POETRY BREAK: ANOTHER SPRING POEM

SPRING SPLASHDOWN

 by Joyce Sidman

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

Introduce the setting of the poem by asking students to describe what they would SEE if they were sitting by a pond.  Then what they would HEAR?  Read the poem below first, without showing the illustrations.  Then read it a second time showing the pictures as you read the poem aloud.  Listen closely.  Imagine sitting near the pond.

SPRING SPLASHDOWN

Peck, Peck

crackle, crackle.

Fluff, fluff,

wiggle, wiggle.

Snooze, snooze...

Mommy calling!

Peep! Peep!

Scramble, scramble.

Hop, hop,

Teeter, teeter.

Peek, peek,

water sparkling!

Deep breath,

l

 e

  a

   p

     i

      n

        g,

             l

              e

                a

                  p

                    i

                     n

                      g.

      Splash down,

      bobbing, bobbing.

      Heads up,

      paddle, paddle.

      Mom near,

                 follow,

                          follow.

One of the things I love about Sidman's book besides the poetry is the factual information that is given for each poem.  In Spring Splashdown, Sidman provides information on the wood duck.

Extension:  Share this information with students after sharing the poem.  Invite students to share if knowing this information now helps them understand or appreciate the poem more.

Another extension of the poem would be to read aloud the classic story by Robert McCloskey, Make Way for Ducklings.  This classic story about a momma duck and her babies in a big city correlates to Sidman's contemporary poem about a momma wood duck and her babies in the traditional setting of a pond.  

Other related poetry books:

Franco, Betsy. 2009. Pond Circle.

POETRY CHOICE: BIOGRAPHICAL POEM

Abraham Lincoln:

A Man for All the People

A Ballad by Myra Cohn Livingston

Introduction: Myra Cohn Livingston was an award-winning poet who wrote many wonderful poems that we enjoy today. In this book, Livingston writes a narrative poem about the 16th President of the United States, Abraham Lincoln. She uses a poetic form known as a ballad, to present biographical highlights from Lincoln's life. Ms. Livingston was the recipient of the NCTE Award for Excellence in Poetry in 1980. She died in 1996.

Abraham Lincoln: A Man for All the People

A man for all the people,

A man who stood up tall,

Abe Lincoln spoke of justice

And liberty for all.

Born in a log cabin

Work was what he knew,

Helped chop trees,

plant corn, split logs.

Abe just grew and grew.

Abe Lincoln spoke at Gettysburg.

He wrote a nation free

"Shall not perish from the earth."

Abe loved democracy.

Abe Lincoln was a strong man

True to the people's will.

Tall, like his marble statue,

He sits among us still.

A man for all the people,

A man who stood up tall.

Abe Lincoln honored justice

And liberty for all.

This ballad has 18 quatrains that make up the narrative poem.

I have included a sampling of them above.

Extension: As a Social Studies activity, have children use the poem to recreate a timeline of Lincoln's life.

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

POETRY BOOK REVIEW: CURRICULUM CONNECTION

SCIENCE VERSE

by Jon Scieszka

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

Introduction:  Imagine if one day everything you heard sounded like a poem.  Not just any poem, mind you, but a science poem.  That's right! Poetry and science have come together.  Listen up as you hear the science verse in Scieszka's book.  Show the cover art of the book and tell the audience ahead of time, the topics covered in Science Verse.  Scientific topics include:  Evolution, Water Cycle, Food Chains, Matter and many other spoofs on famous poems from a scientific point of view.

Summary:  A young boy feels he has been cursed with science verse by his teacher, Mr. Isaac Newton.  And on Thursday, he begins hearing everything as a science poem.  The entire story takes place during a single class period as Mr. Newton teaches in poetic form.  All the while the boy is dreaming while he sleeps. When the boy awakes, he realizes he is cured of his science verse curse.  But then he goes to Mr. Picasso's class...

There are many wonderful science poems in this book.  Each poem is filled with facts about a science topic, but it also serves up a dose of humor like only Scieszka and  Smith can do.  I have chosen one of my favorites from the book to share.  The poem is called, The Senseless Lab of Professor Revere.  See if you can guess what it is about.

The Senseless Lab of Professor Revere

Listen, my children

And you shall hear

Of how loud noises

go in your ear.

