Poetry Bibliography

The following poetry books have been reviewed, and selections have been used throughout this blog. If you're looking for a great new poetry source - check here!

Alarcon, Francisco X. 1997. Laughing Tomatoes and Other Spring Poems = Jitomates Risuenos y otros poemas de primarvera. Ill. by Maya Christina Gonzalez. San Francisco: Children’s Book Press

Bagert, Brod. 2002. Giant Children. New York: Dial Books for Young Readers.

Charest, Emily MacLachlan & Patricia MacLachlan. Once I Ate a Pie. 2006. Ill. by Katy Schneider. New York: Joanna Cotler Books.

Creech, Sharon. Love That Dog. 2001. New York: HarperCollins.

Florain, Douglas. 1994. Beast Feast. San Diego: Harcourt Brace & Company.

Foxworthy, Jeff. Dirt On My Shirt. 2008. Ill. by Steve Bjorkman. New York: HarperCollins.

Franco, Betsy. 2003. Mathematickles! Ill. by Steven Salerno. New York: Margaret K. McElderry Books

Gottfried, Maya. 2007. Good Dog. Ill. by Robert Rahway Zakanitch. New York: Alfred A. Knopf.

Grimes, Nikki. My Man Blue. 1999. New York: Dial Books for Young Readers.

Grimes, Nikki. 2007. When Gorilla Goes Walking. Ills by Shane Evans. New York: Orchard Books.

Hopkins, Lee Bennett. Yummy! Eating Through a Day. 2000. New York: Simon and Schuster Books for Young Readers.

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

Medina, Tony. 2002. Love to Langston. Ill. by R. Gregory Christie. New York: Lee & Low Books Inc.

Mora, Pat. Yum! ¡MmMm! ¡Qué Rico!: Americas’ Sproutings. 2007. Ill. by Rafael Lopez. New York: Lee & Low Books, Inc.

Nye, Naomi Shihab. 2000. Salting the Ocean: 100 Poems By Young People. New York: Greenwillow Books.

Prelutsky, Jack. 1992. Something Big Has Been Here. Ill. by James Stevenson. New York: Scholastic.

Sidman, Joyce. 2007. This is Just to Say: Poems of Apology and Forgiveness. Ill. by Pamela Zagarenski. Boston: Houghton Mifflin Company.

Woodson, Jacqueline. 2003. Locomotion. New York: G. P. Putnam’s Sons.

Poetry Book Review - A Kick In the Head

BIBLIOGRAPHY
Janeczko, Paul. A Kick In the Head: An Everyday Guide to Poetic Forms. 2005. Ill. by Chris Raschka. Cambridge, Massachusetts: Candlewick Press. ISBN 9780763606626

REVIEW
Janeczko has selected poetry of twenty-nine different forms to complete this collection. It begins with a brief introduction that describes the importance of rules in poetry in a way that younger readers can understand. It also points out the necessity in flexibility of these rules in order to let the spirit of the words prevail. Readers will be exposed to more well known forms such as the couplet, limerick, haiku, and a sonnet, as well as read poetry in unusual forms, like a senryu, pantoum, a poem of address, and many others. Each poem is accompanied by a short explanation of the poem’s form and rules to follow when writing them. The end of this collection has more detailed information about each poetry form used, including information such as its origin, rules followed in writing, and information about the poem selected for this collection.

Readers will find a lot of figurative language and more abstract poetry than in most other poetry books for children. However, there is something for everyone, as the content, mood, and tone of the poems ranges from funny, silly, and light, to peaceful or sad. Some of the meaning in these poems may be lost on younger readers, however they will remain interested in the form of each poem and how the “rules” work to make a meaningful piece of work. Each poem lends itself to teaching how to create original poetry as well as provides entertainment to readers and listeners. The abstractness of Raschka’s brightly colored artwork done in watercolor, ink, and torn paper complements each poem well. In addition to the main illustrations, smaller pictures are found in the corner of each page, representing the poetic form written on the page. This book offers readers a complete poetic experience with riddles, stories, art, and more. After reading or listening to one or all of these poems, many children will be motivated and inspired to explore poetic rules and create their own poetry with unlimited possibilities.

SELECTION #1
A Senryu - a poem similar to a Haiku, but written about human nature rather and the natural world.
By Kristine O’Connell George

First day, new school year,
backpack harbors a fossil…
Last June’s cheese sandwich

SELECTION #2
An Ode - a poem celebrating a person, animal, or object usually written without the constraint of formal structure or rhyme.
A selection from Ode To Pablo’s Tennis Shoes
By Gary Soto

He wants to be
Like his shoes.
A little dirty
From the road,
A little worn
From racing to the drinking fountain
A hundred times in one day.
It takes water
To make him go,
And his shoes to get him
There. He loves his shoes,
Cloth like a sail,
Rubber like
A lifeboat on rough sea.
Pablo is tired,
Sinking into the mattress.
His eyes sting from
Grass and long words in books.
He needs eight hours
Of sleep
To cool his shoes,
The tongues hanging
Out, exhausted.

