Below is a bibliography of all of the poetry books used for the poetry breaks and poetry book reviews listed on this blog for the LS 5663 course at Texas Woman's University:
Alarcon, Francisco X. 2005. POEMS TO DREAM TOGETHER = POEMAS PARA SONAR JUNTOS. Ill. by Paula Barragan. New York: Lee & Low Books Inc. ISBN 9781584302339
Bagert, Brod. 2008. SCHOOL FEVER. Ill. by Robert Neubecker. New York: Dial Books for Young Readers. ISBN 9780803732018
Cleary, Brian P. 2004. RAINBOW SOUP: ADVENTURES IN POETRY. Ill. by Neal Layton. Minneapolis, MN: Carolrhoda Books, Inc. ISBN 157505597X
Cyrus, Kurt. 2005. HOTEL DEEP: LIGHT VERSE FROM DARK WATER. New York: Harcourt, Inc. ISBN 0152167714
Florian, Douglas. 2000. MAMMALABILIA. San Diego, CA: Harcourt, Inc. ISBN 0152021671
Foxworthy, Jeff. 2009. SILLY STREET. Ill. by Steve Bjorkman. New York: HarperCollins Children’s Books. ISBN 9780061719196
Grimes, Nikki. 2007. WHEN GORILLA GOES WALKING. Ill. by Shane Evans. New York: Orchard Books. ISBN 9780439317702
Hopkins, Lee Bennett. 2002. HOOFBEATS, CLAWS & RIPPLED FINS: CREATURE POEMS. Ill. by Stephen Alcorn. New York: HarperCollins Publishers. ISBN 0688179428
Janeczko, Paul B., comp. 1990. THE PLACE MY WORDS ARE LOOKING FOR. New York: Bradbury Press. ISBN 0027476715
Janeczko, Paul B., comp. 2001. A POKE IN THE I: A COLLECTION OF CONCRETE POEMS. Ill. by Chris Raschka. Cambridge, Mass.: Candlewick Press. ISBN 0763606618
Lowe, Ayana, ed. 2008. COME AND PLAY: CHILDREN OF OUR WORLD HAVING FUN / POEMS BY CHILDREN. Pictures from Magnum Photos. New York: Bloomsbury U.S.A. Children’s Books. ISBN 1599902451
Martin Jr., Bill, ed. 2008. THE BILL MARTIN JR BIG BOOK OF POETRY. New York: Simon & Schuster Books for Young Readers. ISBN 9781416939719
Schertle, Alice. 1999. A LUCKY THING. Ill. by Wendell Minor. San Diego, CA: Harcourt, Inc. ISBN 0152005412
Sidman, Joyce. 2005. SONG OF THE WATER BOATMAN AND OTHER POND POEMS. Ill. by Beckie Prange. New York: Houghton Mifflin Company. ISBN 9780618135479
Sidman, Joyce. 2007. THIS IS JUST TO SAY: POEMS OF APOLOGY AND FORGIVENESS. Ill. by Pamela Zagarenski. New York: Houghton Mifflin Company. ISBN 9780618616800
Thomas, Joyce Carol, ed. 2003. LINDA BROWN, YOU ARE NOT ALONE: THE BROWN V. BOARD OF EDUCATION DECISION. Ill. by Curtis James. New York: Hyperion Books for Children. ISBN 0786826401
Troupe, Quincy. 2000. TAKE IT TO THE HOOP, MAGIC JOHNSON. Ill. by Shane W. Evans. New York: Hyperion Books for Children. ISBN 0786824468
Woodson, Jacqueline. 2003. LOCOMOTION. New York: G.P. Putnam’s Sons. ISBN 0399231153
Saturday, April 25, 2009
Sunday, April 12, 2009
Module 6: Poetry Book Review - Poetry By Children
COME AND PLAY: CHILDREN OF OUR WORLD HAVING FUN / POEMS BY CHILDREN Edited by Ayana Lowe
(Lowe, Ayana, ed. 2008. COME AND PLAY: CHILDREN OF OUR WORLD HAVING FUN / POEMS BY CHILDREN. Pictures from Magnum Photos. New York: Bloomsbury U.S.A. Children’s Books. ISBN 1599902451)
In this unique poetry book edited by Ayana Lowe, 27 poems written by children are paired with incredible photographs of children playing around the world. Each double page features the poem in bright lettering on a black background on the left side and the accompanying photograph on the right side. The location and date of each photograph is also included, giving each poem a unique context. Individual authors are not named for each poem, giving the impression that the poems may have been the product of a collaborative effort among many children. Some of the poems rhyme and some do not, but each poem offers the refreshing perspectives of children. Sense imagery, emotional impact, onomatopoeia, and metaphorical language are among the various poetic elements that can be found in the poems. For example, the upbeat poem FUN IS A MOTION combines sense imagery, metaphorical language, and elated emotion:
FUN IS A MOTION
Fun is a motion.
