in order to have lumber to build himself a home.  In yet another act of selflessness the tree agrees.  The tree is no longer a tree, rather just a stump.  Then, many years later, the boy, now an old man, returns and the tree says, "I'm sorry, boy...but I have nothing left to give you."  The boy replies, "I do not need much now, just a quiet place to sit and rest."  The tree then says, "Well, an old tree stump is a good place for sitting and resting. Come boy, sit down and rest." The boy, now an old man, sits down and the tree was happy.

Theme/Skill: Although The Giving Tree is written with few words, the message that it extends is much larger; generosity.  The selfless generosity of the tree towards the boy can teach children that kind acts do not need to be repaid.  The book may be taught before Thanksgiving or Mother/Father's Day in order to connect the theme of the book to the students' appreciation for their parents and what they are thankful for in their own lives.   

Pre-reading activities: In order to help students better understand the theme and concept of this story (or any story) it is important to incorporate an activity that will introduce the themes and concepts present in the story.  One way to do this would be to write the title of the book on the board.  Students could share what they think the story will be about and what the word "giving" means.  They should talk about the meaning of the word, why people give, and who people give to.  Following this discussion, students could fill out the worksheet (seen below) about giving as it pertains to their own lives.  

Pre-reading activity

Post-reading activities: The teacher could use the worksheet (seen below) to talk to the students about order and the main events in the plot.  Discuss with students the meaning of the title, how the feelings of the tree changed throughout the book, and how the boy felt at the end of the book.  Students could create a word list or chart describing the differences between how the boy treated the tree and how the tree treated the boy. 

Post-reading activity

Assessment: The activities mentioned in the pre and post reading activities will be the precursors to a writing activity in which students will brainstorm, write a first draft, conference with the teacher, edit and revise, and write a final draft.  The writing assignment will be brief (appropriate length for second and third grade students) and will be about the generosity that students have seen in their own lives and how they plan to be generous in return.  Students will also write about the relationship between the boy and the tree and how they would do things differently if they had been the ones in that situation. 

Reflection: Shel Silverstein's The Giving Tree has become one of his best known titles and has been translated into more than thirty languages (Wikipedia. August 26, 2011. "The Giving Tree").  Anyone who has read the book can understand why so many people have fallen in love the story about the tree and the boy.  As a child I remember feeling sorry for the tree when the boy left her or what the boy took something from her.  I wanted the boy to tell her thank you when she gave him what he wanted and I wanted him to stay with her so that she wouldn't be lonely.  Those feelings that I had are feelings of compassion that I know each person who reads this story will feel.  When people read The Giving Tree I hope they can see themselves in both the boy and the tree.

Matilda

Matilda

Written by Roald Dahl

Illustrated by Quentin Blake

Published in 1988

Grade Level: 5th grade 

Synopsis: Matilda is the story of an extremely bright and intelligent child.  The book chronicles her life from the time she was born to the time she begins school.  Her parents, Zinnia and Harry, have never appreciated her.  Harry owns a used car shop and Zinnia loves playing Bingo, yet  They could not understand why their only daughter was so different from them and their son, Mikey.  When Matilda finally begins school they send her to Crunchem Hall, a terrible school that is run by headmistress Miss Trunchbull.  Matilda is placed in Miss Trunchbull's niece, Miss Honey's class.  Miss Honey immediately discovers that Matilda has intelligence, knowledge, and skill beyond her other students.  She asks that the child be moved to the more advanced grades, but Miss Trunchbull firmly disagrees.  
     Eventually, Matilda discovers that she has the power to move objects with her mind.  She refines her skill and performs tricks on Miss Trunchbull in order to get back at her for mistreating Miss Honey and the other students.  She makes the headmistress believe that the ghost of Magnus, Miss Honey's father, has come back to get revenge.  Miss Trunchbull becomes so frightened that she disappears, never to return.  Miss Honey gets her house back and becomes the new principal at Crunchem Hall.  Meanwhile, the cops have discovered that Harry Wormwood has been using stolen car parts to fix people's cars.  Before escaping the country, Harry and Zinnia allow Miss Honey to adopt Matilda.  They give her up willingly and show no signs that they will miss her.  
     In the end, Matilda stays with Miss Honey and they live happily ever after. 

