Bibliography

Bibliography for my Poetry Blog

America At War. Hopkins, Lee Bennett. New York: Margaret K. McElderry Books. 2008

Dirty Laundry Pile.  Janeczko, Paul B. Illustrations by Melissa Sweet. Harper Collins, New York, NY. 2001.

Good Dog. Gottfried, Maya. Ill. by Robert Rahway Zakanitch. Alfred A. Knopf, New York, NY. 2005.

Hamsters, Shells, and Spelling Bees School Poems.  I Can Read!. Lee Bennett Hopkins. New York: Harper Collings, 2008.

Honey, I Love and other love poems. Greenfield, Eloise.  Thomas Y. Crowell Company, 1978]

Laughing Tomatoes and Other Spring Poems. Alcaron, Francisco X. Illustrations by Gonzalez, Maya Christina.  Children's Book Press, San Francisco, CA.  1997.

My Own True Name: New and Selected Poems for Young Adults, 1984-1999. Mora, Pat. Pinata Books. Houston, Texas. 2000. 

Pizza, Pigs, and Poetry: How to Write a Poem.   Prelutsky, Jack. Harper Collins, New York, NY. 2008.

Reasons Why I don't Focus.  Asher J.  Venture Home School Program. 2009.

A Pocketful of Poems. Grimes, Nikki Ill. Javaka Steptoe. Clarion Books, New York,  NY. 2001.

Spectacular Science: A Book of Poems. Hopkins, Lee Bennett. Ill. Halstead, Virginia. Simon & Schuster Children's Publishing.  New York, NY. 1999.

Stop Pretending:What happened when my big sister went crazy. Sones, Sonya. Harper Collins Publishing. New York, NY.  1999

Twelve Rounds to Glory: The Story of Muhammad Ali. Smith Jr., Charles R. Illustrated by Bryan Collier.  Candlewick Press, Cambridge, MS. 2007.

What My Mother doesn't Know. Sones, Sonya.  New York, Simon & Schuster Books for Young Readers. 2001.

 Where the Sidewalk Ends.   Silverstein, Shell. Harper Collins Publishers. New York, NY. 2004

(special 30th anniversary edition)

Wing Nuts: Screwy Haiku.  Janeczko, Paul B.  and J. Patrick Lewis. New York:  Little, Brown and Company.2006.

Wonderful Words Poems about Reading, Writing, Speaking, and Listening. Hopkins, Lee Bennett. Illustrations by Karen Barbour. Simon & Schuster. 2004.

Zoo's Who. Florian, Douglas.  Harcourt Publishing, New York, NY. 2005

Serious Topic

Stop Pretending:What happened when my big sister went crazy. Sones, Sonya. Harper Collins Publishing. New York, NY.  1999

Introduction:

Ask students to think about things that have happened in their lives, serious events that maybe they were embarrassed about, but had no control over.  Give them a few minutes to ponder that thought.  Then introduce the verse novel Stop Pretending: What happened when my big sister went crazy by Sonya Sones.    Explain that it is a poetry book and that each "chapter" is a verse in the poem.  Read the inside of the dust jacket to the class, giving them more information on the novel.

Next, tell the class you would like to read a few of the verses from the novel:

Molly, Kate         and Me

Last Thursday

I finally got the courage up

  to tell Molly and Kate

about my sister.

They were so nice about it.

So understanding.

At first.

But now they ignore me,

and every morning

when I walk to school

I can see them up ahead, 

shoulder to cold shoulder,

freezing me out.

Allow a few minutes for the class to let this poem sink in, then reread it. 

Ask "has anyone ever had a friend turn on you? or "dump" you when you really needed a friend?"   "Or, have you ever dropped a friend when things got rocky in their life?" (don't ask students to answer, just think about the questions)

Next read:

During History Class

I notice

Molly scribbling something

on a scrap of paper.

She passes it to Lindsey

when Mrs. Ray isn't looking.

Lindsey reads it and giggles,

peeking in my direction.

She passes it to Jessica

who stifles a laugh and passes it to Rachel

who grins and passes it to Megan.

Megan's sitting right next to me.

She reads it and snickers

but doesn't pass it to me.

Instead she crumples it up

and stuffs it into her desk.