Something that you really like.
Trying to fly, you feel a tingling
sensation inside of you.
Yippee!
While FUN IS A MOTION is an upbeat poem, many of the poems and photographs in the collection capture a range of emotions that children may feel while engaging in play activities. CAITLIN'S IDEA touches on the fear that children may feel when trying something new or challenging:
CAITLIN’S IDEA
It’s fun to jump.
Wheeee!
One of them is flying.
Her hair is waving.
The other one is holding on.
Why?
Maybe she’s scared.
This collection also includes an introductory poem written by Poet Laureate Rita Dove, information about each of the photographs, a world map depicting the locations showcased in each photograph, information about the writers and photographers, as well as an excerpt from Ayana Lowe on the amazing power of children’s play.
The 29 stunning photographs from Magnum Photos are the foundation for each of the children’s poems, and they capture the universal joys of childhood play with amazing clarity. With a mixture of both black and white as well as color photographs, the visuals in this collection are as unique and inspiring as the poems are. Additionally, the photographs from around the world range in date from 1951 to 2005, further emphasizing the universal and timeless nature of childhood play.
This poetry book is truly a celebration of children everywhere and the universal power of childhood play. The visual design of this book is extraordinarily appealing, and the fact that all of the poems are written by children might encourage other children to try writing poetry themselves. This beautiful collection could be a source of inspiration for children as well as a heartening reminder of the joys of childhood for adults. Just as the pleasures of childhood play are timeless and universal, this poetry collection has the potential to stand the test of time for both children and adults.
(Lowe, Ayana, ed. 2008. COME AND PLAY: CHILDREN OF OUR WORLD HAVING FUN / POEMS BY CHILDREN. Pictures from Magnum Photos. New York: Bloomsbury U.S.A. Children’s Books. ISBN 1599902451)
In this unique poetry book edited by Ayana Lowe, 27 poems written by children are paired with incredible photographs of children playing around the world. Each double page features the poem in bright lettering on a black background on the left side and the accompanying photograph on the right side. The location and date of each photograph is also included, giving each poem a unique context. Individual authors are not named for each poem, giving the impression that the poems may have been the product of a collaborative effort among many children. Some of the poems rhyme and some do not, but each poem offers the refreshing perspectives of children. Sense imagery, emotional impact, onomatopoeia, and metaphorical language are among the various poetic elements that can be found in the poems. For example, the upbeat poem FUN IS A MOTION combines sense imagery, metaphorical language, and elated emotion:
FUN IS A MOTION
Fun is a motion.
Something that you really like.
Trying to fly, you feel a tingling
sensation inside of you.
Yippee!
While FUN IS A MOTION is an upbeat poem, many of the poems and photographs in the collection capture a range of emotions that children may feel while engaging in play activities. CAITLIN'S IDEA touches on the fear that children may feel when trying something new or challenging:
CAITLIN’S IDEA
It’s fun to jump.
Wheeee!
One of them is flying.
Her hair is waving.
The other one is holding on.
Why?
Maybe she’s scared.
This collection also includes an introductory poem written by Poet Laureate Rita Dove, information about each of the photographs, a world map depicting the locations showcased in each photograph, information about the writers and photographers, as well as an excerpt from Ayana Lowe on the amazing power of children’s play.
