Teacher

Resources





Poetry Study

Before students can begin analyzing and creating poetry, they must have a clear vision of what
poetry looks like. Students and teachers must spend time reading and getting to know the
different forms of poetry.

Immerse student with poems of all kinds. Read them aloud, have a variety of poetry books
and poems. Provide for differentiation at every level: interest, choice, ability. Create criteria
charts and examples for the different kinds of poetry that you study.

Draw students attention to the unique characteristics of poetry such as rhyme, rhythm, line
breaks, meters, and so on. The direct instruction of key terms helps establish a common
vocabulary that will facilitate discussions of poetry throughout this study.

Poetry Resources

Poets.org

http://www.gigglepoetry.com/

The link More Than Words provides an opportunity/ structure for the students to make
inferences about poetry.

See Colorin Colorado for more tips on reading poetry with ELLs.

http://www.missspott.com/figurativelanguage.html

http://www.tooter4kids.com/forms_of_poetry.htm

http://www.poemsforchildren.org/

The Childrens Poetry Archive












Mentor Texts:
Where The Sidewalk Ends by Shel
Silverstein
Love That Dog By Sharon Creech
Out of the Dust By Karen Hesse
I Never Saw Another Butterfly by Hana
Volavkova
Yo! Yes! by Chris Raschka
Speak to Me by Karen English and Amy
June Bates
Marvelous Math: a book of poems by Lee
Bennett Hopkins
Wonderful Words selected by Lee Bennett
Hopkins
Spectacular Science by Lee Bennett
Hopkins
Turtle In July by Marilyn Singer
Pirates by David Harrison (Bluebonnet Book
2010)
Haiku Hike by written and illustrated by
fourth-grade students of St. Mary's
Catholic School in Mansfield,
Massachusetts (Scholastic, 2005)

Poetry in the TEKS
Third Grade Fourth Grade Fifth Grade
Reading/Comprehension of Literary Text/Poetry.
Students understand, make inferences and draw conclusions about the structure and elements of poetry
and provide evidence from text to support their understanding.
6(A) describe the characteristics of various
forms of poetry and how they create
imagery (e.g.,narrative poetry, lyrical
poetry, humorous poetry, free verse).
4(A) explain how the structural elements of
poetry (e.g., rhyme, meter, stanzas, line
breaks) relate to form (e.g., lyrical poetry,
free verse).
(5) analyze how poets use sound effects (e.g.,
alliteration, internal rhyme, onomatopoeia,
rhyme scheme) to reinforce meaning in
poems.
SEs that were tested and/or dual coded on the Reading STAAR Release tests
F19 (D) Reading Comprehension Skills F19 (D) -
make inferences about text and use textual
evidence to support understanding
Reading Comprehension Skills - make
inferences about text and use textual
evidence to support understanding

2(B) Reading/Beginning
Reading/Strategies - ask relevant
questions, seek clarification, and locate
facts and details about stories and other
texts and support answers wit evidence
from text
F19 (F) Reading/Comprehension Skills
make connections (e.g., thematic links,
author analysis) between literary and
informational texts with similar ideas &
provide text evidence

(5) Reading/Comprehension of Literary
Text/Theme and Genre - Students analyze,
make inferences and draw conclusions
about theme and genre in different
cultural, historical, and contemporary
contexts and provide evidence from the
text to support their understanding

Additional SEs that may be tested and/or dual coded with poetry
Reporting Category 1
Reading/Vocabulary Development
4 A,B,C
: Reporting Category 1
Reading/Vocabulary Development
:
2 A, B, E
Reading/Comprehension of Literary
Text/Literary Nonfiction 7A
Reporting Category 1
Reading/Vocabulary Development
:
2 A, B, E
Reading/Comprehension of Literary
Text/Theme and Genre 3, 3A
Reading/Comprehension Skills 19F
Reporting Category 2
Reading/Comprehension of Literary
Text/Sensory Language 10, 10A
:
Reading/ Media Literacy 16
Reading/Comprehension Skills 19E
Reporting Category 2
Reading/Comprehension of Literary
Text/Theme and Genre 3, 3A, B
:
Reading/Comprehension of Literary
Text/Sensory Language 8, 8A
Reading/ Media Literacy 14
Reading/Comprehension Skills 19E
Reporting Category 2
Reading/Comprehension of Literary
Text/Theme and Genre 3C
:
Reading/Comprehension of Literary
Text/Sensory Language 8, 8A
Reading/ Media Literacy 14
Reading/Comprehension Skills 19D,
19E









Reading Poetry Aloud (For Teachers)

Fountas and Pinnell say:
When you read new poems, avoid long
introductions. Simply read the piece aloud without
analyzing it or introducing vocabulary. Read it again,
ask for comments, or invite partners to talk with each
other. You can ruin poetry by focusing too much
attention on what must be learned (Graves 1992).

Model the reading of poetry so students can learn to read it for themselves. The following tips
will help you read poetry aloud successfully:

Read it yourself first and consider the meaning, language, rhythm, and other features of
the poem that you will highlight for your listeners.