When Megan gets called up

to read her report to the class,

I sneak my hand into her desk

and pull out 

the note.

It says:

COOKIE'S SISTER IS CUCKOO.

And underneath the words

is a drawing of a girl

with her eyes crossed

and her hair looking like she just

stuck her finger into an electric outlet.

I cram the note

into my pocket

and pray for the bell to ring

so I can escape

before anyone sees my face.

I hate them all.

These two verses could be used as a lesson on friendship or how to treat others, or how not to treat others.  An idea would be to have students write about a time they were treated badly by someone they thought was a friend, or how they treated a friend badly.  This could be used to build character and to open the door for discussions on keeping a friend's confidence when they share something private and personal with you.

I feel this would be a great activity for middle schooler and high schoolers. They are dealing with so many issues and so often are betrayed by someone they thought was a friend.

http://www.sonyasones.com/

Paul B. Janeczko, Dirty Laundry Pile

Dirty Laundry Pile.  Janeczko, Paul B. Illustrations by Melissa Sweet. Harper Collins, New York, NY. 2001.

Dirty Laundry Pile  by Paul B. Janeczko and illustrated by Melissa Sweet is a compilation of poems by a variety of authors. Each poem is written in the voice of the object or thing the poem is about. It is so much fun to read a poem that lets you know what a  broom is thinking while sweeping, or what bacterium enjoys about lurking in your food.  It also puts these everyday objects on a new level, and makes you look at other "everyday objects" with a different perspective.

The poems vary from a slightly serious topic such as "The Cow's Complaint" to just plain funny and silly, like "Washing Machine".  Each poet creatively writes about their object in such a way that most people have probably never looked at that object, such as does dirty laundry know or even care that it begins to smell after sitting on the floor in a pile?   Or does a hippopotamus get tired or wallowing in the mud? Would it rather do something else?

I think this book could be used in different ways. It would be great for poetry  breaks, the poems are all short and fun and grab your attention right away.  It could also be used to demonstrate different ways to write poetry, that it does not have to be serious or "true", it can be make-believe or your own version of "true".   Many of the poems lend themselves to a fun way to introduce a new subject in the classroom,  an example would be "Crayon Dance" by April Halprin Wayland, what a fun poem to use in an Art class or art lesson.  What a wonderful poem to put on a poster and have displayed in the classroom.  For wintertime the poem "Prayer of a Snowflake" by Cynthia Pederson would be fun to share with the class, or even share it on a hot day to help everyone "cool off" a bit.

I enjoyed reading this book of poetry and feel it would be a perfect addition to any poetry collection.

Texas Bluebonnet 2004-2005

Lesson Ideas and connections by Suzy Red:  http://suzyred.com/2004dirtylaundrypile.html

Poem written by a student

Poetry  Break:

Introduction:

This poem was written by a student of mine. Listen closely as I read it, and enjoy.

Reasons Why I don't Focus

by Asher J

music

guitar

write it up

talking

texting

dude what's up!?!?

daydreams

questions

thoughtfulness

dirty 

bedroom

what a mess!!!

playing

fighting

lots of fun

boyfriends

best friends

nothing done.

Allow the poem to sink in for a minute, then reread it again.  After reading it the second time, ask students to list reasons they don't "focus".  Make a list on a large sheet of paper or white board as they name their reasons.

After making an extensive list, reread the poem again. 

If time allows, use this as a Poetry lesson and encourage students to choose one of the reasons they listed as a topic to write a poem about.  

Another way to extend the poem would be to allow students to line up and each read 1 word out loud from the poem. It would be fun to hear this poem read in a variety of different voices, and to see how the students emphasize the word they are reading.

Reasons Why I don't Focus.  Asher J.  Venture Home School Program. 2009.

Newer Book Poetry Choice

Prelutsky, Jack.  Pizza, Pigs, and Poetry: How to Write a Poem.  Harper Collins, New York, NY. 2008.

While browsing the poetry section of my local public library, I ran across this book. The title was interesting and it met the date requirements for my current assignment, so I checked it out.  I am thrilled that this book was there waiting for me to come along. It is a true gem and I am so thankful I found it, checked it out and took the time to read it.