SELECTION #3
A Found Poem - a poem containing words or phrases not intended as poetry but later arranged on the page as a poem.
The Paper Trail
By Georgia Heard

They fluttered from the sky like a sweet and peaceful snowstorm:
sheets and scraps - a crumpled page of cleaning instructions
with a reminder to damp-wipe smudges and smears;
a woman’s cell-phone bill;
a hand-written note on paper decorated with kitchen herbs read:
“… it would be ince to have another pot-luck dinner for parents”;
a blank check numbered 3746 neatly torn from a check-book.

Bits of paper floated into the open classroom windows,
drifted into a second floor apartment windown on Liberty Street.
At St. Paul’s Cathedral, in Lower Manhattan,
three inches blanketed the old graves.

** This Found poem was inspired by the September 11th tragedy; the paper described feel from the World Trade Center towers

AWARDS AND REVIEW EXCERPTS
Starred review in PUBLISHERS WEEKLY: “joyful poetry lesson, sure to be welcomed by teachers and aspiring poets everywhere.”
Starred review in BOOKLIST: “This is the introduction that will ignite enthusiasm.”
Starred review in THE HORN BOOK: “beautifully introduces the rules of poetry on a variety of literary playing fields.”

CONNECTIONS:
* After reading any of these poems, discuss the rules of the poetic form used and how the poem followed or detracted from the rules.
* Introduce new and unusual poetic forms with any of these poems and have the students write their own (focus on one, a couple, favorites, or many of the forms included in the book)

Poetry Break - Serious Issue

BIBLIOGRAPHY
Woodson, Jacqueline. 2003. Locomotion. New York: G. P. Putnam’s Sons. ISBN 9780399231155

INTRODUCTION:
This poem describes a boy’s first day in a new class where he is different from the other students. As a result, he is made fun of by the class and some of the boys gossip about him. Unfortunately, teasing and bullying happens daily in our schools. Before reading this poem, you may choose to share about a time when you were teased as a child. If you do not what to share your own story, you can tell a story about a bully you knew either as a student or from your teaching experience. If you share a recent experience, please do not include your current students or anyone that they may know. Reading this poem may be beneficial for a class that is having a problem with teasing among several or all of the students. Most students will likely relate to the words as a person who has been teased, a person who has done the teasing, or both.

New Boy (by Lonnie Collins Motion)
by Jacqueline Woodson

New boy comes in our classroom today
Ms. Marcus says
Say good morning, Clyde, and the new boy says
Good Mornin’, Y’all
and the whole class falls out laughing
so hard, Ms. Marcus taps her pointer on the desk,
her face so mad it’s purple
R-e-s-p-e-c-t, she says
Respect! we repeat the way
she taught us to - a thousand times ago.

New boy’s looking down at the floor
looks real sad, says I’m sorry ma’am
and the class tries hard not to laugh
but some laugh spills out of us anyway.
You’ve nothing to be sorry about, Ms. Marcus says.

Lamont whispers He should be sorry he’s so country
Eric says Look at his country clothes
New boy knows
they’re whispering about him,
puts one foot behind his leg
like he wants to crawl right inside himself.
He’s wearing high-water pants, light blue socks,
a white shirt
buttoned all the way up
tight around his neck
Check
Eric says
Check out his country hat
New boy’s holding the hat in his hands
Granddaddy hat in his hands the kind
With the black band going around the gray felt
New boy looking like he wish he could
Just melt right on outa the room.


EXTENSION:
Due to the nature of this poem, it is a good idea to make time for a lengthier extension activity. After reading this poem, have the students briefly write about a time that they were teased, then have them write about a time that they teased someone else (even if they thought it was just for fun). They do not need to share their writing with anyone. Once they have reflected on these situations, they will be more prepared to discuss the topic of bullying and teasing. Have the students share feelings that they felt or cause another to feel because of teasing, and record these words on the board or in a place that is visible. Now ask the students to help make a new list - one of emotions they like to feel. Have a class discussion about how they can make others feel better about themselves and experience the emotions they like, rather than those associated with teasing and bullying. Although this share time could be very cathartic, if you anticipate that the group may not handle this extension activity as a group, the students can make their lists of feelings, write about their experiences, and reflect as individuals without sharing what they think, feel, write, etc.

Poetry Break - Child Poet

BIBLIOGRAPHY
Nye, Naomi Shihab. 2000. Salting the Ocean: 100 Poems By Young People. New York: Greenwillow Books. ISBN 9780688161934

INTRODUCTION
Before reading this poem aloud, find out what your own name means. Then share this information with the class. Talk about whether you/they think that the meaning fits who are you. Provide examples of other names and their meanings. You can choose generic names for this. Or, you can use names of historical figures or popular celebrity names and have the students decide if the specific meanings fit the person with each name.