The 29 stunning photographs from Magnum Photos are the foundation for each of the children’s poems, and they capture the universal joys of childhood play with amazing clarity. With a mixture of both black and white as well as color photographs, the visuals in this collection are as unique and inspiring as the poems are. Additionally, the photographs from around the world range in date from 1951 to 2005, further emphasizing the universal and timeless nature of childhood play.
This poetry book is truly a celebration of children everywhere and the universal power of childhood play. The visual design of this book is extraordinarily appealing, and the fact that all of the poems are written by children might encourage other children to try writing poetry themselves. This beautiful collection could be a source of inspiration for children as well as a heartening reminder of the joys of childhood for adults. Just as the pleasures of childhood play are timeless and universal, this poetry collection has the potential to stand the test of time for both children and adults.
Module 6: Poetry Book Review - Paul Janeczko Collection
A POKE IN THE I: A COLLECTION OF CONCRETE POEMS Selected by Paul B. Janeczko
(Janeczko, Paul B., comp. 2001. A POKE IN THE I: A COLLECTION OF CONCRETE POEMS. Ill. by Chris Raschka. Cambridge, Mass.: Candlewick Press. ISBN 0763606618)
In this spectacular collection of thirty concrete poems, Janeczko puts together an appealing sampling of this visually stimulating form of poetry. A POKE IN THE I: A COLLECTION OF CONCRETE POEMS begins with a table of contents and an explanation of concrete poetry in general. As Janeczko states, the unique arrangement of letters on the page along with the deliberate use of font size and space “add meaning to the poem beyond that contained in the actual words.”
As the definition of concrete poetry implies, the visual representation of each poem in this collection is as much a part of the poem as the words themselves. For example, Robert Froman’s A SEEING POEM states, “A seeing poem happens when words take a shape that helps them to turn on a light in someone’s mind.” As enlightening as the words alone are, their unique placement on the page in the shape of a hanging light bulb drives home the meaning of the poem in a visual way while increasing the appeal of the poem. Similarly, John Hegley’s poem, I NEED CONTACT LENSES, makes clever use of font size and space on the page to convey its meaning by arranging the letters of the poem in a way that resembles an eyesight testing chart:
(Janeczko, Paul B., comp. 2001. A POKE IN THE I: A COLLECTION OF CONCRETE POEMS. Ill. by Chris Raschka. Cambridge, Mass.: Candlewick Press. ISBN 0763606618)
In this spectacular collection of thirty concrete poems, Janeczko puts together an appealing sampling of this visually stimulating form of poetry. A POKE IN THE I: A COLLECTION OF CONCRETE POEMS begins with a table of contents and an explanation of concrete poetry in general. As Janeczko states, the unique arrangement of letters on the page along with the deliberate use of font size and space “add meaning to the poem beyond that contained in the actual words.”
As the definition of concrete poetry implies, the visual representation of each poem in this collection is as much a part of the poem as the words themselves. For example, Robert Froman’s A SEEING POEM states, “A seeing poem happens when words take a shape that helps them to turn on a light in someone’s mind.” As enlightening as the words alone are, their unique placement on the page in the shape of a hanging light bulb drives home the meaning of the poem in a visual way while increasing the appeal of the poem. Similarly, John Hegley’s poem, I NEED CONTACT LENSES, makes clever use of font size and space on the page to convey its meaning by arranging the letters of the poem in a way that resembles an eyesight testing chart:
I NEED CONTACT LENSES
By John Hegley
I
N E E D
C O N T A C T
L E N S E S
like I need a poke in the eye
Each concrete poem selected by Janeczko is incredibly unique compared to the next poem. Some of the poems make excellent use of poetic elements such as sound and sense imagery to convey their meaning. For example, the poem POPSICLE by Joan Bransfield Graham makes great use of rhyme, consonance, and sense imagery in a fun, tongue-twisting way: “Popsicle / Popsicle / tickle / tongue fun / licksicle / sticksicle / please / don’t run / dripsicle / slipsicle / melt, melt / tricky / stopsicle / plopsicle/ hand all / sticky.” Adding to the fun of this poem is the fact that the words are arranged in the shape of an actual Popsicle, with the word “sticky” serving as the stick. Other poems in this collection manage to stand out and make an impact with a single word, such as STOWAWAY by Robert Carola. Children are sure to enjoy finding the hidden “intruder” in Reinhard Dohl’s PATTERN POEM WITH AN ELUSIVE INTRUDER, which features the word “Apfel” repeated over and over again in the shape of an apple with the single word “Wurm” hidden among the numerous “Apfels.”