I've read some of Jack Prelutsky's work and have enjoyed it, I've even incorporated a poem or two into  a lesson or Language Arts assignment for my students. After reading this book, Pizza, Pigs. and Poetry: How to Write a Poem, I will be a loyal fan of Jack Prelutsky for the rest of my life.

In this book Prelutsky both encourages and supports kids, or anyone reading the book, to write poetry. He makes it sound  fun, exciting and "doable", and I feel that many people will take a stab at writing a poem after reading this book.

The book is written in small segments and each segment includes a narrative about an event in Prelutsky's life then how he used that event to write a poem, then the poem he wrote. He gives wonderful advice for writing and repeats over and over the importance of keeping notebooks and writing down ideas, then going back to those ideas for future poetry. 

The format Prelutsky uses for this book makes it an easy read, it also makes you laugh out loud as well as feel nostalgic about various events that have happened in your own life.  I think this book would be a great one to use in a classroom setting, not only for poetry but for any form of writing. 

After reading the personal experiences in Jack Prelutsky's life his poems take on a whole new persona. When reading one of his poems and thinking back on what you've learned about the poet that wrote them, you feel a strong connection to the poems and want to start keeping your own notebook right away.

This book is a must have! I think every library should have multiple copies and create a display of Jack Prelutsky's work. I feel confident this book will single-handedly create many poets in the near future.

A few other books by Jack Prelutsky:

Poetry Book Review: New Book

Gottfried, Maya. Good Dog. Ill. by Robert Rahway Zakanitch. Alfred A. Knopf, New York, NY. 2005.

I have adored this book since the first time I picked it up.  Maya Gottfried and Robert Rahway Zakanitch must be "dog people" to have put together a book that will touch the hearts of other "dog people" such as myself.

The poems are whimsical and fun, each one shows a different aspect of the various breed they are about. Some are a little on the "pitiful" side, like Memo To: My Person  about a Pekingese that had an accident and stained the piano bench. My heart goes out to that little dog and the agony he appears to be going threw over this accident.

Others are hard to read out loud because I can barely contain my laughter, such as the poem by a Pomeranian who just received a hairdo and is not happy about it. The illustration of this poem is absolutely hilarious!

Excerpt from this poem:

"Look at me!

Hair! Hair! Hair! I can barely see!

Now I'm as round as a powder puff.

This is just embarrassing."

I think this book is a must have in every library, it is fun to read, and would be excellent for struggling readers to build their confidence. It would also appeal to most students that have a dog or want to have a dog as a pet.

Refrain

 

Silverstein, Shel. Where the Sidewalk Ends. Harper Collins Publishers. New York, NY. 2004

(special 30th anniversary edition)

Introduction:  The teacher, a student or both could be jumping rope as the class comes into the library.   After all students are seated and wondering what is going on, turn out the lights and turn on the overhead that has the poem written on it.

Read the poem out loud.

Jumping Rope

by Shel Silverstein

This started out as a 

jumping rope

You probably think that

I'm a dope

But this started out as a 

jumping rope

And now I fear there is

no hope

But this started out as a 

jumping rope.

Give the students a few minutes to ponder the poem, then ask them to close their eyes and listen to it again. This time read the poem a little slower with a strong emphasis on the refrain line "this started out as a jumping rope".

Turn on the lights and ask students to brainstorm what they think happened, and why the poet keeps repeating that line over and over in the poem.  

After hearing ideas, open a copy of the book and show them the illustration that accompanies the poem.

www.shelsilverstein.com

Poetry Book Review: Curriculum Connection: Spectacular Science a book of poems

Spectacular Science: A Book of Poems. Hopkins, Lee Bennett. Ill. Halstead, Virginia. Simon & Schuster Children's Publishing.  New York, NY. 1999.

This poetry book is just FUN and it makes learning about science fun as well. This would be a great book to introduce a new science topic, as a warm up or just to enhance a science lesson.

The book starts with a poem titled "What is Science?" by Rebecca Kai Dotlich. This would be a wonderful poem to display on the wall at the beginning of the year in a science class. Reading it orally to the class could be a spring-board to discussions on what will be taught in the class and spark interest in students. (as well as the added bonus of bringing poetry into the Science classroom!!)

