by Shel Silverstein
We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.
The Children's Hour
- Henry Wadsworth Longfellow
Longfellow’s poem “The Children’s Hour” describes the life of the poet’s own three daughters.Pair “Where the Sidewalk Ends” with “The Children’s Hour,” and ask students to find the similarities in each poet’s message and use of imagery of describe childhood.
Excerpt from Peter Pan: "When Wendy Grew Up"
- J.M. Barrie
Sir James Mathew Barrie (1860-1937), known as J. M. Barrie, was a Scottish author. In this final chapter of the classic novel Peter Pan, J. M. Barrie's most famous work, Wendy and the boys finally grow up, leaving Peter behind in Neverland.Pair “When Wendy Grew Up” with “Where the Sidewalk Ends” to teach students about the creativity and whimsy that is associated with childhood.
Down the Rabbit Hole
- Lewis Carroll
In the opening chapter from Carroll's classic novel, Alice follows the frantic White Rabbit down into a fantasy world.Pair “Where the Sidewalk Ends” with “Excerpt from Alice’s Adventures in Wonderland: Chapter 1” and ask students to discuss how each text portrays children. How do they value imagination?
Excerpt from Alice’s Adventures in Wonderland: Chapter 12
- Lewis Carroll
In this excerpt — the final chapter of English author Lewis Carroll's novel Alice’s Adventures in Wonderland — Alice has been called up as a witness in the trial of the Knave of Hearts, who has been accused of stealing the Queen’s tarts.Pair “Where the Sidewalk Ends” with “Excerpt from Alice’s Adventures in Wonderland: Chapter 12” and ask students to discuss how each text portrays children. How do they value imagination?
The Clock Man
- Shel Silverstein
In Shel Silverstein’s poem “The Clock Man,” a child is questioned about how much he would pay for more time.Pair “Where the Sidewalk Ends” with “The Clock Man” and ask students to discuss how Shel Silverstein explores youth in the two poems. How do the two poems discuss the perspectives of children? How do their views on the world compare to those of adults? What symbolism does the author use to explore these themes?
- Bobbi Katz
In Bobbi Katz’s poem “April,” a speaker describes the springtime.Pair “Where the Sidewalk Ends” with “April” and ask students to discuss how both texts explore a child’s point of view. What makes you think that the speakers in the two poems are children? How do both texts explore how children have unique views of the world?
After Hours in Kindergarten
- Kim Roberts
In Kim Roberts’ poem “After Hours in Kindergarten,” a speaker describes looking at art projects for during a school’s geography week.Pair “Where the Sidewalk Ends” with “After Hours in Kindergarten” and ask students to compare the two poems. What does the sidewalk from “Where the Sidewalk Ends” and the model in “After Hours in Kindergarten” have in common? What messages are both authors sending about imagination? What role does imagination play in our lives? Explain your thinking.
- J. Patrick Lewis
In J. Patrick Lewis’ poem “The Impossibles,” a speaker describes accomplishing seemingly impossible things.Pair “Where the Sidewalk Ends” with “The Impossibles” and ask students to discuss how both texts explore the capabilities of a person’s imagination. How do students think the imagination of a child compares to that of an adult? Do students think that children find as many things impossible, as adults do? Why or why not?
The Walrus and the Carpenter
- Lewis Carrol
In Lewis Carroll’s poem “The Walrus and the Carpenter,” a walrus and a carpenter convince a group of young oysters to follow them.Pair “Where the Sidewalk Ends” with “The Walrus and the Carpenter” and ask students to discuss how the two texts explore the advantages and disadvantages of youth. How does a person’s young age offer them a unique perspective of the world? How is this reflected in each text? Ask students to discuss whether or not they think this is a good thing.