Convey the meaning of the poem with your voice.

Allow students to hear the poem first before they see it projected or on paper.

Tell them the title and the poet but avoid long, elaborate introductions.

Read in a natural voice, letting your tone convey the mood.

Dont emphasize the beat; let language provide the rhythm.

Enunciate each word and syllable clearly because each word is important.

Slow down from your normal pace of reading so listeners can savor the words.

Use your voice as a tool; whisper or elongate words as appropriate.

Read the poem several times.

Encourage students to reflect on a poem, but invite a short discussion rather than a long
analysis.

Avoid activity extensions of every poema few quick comments, a partner share, or a
quick sketch are efficient, enjoyable options.
Responding to Poetry

Encourage students to reflect on a poem after reading it aloud
together. Short discussions following a poem can be an enjoyable
way to highlight word choice and poetic techniques, without getting
into long definitions. Allow for open-ended responses, where
children can practice the vocabulary of poetry. They may struggle
at first, but soon they will talk about the feelings, the tone or mood,
the word choice, what the author was trying to convey, etc.










Try one of these open-ended questions to get kids talking. Use only
one or two questions at a time and let your students build on each
others comments.

What does the poem say to you?
How did the poem make you feel?
What did the poem make you think about?
What did you think about the poem?
What did you notice?
Were there any words or phrases you especially liked?
Does the poem remind you of anything in your life?
What do you think the poet was thinking?
Whos talking in the poem?
What did you notice about the way the author wrote the poem?

By using open-ended questions, you encourage students to express
their response in words. You can also have students talk in pairs
or small groups about poems, or jot down some thoughts or
sketches in their writers notebook before or after sharing.

~ from Fountas and Pinnell
The Vocabulary of Poetry - Bilingual (English/Spanish)

From Fountas and Pinnells Guiding Readers and Writers, Grades 3-6

As you introduce your students to different types of poetry, gradually
introduce the vocabulary of poetry.

Rhyme Two or more words which match in the same last sound (bat, cat, sat).
Rima- es el uso de palabras cuyas terminaciones tienen sonidos idnticos o
similares (casa, masa, tasa).

Rhythm The beat or cadence of poetry. A fast
rhythm indicates action, excitement, tension, or
suspense. A slow rhythm suggests peacefulness,
fullness, harmony, and comfort. Often, a change in
rhythm signals a change in action or a change in
meaning.
Ritmo la repeticin regular de silabas acentuadas y
no acentuadas dentro de cada verso. Un ritmo
rpido indica accin, emocin, tensin o suspenso.
Un ritmo lento sugiere tranquilidad, plenitud,
harmona y comodidad. A menudo, un cambio en
ritmo seala un cambio de accin o de significado.













Meter A rhythmic pattern of stressed and unstressed syllables.
Mtrica-Es el patrn de slabas acentuadas y slabas no acentuadas.




Pattern of Rhyme or Rhyme Scheme
(illustrated in the following poem)

Excerpt from Our House
by Dorothy Brown Thompson

Our house is small a
The lawn and all a
Can scarcely hold the flowers, b
Yet every bit, c
The whole of it, c
Is precious, for its ours! b

Patrn de rima o Esquema de Rima
(ilustrado en el siguiente poema)

Alla en la fuente
From Arroz con leche by Lulu Delacre
All en la fuente a
haba un chorrito; b
se haca grandote, a
se haca chiquito; b
estaba de mal humor, c
pobre chorrito b
tena calor. c


Alliteration A repetition of consonant sounds, such as the smooth, skaterly glide
and sudden swerve. (Robert Burleigh, 1997, Hoops)
Aliteracin- Es la repeticin de sonidos, especialmente los consonnticos, por
ejemplo Rosas rojas relucen en mi jardn.

Consonance Repeats the consonant sounds in the final position, such as a tight,
swift, fist.
Rima Consonante- Es la repeticin de sonidos consonnticos finales idnticos en
una serie de palabras, por ejemplo valientes, hormigas, cuates.

Assonance The repetition of vowel sounds, as in the way a person can bruise and
abuse shoes. (Douglas Florian, 1999, Shoes)
Rima Asonante- Se produce cuando solo coinciden las vocales de las ltimas
palabras, a partir de la vocal acentuada, como Llego al prado. Y corrocorro. No me
molesta, porque es otoo

.
Onomatopoeia The use of words that imitate the sound of what they represent.
Onomatopeya-Palabras como cataplum y clic que imitan el sonido que nombran.

Meaning and Emotion The language of poetry compresses meaning in just a
few words. This compact expression intensifies emotion; every word may
convey a powerful message.
Significado y emocin El lenguaje de la poesa comprime el significado en
solo unas pocas palabras. Esta expresin compacta intensifica la emocin; cada
palabra puede transmitir un mensaje impactante.

Metaphor A direct comparison of two unlike things. All the worlds a stage, and we
are merely players. (William Shakespeare)
Metfora- Compara dos cosas distintas sin usar como. La cerca es un guardia
amigable.