Theme/Skill: In Dahl's story, Matilda is the heroine; the good and clever young girl who wins in the end by overcoming the bad adults who are in positions of power.  The author's plot and character descriptions show a distinct separation between adults of authority and children.  Throughout the book, Matilda's parents and the headmistress of her school are portrayed from the point of view of the child who would find adults mean and intimidating.  They eventually get what they deserve in humorous and silly ways that seem as though they have come straight from the imagination of a child.  Certain events in the story may seem far-fetched, but to a child they describe their innermost fantasies, such as flying, performing magic, overcoming wickedness, and rescuing innocent victims, who in the case of this story are Matilda's classmates and her teacher, Miss Honey (Tomalin, Mary. (1999) "Penguin Readers Factsheets; Teacher's Notes; Matilda." Pearson Education, Factsheet about Matilda).  Perhaps the imagination in this story could spark a unit on creative writing in which the students use what they know about how Roald Dahl wrote and their own imaginations to write fantasy for children/their peers.

Pre-reading activities: Photocopy the illustrations on pages 3, 5, 6, 11, 14, 22and 34, and cut off the captions.  Put students into small and give each group a set of photocopied illustrations.  No student should have a copy of the book yet.  Have the students write a caption or a couple sentences describing what is happening in the illustration.  After students have completed this in their groups, give them a copy of the table of contents from Matilda.  Instruct the students that their task is to match each picture with a chapter heading.  They must give a rationale for each decision.  Tell the students that two of the chapter headings do not have illustrations.  This is a good way to introduce students to what they will see in the book and provide them the opportunity to infer while working with their peers. 

Post-reading activities: In order to check for understanding, I believe that teachers should check that students understand the topic at hand in more than one way or that they are able to make connections to personal experience or previous knowledge.  An activity that could be done after being introduced to all the main characters would be to have the students work in pairs to write a description of Matilda from the point of view of her father, Mr. Wormwood, Miss Honey, and Miss Trunchbull (any characters would be appropriate to use).  Students could also work with pairs to come up with three to five words that describe four characters from the book.  The students would need evidence, such as a quote or page number to support their decision.  (Ideas adapted from the Factsheet about Matilda).

Assessment: Discussion would be a huge part of informal assessment in these pre and post reading activities.  I feel that it is important for students to hear what their peers have to say in order to learn to critique and respectfully respond to others.  Following several in class discussions, students could present assignments in pairs and be formally graded on them.  Before presenting the teacher would take time to talk to the students about the importance of visual aids, volume, eye contact, and enthusiasm.  These could be the four qualities that students would be graded on. 

Reflection: I am a firm believer that no matter what a person's age, they still have part of the child that they once were inside of them.  People like to hear stories of triumph; it warms the heart and makes them want to hear it all over again.  Roald Dahl created such a story when he wrote Matilda.  Matilda is a cute and brilliantly smart child who is misunderstood by her family; a feeling that I am sure just about all people have felt before in their lives.  I am confident that when you pick up this book, no matter how young or old you are, that you will fall in love with Matilda.  You will cringe at the ingratitude of her family, shiver in fear of Miss Trunchbull, sigh in relief when Matilda and Miss Honey escape the Trunchbull's house, and laugh out loud when Matilda uses her gift.  I loved it, my parents loved it, and my sister loved it...and you will too!

