Poetry Break #5

Introduction: When poetry takes an usual shape, at times reflective of the poem's subject matter, it is considered a concrete poem. This particular poem is perfect to share on a rainy day especially if students ride to school in a car or bus. Be sure students can see what this poem looks like prior to reading.

Windshield Wiper
by Eve Merriam

     
      fog smog   fog smog
  tissue paper   tissue paper
clear the blear   clear the smear
 
      fog more   fog more
   splat splat   downpour
 
rubber scraper   rubber scaper
     overshoes   macintosh
   bumbershoot   muddle on
 slosh through   slosh through
 
     drying up   drying up
   sky lighter   sky lighter
  nearly clear   nearly clear
     clearing clearing veer  
       clear here clear  

Cullinan, Bernice E., ed. Andi MacLeod, illus. Portraits by Marc Nadel. 1996. A jar of tiny stars: poems by NCTE award-winning poets. Honesdale, PA: Boyds Mills Press.

Extension: Divide the students into two groups. Have one group read one side of the poem and the second group read the other side. Ask the students to read the final two lines all together. Create a beat that mimics windshield wipers by tapping your hand on a desk or your foot on the floor and have the students read the poem aloud to the beat. Start fast like the wipers are working hard during a downpour and slow down as the poem progresses following the clearing sky as described.

Poetry Book Review #4

Grimes, Nikki. Terry Widener, illus. 2000. Shoe magic. New York: Orchard Books.

Shoe Magic is a collection of poetry by the celebrated African American children's poet, Nikki Grimes. This book of sixteen poems begins with a rhyme about the shoe rack and ends, most appropriately, with a poem about slippers. These imaginative stanzas support the idea that the shoes make the person, in this case offering a new way to think about footwear. Grimes' makes the connection between shoes and life, encouraging children to explore their passions as future possibility. The colorful illustrations by Terry Widener perfectly depict the verse. Overall this is an attractive collection for the very young through elementary aged children.

The majority of poems found here are short rhyming verses that are straightforward in their meaning. The images presented are concrete making them easy to understand. Grimes infuses interest by interjecting multicultural elements including names such as Talisha, Salena, Lu and Yu. Through these details she breaks cultural stereotypes like in the poem "Talisha's Toe Shoes." Talisha dreams of becoming a ballerina, but she is acutely aware that she does not look like other ballerinas, "They scowl at me,/Determining/That I don't fit the norm" (Grimes 12). Despite this, she is confident that she will live her dream to dance in The Nutcracker and not only dance, but also blow people away with her talent, "My arabesque/Will be so fine/They'll redefine the word" (Grimes 12). Gender stereotypes are also challenged in the poem "Cleats" where Clarice dreams of being a football player even though she is a girl, "But the cleats don't care/If the socks I wear/Are fuchsia/And my real name is/Clarice" (Grimes 8).

Another characteristic of the poems is humor. Brandi is trying to figure out why her mother had her baby shoes bronzed. She decides that it is for one of two reasons. The first is for them to serve as a reminder that she is no longer a child, they become inspiration for her to grow. The other reason is not so positive, "Lucky for the rest of me/She ran out of bronze" (Grimes 18). Grimes' words are clever mimicking the smart, but playful response any observant child might provide.

Terry Wilder perfectly compliments the poetry with his fanciful artwork. Colorful and eye-catching, his depiction of these children is slightly out of balance, making it all the more interesting to look at. Limbs or objects are not drawn to scale creating a cartoonish quality to the illustrations. However, they are all appealing and pleasing. They contain a playful energy that generates curiosity. The poems sometimes take up a white page opposite the illustrations, at other times the words are printed right on top of the artwork. Either way, the pictures perfectly depict the subjects of the poems supporting the verses without overpowering them.

Grimes' short poems paired with Wilder's vivid artwork has created an excellent collection to browse and read out loud. Even younger children may enjoy listening to the rhyme absorbing the images presented. Older children may appreciate the perspective, recognizing how shoes can sometimes do magic simply by changing who you are. Though this change may only be temporary, it is the feeling you get when wearing the shoes that lasts.