Simile A comparison of unlike objects using the words like or as. She is as
beautiful as a sunrise.
Smil- Compara dos cosas distintas con como. La cerca se vea como una sonrisa repleta
de dientes.

Personification Language that gives human characteristics to inanimate objects,
animals, or concepts.
Personificacin- Hace que algo que no es humano lo parezca. La cerca sonrea con
dientes blancos y brillantes.



Stanza In poetry, each line of words is placed within a stanza
Estrofa En la poesa, cada
, a group of lines
that convey an idea.
verso de palabras forma parte de una estrofa

, un
grupo de lneas que comunican una idea.
White space Indicates that the writer wants the reader to pause or be silent for a
second.
Espacio blanco Indica que el escritor quiere que el lector pause o guarde silencio por
un segundo.

Line Break The place where the poet chooses to end a line, often used to
indicate rhythm or to represent meaning.
Encabalgamientos El sitio donde el poeta elige terminar una lnea, a menudo
para indicar ritmo o representar significado.


























The Forms of Poetry

The best way to expose students to new forms is to
read examples to them. Only after you have
experienced poetry can you begin to write it for
yourself. Avoid beginning with formulaic poetry. A
lasting love for reading and writing poetry will come
from rich experiences with free verse prior to the
study of other forms. (Fountas and Pinnell)

Note: These are not the only forms of poetry, but they are the
most common forms that young children will encounter.

Free Verse Poetry that does not rhyme and has no regular rhythm. In free
verse, the poet creates the rules, drawing on his intuitive sense of how the
poem should look, sound, and express meaning.
Verso libre Poesa que no rima y no tiene ritmo regular. En verso libre, el
poeta crea las reglas, utilizando su sentido intuitivo de cmo el poema se debe
ver, sonar y expresar significado.

Lyric Poetry Personal and descriptive poetry; it helps the reader feel through
the senses. Lyric poetry showcases melodic language that conveys a sense of
song.
Poesa lrica Poesa personal y descriptiva; ayuda al lector a sentir a travs de
los sentidos. La poesa lirica exhibe lenguaje meldico que comunica un
sentido de canto.

Narrative Poetry Tells a story or a sequence of events.
Poemas narrativos Cuenta una historia o secuencia de eventos.

Limericks Humorous poems that are structured in five lines. The first and
second lines rhyme, as do the third and fourth. The fifth line yields a surprise
ending or humorous statement and rhymes with the first two lines.
Limerik Poema humoristico de cinco lineas. El primer verso y el segundo
verso riman, igual que el tercero y el cuarto. La quinta lnea aporta un final
sorprendente o una oracin graciosa y rima con las primeras dos lneas.

Cinquain The form of this poem is built on the number of syllables. The
five lines of the cinquain have, respectively, two, four, six, eight, and two
syllables.
Quintilla La forma de este poema est construida a base del nmero de
slabas. Tiene una determinada cantidad de slabas en cada verso: dos, cuatro,
seis, ocho, y dos.

Concrete Poems Dramatically represent meaning not only by the way
words sound but how they look. The print of the poem itself takes shape as a
collage or picture that conveys meaning.
Caligrama Representa dramticamente el significado no solo por la manera
que suenan las palabras sino tambin por su apariencia. La manera en que se
imprime el poema toma forma como un collage o imagen que transmite el
significado.

Found Poems Pieces of writing that were not intended as poems but appear
in the environment for us to discover. You can find poems in newspaper
ads, on signs, or in the written and oral language your students use.
Poemas encontrados Se refiere a piezas de escritura que no fueron escritos
como poemas pero que aparecen en el ambiente para que los descubramos.
Pueden encontrar poemas en anuncios de peridico, letreros o en el lenguaje
oral o escrito utilizado por sus estudiantes.

Haiku A style of poetry that originated in Japan. It uses simple language,
contains no rhyme, and rarely includes metaphor. A haiku has three lines.
The first and third lines are the same length and the middle one is a little
longer. Frequently, a haiku has a syllable structure of five, seven, and five.
Haiku Es un estilo de poesa que se origin en Japn. Utiliza lenguaje
sencillo, no contiene rima y casi nunca incluye metfora. Los poemas haiku se
escriben en tres versos. Por lo general, el primer y el tercer verso tienen cinco
slabas y el segundo tiene siete slabas

List Poem This poem may be rhymed or unrhymed, short or long. It may
list objects, a series of events, specific characteristics, or any other set of
items.
Poema en lista Este poema puede rimar o no rimar, ser corto o largo. Puede
incluir objetos, una serie de acontecimientos, caractersticas especficas o
cualquier otra serie de artculos.






Four Elements to Make a Successful Poem

1. Central Idea (Theme)
This is the focus of the poem. It is the main idea of
the piece and everything in the poem relates to that
idea and reinforces it.

