Showing posts with label Shel Silverstein. Show all posts
Showing posts with label Shel Silverstein. Show all posts

Wednesday, April 8, 2015

Teachable Moment (National Poetry Month): Two Poems for Earth Day

'The Giving Tree' and other poems http://www.shelsilverstein.com/books/

The Giving Tree 

by Shel Silverstein

Once there was a tree....
and she loved a little boy.
And everyday the boy would come
and he would gather her leaves
and make them into crowns
and play king of the forest.
He would climb up her trunk
and swing from her branches
and eat apples.
And they would play hide-and-go-seek.
And when he was tired,
he would sleep in her shade.
And the boy loved the tree....
very much.
And the tree was happy.
But time went by.
And the boy grew older.
And the tree was often alone.
Then one day the boy came to the tree
and the tree said, "Come, Boy, come and
climb up my trunk and swing from my
branches and eat apples and play in my
shade and be happy."
"I am too big to climb and play" said
the boy.
"I want to buy things and have fun.
I want some money?"
"I'm sorry," said the tree, "but I
have no money.
I have only leaves and apples.
Take my apples, Boy, and sell them in
the city. Then you will have money and
you will be happy."
And so the boy climbed up the
tree and gathered her apples
and carried them away.
And the tree was happy.
But the boy stayed away for a long time....
and the tree was sad.
And then one day the boy came back
and the tree shook with joy
and she said, "Come, Boy, climb up my trunk
and swing from my branches and be happy."
"I am too busy to climb trees," said the boy.
"I want a house to keep me warm," he said.
"I want a wife and I want children,
and so I need a house.
Can you give me a house ?"
" I have no house," said the tree.
"The forest is my house,
but you may cut off
my branches and build a
house. Then you will be happy."

And so the boy cut off her branches
and carried them away
to build his house.
And the tree was happy.
But the boy stayed away for a long time.
And when he came back,
the tree was so happy
she could hardly speak.
"Come, Boy," she whispered,
"come and play."
"I am too old and sad to play,"
said the boy.
"I want a boat that will
take me far away from here.
Can you give me a boat?"
"Cut down my trunk
and make a boat," said the tree.
"Then you can sail away...
and be happy."
And so the boy cut down her trunk
and made a boat and sailed away.
And the tree was happy
... but not really.

And after a long time
the boy came back again.
"I am sorry, Boy,"
said the tree," but I have nothing
left to give you -
My apples are gone."
"My teeth are too weak
for apples," said the boy.
"My branches are gone,"
said the tree. " You
cannot swing on them - "
"I am too old to swing
on branches," said the boy.
"My trunk is gone, " said the tree.
"You cannot climb - "
"I am too tired to climb" said the boy.
"I am sorry," sighed the tree.
"I wish that I could give you something....
but I have nothing left.
I am just an old stump.
I am sorry...."
"I don't need very much now," said the boy.
"just a quiet place to sit and rest.
I am very tired."
"Well," said the tree, straightening
herself up as much as she could,
"well, an old stump is good for sitting and resting
Come, Boy, sit down. Sit down and rest."
And the boy did.
And the tree was happy.

 

The Actual '73 Giving Tree Movie Spoken By Shel Silverstein 

https://www.youtube.com/watch?v=1TZCP6OqRlE 

Sarah Cynthia Sylvia Stout Would Not Take The Garbage Out

Sarah Cynthia Sylvia Stout
Would not take the garbage out!
She'd scour the pots and scrape the pans,
Candy the yams and spice the hams,
And though her daddy would scream and shout.
She simply would not take the garbage out.
And so it piled up to the ceilings;
Coffee grounds and potato peelings,
Brown bananas, rotten peas,
Chunks of sour cottage cheese.
It filled the can, it covered the floor,
It cracked the window and blocked the door
With bacon rinds and chicken bones,
Drippy ends of ice cream cones,
Prune pits, peach pits, orange peel,
Gloppy glumps of cold oatmeal,
Pizza crusts and withered greens,
Soggy beans and tangerines,
Crusts of black burned buttered toast,
Gristly bits of beffy roasts...
The garbage rolled on down the hall,
It raised the roof, it broke the wall...
Greasy napkins, cookie crumbs,
Globs of gooey bubble gum,
Cellpohane from green baloney,
Rubbery blubbery macaroni,
Peanut butter, caked and dry,
Curdled milk and crusts of pie,
Moldy melons, dried-up mustard,
Eggshells mixed with lemon custard,
Cold french fries and rancid meat,
Yellow lumps of Cream of Wheat.
At last the grabage reached so high
That finally it touched the sky.
And all of the neighbors moved away,
And none of her friends would come to play.
And finally Sarah Cynthia Stout said,
'OK, I'll take the garbage out! '
But then of course it was too late...
The garbage reached across the state,
From New York to the Golden Gate.
And there, in the garbage she did hate,
Poor Sarah met an awful fate,
That I cannot right now relate
Because the hour is much too late.
But children, remember Sarah Stout
And always take the garbage out!

Sara Cynthia Sylvia Stout! 

