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SHARING POETRY WITH YOUNG PEOPLEThe Poetry Friday Anthology:
Take 5 for Poems & Poetry SkillsJanuary, 2015
Sylvia M. Vardell, Ph.D.ProfessorTexas Woman's UniversitySchool of Library & Information StudiesP O Box 425438Denton TX [email protected] BLOG: http://poetryforchildren.blogspot.com/MY BOOK (and printables): http://PomeloBooks.com
Poetry resource books by Sylvia Vardell The Poetry Friday Anthology Gr. K-5 (with Janet Wong, 2012)The Poetry Friday Anthology Gr. 6-8 (with Janet Wong, 2013)The Poetry Friday Anthology for Science K-5 (with Janet Wong, 2014)The Poetry Friday Anthology for Celebrations: Holiday Poems for the Whole
Year in English and Spanish (with Janet Wong, 2015)The Poetry Teacher’s Book of Lists (2012)Poetry Aloud Here 2 (2014) Poetry People: A Practical Guide to Children’s Poets (2007) Children’s Literature in Action: A Librarian’s Guide (2nd Ed, 2014)
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FAVORITE POETRY OF 2014
1.Alexander, Kwame. 2014. The Crossover. Boston: Houghton Mifflin Harcourt.2.Brown, Skila. 2014. Caminar. Somerville, MA: Candlewick.3.Bryan, Ashley. 2014. Ashley Bryan's Puppets: Making Something from
Everything. New York: Atheneum.4.Cleary, Brian. 2014. Ode to a Commode: Concrete Poems. Ill. by Andy
Rowland. Brookfield, CT: Millbrook Press.5.Crowe, Chris. 2014. Death Coming Up the Hill. Boston: Houghton Mifflin
Harcourt.6.Elliott, David. 2014. On the Wing. Somerville, MA: Candlewick.7.Engle, Margarita. 2014. Silver People: Voices from the Panama Canal. Boston:
Houghton Mifflin Harcourt.8.Florian, Douglas. 2014. Poem Depot: Aisles of Smiles. NY: Dial.9.Heppermann, Christine. 2013. Poisoned Apples: Poems for You, My Pretty.
New York: HarperCollins/Greenwillow.10. Holt, K. A. 2014. Rhyme Schemer. San Francisco: Chronicle.11. Hopkins, Lee Bennett. Ed. 2014. Manger. Grand Rapids, MI: Eerdmans.12. Janeczko, Paul. Ed. 2014. Firefly July: A Year of Very Short Poems. Ill. by
Melissa Sweet. Somerville, MA: Candlewick.13. Latham, Irene. 2014. Dear Wandering Wildebeest: And Other Poems from
the Water Hole. Brookfield, CT: Millbrook/Lerner. 14. Lewis, J. Patrick. 2014. Harlem Hellfighters. Ill. by Gary Kelley. Mankato,
MN: Creative Editions.15. Lewis, J. Patrick and Lyon, George Ella. 2014. Voices from the March:
Washington, D.C., 1963. Honesdale, PA: Wordsong/Boyds Mills Press.16. Mora, Pat. 2014. Water Rolls, Water Rises/ El agua rueda, el agua sube.
Ill. by Meilo So. San Francisco: Children's Book Press.17. Muth, Jon. J. 2014. Hi, Koo!: A Year of Seasons. New York: Scholastic.18. Nagai, Mariko. 2014. Dust of Eden. Chicago: Whitman.19. Nelson, Marilyn. 2014. How I Discovered Poetry. New York: Dial.20. Raczka, Bob. 2014. Santa Clauses: Short Poems from the North Pole.
Minneapolis: Carolrhoda (Lerner).21. Rogé. 2014. Haiti My Country: Poems by Haitian Schoolchildren. Ill.
by Rogé. Fifth House. Markham, Ontario.22. Salas, Laura Purdie. 2014. Water Can Be. Ill. by Violeta Dabija.
Brookfield, CT: Millbrook.23. Sidman, Joyce. 2014. Winter Bees & Other Poems of the Cold. Ill. by Rick
Allen. Boston: Houghton Mifflin Harcourt.24. Woodson, Jacqueline. 2014. Brown Girl Dreaming. New York: Nancy
Paulsen Books/Penguin.
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POETRY COMING IN 2015 (more at PoetryForChildren.Blogspot.com)
1. Argueta, Jorge. 2015. Salsa: Un poema para cocinar/ A Cooking Poem (Bilingual Cooking Poems). Ill. by Duncan Tonatiuh and Elisa Amado. Toronto, Canada: Groundwood.
2. Brown, Calef. 2015. To Hypnotize a Lion: Poems About Just About Everything. New York: Macmillan/Henry Holt/Ottaviano.
3. Bulion, Leslie. 2015. Random Body Parts. Atlanta: Peachtree.4. Engle, Margarita. 2015. Enchanted Air: Two Cultures, Two Wings: A
Memoir. New York: Atheneum.5. Engle, Margarita. 2015. Orangutanka: A Story in Poems. Ill. by Renee
Kurilla. New York: Holt. 6. Grimes, Nikki. 2015. Poems in the Attic. Ill. by Elizabeth Zunon. New York:
Lee & Low. 7. Janeczko, Paul B. 2015. The Death of the Hat: A Brief History of Poetry in
50 Objects. Somerville, MA: Candlewick.8. Lewis, J. Patrick and Nesbitt, Kenn. 2015. Bigfoot is Missing! San
Francisco: Chronicle.9. Lewis, J. Patrick. Ed. 2015. National Geographic Book of Nature Poetry.