And look, my youngsters 

bright lights will be

the way you figure out

how you see.

And feel, my students

Is that too much?

With gopher guts, 

you learn to touch.

And chew, my kiddies.  

Oh what a waste.

That frog-eye stew 

was for you 

to taste.

And sniff, my scientists

Ain't it swell

How ten-year-old cheese

demonstrates smell?

So those are your senses.

Class is done.

Next week - diseases!   

Won't that be fun?

Extension:  Ask students if they had a favorite poem from the story?  What other science topics would they like to see in the book?  Invite children to work in a small group to create their own science verse.  

Review Excerpt:  Kirkus Review (August 15, 2004) In 1995, Mrs. Fibonacci laid a Math Curse; this year, it's Mr. Newton who says, "...if you listen closely enough, you can hear the poetry of science in everything."  What follows is a madcap collection of science poetry that lampoons familiar songs and poems.

Other books by Jon Scieszka and Lane Smith:

Cowboy and Octopus. 2007. Viking.

Squids will be Squids:  Fresh morals, beastly fables. 1998. Viking.

Math Curse. 1995. Viking.

POETRY BREAK: SPRING POEMS

GREEN SCENE

Florian, Douglas. 2006. "Green Scene," from Handsprings: Poems and Paintings.  New York: HarperCollins, p.42 -43.

Introduction:  Open up a box of 64-count Crayola Crayons and see how many different green crayons are in the box.  Read some of the different green names.  Read the following poem.

GREEN SCENE

Cool green

Blue green

Green chartreuse.

Pale green

Yellow green

Green let loose.

Moss green

Grass green

Grape green, 

Lime.

Spring's the bright green

Grown-up time.

Extension:  Ask students how many things they see in Spring are a shade of green.  List what students say on chart paper.  Pair this poem with another "Green" poem.  See below.

Pair Florian's, Green Scene poem with the poem, "Do You Know Green?" from Pieces.

Hines, Anna Grossnickle. 2001. "Do You Know Green?" from Pieces: A Year in Poems and Quilts. New York: Greenwillow.

DO YOU KNOW GREEN?

Green sleeps in winter

waiting

quiet

still

beneath the snow

and last year's stems

and old dead leaves

resting up for spring

and then...

Green comes

tickling the tips

of twiggy tree fingers

Psst!

Psst!  Psst!

poking up as tiny

slips of baby grass

Ping!

Ping! Ping!

springing up as coiled

skunk cabbage leaves

Pop!

Pop! Pop!

bursting out on bare

brown branches

Pow!

Pow! Pow!

Brand new baby

yellow green

bright

bold

biting

busy green

Until it seems

Everywhere one goes

green grows.

Extension:  After reading both "green" poems and making a list of green things in Spring, ask children to illustrate something using only green crayons or markers.  Hang the students' green artwork in the hallway next to the two poems above.  Since the buzz of late has been about "going green" to save the planet, these poems would make excellent Earth Day poems and could be used in science class when teaching about photosynthesis.

BOOK REVIEW: VERSE NOVEL

LOVE THAT DOG

Creech, Sharon. 2001. Love That Dog. HarperCollins.

ISBN: 0-06-029287-3

This verse novel by Sharon Creech is never on the shelves in my school library.  Students love this book.  It is written in a way that kids identify with, and without complicated prose or language.  Many students like reading this book because it has a unique style in that it is written in verse.  Love That Dog may be a good first verse novel to expose children to.  

The book is written in a journal style format using dates as headings on each page.  The voice is child-friendly because it is from the point of view of Jack, a young boy who doesn't quite understand poetry and who has no intention of writing poems of his own.  Kids can relate to Jack because he has this lack of confidence in his voice as he talks about writing poems.  

Jack begins to see the poems with a fresh perspective as he discovers poems by famous writers. He even writes a letter to Walter Dean Myers.  This book is definitely worth the read.

Review Excerpts:  Horn Book, (Spring 2002) Jack's free-verse journal charts his evolution from doubt to delight in poetry.  His teacher introduces him to poetry and flatters him into believing he's a poet.  Jack finds a personal connection to poems.  