2. Purpose
- Who is your audience and what do you want to tell them?
- What is your theme?
- How can you support your theme with poetic elements?
The most common purposes are to persuade, to entertain, and to inform. To
help writers determine their purpose, have them use their theme and write one
prose paragraph as if they were trying to persuade their reader about their
theme. Then have writers write another paragraph as if they were trying to
entertain the reader about their theme. Finally, have writers write a prose
paragraph as if they were trying to inform the reader. This activity will help
them decide what they want to tell their audience about their topic.
(Example: Theme of A dog makes a good pet. Write one paragraph to
persuade someone to love dogs as much as you do. Write another paragraph to
entertain the reader about a special dog in your life, and the funny way he looks,
the crazy things he does, etc. Write another paragraph to describe dogs in
general.)

3. Mood
Purpose and mood will combine to complete the poem.
- How do you feel about the theme?
- Is the theme serious, funny, sad?
- Are you explaining something?
- What effect do you want your poem to have on the reader?
- How can you flavor or figure your poem to make it
spooky/suspenseful or touching/inspiring?

4. Form
Which poetic form will you use to best achieve the mood, fulfills the
purpose, and supports the theme youve determined?

~ adapted from http://volweb.utk.edu/school/bedford/harrisms/lesson14.htm

Poetry Reading Strategies

Preview the poem by reading the title and paying attention
to the poems form: shape on the page, stanzas, number of
lines and ending punctuation.
Read poem aloud several times to hear rhyme, rhythm, and
the overall sound of the poem. This makes it easier to
understand the poem.
Visualize the images by paying close attention to strong
verbs, and comparisons in poem. Do the images remind you
of anything? Let the comparisons paint a picture in your
head.
Clarify words and phrases by allowing yourself to find the
meaning of words or phrases that stand out, are repeated, or
you do not understand the meaning. Use dictionary, context
clues, teacher or peer.
Evaluate the poems theme by asking what message is the
poet trying to send or help you understand? Does it relate to
your life in any way?










Rereading a Poem

Every poem is worthy of a second reading or more. Heres
why:

With the first reading of a poem, a or reader gains

An overview of rhythm, rhyme, subject and theme
Familiarity with tone, style and mood
A general, broad impression of the poem

With the second and subsequent readings, a reader can

Experience heightened enjoyment
Focus on the specifics of the rhyme scheme
Listen for appealing, intriguing, or unusual words
Listen for the use of imagery and figurative language
Savor the sounds of words, phrases, and repetition
Increase understanding, make inferences and derive
deeper meaning
Commit certain words and phrases to memory
Practice reading skills
Improve fluency (and thus comprehension)








Examples of Poetry
Questions on STAAR

Question Stems for Poetry from STAAR Release tests
The poet includes this line most
likely to show that (6, 19D)
What is the main message in the
poem? (5, 19D)
Lines 11 through 16 are
included in the poem because
they(6, 19D)
Which word best describes the
feeling that the poet creates in
this poem? (6, 19D)
The poet titled this poem
XXX most likely
because(6, 19D)
The reader can tell that the poem
is written in ____ form because
(4A)
Which poetic structure is found
in the poem? (4A)
The paragraph above the title of
the poem is included to (4,
19D)
What is one difference between
the poem and the selection?
(19F)
Both the poem and the selection
express the importance
of(19F)



There were no release items for
poetry; however the same questions
as those in 3
rd
grade apply, as well
as the ones in 4
th
grade, with the
exception of the 1
st
two bullets.
Possible Question Stems
What form of poetry is this
poem? (6)
What images in your mind were
created by reading this poem?
(6)
Which line or lines created this
image for you? (6)
Which words in this poem made
you feel like you could almost
(smell, hear, see) __? (10A)
How did you feel when you read
____? (10A)
What is the best summary of this
poem? (19E)
The same questions as 3
rd
above
apply.
What do the characters in __ and
__ have in common? (7A)
What is one similarity between
the events in the poem and the
selection? (7A)
What was the message in this
poem?(3A)
Which line from the poem has an
example of a simile/metaphor?
(8A)
The picture(s) in the poem
show(14)
What is the best summary of this
poem?(19E)
What do the lessons/themes in
__ and __ have in common?
(3A)
A theme found in both the poem
and the selection is(3A)
The historical context of this
poem is important
because(3C)
The phrase __ is important
because(8A)
Which line in the poem told the
reader that ____was afraid?
(19D)
What is the best summary of this
poem? (19E)








Lessons


More than Words
Share the following poems with the whole class/ group (with a projector or on chart paper/
poster). Have a volunteer read it aloud, you read it aloud, then have another volunteer read it
aloud. (Hearing a poem read by a variety of voices helps students to tap into the thoughts and
voice of the poet.)
1. As students listen, have them think about what images, sounds, smells, and feelings (both
physical and mental) come into their minds.
2. Have students also think about how the poet shaped the poem on paper and how that
affects the poem.
Once you have shared the poems, students listening carefully, have the students use these
questions/statements to analyze one or two of the poems.
1. What pictures come into your mind as you hear the poem?
2. Describe some of the sounds you might hear if you were in the poem.
3. What might a character in the poem smell during the events?
4. How does the poem make you feel? What emotions does it make you feel (e.g. frustration,
fear, excitement, loneliness, silliness, etc.)? What physical things might you feel (e.g.
temperatures, textures, etc.)?
5. How did the structure of the poem (form of poem, such as haiku; rhyme pattern, stanzas,
meter, etc.) affect understanding of these things?
For each answer, have them explain what part(s) of the poem helped them to see, hear, smell,
and feel these things.
TEKS: 4.4A; F19D