Washington DC: National Geographic.10.Raczka, Bob. 2015. Presidential Misadventures: Poems that Poke Fun at
the Man in Charge. Ill. by Dan Burr. New York: Roaring Brook. 11.Ruddell, Deborah. 2015. The Popcorn Astronauts and Other Biteable
Rhymes. Ill. by Joan Rankin. New York: McElderry.12.Wardlaw, Lee. 2015. Won Ton and Chopstick: A Cat and Dog Tale Told in
Haiku. Ill. by Eugene Yelchin. New York: Holt.
POETRY AWARDS (for poetry for young people)
1. The National Council of Teachers of English (NCTE) Award for Excellence in Poetry for Children
2. Children’s Poet Laureate3. Lee Bennett Hopkins Award for Poetry for Children4. The Claudia Lewis Award for Poetry5. The Lion and the Unicorn Award for Excellence in North American Poetry 6. Lee Bennett Hopkins Promising Poet Award
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Take 5: Strategies for Poetry Sharing
#1: Read the poem aloud (vary your approach in multiple readings). If possible, practice reading the poem aloud to yourself a few times to get
comfortable with the words, lines, pauses, and rhythm. If possible, display the words of the poem on a poster or chalkboard or with an
overhead or digital projector. If the poem has active verbs in it, add motions or pantomime to your reading. If a physical object is referenced, plan ahead to have that object ready as a poem
“prop.” Vary your voice with whispers, growls, or shouts, depending on the words or
create vocal characters for different points of view in the poem. Some poems can be read aloud to a soundtrack of relevant music or sound
effects evoked by the poem or with images projected (like nature photos). Add finger-snapping, clapping, singing, or sign language, if those fit the poem’s
meaning. Some poems may incorporate a few challenging vocabulary words that may
need a bit of brief explanation before reading. Or invite students to close their eyes and visualize the scene or place depicted in
the poem before reading it aloud to enhance build comprehension. Consider inviting guest readers to read the poem aloud, particularly if relevant to
the poem’s content; a distant parent or relative can share the poem aloud via Skype or Facetime.
#2: Read the poem aloud again with student participation and involvement. Try echo reading, asking students to repeat certain words or lines after you.
Note: keep the pace moving so the echo reading won’t interrupt a poem to the point of distraction.
Look for any repeated words, phrases, lines or stanzas in the poem. Write these down or highlight them and display the words, inviting students to chime in on only those words as you read the rest of the poem aloud.
Students can chime in on key words like number words, days of the week, months of the year, etc. and on the very last line of the poem—often enhanced by being read in unison.
Students can provide sound effects for sound words (onomatopoeia). Question lines (ending in a question mark) can be spoken by the students
(individually or in groups). Use words or lines in bold or italics as cues for student participation, too.
Multiple stanzas can naturally suggest groupings for reading aloud (one group per stanza).
Rhyming poems can lend themselves to a “guess the end” activity, as you pause before the rhyming word at the end of the couplet or stanza and students chime in with the final rhyming word.
Poems written for two voices or with designated character parts can particularly lend themselves to student participation.
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#3: Take a moment to invite students to discuss the poem; have an open-ended question ready as a prompt.
Have a fun discussion prompt ready, tailored to fit the poem. Try an open-ended question with no single, correct answer and encourage
diversity in responses. Ask a question suggested BY the poem, rather than a question ABOUT the
poem. This helps “break the ice” and connect the poem with their own experiences which then can lead back to looking at specific words, lines, and stanzas in the poem.
Discussion prompts should overwhelm the poem itself and be sure that you are not doing most of the talking.
Piggy-back on students’ comments by explaining some poetry fundamentals AFTER they’ve already observed them (e.g., “click clack” is called “onomatopoeia” and poets use this device to suggest sounds, even coining new words in the process).
#4: Make a subtle skill connection with the poem—just one. Any given poem may demonstrate many of the TEKS poem elements and
devices, but focus on one key element that is particularly significant for one mini-lesson. Remember that you are building poetry understanding one poem at a time—while striving to maintain the joy of poetry, too.
Poetic elements: rhythm, rhyme, rhyme scheme (e.g. end, internal, slant, eye), meter, repetition, imagery
Poetic form: narrative poetry, lyrical poetry, humorous poetry, free verse Poetic types: cinquain, haiku, tanka, acrostic, diamante Figurative language and literary devices: alliteration, onomatopoeia,
personification, metaphors, similes, hyperbole Poem format: graphical elements (e.g. capital letters, line length, word
position, punctuation), line breaks, stanzas
#5: Connect with other poems and poetry books that are similar in some way. Look for another poem by the same poet. Look for another poem about the same subject. Look for another poem in the same style or form. Look for another poem that includes the same poetic devices or graphical
elements. Look for a poem that contrasts with the focus poem. Encourage students to find and share connected poems. Keep poetry books handy for easy reference. Revisit favorite poems as often as possible.
