LS 5663 BIBLIOGRAPHY

Brenner, Barbara. Editor. 1994. The Earth is Painted Green: A Garden of Poems about Our Planet.  New York: Scholastic.

Creech, Sharon. 2001. Love That Dog. New York:  Harper Collins.

Cullinan, Bernice, Editor. 1996. "Hot to Eat a Poem" from A Jar of Tiny Stars: Poems by NCTE Award-Winning Poets. Pennsylvania: Wordsong, p.34.

Dakos, Kalli. 1990.  If You're Not Here, Please Raise your Hand: Poems about School. New York:  Four Winds Press.

Dakos, Kalli. 1996. The Goof Who Invented Homework and Other School Poems.  New York: Dial Books for Young Readers.

Florian, Douglas. 2006. "Green Scene," from Handsprings: Poems and Paintings.       New York: HarperCollins.

Florian, Douglas. 1998. Insectlopedia. New York: Voyager Books.

Graham, Joan Bransfield. 1994. Splish Splash. Boston: Ticknor & Fields.

Grimes, Nikki. 2007. When Gorilla Goes Walking. London: Orchard Books.

Grimes, Nikki. 1999. "Juicy Fruit Love," from Hopscotch Love: A Family Treasury of Poems. New York: Scholastic.

Grimes, Nikki. 1994. Meet Danitra Brown. New York: William Morrow.

Heard, Georgia. 2009. Falling Down the Page.  New York: Roaring Brook Press.

Hopkins, Lee Bennett. 2007.  Behind the Museum Door: Poems to Celebrate the Wonder of Museums. New York: Harry Abrams. 

Janeczko, Paul. 2005.  A Kick in the Head: An Everyday Guide to Poetic Forms. Cambridge, Mass: Candlewick Press.

Lester. 2009. “The Wind.” Poem created by 5^th grade student. Logan Elementary. Fort Worth, Texas.

Lewis, J. Patrick. 2008. The World’s Greatest Poems. San Francisco: Chronicle.

Livingston, Myra Cohn. 1993. Abraham Lincoln:  A Man for All the People. New York: Holiday House. 

Salas, Laura Purdie. 2009. Always Got My Feet: Poems about Transportation. Mankato, MN: Capstone Press.

Scieszka, Jon. Ill. Lane Smith. 2004. Science Verse. New York: Viking.

Sidman, Joyce. 2007. This Is Just to Say, Poems of Apology and Forgiveness. Boston:  Houghton Mifflin.

Sidman, Joyce. Ill. Beckie Prange. 2005. Song of the Water Boatman and Other Pond Poems.  Boston:     Houghton Mifflin.

NEW POETRY BOOK PUBLISHED IN 2009

ALWAYS GOT MY FEET

Poems about Transportation

Salas, Laura Purdie. 2009. Always Got My Feet: Poems about Transportation. Mankato, MN: Capstone Press.

Introduction:  Ask students to name some ways we "get around."  For example, we ride in a car or a truck.  We might even take a subway.  See how many different types of transportation kids can name before showing them this book.  Write the students' responses on chart paper.

After students have had the chance to brainstorm kinds of transportation, share the poems and the photos from this book.  Kids are going to love it, and they'll probably learn a thing or two as well.

There are poems about the President's plane, a ferry boat, a skateboard and a camel.  And other poems about a taxi cab, a monster truck and a sailboat.  But there are others that might surprise you.  I have included a few of my favorites below.

From Behind a Window

  L ook at me!

  I n here!

 M oving slowly, watching you

 O ut there.

What kid wouldn't want to take a ride in a limousine?

This is an example of an acrostic poem.  

Students might want to write their own once they have read this poem.

         Night Recipe

      Tangle of highways,

Fast cars, streaking lights.  Mix well.

      Neon Spaghetti

This poem is not complete without the amazing photograph that brings it to life in the book.

The image of "Neon spaghetti" is what I see at night when driving in the city.  This poem is an example of a haiku.  

Always Got My Feet uses colorful photographs and a nonfiction format to introduce poetry and forms of transportation.  The photographs add an element to the poems that is helpful for the reader to understand the poems and the concepts discussed.

I highly recommend you take a look at this book!  

Have fun, and remember you've always "got your feet."  

POETRY BOOK REVIEW: JANECZKO COLLECTION

A KICK IN THE HEAD

An Everyday Guide to Poetic Forms

Janeczko, Paul. Ill. Chris Raschka.  A Kick in the Head: An Everyday Guide to Poetic Forms.  2005. Candlewick Press.

Introduction:  This collection of poetry selected by Paul Janeczko showcases a variety of poetic forms using playful illustrations and text.  Show the illustrations as you read each poem aloud.