The poems are a compilation of various scientific topics.  They are written in a fun manner, but also have important, educational information embedded within each poem.  The illustrations are "whimsical" and fun just like each poem.  The illustrations enhance the poems as well as the subjects covered.  The poems could easily be used from elementary to high school, the poems lend themselves to all age groups to enjoy and learn from. 

Excerpt:

Rocks

Florence Parry Heide

Big rocks into pebbles,

pebbles into sand,

I really hold a million rocks here in my hand.

Poetry Break Spring

Laughing Tomatoes and Other Spring Poems. Alcaron, Francisco X. Illustrations by Gonzalez, Maya Christina.  Children's Book Press, San Francisco, CA.  1997.

Introduction:   Laughing Tomatoes and Other Spring Poems

by Francisco X. Alcaron

Explain to students that this is a poetry book where the poems are written in both Spanish and English.  Show  the students the cover of the book and have them share their observations with the class.  Read the poem orally to the group.

Laughing Tomatoes

Francisco X. Alcaron

Laughing Tomatoes

in our backyard

we plant

tomatoes

the happiest

of all

vegetables

with joy

they grow round

with flavor

laughing

they change

to red

turning

their wire-framed

bushes

into 

Christmas trees

in spring

If possible, have someone who speaks Spanish read the poem a second time, this time in Spanish. 

Read the poem a third time, this time read the poem's alternating lines, read the line in English, then the same line in Spanish.

Show the students the illustrations that support the poem.  

Extension ideas:

Plant some tomatoe plants in the school yard, allow students to be responsible for watering and taking care of them.  

Bring in tomatoes for the students to observe, both whole and cut in half.   See if they make the connection of the people in the pictures having tomatoe seeds for teeth.

This could lead to a lesson on vegetables, gardening, good health.

Biographical Poem: Twelve Rounds to Glory The Story of Muhammad Ali

Twelve Rounds to Glory: The Story of Muhammad Ali. Smith Jr., Charles R. Illustrated by Bryan Collier.  Candlewick Press, Cambridge, MS. 2007.

This is the story of Muhammad Ali/Cassius Clay's life and events that created the legend he became. The book begins with the beginning of his life and proceeds through each life altering event.  Smith does an excellent job of telling the story in poetry, and including both the positive and not so positive elements of Muhammad Ali.

I did not know much about Muhammad Ali's life, just that he was a famous boxer and his quote "fly like a butterfly, stink like a bee".  Smith brought this man to life before my eyes, I felt as if I was sitting alongside the boxing ring watching a fight, hearing him give a speech, or listening to him brag about himself as he put other boxers down.  After reading this book, I wanted to learn more about Muhammad Ali, I want to talk with someone who was present at a boxing match.  To me that is a good book, one that makes you want to find out more.

The illustrations are amazing. The likeness to Muhammad Ali is perfect. Some pages have "busier" illustrations where others have a very simple one. Each illustration enhances the part of the poem it is representing, they do not take away or outshine the poem.  Some illustration have a few words or a quote from the text.

At the end of the book there is a time line of Muhammad Ali's life. This was a great way to end the book and pointed out other interesting facts about his life that were not mentioned in the poem.

This book would be a great addition to any library. It is a great demonstration of a Biographical poem. I can see boys in particular wanting to read this book over and over, but it could appeal to girls as well.

Awards:  2008 Coretta Scott King Author Honor Award

 2008 Norman Sugarman Best Biography Honor Book

To hear poems from this book read by the author visit the following link:

 http://www.charlesrsmithjr.com/mybooks-4-8.htm

An extension to this book was suggested by Charles R. Smith on his website, I thought it was a great idea.

*Have students talk to a parent or adult and have them tell the student their life story. Once they have their story, have them pick out the interesting parts and create a poem in a style similar to this book.  (I think this would be a fantastic Grandparent's Day activity).

Verse Poem: what my mother doesn't know by Sonya Sones

Sones, Sonya. What My Mother doesn't Know. New York, Simon & Schuster Books for Young Readers. 2001.

What My Mother doesn't Know is Sonya Sones' second novel-in-verse. It is the story of Sophie and the situations and experiences she has with boys, her friends and her parents.  This story is very realistic and feels as if it was written from the heart and mind of a teenager. 