Poetry Break #3

Introduction: The National Council of Teachers of English (NCTE) attempts to connect educators and children to poetry by supporting its publication and encouraging its use. Every three years they honor a poet for their contributions to children's poetry. Mary Ann Hoberman is the Award Winner for 2003. Her poem, Frog, is a fun read aloud because of all the descriptive and nonsense words used in the poem. It's the perfect accompaniment to a biology lesson on amphibians. Try reciting it fast first to imitate the quick movements of frogs. Reading it rapidly also accentuates the humor of the words. Then recite it a second time much more slowly so that students can comprehend the imagery.

Frog
by Mary Ann Hoberman

Pollywiggle
Pollywog
Tadpole
Bullfrog
Leaps on
Long legs
Jug-o-rum
Jelly eggs
Sticky tongue
Trick flies
Spied by
Flicker eyes
Wet skin
Cold blood
Squats in
Mucky mud
Leaps on
Long legs
Jug-o-rum
Jelly eggs
Laid in
Wet bog…
Pollywiggle
Pollywog.

Hoberman, Mary Ann. Betty Fraser, illus. 1998. The llama who had no pajama. San Diego: Browndeer Press.

Extension: For younger children, this poem can easily lead into a simple craft where strips of long green paper are accordion folded to become the legs on the frog. Cut out simple frog bodies that students can color or draw on. Then tape or glue the frog legs on to the body. Once everyone is finished, repeat the poem while the children make their frogs jump.

Challenge older children to write a poem about their favorite animal starting and ending in the same way, like this poem. Ask that they keep each line to only one or two words. Encourage them to experiment with fun word pairings or to make up words of their own. Have them illustrate their work and create a display for your library or classroom.

Poetry Book Review #2

Hopkins, Lee Bennett, ed. Philip Stanton, illus. 2006. Got geography! New York: Greenwillow Books.

Got Geography!, a selection of poems put together by Lee Bennett Hopkins, presents various verses having to do with earth science. Sixteen different concise poems by fifteen different poets cover a wide variety of topics dealing with the earth's surface such as volcanoes and the ocean. The majority of these poems are concrete. All of the works featured are by established writers like Carl Sandburg or Jane Yolen. Richly illustrated by Philip Stanton, this collection is an eye catching book that would accompany a geography lesson well.

Poetry is an excellent way to make a usually static scientific subject come alive with imagery. This idea is exemplified in "For Forest" by Grace Nichols, "Forest tune in every day/to watersound and birdsound/Forest letting her hair down/to the teeming creeping of her forest-ground" (18). This image of these clumps of trees listening to the noise of its inhabitants like the music of a radio then relaxing to it is delightful. Along with imagery, an assortment of poetic devices is used. Free verse, rhyme and humor are just a few that are represented. Humor permeates "If I Were the Equator" by Kathryn Madeline Allen, "If I were the equator/I would have an attitude./I'd boast the most about my no degrees of latitude" (9). The thought of this imaginary line that surrounds the globe posturing is quite amusing. Plus it presents a lighter side of this subject not usually revealed.

All of these poems are definitely geared towards older school children because they have some understanding of the physical planet we inhabit. Bennett does an excellent job organizing the pieces. He begins with themes of having to find your way. Towards the middle the subjects get more specific while the poems contain a sense of understanding and adventure about the world around us. Carl Sandburg provides a deft conclusion in "Lines Written for Gene Kelly to Dance To." Overall, the poems are sensibly arranged, fit the theme and go well together.

Stanton's artwork immediately commands attention causing the collection to stand out. Deep colors permeate every corner of the page. Bright blues and deep greens dominate with absolutely no blank spaces. They evoke a very happy idyllic feeling, which works well with the poetry. His depiction of people and animals are mostly realistic with just a hint of caricature. These illustrations are filled with energy that seems to ooze off the paper. Again this aids in defining a more dynamic side to a subject often considered tedious. Because these images are so impressive, they at times command more attention than the poems. However, the artwork matches each verse well even if the art is what is noticed initially.

Ultimately, Bennett has created an excellent collection for educators. Because the theme is a specific school subject, it may at first, have a limited appeal to children. However, once a student sees the rich pictures and skims the contents, it is easy to imagine they would be eager to explore this collection.