Roald Dahl; in his element

Charlotte's Web

Charlotte's Web

Written by E.B White

Illustrated by Garth Williams

Published in 1952

Grade Level:3rd-5th grade

Synopsis: The novel is a story about a pig named Wilbur and a spider named Charlotte.  Although an unlikely pair, the two become friends after Charlotte befriends him after she hears Wilbur whimpering about being lonely.  The conflict arises when Wilbur and the other animals in the barn find out that Mr. Zuckerman plans to butcher Wilbur at Christmas time.  Charlotte, being the devoted friend that she is, promises the pig that she will save his life.  With her talent of spinning spider webs, Charlotte makes Mr. Zuckerman believe that Wilbur is a special pig who should be kept alive.  She does this by writing words into the webs she weaves in the corner of the doorway that leads to Wilbur's home in the barn.  .  

     When Mr. Zuckerman takes Wilbur to the County Fair, Charlotte goes along in Wilbur's crate.  They both hope that if Wilbur wins the prize that he won't be killed.  The night before the judging is to begin, Charlotte weave the word 'humble' into her web above Wilbur because she feels it describes perfectly who/how he is.  Their hopes for Wilbur's life to be spared come true when the board of governors of the fair give Wilbur a special award ceremony.  It is then that Mr. Zuckerman assures Wilbur that he will have a long life.  While Wilbur has just been promised a long time to live, his friend Charlotte's life is about to end.  

     Charlotte has focused her attention on forming an egg sac for the eggs that she is going to lay.  She knows that after she lays the eggs that she will become weak and die, but she is at peace with the idea.  Wilbur, on the other hand, is not okay with the idea of his best friend dying.  He is determined to help his weakening friend.  So, with the help of his rat friend, Templeton, Wilbur bring Charlotte safely back to Mr. Zuckerman's barn along with her eggs.  Charlotte's children hatch on a warm spring day and Wilbur is overjoyed, although the memory of his friend will be with him forever.  

Theme/Skill: Simply put, Charlotte's Web is a story about friendship and loyalty.  It is not always easy to make friends, but teaching children the right way to be a good friend is best done by example.  The skill that young children should learn from a unit about this book is friendship; how to be a good friend.  Children can learn about trust, patience, sharing, loyalty, kindness, and generosity.  Children are impressionable when they are young and as teachers, creating positive experiences and setting good examples will hopefully leave a positive and lasting impression on our students. 

Pre-reading activities: The teacher could introduce the students to the book by making them aware of the Newbery Award that is imprinted on its cover.  Talk to the kids about what the award is and show them other books that have won the award.  Lead a discussion about what awards are and why a book might win the award.  The teacher could also teach several mini lessons about the animals that appear in  the book such as pig, spider, horse.  Make sure that students are aware that animals in the real world do not do the things that these animals do in the book.  Teach about the environment that each animal lives in, what they eat, their size, etc. 

Post-reading activities: Teacher may direct the students in a Reader's Theater type activity in which the students work to put together a scene from a part of the book that they want to act out.  Students could make props, create backdrops (scenery), and create cue cards with speaking lines on them.  Students could also work in groups to write a song about the book.  They could bring in instruments or make their own to accompany their songs.  (ideas adapted from "Book Bag Activities for Charlotte's Web" at Book Bag Activities).  Depending on the students, it may be pertinent for the teacher to talk about death and grieving, a topic that comes up at the end of the book.  The teacher may talk to students about why Charlotte died and that it is okay that Wilbur was sad, but also good that he moved on in his own life.  

Assessment: In order to assess the full expanse of students' understanding of Charlotte's Web the teacher could ask his/her students a number of questions from all levels of Bloom's Taxonomy.  For instance, the following questions are listed from easiest (lowest level of comprehension) to most difficult...

• Knowledge-- Where does the main part of the story take place?
• Comprehension-- How and why did Charlotte help Wilbur?
• Application-- How would you have tried to help Wilbur?
• Analysis-- Determine the role each farm animal plays in the book.
• Synthesis-- How would you have ended the book? Write your own ending.
• Evaluation-- Which characters do you best relate to and why? 

