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Poem: Bear in There by Shel Silverstein.
by Shel Silverstein
Theres a Polar Bear
In our Frigidaire-
He likes it cause its cold in there.With his seat in the meat
And his face in the fishAnd his big hairy pawsIn the buttery dish,Hes nibbling the noodles,Hes munching the rice
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Hes slurping the soda
Hes licking the iceAnd he lets out a roarIf you open the door
And it gives me a scareTo know hes in there-That Polary Bear
In our Frigiditydaire.
Poem: Bear in There by Shel Silverstein
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Rationale for choice:
The poem Bear in There by Shel Silverstein is chosen because of poet
brings a special unlikely event to life. The poem describes about an event
where a boy finds out that there is a polar bear inside his house fridge. This
event will attract the students to read this poem. In addition, the poems
structure is more to direct description and minimal use of difficult words.
[Structure, theme]
Activity 1: What has the Polar Bear done? Gallery Walk (While Reading
Activity)
Instructions:
The teacher pastes a paper on each corner of class and each corner
functions as a station (Four stations).
The students are divided to five groups. The teacher explains that each group
need to go to a station and carry out the activities given. Then they move on
to another station.
At each station , there is a list of questions for each group to answer all the
questions and write their answers on a piece of paper.
The group who has the most correct answers wins the gallery walk
challenge.
Finally, the teacher discusses the answers and asks for the students
feedback on the activities.
Rationale for the activity:
The activity is devised to cater for the students that have high bodily
kinaesthetic intelligence. They have a strong liking to activity that involves
movement. Furthermore, other students bodily kinaesthetic intelligence is
challenged throughout the activity. Proper group work value is inculcated
when the students put strategy to play in order to win thus increase the
competitiveness among the students in the class.
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Material for Activity 1:
Bear in There by Shel Silverstein.
Station 1:
Can you guess the meaning of these words?
Station 2:
Is the polar bear a male or female polar bear?
Why the polar bear likes the Frigidaire?
Station 3:
Can you write back the lines of the poem that contain these words?
1) Nibbling = Hes nibbling the noodles.2) Munching = ___________________3) Slurping = ______________________4) Licking = _______________________
Station 4:
The poem has been jumbled up. Can you arrange it back? Write it back on
a piece of paper.Theres a Polar Bear
In our Frigidaire-With his seat in the meat
That Polary BearAnd his big hairy paws
In the buttery dish,Hes licking the ice
Hes nibbling the noodles,In our Frigiditydaire
.Hes munching the rice
He likes it cause its cold in there.Hes slurping the sodaAnd he lets out a roarIf you open the door
And his face in the fishAnd it gives me a scareTo know hes in there-
Frigidaire, Fridgitydaire, Paws, Soda, Polar bear
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Poem: Bear in There by Shel Silverstein.
Activity 2:E-mail time (While Reading Activity)
Instructions:
The teacher provides an e-mail outline to all the students.
The teacher gives explanation on the subject of E-mail and asks the students
to fill the information from the poem to the E-mail outline.
The students have to refer back to the poem in order to complete the activity.
After the students have finished writing, the teacher asks the students to
send the e-mail outline to any of their friends. The students exchange their e-
mail outline.
At last, the teacher initiates a discussion on the answers and reviews all the
e-mails.
Rationale for the activity:
The activity is devised to give an exposure to the students about Information-
Technology (IT) advancement. The activity gives another variation of letter
writing thus makes the students aware of different medium of writing. By
doing this, English poetry lesson is integrated with IT. In the activity, the
students information transfer and reasoning skills are tested when they have
to find the particular information and reason out a solution to their problem.
Not only that, students imagination skill is enhanced when they have to
imagine as if the poems event is really happened.
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Worksheet for Activity 2:
Bear in There by Shel Silverstein.
You want to send an e-mail to one of your friends. You want to tell him about an
incident that recently happened to you. Based on the poem, complete this e-mail
outline and send to your friend when you have finished doing this activity.
To: __________________________________
Receivers e-mail address: ___________________________
From: _________________________________
Senders e-mail address: ___________________________
Title: A polar bear in the fridge.
Contents:
Hi,
Last night, I saw a polar bear inside my house fridge. I was surprised. Thepolar bear liked the fridge because its ____________________. To describethe details, his seat _________________, his face _______________________,his big _____________ paws ______________. I saw he was ______________the noodles, ____________ the rice, _________________ the soda,
_____________ the ice, and let out a ______ when I opened the fridges door. Itwas scary to know that a polar bear was in the fridge.
Now, I am trying to______________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________. Bye.
Chase out dangerous fierce wild catch callmother and father- police send to Alaska do not want
animal in fridge hope reply.