The novel-in-verse format made for a quick and easy reading experience. I personally enjoyed being able to read a book, comprehend and enjoy it while also moving through it at a fairly fast pace. I am new to the novel-in-verse book format, but can certainly see the pros of this type of book for both reluctant, as well as advanced readers. I also feel this type of book would make for a great read aloud in a classroom setting.

What My Mother Doesn't Know is told in first person by Sophie.  The story begins with Sophie talking about her first boyfriend, and first love and progresses to her second and third boyfriend.  Sones does a magnificent job of touching on a variety of emotions through out the novel.  There were parts of the story where I laughed out loud, and parts where I felt tears brimming my eyes because the heartache Sophie was writing about I could feel as well.  Sones writes about middle school exactly as I remember it, having the "loser" or outcast, the popular kids, and your group of friends whom you would go to the ends of the Earth for.  This novel brought back memories and feelings of middle and high school I had long forgotten, and some I wish to forget again.  Each character in the book had distinct personality traits that set them apart from the other characters, I feel the characters had great depth to them and each one contributed to the story. This novel left me thinking back to the story and characters and wanting to know more days after I completed reading it. I think that is what defines a "good book", when you find yourself thinking about a book long after you have finished reading it.

I immediately reserved a copy of What My Girlfriend Doesn't Know, the sequel to What My Mother Doesn't Know and am anxiously awaiting the phone call letting me know it's ready for me to pick up.  

Excerpt from What My Mother Doesn't Know

Tears

Usually

I can feel them coming,

feel them swirling in my chest

like a swarm of angry bees,

buzzing up through my neck

and filling my head,

till it feels like a balloon

getting ready to burst.

Usually

there's time to at least try to stop them

before they stink out through my eyes

and slip down my cheeks like hot wax.

But not this time.

Senryu similar to a Haiku

Janeczko, Paul B.  and J. Patrick Lewis. 2006. Wing Nuts: Screwy Haiku. New York:  Little, Brown and Company.

Poetry Break:

Begin by having students brainstorm things they think are fun as well as negative things that can happen when having fun.  ex:  going to the beach and getting a sunburn

After there is a list, read the poem to the class.

Paul B. Janeczko and J. Patrick Lewis

Wing Nuts: Screwy Haiku

Irksome mosquito,

kindly sing your evening song

in my brother's ear.

Sluggish squirrel lurches

across the busy highway

to the other si--

On Ferris wheel

I regret French fries, milk shake--

those below agree

O warm summer night

I awake to rude music:

cat coughing up hair ball

Reread the poem a second time, then take volunteers to read a stanza at a time orally to the class.  As a follow up activity, students can write their own poem using ironic events in their life and share them with the class. 

Senryu is a three line  Japanese poem structurally similar to haiku. It is unrhymed and the subject is based on human nature. It is usually satirical or ironic. 

*line 1 - 5 syllables

*line 2 - 7 syllables

*line 3 - 5 syllables

Information provided by: http://members.optushome.com.au/poetry.senryu.html

Non-Rhyming Poem

Mora, Pat. My Own True Name: New and Selected Poems for Young Adults, 1984-1999. Pinata Books. Houston, Texas. 2000.  ISBN: 9781558852921.

Introduction:

Have a poinsettia plant in the front of the room as well as books about poinsettias for students to see when they enter the room.

Ask if anyone knows the name of the plants and what time of year we typically see those plants.

Make a large copy of Poinsettia by Pat Mora and have it placed so all students can see the poem.

Read the poem aloud:

Poinsettia

      by Pat Mora

You grew green and ignored 

wild in the rocky hills of Mexico

a common weed.

A brown-eyed boy

with no Christmas gift for the Virgin

picked you

though he wanted to blaze her shrine

with gold or silver or stars.

He carried you inside a dark adobe church

set you before a flickering candle

cried in shame at his poor offering.

That tear

stained your green leaves red.

Reread the poem asking students to close their eyes and visualize what they are hearing in the poem.  A nice touch would be to dim the lights while reading the poem if you have a Christmas tree for decoration, reading the poem by the lights on the tree might add an ambiance.

Extension:  Discuss the Christmas story and the various parts of the poem and how it relates to the Christmas story.  

As a follow up activity read the Legend of the Poinsettia by Tomie DePaola.  Have a class discussion on what the poem and book have in common.