(questions borrowed from "Book Bag Activities for Charlotte's Web" at Book Bag Activities).

Reflection:  E.B White's Charlotte's Web has been transformed to the silver screen in both animated film and live action film.  A video game was even created based on the most recent film adaptation of the book (Wikipedia. "Charlotte's Web" 8/30/11).  Films have helped keep the classic children's tale alive for generations and generations.  I first read this book with my reading group in second grade and before long, Wilbur, Charlotte, and Fern were characters that I wanted know, be friends with, and read more about.  Years later, when I was in college, I received the live action film version of the book for a Christmas gift.  I loved it and have watched it multiple times, but nothing, and I mean nothing, compares to a good book.  Publishers Weekly even listed Charlotte's Web as the best-selling children's paperback book of all time as of 2000 ("Charlotte's Web" 8/30/11).  What an accomplishment!  Don't be left in the dark; whether you are old, young, or middle aged I suggest that you find a copy of E.B White's classic, curl up with a blanket, and start reading.  

E.B White; typing

Charlie and the Chocolate Factory

 Charlie and the Chocolate Factory

Written by Roald Dahl

Illustrated by Joseph Schindelman

Published in 1964 
Grade Level:5th-6th grade

Synopsis: Charlie and the Chocolate Factory is a well known and loved children's fantasy novel about a young boy named Charlie Bucket.  Charlie lives with his parents and both sets of grandparents in a small, run down shack that they call home.  In the town that they live in there is a chocolate factory that has not produced products for quite some time.  One day, people in the town and around the world are buzzing about the reopening of the factory.  Mr. Willy Wonka, owner of the famous factory, has decided to reopen his doors to five lucky children.  In order to gain entry into the wonderful factory, five golden tickets need to be found.  The tickets are located in chocolate bars, available to anyone who has the money to buy chocolate.  The search does not last long, as people are buying and unwrapping bars as fast as they can.   

     Augustus Gloop, a rather large child whose favorite thing to do is eat, unwraps the first ticket, for which his town throws him a parade.  Veruca Salt, a spoiled brat, receives the next ticket from her father, who had employed his entire factory of peanut shellers to unwrap chocolate bars until they found a ticket.  Violet Beauregarde, a champion gum chewer, discovers the third ticket while giving her jaw a break. The fourth ticket goes to Mike Teavee, a young boy who cares only about television.  Charlie Bucket, the poor, yet infinitely good boy, defies all odds when he claims the fifth and final ticket, almost by accident.  

     Each child is allowed to bring a parent with them on the tour of the factory given by the one and only Willy Wonka himself.  When inside the factory, Charlie and his grandpa Joe marvel at the wonders that it holds; the sights, the smells.  On the other hand, Augustus, Veruca, Violet, and Mike, do not appreciate the wonders that Mr. Wonka has created.  Each child's flaw, whether it be gluttony, selfishness, or arrogance, is removed from the factory by Mr. Wonka's workers, the Oompa-Loompas.  After each child’s trial, Mr. Wonka nonchalantly points out the child's character flaws, which further alienates the parents who then leave to retrieve their children.  

     In the end, Charlie and grandpa Joe are the only two left.  Willy Wonka informs them that Charlie has one the contest.  The tour through the factory was the actual contest.  For being such a good kid, Charlie is awarded the entire chocolate factory.  

Theme/Skill: The theme of the story is simply goodness.  Charlie is kind and good on the inside even though he is poor.  People pity Charlie when in reality he should be recognized for his generosity, strength, and warm spirit.  Perhaps this could be the basis for a lesson on inner versus outer appearances or judging a book by its cover.  

Pre-reading activity: Teacher could lead the students through a book walk in which they could examine the title, cover page, and table of contents in order to predict what the story might be about. 

Post-reading activity:  After watching one of the two films based on Roald Dahl's book, students could complete a compare and contrast essay.  Students could also complete an I-search paper based on some element from the book such as the author, creative writing, the connection between film and literature, etc.  