After reading a poem, share the name of the poetic form and briefly describe what that means, then read the poem again and see if students hear or see the pattern.  

Here are a few of my favorite poetic forms, along with a poem example from the book.

1.  A List Poem: a simple everyday form of a list used to describe something in detail. 

"Slug File" by Avis Harley

Home Address:

"Shady Lawn."

Working Hours:

Dusk 'til Dawn.

Hobbies/Sports:

Likes to Climb.

Special Skills:

making slime.

Occupation:

midnight thief

Favorite Food:

Salad leaf

Color Choice:

Veggie Green

Height and Weight:

long and lean

Next of Kin:

Mollusc clan

Appetite:

gargantuan.

Extension:  Invite children to experiment with list poems.  Have them create their own.

2.  Concrete Poem: Aka "Shape Poem."  The words in a concrete or shape poem are arranged on the page to indicate the poem's subject.

"A Kick in the Head" by Joan Bransfield Graham

Poetry

Jumpstarts

my imagination

It opens its arms to me,

jabs me in the heart

Thump

Thump

Poetry

Gives me

A Kick 

In the Head

Poetry 

Gives me

A Kick.

Extension:  Share many other concrete poems with children and let them create their own concrete poem.  Model how it is done in front of them.  Choose a simple subject and ask for words that describe the object.  Make a class concrete poem on chart paper or butcher paper.

I highly recommend this Janeczko poem collection.  It is a great resource for teachers and students, as it provides simple definitions and examples of various poetic forms.

Other Books by Paul Janeczko.

Janeczko, Paul. A Foot in the Mouth: Poems to Speak, Sing and Shout. 2009.

Janeczko, Paul. Dirty Laundry Pile: poems in different voices. 2001.

Janeczko, Paul. A Poke in the I: A Collection of Concrete Poems. 2001.

POETRY CHOICE: POEM BY A CHILD

THE WIND

by Lester P., age 10

5th grade student

Logan Elementary

Fort Worth, Texas

The wind so quiet, so clear

it whispers in my ear.

The wind so cold and freezing

can't keep me from sneezing.

The wind helps us breathe air.

The wind makes people not stare.

The wind picks things up

from off the ground.

Takes things around town.

The wind can go for blocks

down the street.

The wind can save us from the heat.

The wind will sometimes mess with you

Then you'll feel like me...

ACHOOOO!

Introduction:  This poem was written as an assignment for Language Arts.  The students were asked to write a poem that described something.  They could write about anything as long as they provided imagery through word choice.  Lester's poem about the wind makes you feel like you are standing out in the wind with him.  Before sharing Lester's poem, ask children what images come to mind when you say the word, "Wind."  List their responses on chart paper.

Read the poem aloud twice.  The second time you read the poem ask students to chime in at the end and all say, "ACHOOOO!"

Extension:  Tie this poem with a unit on weather.  Invite children to write a weather poem.  Any topic of weather could be used.  (The Sun, Tornadoes, Flooding, Raining Cats & Dogs, Lightening, etc.) Ask them to work with a partner to develop their ideas.  Students create their poems, then conference with the teacher, then revise the poem, then illustrate it.  After all poems are complete, make a class book of poems on weather.

The Wind (2009) was used by permission of the student. 

POETRY BREAK: SERIOUS POEM

"Losing Einstein" from This Is Just to Say: Poems of Apology and Forgiveness

  by Joyce Sidman

Introduction:  Pets are part of the family.  When I was little I can remember all of the names of our dogs.  We had Poofy, Teddy Bear, Bear, Misty, Scooter and Spot. Each with his or her own personality, they were a part of our family.  Sadly, I can remember when Teddy Bear died.  I was only 8 years old.  It was July, and I was heading to summer camp the next day.  Losing a family pet is hard, especially when you are a kid.  This poem is about those sad times in life when we lose something we love, like our best buddy, our dog.

to Tenzin

from Mr. Johnson (custodian)

   

LOSING EINSTEIN

I had to do the same with my Sasha, not long ago.

No one can tell you what it's like, until it happens.

No one can see those trusting eyes.

Dogs are different from us, they don't think so much.

They just feel like crazy.

They love you if you treat them right,

and fear you if you don't.

They can handle pain, but they hate being left behind

when they're old or sick.

They want to be right there with you.

Einstein was right there with you, Tenzin.

Even if his eyes weren't open,

he was smelling you, feeling your touch.

You were loving him, and he was loving you back.

That's how he went.

And that's how a dog should go.

Extension:  Since this is a sad poem, ask children how it made them feel when you read the poem aloud.  Let children share their personal experiences with their pet.

I think this poem would be paired nicely with the book, Marley and Me by John Grogan.  This is a memoir that could be read aloud to students.  All dog lovers should read the story of Marley and Me. 