Despite the differences in the poems, nearly all of the poems in this collection are very playful and upbeat in tone and presentation, making the collection an appealing choice to share with children. Chris Raschka’s brightly colored and mesmerizing illustrations match the artistic quality of the poems highlighted in this book and add to the appeal of this stunning collection. A POKE IN THE I: A COLLECTION OF CONCRETE POEMS is a perfect choice for introducing children to the form of concrete poetry, and this collection is also a great way to show both children and adults just how much fun (and visually appealing) this form of creative poetry can be.
Despite the differences in the poems, nearly all of the poems in this collection are very playful and upbeat in tone and presentation, making the collection an appealing choice to share with children. Chris Raschka’s brightly colored and mesmerizing illustrations match the artistic quality of the poems highlighted in this book and add to the appeal of this stunning collection. A POKE IN THE I: A COLLECTION OF CONCRETE POEMS is a perfect choice for introducing children to the form of concrete poetry, and this collection is also a great way to show both children and adults just how much fun (and visually appealing) this form of creative poetry can be.
Module 6: Poetry Break - Serious Poem
SPEECH CLASS By Jim Daniels
(Found in: Janeczko, Paul B., comp. 1990. THE PLACE MY WORDS ARE LOOKING FOR. New York: Bradbury Press. ISBN 0027476715)
This touching and serious poem exposes the struggles and embarrassment that children with speech problems can face. The author does an excellent job conveying his emotions in a way that both children and adults can easily sympathize with. The poem includes a photograph of Jim Daniels and an excerpt that discusses why he writes poetry as well as the childhood speech struggles that inspired this poem. Daniels openly discusses being rendered speechless whenever someone would make fun of his speech and lying in bed at night practicing his speech sounds. In discussing his poetry writing at an early age, Daniels says that poetry became “the paper that didn’t make fun of what I said or how I said it.” Daniels’ eye-opening poem offers adults and children a personal look at the struggles that many children face.
INTRODUCTION: Ask students to think about what it would be like to have a difficult time forming words and communicating with others. Then, ask them to write a short diary entry from the point of view of a person who has a difficult time communicating. Students can discuss how they would feel about their difficulty, what would be frustrating about it, and ways that they could compensate for their communication difficulty.
SPEECH CLASS
(FOR JOE)
By Jim Daniels
We were outcasts –
you with your stutters,
me with my slurring –
and that was plenty for a friendship.
When we left class to go to the therapist
we hoped they wouldn’t laugh –
took turns reminding the teacher:
“Me and Joe have to go to shpeesh clash now,”
or “M-m-me and J-Jim ha-have to go to
s-s-speech now.”
Mrs. Clark, therapist, was also god, friend, mother.
Once she took us to the zoo on a field trip:
“Aw, ya gonna go look at the monkeys?”
“Maybe they’ll teach you how to talk.”
We clenched teeth and went
and felt the sun and fed the animals
and we were a family of broken words.
For years we both tried so hard
and I finally learned
where to put my tongue and how to make the sounds
and graduated,
but the first time you left class without me
I felt that punch in the gut –
I felt like a deserter
and wanted you
to have my voice.
EXTENSION: After reading the poem, discuss how common speech problems are for children (somewhere around 10% of children might experience some type of speech difficulty). Ask children to discuss how the author felt about his speech problems and brainstorm ways that people around the author might have made him feel less embarrassed about his situation. Finally, remind children that the author was able to overcome his struggles and ended up becoming very successful despite his initial difficulties with speech.