Assessment: Activities done in class such as discussions, literature circles, and worksheet would be informally assessed.  I believe that informal assessments will be an helpful indicator of what students do and do not understand.  They will also provide the data I need to adapt and change my lessons.  Larger assignments, done both in and out of class would be assessed using rubrics.  Students will be shown models and sample projects throughout the unit.

Reflection:  I remember reading Charlie and the Chocolate Factory when I was in fourth grade.  To this day I remember the enticing words that Dahl used to describe the chocolate factory.  "The waterfall is most important! It mixes the chocolate! It churns it up! It pounds it and beats it! It makes it light and frothy! No other factory in the world mixes its chocolate by waterfall! But it's the only was to do it properly! The only way!" (CharlieAndTheChocolateFactory).  No chocolate lover could deny that this sounds amazing! Having a sweet tooth of my own made his descriptions almost irresistible to my taste buds.  Great book with humor and marvelous imagination!

Willy Wonka and the Chocolate Factory movie preview 

Charlie and the Chocolate Factory movie preview 

Tikki Tikki Tembo

 Tikki Tikki Tembo

Written by Arlene Mosel

Illustrated by Blair Lent

Published in 1968

Grade Level: 2nd-3rd grade

Synopsis: Tikki Tikki Tembo is a story set in ancient China and based on Chinese folk lore.  The story claims that it was custom during this time period in ancient China for parents to honor their first-born son with long and intricate names.  People were supposed to call the first-born son by his given name and not allowed to give him a shorter nickname.  The second son on the other hand was usually given a shorter, less important name.  The sons in Tikki Tikki Tembo are named Tikki Tikki Tembo-no Sa Rembo-chari Bari Ruchi-pip Peri Pembo and Chang.  One day, the brothers are playing near a well, despite being warned not to.  Chang, the younger brother, falls into the well and his older brother runs to their mother for help and Chang is quickly rescued.   Obviously not learning anything from their previous experience with the well, the brothers play near the well a second tie.  This time the first-born son falls in the well and Chang runs to his mother for help.  He shouts, "Tikki Tikki Tembo-no Sa Rembo-chari Bari Ruchi-pip Peri Pembo has fallen into the well" over and over again because she cannot hear him.  Chang stops shouting for his mother and runs to get the Old Man with the Ladder.  He uses the ladder to get Tikki Tikki Tembo-no Sa Rembo-chari Bari Ruchi-pip Peri Pembo, first-born son, out of the well in the nick of time.  The lesson or moral that is intended to be taken from the story is that one reason current Chinese names are typically short and only one syllable long is because of the time it took for Chang to explain to people what happened to his older brother, Tikki Tikki Tembo-no Sa Rembo-chari Bari Ruchi-pip Peri Pembo as a result of his ridiculously long name.

Theme/Skill:  The story gives the message that every person is important. The story starts off with the view that the first born son being all important, while Chang, the second son is cast aside. Yet, after the heroic actions of the second-born son, Chang becomes appreciated and both children are loved and finally seen as important. However, in the end Chang is the hero and both children are important and loved. 

Pre-reading activity: Talk about names; why people are given names, how people are named, the benefits of long and short names.  Students can reflect on their own names (how they got them, what people call them (nickname), why they do or do not like their name.  This discussion will prepare students for what the story is about.  They can use their own feelings about the opinions of their peers to help them interpret the moral of the story of Chang and Tikki Tikki Tembo-no Sa Rembo-chari Bari Ruchi-pip Peri Pembo.

Post-reading activity: The teacher will use descriptive language and details to describe a hidden object to students without using the object's name.  The teacher could bring in a barrel or large bucket and put random objects, appropriate and familiar to students, in the barrel, which represents the well that Chang and his older brother fell into.  The teacher will model how to do this and the student who guesses correctly will be the next describer.  (Idea adapted from Scholastic).