Splish Splash Splosh

Splittering, pattering,
Wittering, nattering,
Tumbling, bumbling,
Rain comes thundering,
Splish splash splosh,

Crashing, splashing,
Gurgling, plunging,
Down from the clouds
In one big rush,

Storm clouds bellowing
Running over everything,
Crashes of thunder
Bring down more,

Tittering, bittering,
Flittering, scuttering,
Rain comes shuddering,
Everyone soaking,
Splish splash splosh.

Used with permission by:
Tony on the Moon
http://homepage.ntlworld.com/tonyonthemoon/Index.html
Suddenly

Suddenly now
I hear a cow,
The song of summer
In my eyes,
The smell of hay
A dawning day,
Where squirrels scratch
And chickens hatch,
Beneath
A summer sun,

Dancing bats
Summer hats,
A crows long nose
A trees new leaves,
Boxing hares
New deck chairs,
The dancing hours
Of chocolate flowers,
Reflect
A summer sun.

Used with permission by:
Tony on the Moon
http://homepage.ntlworld.com/tonyonthemoon/Index.html













Dreams
Midnight,
Fear and mystery shrouded all in shadow,
Sunlight eclipsed by the moon.
The black wolfs shadow,
Like onyx,
Unchanging,
Solitary,
Changes into a snake,
Bringer of death and chaos.
A dragon takes flight,
Illuminating the forest in shadowfire.
Snake, wolf, and dragon merge and
create,
An embodiment of shadow,
Me,
Keeper of the shadow land.


Used with permission by:
Crystal
5
th
grade student- Austin ISD

Friends or Not
No invitation?
But
I thought we were
best
friends
forever!

An all day party?
Pizza
A movie
Swimming in the neighborhood pool
But
I thought we were
best
friends
forever!

Still nothing in the mail, Mom?
Are you sure?
But
I thought we were
best
friends
forever!

Joes invited? and Mary? and Stephen?
But
I thought we were
best
friends
forever!

What, Mom?
Mail?
For me?
Are you sure?
I was mixed up with your mail?
Since Monday?
No joke?

Invited
Cant wait
I need to get a gift
I guess we
Really are best friends.

Anonymous

Understanding Line Break
By Paul B. Janeczko

Another aspect of free verse that young writers need to learn
about is line break. At first, much of students free verse will
look like prose. They will ask, How do we know where to end
the line? Unlike rhyming poetry, there really is no rule for line
break. There is only this bit of advice: Words that belong
together, that somehow make sense together, should be
placed together on a line. That might mean six words or a
dozen words or only one word. That might mean a complete
sentence or a phrase.

While poets have many reasons for breaking lines the way they do, there are a
few reasons that seem most prominent:
It is logical to break after a sentence or phrase.
You might want to emphasize a word or phrase by putting it at the end of
a line.
Line breaks can be used in place of punctuation.
A line break in an unexpected place can help create surprise or humor or
irony in a poem.
Line breaks may be part of the organic shape of a poem.

Knowing where to break lines takes practice. Read and write free verse with
your students, and continually ask them why they think the poet has placed
words where he or she has.


Line Break Practice

To introduce line break, take a free verse poem and rewrite it to look like prose.
Do not change any of the words or punctuation. Merely un-arrange the poem
to look like a paragraph. Heres what to do with The Big Field by Donald
Graves.

Mr. Gammons mows the big field with his tractor, then rakes
and bundles hay for the barn. George and I grab our bats, gloves,
and balls and race across the field like major leaguers in spring training.
We hit long flies to each other all afternoon, never lose a ball in the
stubble, and dont stop until Mother calls us for supper.

Project the unarranged poem onto a screen. Read it aloud a couple of times, so
that kids can begin to see and hear how some words go together. Then, ask the
kids to tell you where they think a line break should go. Someone may suggest
that you put a line break wherever there is punctuation. Mark those line breaks
with a slash and ask others to suggest other line breaks. After adding as many
line breaks as theyre willing to suggest, project the poem onto the screen so
students can see the way the poet broke the lines.






The Big Field

Mr. Gammons mows the big field
with his tractor,
then rakes and bundles
hay for the barn.

George and I
grab our bats,
gloves, and balls
and race across the filed
like major leaguers
in spring training.

We hit long flies
to each other
all afternoon,
never lose a ball
in the stubble,
and dont stop
until Mother calls
us for supper.

- Donald Graves
Topic: State Fair

Read the State Fair poem. Use this graphic organizer to collect sensory language that helps the reader create imagery.