A Pocketful of Poems by Nikki Grimes

Grimes, Nikki. A Pocketful of Poems. Ill. Javaka Steptoe. Clarion Books, New York,  NY. 2001.

A Pocketful of Poems by Nikki Grimes is a fun, energetic, selection of poems all written by Ms. Grimes. The poems cover a variety of topics, the first is about the name "Tiana" and the book continues with the feel that "Tiana" is writing the rest of the poems.  Each poem is short, some have rhyming words, but not all do. 

Each poem has its own strength and contributes to the collection and the overall book in a positive way.  A variety of moods and feelings are elicited from the poems, some are silly, funny, some are just about things everyone experiences, like being "Hot" and needing a drink of water in the night. Other poems are about miscillaneous things such as pigeons and pumpkins.   One clever tough to the collection is that each poem has a "sub-poem" either on the page or the page next to the actual poem.  These bonus poems add a little extra to the poem and make the reader ponder both a little longer. 

The illustrations by Javaka Steptoe are in a 3-D type form, and compliment each poem. The illustrations are "busy" and have quite a bit to each one, but they are a good match for the whimsical theme of the poems.

I feel this poetry book would be a great addition to any library, public or school. It is lively and fun and demonstrates how poems can be written by by taking a word and putting "life" into it. This book could be used for a writing lesson or just for the fun of reading it out loud. 

Poetry Break using The Penguin by Douglas Florian

The Penguin  by Douglas Florian

Introduction:

Have books about Penguins sitting around the room where students can see the covers.  Choose books that have large pictures of penguins on them.  On sentence strips or the white board list some facts about Penguins.  I think a fun bonus would be to dress in black and white and wear a toboggan on your head.  Write the Poem on a large sheet of paper or transparency.

The Penguin

by Douglas Florian

A penguin isn't thin--it's fat.

It has penguinsulation.

And it toboggans through the snow

On penguinter vacation.

The penguin's a penguinsome bird

Of black-and-white fine feathers.

And it will huddle with its friends

In cold, penguindy weather.

Let the poem sink it for a second, then reread it to the students.  Ask students to come to the copy of the poem and point to the words that are not "real" words. Discuss what those words are indicating and why they are funny.

Read the poem again, ask students to read along with you.  If possible, allow students time to look at the penguin books you have around the room. 

This poem could be used as a spring-board to a lesson on winter, snow,  or penguins. Or of course, just for a poetry break.

Florian, Douglas. Zoo's Who. Harcourt Publishing, New York, NY. 2005.

Module 2 NCTE Award Poet: David McCord

HOW TO SAY A LONG, HARD WORD

David McCord

Introduction:

Have  a variety of long, hard words appropriate for the age and grade level you teach written on sentence strips. Have them taped on the door as students walk in to the library, for older students have more of the sentence strips with words taped around the room, and even on the floor.  Allow students a few minutes to glance around the room and look at the words, encourage them to try and say them.

Have the poem written on a transparency or large sheet of paper so the students are able to see it.  Read the poem out loud.

HOW TO LEARN TO SAY A LONG, HARD WORD

David McCord

5.

Limicoline, an adjective, describes

some shore birds, like sandpipers--little tribes

that trot along the curvy line of foam

when tides are running out or coming home.

They skip, you know, like tiny clockwork toys

whose legs crisscross, crisscross, but make no noise.

Limicoline means "living in the mud,"

not in the earth like a turnip, beet, or spud:

lim-

Mick-

a-line.

There's something fresh and clean

about the sound of it. See what I mean?

Extension:

Reread the poem a second time. Ask students to say the word "limicoline" out loud as a group. Say the word a few times. 

Read the poem again, ask student to repeat the words "limicoline" when you read it in the poem. Add in movements to go with the words of the poem:  

trot: have students trot in place

curvy line: make a curvy line with your finger

skip: skip in place

tiny clockwork: move arms like arms on a clock

crisscross: crisscross legs while standing

Next, have students work in small groups to try and figure out the pronunciation of the words on the sentence strips. (provide a handout with a list of all the words)

Hopkins, Lee Bennett. Wonderful Words Poems about Reading, Writing, Speaking, and Listening.  Illustrations by Karen Barbour. Simon & Schuster. 2004.