Booklist, (August 2001) This is a book for teachers to read aloud and talk about with kids.  Some of the poems Jack's teacher reads are appended, including Myer's "Love That Boy."

Extension:  After reading aloud Love That Dog to your students, invite students to write letters to some of the poets featured in the novel.  Jack chose to write Walter Dean Myers, but children may pick any of the poets from the book, like Robert Frost, Arnold Adoff, Valerie Worth.  

If you like Love That Dog, don't miss Sharon Creech's newest verse novel, Hate That Cat.

POETRY CHOICE: A POEM THAT DOESN'T RHYME

JUICY FRUIT LOVE

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

Introduce this poem by showing students the book, Hopscotch Love.  Show the Table of Contents page and explain that this book is a collection of poems about love and other sweet things.  From your pocket, pull out these items: some Jujubes candy, a ball of lint, red hots, dirty Gummi Bear and a rubber spider.  Ask students if they have ever tasted the brand of gum called, "Juicy Fruit?"  If so, have them describe the flavors.  Pull out one stick of Juicy Fruit Gum from your pocket.  Have the students watch you unwrap the silver wrapper and savor the flavor.  Ask students if they would like a stick of gum too.  Give each student a stick of Juicy Fruit Gum.  Once everyone has a stick of gum, ask them if they would give their last piece of gum away.  Then read the poem aloud while they chew on the meaning of the words.

Juicy - Fruit Love

My mouth was

dry as dust,

So I searched 

my jeans pocket

for something good 

to chew.

But first

my fingers had to 

wade through

Jujubes

Balls of lint

A handful of red-hots

One dirt-encrusted

Gummi Bear

And 

The rubber spider

that sent my sister

screaming from

my room one night.

Then-

YES!

I found it:

One last stick 

of Juicy Fruit.

I licked my lips

Started removing

the silver wrapper

And then 

SHE showed up

Smiling that smile.

Brown eyes

locked on

my sugary treasure

And before 

My brain knew

What my heart was up to,

I'd reached out

and handed her

My last stick of gum

And thanked her

For accepting it.

So I suppose

There's really no hope 

for me now.

Extension: Ask students to share how this poem made them feel.  Have them make a list of things they love and invite them to write a short poem about a thing they love.  Ask them if they would be willing to share the thing they love with someone they had a crush on or liked?

POETRY BREAK: CONCRETE POEM

SPLISH SPLASH 

Graham, Joan Bransfield.  Ill. Steve Scott. 1994. "Popsicle" from Splish Splash.   New York:  Ticknor & Fields.

This book of concrete poems, also known as shape poems, looks at water in various states from solid to liquid to gas.  Shape poems are a unique form of poetry because the letters and words of the poem are structured on the page to make the shape of an object being described in the poem. The bright, colorful illustrations invite the reader onto the page and inside the poem. There are poems about sprinklers, steam and ice cubes.  But the one I chose to feature here is one of my favorites.  The following poem takes me back to summer afternoons when we would hear the ice cream truck coming down the street.  We would grab some change and head down the driveway to buy a POPSICLE.  My favorite flavor was cherry.  What's your favorite?

POPSICLE, by Joan Bransfield Graham

p o p s i c l  e

p o p s i c l  e 

t  i   c   k   l  e

t o n g u e fun

l i c k s i c l e

st i c k s i c le

p l e a s e

d o n ' t  r u n

d r i p s i c l e

s l i p s i c l e

m e l t, m e l t

t  r  i  c  k  y

s t o p s i c l e

p l o p s i c l e

h a n d  a l l 

          s

          t

          i

          c

          k

          y

Extension:  Use this poetry book with Science when studying the states of matter.  Have students classify each poem into the categories:  Solid, Liquid, or Gas.

Have popsicles ready to share with students.  Go outside, preferably on a hot day, and enjoy the popsicles.  This would make a great end of school year activity.  

BOOK REVIEW: POET OF COLOR

WHEN GORILLA GOES WALKING

by Nikki Grimes

illustrated by Shane Evans

For Cat Lovers everywhere. meow. meow.

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

Introduction: Show students the cover art of the book. Ask them to tell you what they think the story is going to be about. Ask about the title. Who is Gorilla? After some discussion, share the author's name and illustrator's name with students and ask them to tell you what each person is responsible for. Share that Nikki Grimes is the author of many other books in our library. (Have those displayed nearby.)