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Poem:Mary Had a Little Lamb by Sara Josepha Hale.
by Sara Josepha Hale
Mary had a little lamb,
Its fleece was white as snow;
And everywhere that Mary wentThe lamb was sure to go.
It followed her to school one day,Which was against the rule;
It made the children laugh and play
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To see a lamb at school.
And so the teacher turned it out,
But still it lingered near;And waited patiently about
Till Mary did appear.
Why does the lamb love Mary so?The eager children cry;
Why, Mary loves the lamb, you know,The teacher did reply.
Poem: Mary Had a Little Lamb by Sara Josepha Hale.
Rationale for choice:
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The poem Mary Had a Little Lamb by Sara Josepha Hale is suitable for the
students because it can be connected to the famous Mary Had a Little
Lamb nursery rhyme. The poem extends the nursery rhyme to an event
where the lamb follows Mary to school. The poem offers a simple structure
with four stanzas that consist of description and dialogues. Minimum usage of
unfamiliar words eases the students to understand.
Activity 1:Pictures and Words (While Reading Activity)
Instructions:
The teacher brings a set of cards and all the cards contain pictures.
The teacher arranges the cards on one table and divides the students to six
groups.
Two groups are asked to come in front of the class. One group will read the
poem, line by line and another group will find a card that suitable to the line.
Then, both groups change their place and take different role.
The activity is carried out until all the groups have finished reading and
flashing the cards.Towards the end, the teacher relates the pictures to the
words in the poem back and discusses with the students about the activity.
Rationale:
The activity is created to develop the students participation in class. By
having grouping in the activity, this move can enhance the students
cooperation among each other thus improving their communication skills
(interpersonal intelligence) and pronunciation. When the activity combines
reading and pictures, the students understanding can be reinforced. The
students have to connect pictures to the poem hence improve theirimagination.
Material for Activity 1: ( Manila Card to be pasted onto the board)
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Group 1 Group 2
Mary had a little lamb,
Its fleece was white as snow
And everywhere that Mary went
The lamb was sure to go.
It followed her to school one day,
Which was against the rule
It made children laugh and play
To see a lamb at school.
And so the teacher turned it out,
But still it lingered near,
And waited patiently about
Till Mary did appear.
Why does the lamb love Mary so?
The eager children cry
Why, Mary loves the lamb, you know,
The teacher did reply.
Cut-out pictures
Poem: Mary Had a Little Lamb by Sara Josepha Hale.
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Activity 2:Poem Talk (While Reading Activity)
Instructions:
The teacher brings a set of pictures. First, teacher brings out two pictures.
One picture is of a girl and another one is a sheep. The girl picture represents
Mary and the sheep is the little lamb.
The teacher pastes the pictures on the blackboard.
The activity starts when teacher discusses with the students on Marys
characteristics and the little lambs characteristics.
Then, the teacher inquires the students in a simple way on what feelings are
evoked when the students read the poem.
The teacher uses pictures as clues to the students to answer.
Rationale for the activity:
The activity is constructed to raise the students emotional intelligence. The
activity is able to make the students to think about the emotions that linger
around the poem thus can lead them to the important values inside the poem.
By doing mind mapping, the students process of abstracting information is
tested and this activity helps the students to understand the characteristics of
the characters inside the poem.
Material for Activity 2:
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Poem: Mary Had a Little Lamb by Sara Josepha Hale.
Poem: Blame by Shel Silverstein.
MARY
The Little Lamb
Characteristics
Go to
Has a
Loves her
Its fleece is
as
Loves
Both each other.
can be friend with
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by Shel Silverstein
I wrote such a beautiful book for youbout rainbows and sunshine
And dreams that come true.But the goat went and ate it
(you knew that he would)So I wrote you another one
Fast as I couldOf course it could never beNearly as great
As that beautiful bookThat the silly goat ate.So if you dont likeThis new book I just wrote-Blame the goat.
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Poem: Blame by Shel Silverstein.
Activity 1: Picture Time-line (While Reading Activity)
Rationale for choice:
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The poem Blame by Shel Silverstein is preferred for teaching poetry
because it is an enjoyable poem to learn. The act of a goat that eaten a
persons book is easy for the students to understand. It is a trouble-free
poem where few unknown words are used and the length is comprehensible
to the students.
Instructions:
The teacher requests the students to group themselves into five groups.
The teacher gives out pieces of cards contain pictures and words.
Each group has to rearrange the pictures according to the poem.
Next, each of the groups must cut and paste the pictures and words to a
cardboard.
After the activity is completed, the teacher and the students check every
groups picture time-line together.
Rationale for the activity:
The activity is formulated to improve the students organising and listing skills.
