Hector the Collector Lesson Plan

Rationale: This project is intended

to help students make connections
from text to self, as well as think
about how things have different
values to different people, Also,
this lesson will strengthen the
writing process for the students.

Materials/Equipment: A copy of
Hector the Collector
Silverstein, S. (1974) . Hector the
Collector . In Where the
Sidewalk Ends . Retrieved
from
http://belz.net/teaching/hect
TEKS Achieved:
LA 2.17 Students use elements of
the writing process to compose
text.
LA 2.19a student is expected to
write a brief composition about a
topic of interest to the student.
Art 2.2c The student expresses
ideas through original artworks, using
a variety of media with appropriate
skill.

Blooms Taxonomy:
Knowledge
Comprehension
Application

Analysis
Synthesis
Evaluation

Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic
Intrapersonal

Visual/Spatial

Interpersonal

Classroom Strategies:
Cooperative Groups

Hands-On

Independent Activities Simulation

Lecture
Problem Solving
Whole-group
Peer tutoring
Pairing

Submitted by: Jennifer Cornelius

Lesson on Individualism and Invention

for Grade Level(s) 2

Objectives:

(Statements about what the children will do, written out as the student
will. Include music objectives as well as objectives for your chosen content area(s). Refer
to the TEKS.)

TSW write a brief composition about a topic of interest

TSW use elements of the writing process to compose text
ELPS targeted: Intermediate writing

Lesson Plan:
Introduction:
1. Read the poem Hector the Collector to the students, and have them
think about things that are important to them. Do you think that
everyone would value your items? Why might some items be valuable to
some people and not others? Going to the doctor may not be something
that is valuable to you, but to children in other countries who do not have
access to those vaccines, they are extremely valuable.
Process:
1. Were going to make a collage and a composition about the things that
we value. Remember the writing steps. First plan the draft. Think about
the things that youre going to include in your composition. Next, develop
your composition by turning your ideas into sentences and arranging them
in the best order. Revise your compositions by removing any words that
are not needed, and add any that you need to help your composition make
sense. Edit your compositions by checking your spelling, punctuation, and
other grammar. Finally, publish your composition by writing a final draft.
Use your best penmanship and do your best work. Before we start on the
writing, take out the collages of your treasures.
2. Here is my collage of my treasures. I will include each of these in my
composition. Im going to start with this flower petal. This if from some
flowers I got for my sixteenth birthday. Im going to make sure to
include that I got them from my parents, that they are important to me
because they remind me of a great time in my life. Im also going to
include some descriptive words like dried pink tipped rose petal rather
than flower petal to make the composition more interesting for the
reader.
3. How many steps are there in the writing process? What are some
ways that you can make your composition more interesting for the
reader? Why is it important to create a composition about our
treasures?

4. Ok everyone, select the first item that you would like to talk about. We are going to create the first sentence
in your composition. First, tell what the object is. Think of at least two adjectives that describe your item. For
example, instead of writing My first treasure is a ticket stub, you might write, My first treasure is an old,
wrinkled ticket stub.
5. It is your turn to work on your compositions. Work on the planning and developing stages on your own, but you
may work with a partner for the revising and editing stages. Encourage each other to use vivid descriptors and
please make sure to stay on task.

Accommodations:

(what YOU will do to modify your lesson)

1. Special Needs The student can make the collage on his/her own, and dictate their writing to me. I would like
for their focus to be foremost on the creation of ideas.
2. ELL provide student with important vocabulary words both in English and in their native language.

Assessment/Evaluation:
1. My method for evaluating this lesson will be through assessing the finished product, as well as a group discussion.
When you have finished your composition, place it in the turn in basket. How does this lesson tie into previous
lessons that we have had? What connections did this lesson inspire in you?