Poem: no title given
By Emmett Tenorio Melendez

My name came from my great-great-great-grandfather.
He was an Indian from the Choctaw tribe.
His name was Dark Ant.
When he went to get a job out in a city
he changed it to Emmett.
And his whole name was Emmett Perez Tenorio.
And my name means: Ant; Strong; Carry twice
its size.

EXTENSION
Have the students think about their own name. Were they named after someone? Do they know the real meaning behind their name? Have them decide what they think their name should mean based on what they think of themselves. Have them write a short poem describing this meaning. If there is time, let the students do some research on the Internet about the true meanings of their name. They can ask their parents about their namesake, too. If the students promise to be nice, they can write a “name” poem for another classmate and share it with them or the group. It could be fun for students to hear how their friends/classmates feel about them.

Poetry Book Review - New FAVORITE book

BIBLIOGRAPHY
Charest, Emily MacLachlan & Patricia MacLachlan. Once I Ate a Pie. 2006. Ill. by Katy Schneider. New York: Joanna Cotler Books. ISBN 9780060735319

REVIEW
This collection of poems is all about dogs and the loveable things they do. The poems are written from the perspective of different dogs, and each poem seems to fit the breed perfectly. The poems are written in all different forms, all unrhymed and using strategically placed and specifically emphasized words to add to the effect of each poem. The poems highlight an array of doggy behavior such as stealing food, sleeping, playing, and barking. It shares their feelings, like curiosity, loyalty, and confusion.

Readers and dog lovers of all ages will enjoy this great poetry and will identify with many of the puppies or the families each of them “talks” about. The illustrations are beautiful and accompany each poem, making them even more delightful to readers. Readers who already have a pet dog will relate to at least one of these cute animals, seeing a glimpse of their own pet’s personality, and readers without a pet will definitely find a favorite dog to call their own within the pages of this book! This book of fun poetry and charming pictures would make an excellent addition to any children’s collection.

** This being my FAVORITE poetry book, it was impossible to limit my selections to just one…. Unfortunately, blogging limitations keep me from using the same emphasis on various words as the poets use, but you still get the idea.

SELECTION #1
Mr. Beefy
By Emily MacLachlan Charest & Patricia MacLachlan

I am not thing. But I am beautiful.
When
No
One
Is
Looking, I steal tubs of butter off the table.
I take them to the basement to eat in private.
Once I ate a PIE,

SELECTION #2
Darla
By Emily MacLachlan Charest & Patricia MacLachlan

I don’t like other dogs.
I live people and I like the cat who lives with me.
When I want to go out, I bat the bell that hangs next
to the door.
The people come RUNNING.
I bet the bell many times a day.
The people are very tired.

When tey finally go to bed, I wait.
Then, when they are asleep,
I bat the bell one more time.

SELECTION #3
Abby
By Emily MacLachlan Charest & Patricia MacLachlan

I do not steal.
I borrow.
Other dogs’ bones
and stuffed animals
balls
and pull toys

My people’s slippers
and socks
sweaters
and underpants.
But my favorite things to borrow are kitchen things-
loaves of bread from the counter
meat off a plate
anything in a bowl.

I don’t have to give those things back.

SELECTION #4
Puppy
By Emily MacLachlan Charest & Patricia MacLachlan

The world is big.
Trees too tall.
Sky to HIGH.
Snow over my head
What if I get lost?

“You will chase snowflakes in winter,” the people tell me.
“Run through the grasses in spring
and howl at the full moon.”

Not now. I am a puppy.
For now I will stay here
by your side.
Safe.
Warm.
Puppy.


AWARDS AND REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL: “an entertaining visit with some very appealing canines, and a book that perhaps could serve as an inspiration in the classroom for young poets trying to describe their own pets.”
BOOKLIST: “capture the individuality of each animal, as well as the mischief and movement young dog lovers find so irresistible.”
NOTABLE/BEST BOOKS, American Library Association (2007)

CONNECTIONS
* After reading this book, students can write a poem of their own about their pet or a pet they wish they had.
* Students can write their own poem from the perspective of its subject (someone/thing other than themselves.)
* Use these poems to spark a discussion about personality traits - teaching new vocabulary that can be used in the students writing (of poems or otherwise).

Poetry Book Review - Newer Book

BIBLIOGRAPHY
Foxworthy, Jeff. Dirt On My Shirt. 2008. Ill. by Steve Bjorkman. New York: HarperCollins. ISBN 9780061208461

REVIEW
The subject matter of this random collection of poetry is very relatable to kids - what child hasn’t “lost” something only to find that they are wearing it? The poems describe events such as traveling, eating, playing, and other common activities. Many of the poems are about crazy family members, too. Each limerick is silly, written in various rhyming patterns, making them easy to follow and fun to read aloud.