See



Hear


Smell














Taste






Feel


Feelings















State Fair



The energy
thousands of people swarming about
Moms pushing strollers
couples holding hands
teenagers bored with excitement
kids running
back and forth, around in circles
laughing Eyes wide open
screaming, Big Tex smiles and waves
hot and sweaty. Howdy Folks!
cotton candy, corn dogs
each ride sings its own music
Ferris Wheel
stops at the top
Hurry! Hurry! Step right up!
sticky and sunburned.
Everything at once
auto show
carmel apples, nachos
farm animals
extreme rides
squeal in delight
Announcing! The beginning of a show!
ice cream cone, funnel cake
BMX bike show
pig races
spin the wheel
toss the rings Long day ending
shoot the ball one more ride
I won! I won! on the carousel,
stuff the Snoopy under my arm enough of
chili and cheese fries the fried food
Texas Skyway the sweet cakes,
thirsty, the voices and laughter
dusty and dirty. of a thousand people
fading away,
slowing down,
dragging feet,
dragging Snoopy,
hot and sweaty,
sticky,
sunburned,
dusty,
dirty,
Wheres the car?



Topic: State Fair

See

Big Tex
Ferris Wheel
Thousands of people
Auto Show
Bike Show
Farm Animals
Crafts
Rides Texas Skyway, Extreme
Rides, Carousel
Games


Hear

Hurry, hurry! Step right up!
People laughing
People screaming (on rides)
Music playing
An announcer shouting the beginning
of a performance
Everything is loud
Smell

Fried food
Sweet cakes
Beer
Animal smells in the barns
Straw in the barns


Taste

Cotton Candy
Corn Dogs
Ice Cream Cones
Funnel Cakes
Soda
Carmel Apples
Nachos
Chili & Cheese Fries





Feel

Hot
Sweaty
Sticky
Sun burned
Dusty
Dirty

Feelings

Excited
Lots of energy
Want to do everything at once
Eyes are wide




Analyze a Poem to Write a Poem

Students may use this graphic organizer to analyze the different
elements found within a poem they either find on their own or
are assigned to read. They read the poem as many times as
necessary to determine the Theme or Big Idea of the poem. This Big Idea is written in the
center of the graphic organizer. Next students find words or phrases within the poem that fit
into each category around the Big Idea. Finally, they look for words or phrases that relate to or
compare to the theme they are thinking about for the next poem they will write. This sets the
student up to think about how the elements in the poem they have read can help them with the
poem they are about to write.

For some students, this may be enough of an inspiration to get their writing underway. For
others who need help to get their own ideas flowing, these students can use this same graphic
organizer to brainstorm ideas for the poem they will write. Again, they write their Theme or
Big Idea in the center. Then they write any words or phrases they can think of that could be
used as Imagery or The Use of Senses related to their Big Idea. They continue to add words
and phrases that describe Feelings or Emotions, Personal Experiences, and Descriptive
Words. These words and phrases can then be used to draft a poem.





Analyze a Poem to Write a Poem


Imagery or Use of Senses Feelings, Emotions




Theme or
Big Idea




Personal Experience Descriptive Words





Things that relate to or compare to the theme of your next poem:

Poems


Poem Titles and Objectives

Title of Poem Learning Objectives
Use these poems to help students
understand:
Give Me Normal/Quiero algo normal Structure: free verse, narrative (tells
a story), imagery, inference
If I Built a Village/ Si yo constuyera
una aldea
Structure: free verse, imagery,
sensory/descriptive language
(visualization), inference
From the Bellybutton of the Moon/Del
ombligo de la luna
Structure: free verse, theme,
stanzas (3 lines), line breaks,
sensory language, inference, humor
Old Crow Warriors/Antiguos
guerreros cros
Structure: free verse,
imagery/descriptive language
(visualization), inference
The Giant Jam Sandwich/El sndwich
gigante de mermelada
Structure: narrative, rhythm, rhyme
scheme, onomatopoeia, alliteration,
punctuation, humor and
exaggeration
Darkness Is My Friend/ La oscurdad
es m amiga
Structure: narrative, figurative
language, perspective, tone,
imagery, inference, theme
The Mother of the Movement/La
madre del movimiento
Structure: narrative, imagery,
figurative language, tone, mood and
emotion, inference, theme
Long Trip/Largo viaje Structure: lyrical, figurative
language, alliteration, repetition
Walk Lightly/Camaina con delicadeza Structure: lyrical (chant, prayer),
personification, repetition, theme,
inference,
The Sure-Footed Shoe Finder/El
buscador de zapatos
Structure: lyrical, rhyme scheme
(couplets), rhythm/meter, humor,
onomatopoeia,
Writers/Escritoras Structure: lyrical, rhythm and rhyme
scheme, stanzas, emphasis, theme,
inference
Some Rivers/Algunos rios Structure: lyrical, rhythm/meter,
rhyme scheme, theme, inference,
vivid verbs
A Word to the Wise/A los prudentes Structure: lyrical, rhythm, rhyme,
imagery, riddle (inference), stanza