Assessment: During the activity with the barrel (well) each student will be given a rubric to assess their peers.  They will assess their peers using smiley faces in which the surprised face represents the highest score (4), a smiley face (3), a confused face (2), and a sad face (1).  Students will assess their peers on presentation and effectiveness of descriptions.  They will also give them one positive comment and one thing that they could improve upon. 

Reflection: In 1997, Tikki Tikki Tembo was selected by The New York Times as a part of its list of the 50 best children's books of the previous 50 years.  This just shows how enduring the story is.  Since its publication in 1933, the story of the two Chinese brothers who fell in a well has been a classic.  Whether at home or at school, Tikki Tikki Tembo is a great story to read to children.  Recently a film version, narrated by Ming Na and B.D Wong, has been released.  "Tikki Tikki Tembo and More Stories to Celebrate Asian Heritage" is a wonderful media version to accompany and reinforce the text version.  I would suggest that both versions of the story be on the shelves of all elementary school teachers.  

Where the Sidewalk Ends

 Where the Sidewalk Ends

Written and Illustrated by Shel Silverstein

Published in 1974

Grade Level: 3rd-4th grade

Synopsis: Where the Sidewalk Ends is a compilation of poems by talented writer and illustrator, Shel Silverstein.  He wrote many poems that would be appealing and relatable to young readers.  The poems in the book are often playful and are about unusual or far-fetched situations.  "Where the Sidewalk Ends" is the poem that the book is named for.  It is printed below for your reading pleasure.

Where the Sidewalk Ends 

There is a place where the sidewalk ends
And before the street begins,
And there the grass grows soft and white,
And there the sun burns crimson bright,
And there the moon-bird rests from his flight
To cool in the peppermint wind.

Let us leave this place where the smoke blows black
And the dark street winds and bends.
Past the pits where the asphalt flowers grow
We shall walk with a walk that is measured and slow,
And watch where the chalk-white arrows go
To the place where the sidewalk ends.

Yes we'll walk with a walk that is measured and slow,
And we'll go where the chalk-white arrows go,
For the children, they mark, and the children, they know
The place where the sidewalk ends. 

Theme/Skill: The poems in Silverstein's book do not directly relate to one another, yet they all create similar feelings of silliness and childhood.  This book of poems could easily be used to teach various elements of poetry such as personification, hyperbole, simile, metaphor, alliteration, etc. 

Pre-reading activities: Students will be given poems that exemplify a particular poetic element.  The teacher will guide the students to an understanding of that element and provide them with various examples of poems that incorporate that element.  Students will work in partners or small groups as they read poems and identify the poetic elements. 

Post-reading activities: After the students have had time to work with the poetic elements (this may take several days/lessons) they will begin reading selections from Where the Sidewalk Ends.  Students will read poems and identify the poetic elements.  Students will then write poems of their own that include elements of poetry.  These will be compiled into a portfolio that will monitor students' progress. 

Assessment: The poetry porfolios will be graded on neatness and presentation, a definition page of the poetic elements used, ten of their best poems (at least five different elements must be utilized), and a typed reflection in which students will talk about what they learned, what best helped them learn it, the meaning behind their poems, and how they will use poetry again in their future lives. 

Reflection: Where the Sidewalk Ends, A Light in the Attic, and Falling Up are three books by Shel Silverstein that I remember being on the bookshelves of my classrooms in elementary school and high school.  They were books that you could pick up and enjoy again and again.  You could read one poem at a time or read several in one sitting.  His poems could be silly, totally far fetched, relatable, or portray the childish concerns that we all had at some point in time.  That is what I like best about how Silverstein wrote and organized this book.  Some titles that I remember and suggest for any readers unfamiliar with Where the Sidewalk Ends are "The Edge of the World," "Eighteen Flavors," and "Dancing Pants."  If you purchase the thirtieth anniversary edition of the book, released in 2004, you will receive not only the original version, but twelve new poems included as well.