Foxworthy’s comedic background is reflected in his writing. The majority of his poetry has a more concrete meaning with very little figurative language. However, the context is funny, very imaginative, and shows readers that poetry does not have to difficult to understand or find meaning in - it can be fun and even relaxing to read. Bjorkman’s cartoon-style illustrations complement each poem well, are very colorful, playful, and exude the joy found in the poetry. Each one adds to the appeal of each poem, making them even more enjoyable to children. Bjorkman adds even more to the fun by challenging readers to find certain objects in one of the illustrations. This appealing collection will certainly be the favorite of many young readers who enjoy short, silly poetry that will keep them entertained over and over. Dirt On My Shirt would be a great addition to a library collection serving younger readers.

SELECTION #1
Escape
By Jeff Foxworthy

How happy are balloons that finally get away?
Escaped from little hands
That tried to make the stay
Where do they go, I wonder?
With no map to guide them
To Heaven I would guess
Where little angels ride them

SELECTION #2
Bobo Bye-Bye
By Jeff Foxworthy

On a tire swing Bobo sat
Swinging very high
He thought he’d let go of the rope
Tell Bobo bye-bye

REVIEW EXCERPTS
HORN BOOK: “Energetic cartoon illustrations do a good job of depicting simple vignettes that enliven the poems.”
BOOKLIST: “Bjorkman (Aliens for Breakfast) punches up the text with plentiful illustrations in a cheery cartoon style.”
PUBLISHER’S WEEKLY: “collection of light verse courts both fans of the comedian and their children.”

CONNECTIONS
* Use this book to find quick poetry breaks. The poems are versatile and can be used as a quick poetry retreat for teachers running short on time, but still wanting to incorporate a frequent poetry break.
* After reading several of Foxworthy’s poems about family members, have students write silly poems about one of their family members.

Poetry Break - Refrain

BIBLIOGRAPHY
Prelutsky, Jack. 1992. Something Big Has Been Here. Ill. by James Stevenson. New York: Scholastic. ISBN 0590455095

INTRODUCTION
Before reading/performing this humorous poem, get the students interested by showing them a stuffed animal or other toy that “talks.” This will keep them intrigued until the end of the poem, since they will not see the connection until the last line. You might also explain what a refrain is - let them listen to a refrain in a familiar song.

Hello! How Are You? I Am Fine!
By Jack Prelutsky

Hello! How are you? I am fine!
is all my dog will say,
he’s probably repeated it
a thousand time today.
He doesn’t bark his normal bark,
he doesn’t even whine,
he only drones the same Hello!
How are you? I am fine!

Hello! How are you? I am fine!
his message doesn’t change,
it’s gotten quite monotonous,
and just a trifle strange.
Hello! How are you? I am fine!
it makes the neighbors stare,
they’re unaware that yesterday
he ate my talking bear.

EXTENSION
Ask the students to pick out the refrain in this poem, then reread it. Have the students join you for the refrain. Students can also conduct a “poetry hunt,” and look for other poems with repeated lines or refrains that they can perform at a later time.

Poetry Book Review - Mathematickles

BIBLIOGRAPHY
Franco, Betsy. 2003. Mathematickles! Ill. by Steven Salerno. New York: Margaret K. McElderry Books. ISBN 0689843577

REVIEW
This collection of poems and math riddles combines common math operations, playful words, and some figurative language to add some creativity to mathematics and logic. Each “mathematickle” is about a season and makes the reader think about how each one makes sense. Many of the poems use simple operations like addition, subtraction, multiplication, and division to show how different objects or feelings relate to one another. Other poems are written in graph from or on a grid. Some geometric verse incorporates the concrete poetry form, using rays, shapes, and angles within their words. Fractions and equations are not left out of this collection of riddles either. There are even a few science connections that can be made!

Although Franco’s poems and riddles may take some extra effort to completely comprehend, students will enjoy the language connection to the mathematical world. Salerno’s vibrant and colorful illustrations will also add an element of fun, as well as help young readers understand the meaning behind the verses. Educators will be able to find many curricular connections in this collection, particularly those that will help them to make mathematical thinking patterns more concrete to students that do not work well with numbers. This will also allow their students to think of math in a different way, using fractions to find “lightning = 2/3 triangle + 2/3 triangle + 2/3 triangle,” and more. These riddles also demonstrate a fabulous use of figurative language and play-on words that can be used for teaching language arts. This unique poetic form will attract elementary readers of all grades, as it gives them the opportunity to enjoy the language of poetry while learning a little math! This collection would certainly enhance any poetry collection serving elementary readers.