The students have to organise the poem according to the flow chart in the
activity. Then, they have to list the information they have to match the pictures
that represents the information they have. By carrying out this activity, it will
help the students to progress their bodily kinaesthetic intelligence where they
have to rearrange and move around in order to cooperate with group
members. To conclude, the activity provides a challenging task yet fun to the
students.
Worksheet for Activity 1:
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Poem: Blame by Shel Silverstein.
Write
about
blame
not asgreat
but
dreamscome true
Blame
by
Shel Silverstein
Use the pictures providedin order to complete thepoem.
Refer to the poem in orderto choose the correctpicture.
You can use any picturemore than one time.
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Activity 2: Crossword Puzzle (While Reading)
Instructions:
The teacher draws a crossword puzzle on a mahjong paper.
The teacher distributes a handout that contains the same croossword puzzle
to the students.
Then, the teacher asks the students to make a group consists of four people.
Each group has to discuss among each other in order to complete the
crossword puzzle.
The teacher calls for discussion when time limits and calls each group
representative to fill the answers in the mahjong paper on the blackboard
earlier.
Rationale for the activity:
The activity is constructed to insert fun inside learning poetry where a game is
inculcated. Crossword puzzle is modified to become an activity to make the
students to find the answers inside the poem. By answering the questions,
the students have to reread the poem over and over again thus improve their
understanding towards the poem. The students information transfer skill is
enhanced with a challenging activity like this. Through this activity, the
students vocabulary is improved when they rewrite the words back inside the
activity.
Worksheet for Activity 2:
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Blame by Shel Silverstein
Can you complete this crossword puzzle? Refer to the poem in order to complete all
the blanks. Good luck!
1) B
4) B 4) G
3) U 2) D
2) T 3) R
1) I
Down:1) I wrote such a ____________ book for you
2) And ________ that come true.3) So I wrote another ______4) Nearly as ________
Across:1) About rainbows and __________2) But the ______ went and ate it3) Fast as I ________4) ______ the goat.
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Answers:
1) B
4) B L A M E 4) GA R
3) C O U L 2) D E
2) G O A T 3) O R A
1) S U N S H I N E T
F E A
U M
L S
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Poem: Zebra Question by Shel Silverstein.
by Shel Silverstein
I asked the zebra,Are you black with white stripes?Or white with black stripes?
And the zebra asked me,Are you good with bad habits?Or are you bad with good habits?
Are you noisy with quiet times?Or are you quiet with noisy times?
Are you happy with some sad days?
Or are you sad with some happy days?Are you neat with some sloppy ways?Or are you sloppy with some neat ways?
And on and on and on and onAnd on and on he wentIll never ask a zebra
About stripes
Again.
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Poem: Zebra Question by Shel Silverstein.
Rationale for choice:
The poem Zebra Question by Shel Silverstein is chosen because this poem
discusses what if animal and human communicate. The students who are still
in their childhood level may believe that animal can communicate with human.
The structure of the poem is uncomplicated and consists of straightforward
questions that ease the students to get the poems meaning.
Activity 1: Complete Me (While Reading Activity)
Instructions:
The teacher opens an envelope that contains different coloured paper strips
containing lines of the poem.
Each student has a strip of different coloured paper that contains a line of
sentence taken from the poem.
The students have to find another half of the strips with the same colour in
order to complete the lines.
After the students managed to get the strips match, they will combine and
paste it on a piece of paper in order to get the complete poem.
Teacher observes the final product and comments.
Rationale for the activity:
The activity is focused on initiating discussion inside the classroom. When the
students have an activity to do together, they have to converse to each other
in order to complete the task. In this activity, the students have to exchange
paper strips in order to complete the lines in the poem. By conducting this
activity, the students Bodily-Kinaesthetic Intelligence can be increased and
their interpersonal skills are enhanced when they find their paper strips
match.
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Materials for Activity 1:
Or are you sloppy with some neat ways?
Are you neat with some sloppy ways?
Or white with black stripes?
Are you black with white stripes?
Are you good with bad habits?
Or are you bad with good habits?
Are you noisy with quiet times?
Or are you quiet with noisy times?
Are you happy with some sad days?
Or are you sad with some happy days?
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Poem: Zebra Question by Shel Silverstein.
Activity 2: Antonym and Meaning (While Reading Activity)
Instructions:
A handout is given to students where they have to match the antonyms that
appear in the poem.
After that, half of students are given the adjectives and another half of
students have the adjectives meaning. They are required to cut and paste the
right meanings to the adjectives.
To complete this, they have to move around the classroom to get the pairs for
their adjectives or meanings.
At last, each student will fill the blanks about the adjectives connected to
them.
Rationale for the activity:
The activity is constructed to improve the students vocabulary while in the
process of understanding the poem thus increases their linguistic intelligence.