(Found in: Janeczko, Paul B., comp. 1990. THE PLACE MY WORDS ARE LOOKING FOR. New York: Bradbury Press. ISBN 0027476715)
This touching and serious poem exposes the struggles and embarrassment that children with speech problems can face. The author does an excellent job conveying his emotions in a way that both children and adults can easily sympathize with. The poem includes a photograph of Jim Daniels and an excerpt that discusses why he writes poetry as well as the childhood speech struggles that inspired this poem. Daniels openly discusses being rendered speechless whenever someone would make fun of his speech and lying in bed at night practicing his speech sounds. In discussing his poetry writing at an early age, Daniels says that poetry became “the paper that didn’t make fun of what I said or how I said it.” Daniels’ eye-opening poem offers adults and children a personal look at the struggles that many children face.
INTRODUCTION: Ask students to think about what it would be like to have a difficult time forming words and communicating with others. Then, ask them to write a short diary entry from the point of view of a person who has a difficult time communicating. Students can discuss how they would feel about their difficulty, what would be frustrating about it, and ways that they could compensate for their communication difficulty.
SPEECH CLASS
(FOR JOE)
By Jim Daniels
We were outcasts –
you with your stutters,
me with my slurring –
and that was plenty for a friendship.
When we left class to go to the therapist
we hoped they wouldn’t laugh –
took turns reminding the teacher:
“Me and Joe have to go to shpeesh clash now,”
or “M-m-me and J-Jim ha-have to go to
s-s-speech now.”
Mrs. Clark, therapist, was also god, friend, mother.
Once she took us to the zoo on a field trip:
“Aw, ya gonna go look at the monkeys?”
“Maybe they’ll teach you how to talk.”
We clenched teeth and went
and felt the sun and fed the animals
and we were a family of broken words.
For years we both tried so hard
and I finally learned
where to put my tongue and how to make the sounds
and graduated,
but the first time you left class without me
I felt that punch in the gut –
I felt like a deserter
and wanted you
to have my voice.
EXTENSION: After reading the poem, discuss how common speech problems are for children (somewhere around 10% of children might experience some type of speech difficulty). Ask children to discuss how the author felt about his speech problems and brainstorm ways that people around the author might have made him feel less embarrassed about his situation. Finally, remind children that the author was able to overcome his struggles and ended up becoming very successful despite his initial difficulties with speech.
Friday, April 3, 2009
Module 5: Poetry Break - Favorite Newer Poem (since 2008)
THE BIGGEST TREE HOUSE By Jeff Foxworthy
(Found in: Foxworthy, Jeff. 2009. SILLY STREET. Ill. by Steve Bjorkman. New York: HarperCollins Children’s Books. ISBN 9780061719196)
Children will easily relate to the imaginative quality of this poem. This rhyming poem captures the magic of childhood by describing the adventures a child could have in the biggest tree house imaginable. Steve Bjorkman’s colorful illustration of dozens of children frolicking, swinging, and playing in a gigantic tree house stretching high in the sky will certainly capture young children’s attention.
INTRODUCTION: As a group, ask students to help you draw and design “the ultimate tree house” for children. Lay out a large piece of butcher paper on the floor and allow students to work together to design one large tree house complete with the coolest features imaginable. As students are working, ask volunteers to share their ideas of what features would make the tree house fun.
THE BIGGEST TREE HOUSE
By Jeff Foxworthy
On the side of the street
In a fabulous tree
Is the biggest tree house
You ever will see.
You are welcome to climb
Clear up to the sky.
Wave the flag at the top
‘Cause you’re higher than high.
You could meet with your club,
Yell hello to your friends,
‘Cause in the great tree house
The fun never ends.
You can wave to the birds,
You can sing really loud,
And on the right day
You can hide in a cloud.
EXTENSION: Since this poem wraps up its imaginative quality with hiding in a cloud, it opens the door to a fun discussion of clouds and their various shapes. Read the story LITTLE CLOUD by Eric Carle to spark even more interest in clouds and the power of imagination. Then, keep the creative juices flowing by taking children outside to gaze at the clouds to see where their imaginations can take them! Children could even create artwork (using paint or even cotton balls to form clouds) that showcases the various shapes that can be seen in the clouds.