Sidman, Joyce. Ill. Pamela Zagarenski. This Is Just to Say, Poems of Apology and Forgiveness. 2007. Houghton Mifflin. 

POETRY CHOICE: POEM PUBLISHED IN 2008/2009

B

  O

     O

       K

         T

           I

           M

             E

Harley, Avis. "Booktime" from Falling Down the Page. Editor, Georgia Heard. 2009.

Introduction: Tell students that the poem they are about to hear is considered a list poem. List poems are about everyday things.  I have a "To Do" List and a "Shopping" list, but have you ever thought of a list of places you like to hang out and read?   The poem, "Booktime" is such a poem.

BOOKTIME

So many places to read a book-

bedroom

  living room

   kitchen nook

classroom

   lunchroom

    library

     hall -

bus stop

  treetop

   hilltop

    mall

backyard

  garden

   patio

    park -

  under-the sheets

   in flash-lit- dark

teahouse

  treehouse

   subway

    train -

     attic

      camper

      trailer

        plane

seaside

   lakeside

    by a brook -

Where do you like to read your book?

Extension: After sharing the poem, invite students to share their favorite place to read a book.

See if the students can add to the places listed in the poem above.  I like to read in the pool, in a hammock, or on the school bus.  One student I shared this poem with said he always reads his books in mom's minivan!  The possibilities are endless.

POETRY BOOK PUBLISHED SINCE 2005

The World's Greatest Poems

Poet:  J. Patrick Lewis

Illustrator:  Keith Graves

Introduction: Children love to have bragging rights. What kid doesn't want to be the best at something? Before showing students this book of poems ask students these questions... "If you could do anything in the world better than anyone else, what would you be the best at? What world record would you set? Or break? After discussion, show students the cover and title for this book. Tell them this book is filled with poems inspired by record-breaking facts from the Guinness Book of World Records.

I actually shared this book of poetry with a group of 2nd graders recently, and they loved the poems and all the facts contained in the book.  Here are two of their favorites from, World's Greatest Poems.

2nd grade's Top Pick was "The Tallest Roller Coaster."

You're swerving north,

You're curving south,

Your stomach sits

Inside your mouth.

You hold your breath,

You lose your nerve,

You're scared to death

At every curve.

You're feeling very sick,

But then

You tell your Dad,

"Let's go again!"

(Tallest Roller Coaster:  Six Flags Magic Mountain, Valencia, CA)

The 2nd grade's 2nd Most Favorite Poem was "The Most Cobras Kissed Consecutively."

When a cobra gives you the stare,

BEWARE!

When a cobra wants to attack,

STAND BACK!

When a cobra gives you a chill,

BE STILL!

When you give a cobra a kiss....

DON'T MISS!

I suppose they like the poems with suspense!  After sharing this book of poems with students, we couldn't keep the copies of Guinness World Record Books on the shelves.  

Extension:  Make a Class Book of Greatest Poems

The 2nd grade teacher told me her kids want to write their own class version of "Greatest Poems."  For example, Juan ate the most hamburgers in the class or Jessica can do a headstand for the longest amount of time. What a great idea!  I ask for a copy so that we could put it in the library for other students to read.

Lewis, J. Patrick. and Keith Graves, Ill. World's Greatest Poems. 2008. Chronicle Books.

POETRY BREAK: REFRAIN

FIVE CHANTS is a poem by David McCord

that contains a repeated line, called a Refrain.

"Every time I climb a tree" is the refrain.

"Five Chants" by David McCord is taken from THE EARTH IS PAINTED GREEN: A GARDEN OF POEMS ABOUT OUR PLANET. Editor, Barbara Brenner. 1994. Scholastic.

Introduction:  Ask students how many of them have ever climbed a tree?  (Students who live in the city may not have access to trees, but could improvise with something like a fire escape.) What did you see when you were in a tree?  How did you feel when you were in the tree?

After sharing personal experiences, invite students to listen to the poem about climbing a tree.

      FIVE CHANTS

Every time I climb a tree

Every time I climb a tree

Every time I climb a tree

I scrape a leg

or skin a knee.

And every time I climb a tree

I find some ants

or dodge a bee

And get the ants

All over me.

And every time I climb a tree

Where have you been?

They say to me

But don't they know that I am free

Every time I climb a tree?

I like it best

to spot a nest 

That has an egg

or maybe three

And then I skin 

the other leg.

But every time I climb a tree

I see a lot of things to see

Swallows, rooftops and TV

And all the fields and farms there be

Every time I climb a tree.

Though climbing may be good for ants

It isn't awfully good for pants

But still it's pretty good for me

Every time I climb a tree.

Extension:  After reading the poem a few times, have students write or illustrate something they do or would like to do that allows them to feel free, like the person in the poem.