At the Flick of a Switch/Con slo
tocar un botn
Structure: lyrical, rhyme scheme,
rhythm, onomatopoeia,
A Symphony of Trees/Una sinfona de
rboles
Structure: lyrical, rhyme scheme(s),
comparison to music, rhythm,
inference
Tradition/Tradicin Structure: lyrical, rhythm, rhyme,
symbolism, heritage theme,
inference
The Crcle and the Poles/El circulo y
los polos
Structure: lyrical, rhythm and
rhyme, personification, figurative
language, stanza, humor, inference
All But Blind/Toda menos ciego Structure: lyrical, rhythm/rhyme,
assonance and consonance,
theme/message, inference
Debajo del porche (Spanish only) Structure: narrative, sensory
language, tone/theme
El corridor (Spanish only) Structure: lyrical, figurative
language, repetition, inference
A Cat in my Lap (English only) Structure: lyrical, rhythm, rhyme
scheme, humor, imagery
Bats (The Good Guys) English only Structure: lyrical, rhythm, rhyme
scheme, inference
Something to Remember English only Structure: lyrical, rhythm, rhyme
scheme, inference, theme
The Crocodile English only Structure: lyrical, humorous,
rhythm, rhyme
Big Bully Joe English only Structure: lyrical, rhythm, rhyme,
theme
Buffalo Dusk Structure: free verse, imagery,
theme, repetition
Camping Structure: free verse, imagery,
repetition, line breaks, humor
The Fish with the Deep-Sea Smile Structure: lyrical, rhyme and
rhythm,
The Invisible Beast Structure: lyrical, rhyme and
rhythm, imagery

Stems to Use When Discussing Poems with Students

The poet includes this line most likely to show that
What is the main message in the poem?
Lines _ through _ are included in the poem because they
Which word best describes the feeling that the poet creates in this
poem?
The poet titled this poem XXX most likely because
What form of poetry is this poem?
What images in your mind were created by reading this poem?
Which line or lines created this image for you?
Which words in this poem made you feel like you could almost
(smell, hear, see) __?
How did you feel when you read ____?
What is the best summary of this poem?
The reader can tell that the poem is written in ____ form because
Which poetic structure is found in the poem?
The paragraph above the title of the poem is included to
What is one difference between the poem and the selection?
Both the poem and the selection express the importance of
What do the characters in __ and __ have in common?
What is one similarity between the events in the poem and the
selection?
What was the message in this poem?
Which line from the poem has an example of a simile/metaphor?
The picture(s) in the poem show
What do the lessons/themes in __ and __ have in common?
A theme found in both the poem and the selection is
The historical context of this poem is important because
The phrase __ is important because
Which line in the poem told the reader that ____was __?

POEM : A Cat in My Lap by Karen Boxell


I know I have a lot to do,
So many things - see them through.
There are clothes to clean, grass to mow,
Cookies to bake, seeds to sow.
But I really can't do all these things in a snap.
Because, you see, there's a cat in my lap.

He stretches and rolls and gives me a wink,

From his sleepy gold eyes - just a small blink.
I smooth his long tail and tickle his tummy,
He yawns and purrs to tell me that's yummy.
The telephone rings. The paper boy taps.
No move do I make. There's a cat in my lap.

Bright sunlight dances across the floor,
To warm my small friend just a bit more.
A happy prisoner am I in my chair -

Some moments of peace - not a care.
I think I'll take a little nap,
With this soft, furry ball, a cat in my lap.

Bats (The Good Guys)
by Virginia Calder

On a warm summer night, from towns east to
west,
The mosquitoes will bite without stopping to rest.

But at twilight the bats are out ready to eat
Those annoying mosquitoes before they retreat.

Echolocation is a bats way
Of sending out echoes that bounce off its prey.

When sound waves return to its ears a bat knows
Where a flying bug is and can track where it goes.

As they zoom through the night with eyes so keen,
They swoop to the ground to eat bugs they've
seen.

One little brown bat will often devour
Hordes of mosquitoes in just an hour.

There's never a danger when bats are in flight.
It's bugs, not people they attack in the night.

The farmer is pleased because bats are hi pride,
They prove much better than a pesticide.



Something To Remember
by Arden Davidson

The other day at recess,
I fell flat on my face.
The other children gathered 'round
to laugh at my disgrace.

The other day in homeroom,
I fell out of my chair.
The other children gathered 'round
to laugh at my despair.

The other day, in math class,
I sat atop a pin.
The other children gathered 'round
to laugh at my chagrin.

I could have cried. Instead, I laughed
with dignity and rhythm.
Because no one can be laughing at you
when you're laughing with 'em.