SELECTION #1
pumpkin – seeds + face = jack-o’-lantern

SELECTION #2
rocks x waves = sand

SELECTION #3
hexagons x frozen lace= snow flurry

*All selections by Betsy Franco

AWARDS AND REVIEW EXCERPTS
Starred review in SCHOOL LIBRARY JOURNAL: “an enchanting collection of poems in an unusual format.”
Starred review in PUBLISHER’S WEEKLY: “This book's jazzy, wholly original approach elevates basic mathematical concepts plus wordplay to the level of inspiration.”
BOOK LIST: “Using this colorful book as a springboard, language arts teachers can challenge their students to write their own mathematickles.”

CONNECTIONS
*After reading this book (or just a few selections that relate to the current content being covered) have the students write their own mathematickles.” Start a class book or bulletin board of the students’ poems/riddles that they can contribute to throughout the year.
* Use this poetry form in other curricular areas besides math. Support the science curriculum by writing riddle equations about science concepts. Students can write their own, too.

Poetry Break - Biographical Poetry

BIBLIOGRAPHY
Medina, Tony. 2002. Love to Langston. Ill. by R. Gregory Christie. New York: Lee & Low Books Inc. ISBN 1584300418

INTRODUCTION
Show the students pictures of Langston Hughes. Explain to them that the poetry they are going to hear is part of a biographical poetry collection, written from Langston Hughes’ perspective. Hughes’ name is not mentioned, but the poem is about him. Ask the students what they know about growing up as an African American in the early/mid 1900’s.

Sometimes Life Ain’t Always a Hoot
by Tony Medina

Sometimes life ain’t
always a hoot
or a holler

But if you manage
to give it
a bother

Even if you miss
your mother
or don’t like
your father

There’ll be better days
up ahead

A whole mess of
happenin’ days
up ahead

You can sit and sulk
suck your teeth
and sigh

or love and laugh
and live life
by and by

EXTENSION
The end of this book has additional information about Langston Hughes as related to each poem. Share the section about this poem that talks about the high and low points in Hughes’ life. If time allows, read other poems from this collection. The students will learn more about an important American poet while learning about events/eras in history. Some great curricular tie-ins are “Jim Crow Row” or “Little Boy Blues.”

Poetry Break - Spring

BIBLIOGRAPHY
Alarcon, Francisco X. 1997. Laughing Tomatoes and Other Spring Poems = Jitomates Risuenos y otros poemas de primarvera. Ill. by Maya Christina Gonzalez. San Francisco: Children’s Book Press. ISBN 0892391391

INTRODUCTION
Show the students pictures of a Cinco de Mayo celebration or parade. Do not tell them what they are looking at, but rather ask them what they think is going on in the pictures. You may choose to give them a few clues to help the students make more informed guesses.

Cinco de Mayo
by Francisco X. Alarcon

a battle
in some
history books

a fiesta
of music
and colors

a flag
waving
occasion

a flirting
dance
and a piñata

orchata
corn chips
and guacamole

a mango
with some chile
and lemon

a cry
of joy
and spring

yes, summer
vacation is just
around the corner!


Notes below poem:

Cinco de Mayo is a holiday celebrating a victory of Mexican patriots over an invading French army in Puebla, Mexico, the fifth of May, in 1862.

Orchata is a tasty rice drink.

EXTENSION:
Read a short article about Cinco de Mayo (can be found using online encyclopedias or databases). Give the students information about what Cinco de Mayo is and why it is celebrated. If there are any Hispanic students in the class, have them describe how they celebrate Cinco de Mayo. You may also have a student who can read in Spanish (or if you are able) read the Spanish translation of this poem.

Poetry Break - Unrhymed poetry

BIBLIOGRAPHY
Gottfried, Maya. 2007. Good Dog. Ill. by Robert Rahway Zakanitch. New York: Alfred A. Knopf. ISBN 0375830499

INTRODUCTION: Each poem in Good Dog is written from the perspective of a dog. The following poem has no title, but its “author” is a springer spaniel. You can introduce this poem by showing pictures of dogs (or more specifically springer spaniels) or share a short story about one of your own canine experiences.

Springer Spaniel
By Maya Gottfried

Mmm, mmm, mmm, scratching behind my ear.

Chasing that duck across the grass.

Swooshing and splashing in the pond.
In the sun.

Running and running and running.

Digging in the warm, dry dirt.

Thired, resting on the big blanket.
Beside you.


EXTENSION: Students can discuss with a partner what things they think their own pets would say to them, or you can do this as a group discussion. If more time allows, students can write their own poem from an animal’s perspective.

Poetry Book Review - Verse Novel: Love That Dog

BIBLIOGRAPHY
Creech, Sharon. Love That Dog. 2001. New York: HarperCollins. ISBN 006029289X

REVIEW
This collection of poems displays the emotions of a boy, Jack, who is reluctant to be a poet. When his teacher, Miss Stretchberry, asks him to write poetry, he is convinced that it is for girls, “he can’t do it - brain’s empty.” Throughout the school year, Jack’s attitude toward poetry goes through many progressions. He eventually starts to understand poems he reads, writes good ones of his own, but is hesitant to claim his work. He demonstrates his feelings for a pet, other poetry, Walter Dean Myers, and more. The poems are all written by Jack, however there is obviously communication going on between him and his teacher. In the end, he begins to feel comfortable with others reading his work, and he is given the opportunity to meet Walter Dean Myers!