HONEY, I LOVE and other love poems

HONEY, I LOVE and other love poems

by Eloise Greenfield

pictures by Diane and Leo Dillon

Introduction: Make a copy of the poem on a large sheet of paper and hang it up in a location all students can see.  Read the poem orally.

Fun

by Eloise Greenfield

The pedal on our school piano squeaks

And one day Miss Allen stopped playing (read with sadness in your voice)

And we stopped singing   (continued sadness, hanging your head)

And Mr. Cobb came with the skinny, silver can (use a hopeful, happy, voice)

And gave it a long, greasy drink

And the next day when we got ready to sing (read each line with mounting excitement)

Miss Allen smiled

and blinked her eyes

and plinked her piano

and pushed the pedal

And the pedal said

SQUEEEEEEEEAK!

And we laughed    (laugh out loud)

But Miss Allen didn't (read in a more serious voice)

[From: Honey, I Love and other love poems   by Eloise Greenfield, Thomas Y. Crowell Company, 1978]

Pause to let the children think about the poem for a minute, then reread it again with similar emphasis as the first reading.

Hold up a copy of the book and show it to the class. Open to the page "Fun" is on and read the poem one more time, this time from the book.  This time ask the students to recite any of the lines they remember with you. 

Also, ask the students to laugh out loud along with the part of the poem that says, "and we all laughed".

Extension: Use the poem to begin a discussion with the students about events that have happened in their classrooms or even at home that they found  "fun", but their teachers or parents did not. Help them brainstorm, if possible write some of the things they share on a large sheet of paper.

As a class write your own version of a "Fun" poem.  

As a spin-off activity for older students, have them write their own poem and present it to the class.

America At War

 Hopkins, Lee Bennett. 2008.  America At War.  New York: Margaret K. McElderry Books. 

This anthology of poems about war is moving and brings out various emotions as you read through the poems.  The anthology has poems about war beginning with The American Revolution and goes all the way to the current war in Iraq.  The poems are written in different voices, a few of those are soldiers, parents, and siblings.   While reading the anthology I felt a range of emotions and feelings, and the illustrations that accompany the poem enhances the mood and emotions each poem brings out.

The poems are a variety of types, and each poem touches on a different sense.  This anthology includes both new poets as well as older and deceased poets. Each poem contributes to the book and the essence of War.  Although none of the poems have a happy tone, their are some that make you smile or have a slightly happier tone than others.

This book could be used in a history classroom as a teaching tool or an enhancement to a larger lesson. At the beginning of each section is historical facts about the war, the dates and how many soldiers were lost and injured from the US.  Not only do the poems make you think about history and what wars have cost ours and other countries, but it also teaches you about each war in a deeper level.  

Personally, I feel this anthology is a must have for all middle school and high school libraries. It would be a great resource for history teachers, students who are interested in history, as well as students or teachers who just like poetry. It would also be a must have for all public libraries.

Poetry Break Module 1

Hamsters, Shells, and Spelling Bees:

School Poems

Edited by Lee Bennett Hopkins

Illustrated by Sachiko Yoshikawa

HarperCollins, 2008

Introduction:  Use this book of poems for the first meeting/library orientation with grades K-2.  Begin by reading the poem "Library" by J. Patrick Lewis using a happy, excited voice,  then end by reading the final word with a louder voice. (With a large smile on your face, of course.)  Write the poem on a large sheet of paper and have it hanging on a wall or something similar.

Library

by J. Patrick Lewis

Come right in, (motion with hand as if asking someone to come in)

Look around (motioning around the library with one hand)

At all the treasures

That are bound

To make you glad  (point at the smile on my face)

For a week or two (hold up 2 fingers, nodding at students)

Until your treasure's

Overdue.  (heavy emphasis on this word)

Reread the poem a second time to the students, this time without any gestures or movements. Just let them hear and enjoy the words this time.

After reading the poem, introduce yourself and your library aids/assistants. Ask students to raise their hands if they have been to the library before. Then move into explaining about the library, policies etc. 

Read the poem a 3rd time, this time from the book,  as students are lining up ready to leave, ask them to join in and say the poem with you.

[Hamsters, Shells, and Spelling Bees School Poems.  I Can Read!. Lee Bennett Hopkins. New York: Harper Collings, 2008.]