(Found in: Foxworthy, Jeff. 2009. SILLY STREET. Ill. by Steve Bjorkman. New York: HarperCollins Children’s Books. ISBN 9780061719196)
Children will easily relate to the imaginative quality of this poem. This rhyming poem captures the magic of childhood by describing the adventures a child could have in the biggest tree house imaginable. Steve Bjorkman’s colorful illustration of dozens of children frolicking, swinging, and playing in a gigantic tree house stretching high in the sky will certainly capture young children’s attention.
INTRODUCTION: As a group, ask students to help you draw and design “the ultimate tree house” for children. Lay out a large piece of butcher paper on the floor and allow students to work together to design one large tree house complete with the coolest features imaginable. As students are working, ask volunteers to share their ideas of what features would make the tree house fun.
THE BIGGEST TREE HOUSE
By Jeff Foxworthy
On the side of the street
In a fabulous tree
Is the biggest tree house
You ever will see.
You are welcome to climb
Clear up to the sky.
Wave the flag at the top
‘Cause you’re higher than high.
You could meet with your club,
Yell hello to your friends,
‘Cause in the great tree house
The fun never ends.
You can wave to the birds,
You can sing really loud,
And on the right day
You can hide in a cloud.
EXTENSION: Since this poem wraps up its imaginative quality with hiding in a cloud, it opens the door to a fun discussion of clouds and their various shapes. Read the story LITTLE CLOUD by Eric Carle to spark even more interest in clouds and the power of imagination. Then, keep the creative juices flowing by taking children outside to gaze at the clouds to see where their imaginations can take them! Children could even create artwork (using paint or even cotton balls to form clouds) that showcases the various shapes that can be seen in the clouds.
Module 5: Poetry Book Review - Favorite New Book (since 2005)
THIS IS JUST TO SAY: POEMS OF APOLOGY AND FORGIVENESS by Joyce Sidman
(Sidman, Joyce. 2007. THIS IS JUST TO SAY: POEMS OF APOLOGY AND FORGIVENESS. Ill. by Pamela Zagarenski. New York: Houghton Mifflin Company. ISBN 9780618616800)
In this unique book of apology poems, Joyce Sidman writes poems from the perspective of a class of sixth grade students. The book begins with an introduction written from the perspective of Anthony K., a sixth grader in Mrs. Merz’s class. The introduction explains the unusual “sorry poem” premise of the book, including the fact that the book also includes the response poems written by the people who received the original apology poems. The book is divided into two parts, apologies and responses, and a table of contents makes locating the poems and their corresponding responses easy. The book also quotes William Carlos Williams’ poem THIS IS JUST TO SAY, giving him credit for inspiring the project.
The poems are written in a variety of formats and emotions, including a funny poem about stealing jelly doughnuts from the teachers’ lounge (THIS IS JUST TO SAY) as well as a serious and heartbreaking poem about having to put a dog to sleep (IT WAS QUIET). Despite the vast range of poems and emotions covered in this book, Sidman manages to write in ways that will draw children in, especially upper elementary and middle school students who will certainly relate to many of the topics covered in the poems. Any child who has ever gotten carried away in a fight with a sibling will likely relate to THE BLACK SPOT, which describes the lingering remorse of a young girl after stabbing her sister in the hand with a pencil long ago:
THE BLACK SPOT
(By Joyce Sidman)
That black spot on your palm.
It never goes away.
So long ago
I can hardly remember,
I stabbed you with a pencil.
Part of the lead, there,
still inside you.
And inside me, too,
something small and black.
Hidden away.
I don’t know what to call it,
the nugget of darkness,
that made me stab you.
It never goes away.
Both marks, still there.
Small black
reminders.
by Alyssa
Both children and adults will appreciate the humor in the poem DEAR THOMAS, written in response to the apology made by the student who stole the jelly doughnuts from the teachers’ lounge:
DEAR THOMAS
(By Joyce Sidman)
Thank you for your poem.
You do have a way with you, Thomas.
Smiling, asking me how I’m doing today,
talking a mile a minute.
Slipping in and out (yes, I see you!)
stealing our hearts, and our doughnuts, too.
A nice boy like you can really
get on in the world
if he doesn’t let his fingers run away with him.
Of course I forgive you.