Creech’s poetry weaves together in this verse novel for readers of about fourth grade and up. The words are not particularly difficult for readers, but the symbolism in some may be lost on younger readers. Various forms are used within this novel, but most poems are written in free verse. Children who share Jack’s initial resistance to poetry may relate to many of his words and become hooked as his viewpoint changes. All students will find a familiar experience in these words, as at some point or another they struggle with their own self-image. The title of this book is a bit deceiving, since only a few of the poems are actually about a dog, but this turned out to be a welcomed misinterpretation. Included at the end are all the poems that were alluded to in Jack’s poems, too. Creech’s expressive words through Jack evoke emotion and offer thought-provoking situations to readers - a good read.

SELECTION
May 17 (by Jack)
By Sharon Creech

Okay.
I guess.
I’ll put my name on it.

But I hope it doesn’t make
people feel too sad
and if it does
maybe you could
think of something
to cheer everybody up
like maybe with
some of those brownies
you make
the chocolate ones
that are so good?


AWARDS AND REVIEW EXCERPTS
Texas Bluebonnet Award nominee 2002-2003, Texas Library Association
BOOKLIST: “Best of all, the story shows how poetry inspires reading and writing with everyday words that make personal music.”
PUBLISHER’S WEEKLY: “a quality that will have many young listeners enthralled.”

CONNECTIONS:
* This book would be a great introduction to beginning poetry journals in class. Students can write their feelings, emotions, etc. about anything to their teacher, who will respond with either his/her own poetry or just a written response.
* Use the poem written for Walter Dean Myers (p 55 - 59), and have the students write their own poem to a writer/poet they like.

Poetry Break - Unusual Form (pantoum)

BIBLIOGRAPHY
Sidman, Joyce. 2007. This is Just to Say: Poems of Apology and Forgiveness. Ill. by Pamela Zagarenski. Boston: Houghton Mifflin Company. ISBN 9780618616800

INTRODUCTION: This poem is written in the form called pantoum. In this form, the second and fourth lines of each stanza are repeated in the next stanza as the first and third lines. These poems typically rhyme, but (as stated by the fictitious teacher in the book) meaning is more important than rhyming. This poem is more suited to intermediate or even secondary students, but can still be appreciated by younger children who have grasped the idea of a deeper poem that is far from funny and light. This is Just to Say is a book with poems of apology and forgiveness, so this poetry break has two parts, the first using pantoum and the second written in free verse.

Part 1: Apology - from Anthony to his mother
Spelling Bomb
By Joyce Sidman

I can’t believe I lost.
I know I disappointed you.
Do you really think I don’t care?
I know how important it is to win.

I know I disappointed you;
I saw it in your face when I misspelled.
I know how important it is to win;
I studied hours and hours.

I saw it in your face when I misspelled.
I saw you turn away from me.
Even though I study hours and hours,
I never seem to be your champion.

I saw you turn away from me
and in that moment would have given anything
to be your champion.
To see your bright, triumphant pride.

In this moment, I would give anything-
Do you really think I don’t care?-
For your bright triumphant pride,
Which I can’t believe I lost.

By Anthony

Part 2: Response - from Tenzin to Anthony
Some Reasons Why
By Joyce Sidman

Why must we work so hard,
and always be the best?


Parents say:
Hard work builds character.
I say:
Too much hard work means no laughter.

Parents say:
Only the best get ahead.
I say:
Everyone’s good at something.

Parents say:
Daydreaming is just an excuse for laziness.
I say:
They just never learned how to write a poem.

By Tenzin (writing for Anthony’s mother, who said he was being ridiculous)


EXTENSION: Have the students discuss with a partner about a time when they disappointed someone. If more time allows, the students may write their own apology poem and give it to the recipient. Or, have them write their own pantoum poem about any subject they choose.

**Side note - This is Just to Say is a fantastic collection of poetry. The premise of the book is unlike any other, and the poems are each packed with meaning. Many of them touch on issues including the betrayal of a friend, loss of a pet, misbehavior in school, and even one that may be read into as possible suicide or abandonment. There are, however, a few light-hearted poems to lift the mood a bit. Don’t miss out on this book; it is a must-read!

Poetry Break - NCTE Award Poet

BIBLIOGRAPHY
Grimes, Nikki. 2007. When Gorilla Goes Walking. Ills by Shane Evans. New York: Orchard Books. ISBN 9780439317702

INTRODUCTION: Begin this poetry break by sharing with the students a time when you got in trouble as a child. If you have no experience of being in trouble, share a story about a sibling or your own children. Children will most likely relate to your experience, as many of them will have done something they shouldn’t have at some point.

