Beacon Lesson Plan Library
Jimmy Jett and His TV Set
Bay District Schools
What would happen if we don't accept responsibility for our actions? Through the use of the fun poem, “Jimmy Jett and His TV Set,” students learn the importance of assuming responsibility for personal health.
The student knows the importance of assuming responsibility for personal health habits.
The student develops vocabulary by listening to, reading, and discussing both familiar and conceptually challenging selections.
The student identifies examples of fact, fiction, or opinion in text.
The student understands a variety of textual organizations (for example, comparison and contrast, cause-and-effect, sequence of events).
- A chart with the title of the poem “Jimmy Jett and His TV Set” from the book [Where The Sidewalk Ends]. Shel Silverstein. New York. Harper Collins Publishers. 1974.
- Stanzas from the poem, each written on a separate piece of paper
- A copy of the graphic from the poem on a separate piece of paper
- A chalk or dry erase board
- Chalk or dry erase markers in at least four colors
- Students’ notebook paper
- Students’ pencils
- Strategies Sheet from the attached file, one per student
- A copy of the strategies answer key from the attached file
1. Make a chart with the title of the poem “Jimmy Jett and His TV Set” from the book [Where The Sidewalk Ends]. Shel Silverstein. New York. Harper Collins Publishers. 1974. Although it violates copyright laws for me to attach a copy of the poem to this lesson, it is fine for you to copy the poem and post it in the classroom. It cannot be distributed, so you can’t make individual copies for the students to have. [Where The Sidewalk Ends] is a common poetry book and should be available from any school library.
2. Write each stanza of the poem on a separate piece of paper. The stanzas will be added one at a time to the chart, so make them the appropriate size to build the chart.
3. Copy the graphic from the poem on a separate piece of paper to be added to the chart. The graphic can be enlarged by copying it from the book, then making a transparency of the copy. Then the graphic can be traced from the transparency shown on the overhead. Some school media centers also have projectors specifically made to enlarge graphics.
4. Have available a chalk or dry erase board.
5. Locate chalk or dry erase markers in at least four colors.
6. Students should have a couple pieces of notebook paper available for use.
7. Students should have pencils available for use.
8. Download, print, and duplicate the Strategies Sheet from the attached file. You need one per student.
9. Download and print a copy of the strategies answer key from the attached file.
Note: This is the sixth of seven lessons in the Beacon Learning Center unit, A Television in My Room. This lesson invites students to brainstorm, and then share ideas of how they can behave responsibly and brings closure to the language arts portion of the unit. It is to be completed on the ninth day of the unit.
Making everything relevant -
1. Review the unit question and scenario from the lesson plan, Responsibility, now on display on the wall of the classroom.
2. Review the charts on display that list ways to be responsible to self and others.
3. Review the chart that displays the two ways that were chosen as the main ways to demonstrate responsibility to others involving having a television in our own room. Those are: 1) My television must be turned off when I leave the room or fall asleep. 2) The volume will not bother others.
4. To gain attention for today’s lesson, remind students that they have been busy trying to prove to their parents that they are responsible enough to others to have the television in their room. Remind students that they also need to be responsible to themselves.
Language Arts –
5. Post a chart for the poem, “Jimmy Jett and His TV Set” with only the title written on the chart.
6. Distribute the individual stanzas and graphic to various students. (It is important that the graphic accompanies the poem on the chart so the students can get the full gist of the poem and how Jimmy Jett was not responsible to himself.)
7. Call on one student to read the first stanza and post it on the chart. Another student reads the second stanza and posts it on the chart. Continue in this manner until the poem is completed. Add the graphic to complete the chart.
8. As a review for Summative Assessment #5, Traveling Waves, allow students about five minutes to complete the Strategies Sheet for Jimmy Jett and His TV Set from the attached file.
9. While students are working, circulate and give assistance as needed. Use the Formative Assessment Checklists to guide you to students who may still need help in mastering the language arts standards for this unit.
10. When students are finished, orally discuss poem and the completed Strategies Sheets. Give formative feedback to both to affirm correct responses and to guide students to better understanding.
11. Collect and review the Strategies Sheets. This is the final review before Summative Assessment #5, Traveling Waves, so conferences with individuals who are still struggling may be necessary. Return the Strategies Sheets to the students to use as a study guide for the summative to be given tomorrow. Mark the Formative Assessment Checklists as needed.
12. Have the students turn to their nearest neighbors and take one minute to Think – pair – share, then write as many ways as they can think of that watching television can be bad for your health.
13. Call on a pair to share their list. As the list is shared, write the list on the board. All other students mark the item off their lists. The next pair only shares items not already listed. Continue this procedure until all pairs of students have had an opportunity to share.
14. Students brainstorm how these items on the list can be combined into categories. Possible categories include Eating, Exercise, and Off Time. Write the categories each in a different color on the board.
15. As each item from the list is read, discuss which category to place the item in. Circle the item with the same color as the category title.
16. The discussion, lists, and categories now are a useful prewrite for students to use while writing a letter to their parents convincing them that they know the importance of being responsible for their personal health habits. Knowing the importance of being responsible for personal health habits should be relayed in a cause and effect writing strategy.
17. Collect the completed letters and use them as evidence for formative assessment.
The three language arts standards will be formatively assessed using the Strategies Sheet. Students should have all correct answers on the Strategies Sheet. The Formative Assessment Checklists will be marked according to the key.
The health standard will be formatively assessed using the letter written to parents. The letter must show that the student knows the importance of assuming responsibility for personal health habits. This should be written in a cause and effect type textual organization. The Formative Assessment Checklists will be marked according to the key.
1. Since this is a review lesson, rather than being guided through this language arts activity, it could be an independent assignment with formative feedback being written on the completed Strategies Sheet.
2. The poem can be written in its entirety on the chart and students read one stanza at a time rather than building the chart as it is read.
3. The poem can be read silently, then discussed orally.
4. If letter writing has been previously taught, the letter may have more exact criteria.
5. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=3262. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files, (if any).
Just Read Now is a reference site for teachers. Think-Pair-Share is one of the teaching strategies presented.Just Read Now, Think-Pair-Share
Strategies Sheets and answer key.
File Extension: pdf