But I still have to call your mother.
by Mrs. Garcia (in the office)
While each apology poem and response poem are unique and endearing in their own way, it is the book as a whole that is truly an exceptional book of poetry to share with children. Capturing the spirit and emotions of childhood in a clever and unique way, Sidman offers a fascinating look at the complexity of human relationships and how we treat others. Additionally, Pamela Zagarenski’s interesting and colorful collage illustrations add to the appeal of the book. THIS IS JUST TO SAY: POEMS OF APOLOGY AND FORGIVENESS looks like a book that children will pick up, and the charming poems have the power to really hook children in.
(Sidman, Joyce. 2007. THIS IS JUST TO SAY: POEMS OF APOLOGY AND FORGIVENESS. Ill. by Pamela Zagarenski. New York: Houghton Mifflin Company. ISBN 9780618616800)
In this unique book of apology poems, Joyce Sidman writes poems from the perspective of a class of sixth grade students. The book begins with an introduction written from the perspective of Anthony K., a sixth grader in Mrs. Merz’s class. The introduction explains the unusual “sorry poem” premise of the book, including the fact that the book also includes the response poems written by the people who received the original apology poems. The book is divided into two parts, apologies and responses, and a table of contents makes locating the poems and their corresponding responses easy. The book also quotes William Carlos Williams’ poem THIS IS JUST TO SAY, giving him credit for inspiring the project.
The poems are written in a variety of formats and emotions, including a funny poem about stealing jelly doughnuts from the teachers’ lounge (THIS IS JUST TO SAY) as well as a serious and heartbreaking poem about having to put a dog to sleep (IT WAS QUIET). Despite the vast range of poems and emotions covered in this book, Sidman manages to write in ways that will draw children in, especially upper elementary and middle school students who will certainly relate to many of the topics covered in the poems. Any child who has ever gotten carried away in a fight with a sibling will likely relate to THE BLACK SPOT, which describes the lingering remorse of a young girl after stabbing her sister in the hand with a pencil long ago:
THE BLACK SPOT
(By Joyce Sidman)
That black spot on your palm.
It never goes away.
So long ago
I can hardly remember,
I stabbed you with a pencil.
Part of the lead, there,
still inside you.
And inside me, too,
something small and black.
Hidden away.
I don’t know what to call it,
the nugget of darkness,
that made me stab you.
It never goes away.
Both marks, still there.
Small black
reminders.
by Alyssa
Both children and adults will appreciate the humor in the poem DEAR THOMAS, written in response to the apology made by the student who stole the jelly doughnuts from the teachers’ lounge:
DEAR THOMAS
(By Joyce Sidman)
Thank you for your poem.
You do have a way with you, Thomas.
Smiling, asking me how I’m doing today,
talking a mile a minute.
Slipping in and out (yes, I see you!)
stealing our hearts, and our doughnuts, too.
A nice boy like you can really
get on in the world
if he doesn’t let his fingers run away with him.
Of course I forgive you.
But I still have to call your mother.
by Mrs. Garcia (in the office)
While each apology poem and response poem are unique and endearing in their own way, it is the book as a whole that is truly an exceptional book of poetry to share with children. Capturing the spirit and emotions of childhood in a clever and unique way, Sidman offers a fascinating look at the complexity of human relationships and how we treat others. Additionally, Pamela Zagarenski’s interesting and colorful collage illustrations add to the appeal of the book. THIS IS JUST TO SAY: POEMS OF APOLOGY AND FORGIVENESS looks like a book that children will pick up, and the charming poems have the power to really hook children in.
Wednesday, April 1, 2009
Module 5: Poetry Break - Poem With Refrain
ONCE UPON A TIME by Bill Martin Jr. and Michael Sampson
(Found in: Martin Jr., Bill, ed. 2008. THE BILL MARTIN JR BIG BOOK OF POETRY. New York: Simon & Schuster Books for Young Readers. ISBN 9781416939719)
This mesmerizing poem captures the amazing ability of storytellers to entertain people from all walks of life. Just as storytellers have the ability to draw people in, this rhyming and rhythmic poem will capture children’s attention easily. The refrain used in this selection is: “Tell it again, Storyteller, / Tell it again, / Onceupona / Onceupona / Onceuponatime, / Tell it again, Storyteller / Tell it again.” Additionally, David Gordon’s illustration of a variety of individuals, such as a mummy, a witch, and several children, all huddled around a campfire while listening intently to a storyteller matches the entrancing nature of the poem well.