The Doghouse
By Nikki Grimes

Mom says I’m in the doghouse.
Gorilla’s in here, too.
Which of us made the bigger mess?
I’ll leave that up to you.

I made a finger painting
and left it on the floor.
Gorilla walked across it
and tracked paint to the door.

EXTENSION: Discuss what the phrase “in the doghouse” means. See if they can identify clues in the poem that help them with the meaning. Have the students share with a neighbor about a time that they were “in the doghouse.” If time allows, have the students create their own “doghouse poems.”

Poetry Book Review - Yum! ¡MmMm! ¡Qué Rico!: America's Sproutings

BIBLIOGRAPHY
Mora, Pat. Yum! ¡MmMm! ¡Qué Rico!: Americas’ Sproutings. 2007. Ill. by Rafael Lopez. New York: Lee & Low Books, Inc. ISBN 9781584302711

REVIEW
Pat Mora has combined a Japanese form of poetry, haiku, with Hispanic American content in this delightful collection of poems about food originating in the Americas (North, South, and in between). She writes about blueberries, tomatoes, chocolate, and more; each poem filled with imagination and a clear expression of excitement for these yummy foods. In addition to the charming haiku, each poem is accompanied by concise and interesting information about the food, its origin, what it is used for, and even sometimes how it got its name. An author’s note indicates that there is still some debate on some of the various plants’ origins, but all information is verified by some research.

What makes Mora’s work stand out in this collection is the presence of powerful figurative language found in each poem. With words like, “leaves sprout silk-snug house” (corn), and “salt and pepper clouds” (potatoes), the descriptions of each food allow readers to taste the flavor. Each page is illustrated in vivid colors that add meaning to the abundant figurative language found in each poem. Young readers will enjoy the playfulness of the pictures and the aspects of fantasy included. Each poem is more abstract, but it also has some concrete meaning mixed in as well. However, even with the large amount of metaphors, younger readers will not have difficulty in gathering the meaning of Mora’s work. This book is a great way to teach the use of figurative language and teach a lesser-known form of poetry.

SELECTION
Pineapple
Pat Mora

A stiff, spiky hat
on thick prickly skin, inside
hide syrupy rings

AWARDS AND REVIEW EXCERPTS
Texas Bluebonnet Award Nominee, Texas Library Association, 2009
SCHOOL LIBRARY JOURNAL: “Teachers will find this a welcome addition to their social-studies units, but it should also win a broad general audience for its inventive, fun-filled approach to an ever-popular topic: food.”
Starred review in BOOKLIST: “This inventive stew of food haiku celebrates the indigenous foods of the Americas.”

CONNECTIONS:
* After reading this book, have children choose a food and write their own haiku.
* Students can further their information literacy skills by conducting research about the food subject in their own haiku, or they can conduct research to find out more about one of the foods written about in the poetry collection.
* Read selected poems to the students (without showing them the illustrations) and have them draw their own pictures from the imagery Mora has created with figurative language.

Poetry Break - Douglas Florian

BIBLIOGRAPHY
Florain, Douglas. 1994. Beast Feast. San Diego: Harcourt Brace & Company. ISBN 0152951784

INTRODUCTION: This poem would support many components of the science curriculum, especially a unit/lesson on adaptations of animals how they survive in the natural environment. To introduce this poem, you can show several pictures of chameleons in their various shades and talk about how camoflauge can help an animal survive in its environment. If you have access to one, showing the students a real chameleon would be exciting, and they may get to see their color change!

The Chameleon
By Douglas Florian

Although it may seem very strange,
The colors on a chameleon change
From mousy browns to leafy greens
And several colors in between.
It’s very long and sticky tongue
On unsuspecting bugs is sprung.
It lashes out at rapid rates
On unaware invertebrates,
Then just as quickly will retract
With flabbergasted fly intact.
So bugs beware this risky reptilian -
The clever everchanging chameleon.

EXTENSION: Show the students several pictures of other animals in their natural habitat. Have them tell you of adaptations they see that might help them survive. Examples may include webbed feet, eyes on the side of their head, more camoflauge, sticky tongue, etc.

Poetry Book Review - Lee Bennett Hopkins

BIBLIOGRAPHY
Hopkins, Lee Bennett. Yummy! Eating Through a Day. 2000. New York: Simon and Schuster Books for Young Readers. ISBN 068981755X

REVIEW
This anthology compiled by Lee Bennett Hopkins celebrates delicious food from each meal. Starting with breakfast all the way through dinner and dessert, readers will read about cereal, macaroni and cheese, noodles, cookies, and even using manners. Younger readers will be familiar with and relate well to each of Hopkins’ selections as they are written about child-friendly foods that most will encounter at home or even in their school cafeteria.