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

Friday, April 6, 2012

Arrrggh! All Direct Instruction All The Time

To quote Charlie Brown...
Uh-oh, the third kid from the left has his legs crossed at the ankle.
Of course, students of all ages need to sit at attention, postured uniformly at their seat with feet parallel under the table or desk, one elbow gently touching the edge of the table or desk top, eyes respectfully resting on the instructor (with micro-second glances at the projected image, perhaps; but just a micro-second), sharpened pencil placed precisely between first and second digits, balanced by the thumb awaiting the split second cue to write Cornell notes on a precisely organized five-subject notebook. MOUTH CLOSED, face with respectful attitude. Second graders can do this; and middle-schoolers, and students in rural areas, and urban areas; students from 8-18 years of all economic levels, all ethnicities, ESL kids, they all can do this for an hour, every hour, all school week; all quarter, every semester, K-12. All direct instruction all the time.

OK, yes, holding the pencil correctly is important.
Yeah, that'll create successful kids.  ARRRGGH!

I am being sarcastic; but I have really had it with the lack of knowledge concerning how kids learn among those who should know and care how kids learn. For the teachers' own self interest, and effective testing, classroom instruction cannot maintain too many consecutive direct instruction minutes. Even if the students comply and don't riot out of boredom, you can't check for understanding if there is no unique student product to demonstrate what they are thinking and comprehending. ESL kids need to use language in groups to reinforce their language acquisition. That's not even touching upon the sense of isolation a kid may feel when there is no teamwork or comradery in the class. Students can gain important confidence, validation and social skills in groupwork.

This is a review of John Holt's book, "How Children Learn."

http://www.educationreformbooks.net/how_learn.htm

This is part of the author's opinion of what we need to address as kids learn.

 
 " Fear of failure, punishment and disgrace, along the with the anxiety of constant testing, severely reduces students’ ability to perceive and remember, and, thus, drive them away from learning."

Students could be considered non-compliant if they don't succeed in Direct Instruction directives, ending in failing grades and discipline.

Could this be part of the story of low test scores?  Kids need to have the opportunity to be accepted and succeed according to the appropriate methods for their age and needs.

There are many methods and activities to increase learning and create confidence in the classroom. And these are actually not too much trouble to implement. (I think the teachers that overuse Direct Instruction are concerned about losing control of the class with any movement or talk among students.)

Man, I would really love to be in this class! And I don't even know what they are doing.

I can't say as a classroom teacher I ever have been extra fancy or super organized. But I have been privileged to collaborate with fine teachers, from whom I have stolen ideas. So I would begin class with the kids' in groups facing the front, the board, which also was the upfront lecture area.. These are 7th graders. (You may show awesome respect now or maybe whisper a little prayer for all 7th grade teachers. ) They had bellwork (also called seatwork) and after @5 minutes of their working individually and then explanation and recognition of their seatwork, I would tell them it was time for Direct Instruction/notetaking. They had been trained to recognize what that meant. The agenda for the class was on the board, so the anticipatory set was all ready to go. Technically, lesson plan-wise, when we got to guided practice, that's when the desks moved to groups. The kids just stood up and moved the desks in a preordained, teacher-approved team facing each other. If your kids are at tables, figure out a way they can have a clear view of the teacher for Direct Instruction and notetaking, and then a way they can physically change their environment to be a team. It is important for students of all ages to not just sit.

Let's git er dun.
Yes, it takes quite a bit of energy to wrangle a 7th grade class in activities. But it is worth it, and not all 7th graders are rascals, only about 25%.

More information on the definition of cooperative learning.

http://ericae.net/cooperative-learning.html

Team activities don't have to be sophisticated. They might just be collaborating on guided practice leading to homework. But there are so many interesting and fun activities that create learning and serve as an effective review of the material. I believe if teachers recognized team activities as the very effective review of material that they are, class would be more fun and test scores higher.
This is for you visual learners.


http://www.learning-styles-online.com/overview/
Collaborative learning can hit all styles of learning and learning gates for a more thorough saturation of the subject in the student's mind. Kids will retain the information they review in teams because it is a different venue. It engages their emotions in a positive way (if teacher is supervising properly) adding value and import to the experience.



                                                    Anansi of the Many Stories
                                                                  (this is a great link)
http://www.youtube.com/watch?v=3a7U08B7TY8&feature=
 You don't have to spend money on this. One schoolyear to review the week before State tests, I found all the humorous selections in the English textbook. We did one selection a day, reviewing the genres, characters, plots, even parts of speech and sentence structure with various games and activities. Because the topics were essentially relaxing, being humorous selections, discipline was lighter (and that year was a hallmark of rascals, too.) We had the best CST scores in the District that year. Thank you Bill Cosby, Shel Silverstein, and Anansi the Spider.
Sarah Etc. avoiding chores.


http://www.shelsilverstein.com/indexSite.html



Fat Albert and his cooperative learning group.
http://www.billcosby.com/




http://www.learning-styles-online.com/overview/

Spencer Kagan's organization has tons of ideas for group learning. Our district has been exposing us to these forever.


This is a summary of their philosophy:

 Cooperative efforts result in participants striving for mutual benefit so that all group members:
  • gain from each other's efforts. (Your success benefits me and my success benefits you.)
  • recognize that all group members share a common fate. (We all sink or swim together here.)
  • know that one's performance is mutually caused by oneself and one's team members. (We cannot do it without you.)
  • feel proud and jointly celebrate when a group member is recognized for achievement. (We all congratulate you on your accomplishment!).
Maybe that quiet teacher uses these.


Your colleagues also probably have many successful activities.  Especially that quiet teacher that never says anything at staff meeting. She might just be a marvelous creative resource. You never know until you ask her.





Remember we can incorporate the arts across the curriculum. Let's be using both left and right brain!
Here is an excellent group to check out for support in bringing the arts into all classrooms.

The Arts Education Partnership.

http://www.aep-arts.org/