The Crocodile by Roald Dahl


'No animal is half as vile
As CrockyWock, the crocodile.
On Saturdays he likes to crunch
Six juicy children for his lunch
And he especially enjoys
Just three of each, three girls, three boys.
He smears the boys (to make them hot)
With mustard from the mustard pot.
But mustard doesn't go with girls,
It tastes all wrong with plaits and curls.
With them, what goes extremely well
Is butterscotch and caramel.
It's such a super marvelous treat
When boys are hot and girls are sweet.
At least that's Crocky's point of view
He ought to know. He's had a few.
That's all for now. It's time for bed.
Lie down and rest your sleepy head.
Ssh. Listen. What is that I hear,
Galumphing softly up the stair?

Go lock the door and fetch my gun!
Go on child, hurry! Quickly run!
No stop! Stand back! He's coming in!
Oh, look, that greasy greenish skin!
The shining teeth, the greedy smile!
It's CrockyWock, the Crocodile!'

Big Bully Joe
by Arden Davidson

Big Bully Joe is a kid I know
whos as mean as a grizzly bear.
Hes tall and hes strong.
We just dont get along.
Theres not one thing in common we share.

When a babys diaper falls off,
you know Joe took out the pins.
Joe likes to torture little ones
thats how he gets his grins.

When theres gum in someones hair,
you know its Joe who blew the bubble.
When the teacher shouts who did this?
you know Big Joes in big trouble.

When a food does not agree with Joe
he argues till he wins.
He likes to fight.
He also likes to kick dogs in their shins.

He calls out horrid names
to kids just doing their own thing.
If he saw an injured bird,
hed likely break its other wing.

Big Bully Joe
is a kid I know
who doesnt have one single friend.
But I heard Kelly Mayer
put a tack on his chair.
Guess hell pay for it all in the end!
Buffalo Dusk
By Carl Sandburg



The buffaloes are gone.
And those who saw the buffaloes are gone.
Those who saw the buffaloes by thousands and how they
pawed the prairie sod into dust with their hoofs,
their great heads down pawing on in a great pageant
of dusk,
Those who saw the buffaloes are gone.
And the buffaloes are gone.


Camping by Steven Herrick

For years Ive wanted to go camping
a camping vacation
with a tent
a sleeping bag
a fishing rod (for catching dinner).
Ive wanted to build a fire
tell stories late into the night
go to sleep with one eye on the stars
to hear the wind whistling in the trees
and listen for

Whats that?
that creep, and crack of dead branches
as closer it comes
its shadow bigger than a giant on the tent wall
its huge feet stomping outside
Its belly rumbling with hunger
and the ROAR
its claws ripping tent walls

For years Ive wanted to go camping
a camping vacation
but you know, nothing too hard,
so here we are, me and Dad
In the backyard!
The Fi sh w i t h t he Deep-Sea Smi l e
By Mar garet Wi se Brown


They f i shed and t hey f i shed!
Way dow n i n t he sea
Dow n i n t he sea mi l e
They f i shed among al l t he f i sh i n t he sea
For t he f i sh w i t h t he deep-sea smi l e.

One f i sh c ame up f r om t he deep of t he sea
Fr om dow n i n t he sea a mi l e
I t had bl ue eyes
And w hi sk er s t hr ee
But never a deep-sea smi l e.

One f i sh c ame up f r om t he deep of t he sea
Fr om dow n i n t he sea a mi l e
Wi t h el ec t r i c l i ght s up and dow n i t s t ai l
But never a deep-sea smi l e.

They f i shed and t hey f i shed
Way dow n i n t he sea
Dow n i n t he sea a mi l e
They f i shed among al l t he f i sh i n t he sea







One f i sh c ame up w i t h t er r i bl e t eet h
One f i sh w i t h l ong, st r ong j aw s
One f i sh c ame up w i t h l ong st al k ed eyes
One f i sh w i t h t er r i bl e c l aw s

They f i shed al l t hr ough t he oc ean deep
For many and many a mi l e
And t hey c aught a f i sh w i t h a l aughi ng eye
But none w i t h a deep-sea smi l e.

And t hen one day t hey got a pul l
Fr om dow n i n t he sea a mi l e
And w hen t hey pul l ed t he f i sh i nt o t he boat
HE SMI LED A DEEP-SEA SMI LE.

And as hi s smi l ed, t he hook got f r ee
And t hen, w hat a deep-sea smi l e!
He f l i pped hi s t ai l and sw am aw ay
Dow n i n t he sea a mi l e.



The Invisible Beast by Jack Prelutsky
The beast that is invisible
is stalking through the park,
but you cannot see it coming
though it isnt very dark.
Oh you know its out there somewhere
though just why you cannot tell,
but although you cannot see it
it can see you very well.

You sense its frightful features
and its great ungainly form,
and you wish that you were home now
where its cozy, safe and warm.
And you know its coming closer
for you smell its awful smell,
and although you cannot see it,
it can see you very well.

Oh your heart is beating faster,
beating louder than a drum,
for you hear its footsteps failing
and your bodys frozen numb.
And you cannot scream for terror
and your fear you cannot quell,
for although you cannot see it,
it can see you very well.

From Pathways (purchased for AISD campuses)

Spanish
Poems