INTRODUCTION: Prior to reading this poem aloud, write the phrase “once upon a time” on the board. Ask students to share what they think that phrase means. Then, as a group, brainstorm the thoughts and images that come to mind whenever “once upon a time” is heard. Students will likely state that “once upon a time” evokes images of fairy tales and imaginative stories that take place in faraway lands. Briefly remind students of the power of great stories to take people and their imaginations to amazing places.
ONCE UPON A TIME
By Bill Martin Jr. and Michael Sampson
The storyteller came to town
To share his gifts sublime,
Tell it again, Storyteller,
Tell it again,
Onceupona
Onceupona
Onceuponatime,
Tell it again, Storyteller
Tell it again,
Doors flew open to him,
Kings begged him not depart,
And children tucked his stories
In the pockets of their heart,
Tell it again, Storyteller
Tell it again,
Onceupona
Onceupona
Onceuponatime,
Tell it again, Storyteller
Tell it again,
He told of scary ghosts
And of witches who became toast,
Of knights of old
And outlaws bold,
Oh
Onceupona
Onceupona
Onceuponatime,
Tell it again, Storyteller,
Tell it again.
EXTENSION: After sharing the poem, briefly share a story that you remember being shared with you as a child (for me personally, I remember hearing “The Three Little Pigs” story being told to me by my parents from memory). Then, allow student volunteers to share a few stories that are a part of their families’ storytelling traditions. Close the poetry break with a quick reminder of how exciting both listening to and telling stories can be for people of all ages.
(Found in: Martin Jr., Bill, ed. 2008. THE BILL MARTIN JR BIG BOOK OF POETRY. New York: Simon & Schuster Books for Young Readers. ISBN 9781416939719)
This mesmerizing poem captures the amazing ability of storytellers to entertain people from all walks of life. Just as storytellers have the ability to draw people in, this rhyming and rhythmic poem will capture children’s attention easily. The refrain used in this selection is: “Tell it again, Storyteller, / Tell it again, / Onceupona / Onceupona / Onceuponatime, / Tell it again, Storyteller / Tell it again.” Additionally, David Gordon’s illustration of a variety of individuals, such as a mummy, a witch, and several children, all huddled around a campfire while listening intently to a storyteller matches the entrancing nature of the poem well.
INTRODUCTION: Prior to reading this poem aloud, write the phrase “once upon a time” on the board. Ask students to share what they think that phrase means. Then, as a group, brainstorm the thoughts and images that come to mind whenever “once upon a time” is heard. Students will likely state that “once upon a time” evokes images of fairy tales and imaginative stories that take place in faraway lands. Briefly remind students of the power of great stories to take people and their imaginations to amazing places.
ONCE UPON A TIME
By Bill Martin Jr. and Michael Sampson
The storyteller came to town
To share his gifts sublime,
Tell it again, Storyteller,
Tell it again,
Onceupona
Onceupona
Onceuponatime,
Tell it again, Storyteller
Tell it again,
Doors flew open to him,
Kings begged him not depart,
And children tucked his stories
In the pockets of their heart,
Tell it again, Storyteller
Tell it again,
Onceupona
Onceupona
Onceuponatime,
Tell it again, Storyteller
Tell it again,
He told of scary ghosts
And of witches who became toast,
Of knights of old
And outlaws bold,
Oh
Onceupona
Onceupona
Onceuponatime,
Tell it again, Storyteller,
Tell it again.
EXTENSION: After sharing the poem, briefly share a story that you remember being shared with you as a child (for me personally, I remember hearing “The Three Little Pigs” story being told to me by my parents from memory). Then, allow student volunteers to share a few stories that are a part of their families’ storytelling traditions. Close the poetry break with a quick reminder of how exciting both listening to and telling stories can be for people of all ages.
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