The poems are written in various forms, each with a strong beat and the majority written in a rhyming pattern. The varying length of the poems would be ideal for the younger poetry readers and listeners. Each page, with the layout of text in the poems and the vividly colored illustrations make this anthology visually stimulating, drawing on each of the five senses (particularly taste!). The meaning within most of these poems is concrete, with a small amount of abstract connotations, as it is meant for lower elementary or preschool children. There is a plethora of figurative language; in a poem about potato chips by Tony Johnston “its crisp tongue tells me salty secrets.” Readers just may be a bit hungry after reading this playful poetry anthology!

SELECTION
Ketchup
Anonymous

When you tip
and tip
the ketchup bottle-

A little will come
and then
a lot’ll

REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL: “Hopkins's mastery of the art of creating a delectable anthology is quite clear. A book to be savored in many delicious bites.”
BOOKLIST: “Teachers and children will enjoy these poems for their diverse styles and universal subjects.”

CONNECTIONS:
* After reading this anthology, have children write a poem about their favorite food and create a class/group anthology.
* Choose a familiar food and have students practice using/creating figurative language about the food. Write this on chart paper or a similar display.

Poetry Book Review - My Man Blue

BIBLIOGRAPHY
Grimes, Nikki. My Man Blue. 1999. New York: Dial Books for Young Readers. ISBN 0803723261

REVIEW
Nikki Grimes’ collection of poems begins with a poetic description of Blue, an African American adult, and the day he and Damon, a younger child, first met in Harlem. Each poem following shows the development of their friendship; a bond made over Blue’s child he “lost to the streets” and the absence of Damon’s father. Blue acts as a mentor and a friend to the boy, as Grimes writes about the many lessons and precious moments the two share, such as shooting hoops, learning to stand up to a bully, and more. Blue teaches Damon how to thrive and not fall victim to the stigma of urban life.

Many of these poems are written in free verse form while others have varying rhyming patterns. Colorful and slightly blurred illustrations complement the poems by showing various moments in Blue and Damon’s lives. The meaning of Grimes’ work is mostly concrete, however there are a few more abstract verses that would not be lost on middle-elementary or naive readers. Her use of figurative language really gives them a clear image of what Blue was like and what he meant to the young boy with words like “At times I think actually Blue’s some gold-tooth angel guarding me [Damon].” Each of these poems evokes an emotion and allows readers to view from another perspective different life circumstances, some being very tough or seemingly more mature, or learn to appreciate the challenges that people face. However Grimes does this in a more encouraging, and occasionally solemn but peaceful manner. Readers just may find themselves identifying their own “Blue” present in their lives.

SELECTION
Like Blue
By Nikki Grimes

One day
I’ll be like Blue
Not fierce
In black leather
Or built like
A heavyweight
Boxing machine
But like that
Other Blue I’ve seen
The one who
Says he cares
And shows it
The one who
Flashes gold
Every time he smiles


AWARDS AND REVIEW EXERPTS
Booklist Editor's Choice
Starred review in BOOKLIST: “A great picture book for older readers.”
Newsweek Best Children's Picture Books of the Year
PUBLISHER’S WEEKLY: “Though each of these accomplished poems could easily stand alone, together they form an enticing story arc.”

CONNECTIONS:
* After reading one or more of these poems aloud, discuss with students the ways that Blue sets a good example for Damon.
* Have students write a poem about someone in their life that makes a difference in the same way Blue impacts Damon’s life.
* Teachers may use several of these poems individually to teach students about challenges children may encounter and then facilitate a discussion on the best ways to handle these situations. Many of these poems have a healing quality to them.

Poetry Break - Libraries/Books

BIBLIOGRAPHY
Bagert, Brod. 2002. Giant Children. New York: Dial Books for Young Readers. ISBN 0803725566

INTRODUCTION: This poem lends itself to quickly teaching or reviewing different sections of the library. Before reading this poem aloud, show the students “section eight-one-one” and what they can find there - poetry! This will be helpful to them later when they are looking for great poetry books, but the poem also references section 811.

The Buffalo in the Library
By Brod Bagert

At school, in the library,
In section eight-one-one,
I saw a big brown buffalo
Who was having lots of fun.

His nose was in a book of poems
About trees and grass and birds,
But that buffalo wasn’t reading,
He was eating up the words.

I like you, Mr. Buffalo,
And I know you have to feed,
But please don’t eat my poetry books,
I need those books to read.

I’ll take you to the playground
And give you grass instead,
But poetry is the food I need
To feed my hungry head.


EXTENSION: Have the students turn to a partner and tell them which section of the library they would least like a buffalo to be feasting on. Once everone has shared with someone, allow a few students (preferably students that discussed various sections in the library) and point to the area of the library they are talking about. This is a quick way to review where popular sections of the library are located.