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Reading Poetry AloudFor each poem, we provide suggestions for how to invite students to participate in reading the poem aloud. Often the poem itself will “show” you how to perform it if you study the lines and their arrangement on the page. And when you invite students to participate in poem performance, you will find that they will have ideas about how to try a poem this way or that way. Follow their lead! Here are some general guidelines for involving students in reading poetry out loud.
• Take the lead, be the first to read the poem, and don’t be afraid to “ham it up.” Take the pressure off students by showing how the poem sounds, how words should be pronounced, how the meaning and emotion might be conveyed. Don’t ask them to do anything you wouldn’t do yourself.
• Use props whenever possible to make a concrete connection to the poem, focus attention, and add a bit of fun. Choose something suggested by the poem. It’s even worth planning ahead to have a good prop ready beforehand. Students can then use the props too as they volunteer to join in on reading the poem, taking the focus off of them and giving the audience something specific to look at while listening—the poetry prop.
• Try using media to add another dimension to the poetry experience. Look for digital images or videos relevant to the poem to display without sound as a backdrop while reading the poem aloud, or find music or sound effects suggested by the poem to underscore the meaning or mood as you read the poem aloud.
• Offer choices as you invite students to join in on reading the poem aloud with you. They can choose a favorite line to chime in on or volunteer to read a line or stanza of their choice or ask a friend to join them in reading a portion aloud. The more say they have about how they participate in the poem reading, the more eager and comfortable they will be about volunteering.
• Make connections between the poems and their lives and experiences, between one poem and another, and between poems and other genres like nonfiction, short stories, newspaper articles, and songs). We provide example questions and poem connections for each poem, but once you have established that pattern, be open to the connections the students themselves make first.
• Be creative and use art, drama, and technology to present the poem and to engage students in participating in that presentation. Find relevant photos, draw quick Pictionary-style sketches, make word clouds, create graphic “novel” comic panels for poem lines, use American Sign Language for key words, pose in a dramatic “frozen” tableau, collaborate on a PowerPoint slide show, and so on. Look to share the poem in a way that is particularly meaningful for students. Or better yet, let them show you!
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POPULAR POETRY WEB SITES FOR YOUNG PEOPLE
1. Poetry Foundation http://www.poetryfoundation.org/children/
2. Poetry Out Loud http://www.poetryoutloud.org/
3. The Academy of American Poets http://www.poetsorg
4. Poetry Daily http://www.poems.com/
5. The Library of Congress Poetry and Literature Center http://www.loc.gov/poetry/
6. Favorite Poem Project http://www.favoritepoem.org/
7. Magnetic Poetry http://www.magneticpoetry.com/
8. Semantic Rhyming Dictionary http://www.rhymezone.com/
9. Columbia Granger’s World of Poetry http://www.columbiagrangers.org/
10.Poetry Speaks https://www.poetryspeaks.com/
11.PoetryMagazine http://www.poetrymagazine.com/
12.Poets and Writers http://www.pw.org/
13.Giggle Poetry http://www.gigglepoetry.com/
14.Potato Hill Poetry http://www.potatohill.com
15.Poetry Alive http://poetryalive.com/
16.Poetry Minute http://www.poetryminute.org
POPULAR POETRY BLOGSAlphabet Soup by Jama Rattigan JamaRattigan.com
The Miss Rumphius Effect by Tricia Stohr-HuntMissRumphiusEffect.Blogspot.com
Poetry At Play; Poetry Advocates for Children and Young AdultsPoetryatPlay.org
A Year of Reading by Franki Sibberson and Mary Lee HahnReadingYear.Blogspot.com
The Poem Farm by Amy Ludwig VanDerwaterPoemFarm.Blogspot.com
Writing the World for Kids by Laura Purdie Salas
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LauraSalas.Wordpress.com
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week 11: More Food
Sack Lunch by Charles Waters
Whole wheat oatmeal bread,Homemade grape jelly,Crunchy peanut butter—A rumble in my belly. Double chocolate cupcakes—What a perfect snack!Ten tiny carrot sticks?I’d rather give that back.
Kindergarten
1. Bring a paper bag or lunch kit and put a copy of this poem inside it. Then open the bag and remove this “Sack Lunch” poem before reading it aloud.
2. Next, invite students to echo read each line after you, one line at a time.
3. For discussion: What are your favorite foods for lunches and snacks?
4. Show how rhyming words help turn this “list” of foods into a poem. Ask students: What are the words that rhyme (jelly/belly and snack/back)? Read the poem aloud again, but pause before the second word in each rhyming pair and wait for the students to chime in with the correct response (belly, back).
4. For another poem with peanut butter in it, share “Snack Rules” by Robyn Hood Black (1st Grade, Week 10).
The Poetry Friday AnthologyThe Poetry Friday Anthology
Take 5!
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