At the end of the activity, the students have to relate the proper adjectives to
them. This activity makes the students to reflect and evaluate their personality
hence improves the students intrapersonal intelligence where they match the
adjectives to them and emotional intelligence where they learn more about
their own self.
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Materials for Activity 2:
Example of adjective-meaning activity.
Neat
Happy
Quiet
Good
Black
Sad
Noisy
White
Sloppy
Bad
Can you match the
antonyms in the poem?
Adjective
Neat
Meaning
tidy and in order,carefully done or
arranged
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Poem: Grizzly Bear, Grizzly Bear by Anonymous.
by Anonymous
Grizzly Bear, Grizzly Bear,Where have you been?
Over the mountains -Such things I've seen!
Grizzly Bear, Grizzly Bear,What have you done?Eaten blueberriesMade ripe by the sun.
Grizzly Bear, Grizzly Bear,What have you found?
Ice-cold spring waterDeep from the ground.
Grizzly Bear, Grizzly Bear,What do you dream?Sweet tasting salmonSwimming upstream.
Grizzly Bear, Grizzly Bear,
Where do you creep?Into my dark caveAlone, let me sleep!
Poem: Grizzly Bear, Grizzly Bear by Anonymous.
Activity 1: Picture Frame (While Reading Activity)
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Description:
The poem Grizzly Bear, Grizzly Bear by Anonymous is selected because of
the poem gives details on grizzly bears. The poems structure consists of four
stanzas which contain conversations and the poet uses minimum unfamiliar
words. The recurring elements in the stanzas make the students understand
better.
Instructions:
The teacher divides the students to form five groups and a brief explanation
or introduction about stanza is given. Each group will receive a set of
pictures. The students have to discuss and find out which stanza from the
poem is connected to their set of picture.
The groups are required to rewrite the stanza in the box provided by using
pencil only. Then, the groups have to submit their complete work for
checking. A correct stanza chosen is given one point.
Then, the teacher erases the answers and each group exchanges their set of
pictures among each other. The activity is carried out until every group
completes all the sets of pictures. At last, the teacher discusses all the sets
of pictures answers and announces the activitys winner.
Rationale for the activity:
The activity is devised to make the students to relate pictures to the poem.
When the students start to learn to relate the correct picture to a specific
stanza where the picture acts as stimulant to develop the students
imagination. In future, the students in expected imagine the stanza and thepoem as a whole. This act makes the students visual intelligence increased
and caters for the students who have extroverted personalities that they like
more activities.
Material for Activity 1:
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Grizzly Bear, Grizzly Bear by AnonymousInstructions:Look at the pictures and choose a stanza that suits the picture. Write the stanza inthe space provided.
1)The related stanza: ____________________________________
____________________________________________________________________________________________________________
2)The related stanza: ____________________________________
____________________________________________________________________________________________________________
3)
The related stanza: ____________________________________________________________________________________________________________
____________________________________
4)
The related stanza: ________________________________________________________________________________________________________________________________________________
5)The related stanza: ____________________________________
____________________________________________________________________________________________________________
Poem: Grizzly Bear, Grizzly Bear by Anonymous.
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Activity 2: An interview with the Grizzly Bear. (While Reading Activity)
Instructions:
A short explanation of interview is given before the students are asked to form
a group of four. (Four students in one group)
The teacher gives out two different handouts for each group. One handout for
two students.
One handout functions as an interviewers script and another handout as an
interviewees script.
The students have to reorder the words in order to become full sentences the
handout given in order to complete the script.
When the students finished rearranging the words, the teacher asks each
group to conduct the interview by reading the completed scripts.
The teacher and the students correct any mistakes together.
Rationale for the activity:
The activity is structured in order to test the students word formation skills
and reading skills. The students have to form back the jumbled up line from
the poem. While rearranging the words to form the lines, they increase their
linguistic intelligence. When the students conduct the interview, they practise
their speaking skills and pronunciation thus enhance their communication
skill.
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Handout for Activity 2:
An interview with the Grizzly Bear.
Rearrange the words underlined in order to form correct questions.
The interviewer
Question 1: Where Bear you been, Mr. Grizzly have ?
Question 2: What done you, Mr. have Bear Grizzly ?
Question 3: have Bear you Grizzly found, Mr. What ?
Question 4: Bear do What you Mr. dream, Grizzly ?
Question 5: do you Mr. creep, Grizzly Where Bear?
You Thank !
An interview with the Grizzly Bear.
Rearrange the words in order to form correct sentences.
The interviewee (The Grizzly Bear)
Answer 1: mountains over I the went .
Answer 2: eaten had blueberries I .
Answer 3: I ice-cold spring drank water .
Answer 4: dreamt about I tasting salmon sweet .
Answer 5: Into dark sleep my cave I because wanted to !
You Thank !