Critical Analysis: The cover art of this delightful book invites the reader to peek inside. This is the story of Gorilla, the cat, told through a series of rhyming poems. Cat owners will relate to each story of Gorilla, and pet owners everywhere will reminisce about a favorite pet. The story is filled with colorful artwork that will leave an impression on the reader, no doubt.

This book is very different from many of Nikki Grimes' books that mostly reflect her background as an African American poet.

Extension: After reading the story, ask children if they had a favorite Gorilla poem. Invite children to write their own poem about a pet or animal they like. Have students illustrate their poems, and make into a class book.

Review Excerpt: School Library Journal (May 2007)

This book is excellent for cat lovers, budding poetry enthusiasts, and just about any reader who enjoys a fun-filled romp with words.

GORILLA

A fierce meow,

a tiger's claws -

Gorilla ain't no

Santa Paws.

She hisses when

a stranger's near.

She chases dogs.

She has no fear.

She has no tail.

She's rain-cloud gray.

I love that cool cat

more and more

each day.

POETRY CHOICE: DOUGLAS FLORIAN

INSECTLOPEDIA: POEMS AND PAINTINGS
by Douglas Florian

Florian, Douglas. 1998. "The Crickets" from Insectlopedia. New York: Voyager Books.

THE CRICKETS

You don't need tickets

To listen to crickets.

They chirp and cheep for free.

They fiddle and sing

By rubbing each wing,

And never will charge you a fee.

Introduction: Ask students to name some insects they know. List what they say on chart paper. Ask them to tell something about each insect they named. If no one says crickets when you are making the list, guide students with verbal clues so that they can guess which insect you are thinking of. Once cricket has been added to the list, ask students what they know about this insect. Ask if anyone can make a cricket sound? Show them the art work in Florian's book. Read the poem aloud 2 or 3 times.

Language Arts Extension: Follow up the poem by reading Eric Carle's, The Very Quiet Cricket. (1990) At the end of the story the children will hear a surprise.

Science Extension: If age appropriate, have students disect and label parts of a cricket, or for younger age children, have them illustrate an insect of their choosing and make a classs book of insect poems.

Other Douglas Florian works of art:

Beast Feast: Poems and Paintings. 1994. Harcourt.

Bing, Bang, Boing: Poems and Drawings. 1994. Harcourt.

Mammalibilia: Poems and Paintings. 2000. Harcourt.

Laugh-eteria: Poems and Drawings. 1999. Harcourt.

POETRY BREAK: NCTE AWARD POET

Eve Merriam, NCTE Award-winning poet

Introduction: Eve Merriam won the NCTE Award for Excellence in Poetry for Children in 1981. She has written many books for children. The poem I have selected to share is taken from, A Jar of Tiny Stars: Poems by NCTE Award-winning Poets. To prepare the students for the imagery in the poem, bring an apple and orange to show them as a way to access prior knowledge about terms such as core, seeds, rind and pit.

HOW TO EAT A POEM

Don't be polite.

Bite in.

Pick it up with your fingers

and lick the juice

that may run down your chin.

It is ready and ripe now,

whenever you are.

You do not need a knife

or fork

or spoon

or plate

or napkin

or tablecloth.

For there is no core

or stem

or rind

or pit

or seed

or skin

to throw away.

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. ISBN-13: 978-1-56397-087-0

Extension: Read this poem again and have the children use hand motions to act out "eating the poem." Ask the children to talk about how hearing this poem and acting out this poem makes them feel. Invite students to write their own poem describing a similar action, such as how to eat a taco or how to eat spaghetti. See what kind of words students use to describe something as typical as eating. Have students share their poems.

Books by Eve Merriam:

Chortles: New and Selected Wordplay Poems. Illus. Sheila Hamanaka. Morrow, 1989.

It Doesn't Always Have to Rhyme. Antheneum, 1964.

Poem for a Pickle: Funnybone Verses. Illus. Sheila Hamanaka. Morrow. 1989.

You be Good and I'll be Night: Jump-on-the-Bed Poems. Illus. Karen Lee Schmidt. Morrow. 1988.