Driver, Haleigh. Original Poem (used with parent’s permission), 2007.
Fletcher, Ralph, Poetry Matters. New York: HarperCollins, 2002.
Florian, Douglas. Handsprings. U.S.A.: Greenwillow, 2006.
George, Kristine O’Connell. Swimming Upstream Middle School Poems. New York: Clarion Books, 2002.
George, Kristine O’Connell. Toasting Marshmallows Camping Poems. New York: Clarion, 2001.
Hesse, Karen. Out of the Dust. New York: Scholastic, 1997.
Hopkins, Lee Bennett. Marvelous Math: A Book of Poems. New York: Aladdin Paperbacks, 2001.
Hopkins, Lee Bennett. My America: a poetry atlas of the United States. New York: Simon & Schuster Books for Young Readers, 2000.
Hopkins, Lee Bennett. Wonderful Words Poems About Reading, Writing, Speaking and Listening. New York: Simon & Schuster, 2004.
Janeczko, Paul B. That Sweet Diamond. New York: Atheneum, 1998.
Prelutsky, Jack. A Pizza the Size of the Sun. New York: Greenwillow, 1996.
Wong, Janet. Night Garden, Poems from the World of Dreams. New York: Simon & Schuster, 2000.
Saturday, April 21, 2007
Wednesday, April 18, 2007
THAT SWEET DIAMOND - Compilation by Paul Janeczko
THAT SWEET DIAMOND
By: Paul Janeczko
Bibliography: Janeczko, Paul B. Ill. Katchen, Carole. 1998. THAT SWEET DIAMOND. New York: Atheneum. ISBN 068980735X
This is a collection of nineteen topical poems on the sport of baseball. The complete collection is written by Paul Janeczko. He has written poems about a variety of positions on the field as well as umpires and coaches, vendors and fans. The collection takes you into the game of baseball.
BEFORE THE GAME, FOUL BALL, THINGS TO DO DURING A RAIN DELAY, SECTION 7, ROW 1, SEAT 2, NUNS and AFTER THE GAME connect the fans to the excitement of the game as well as the enthusiasm of the die-hard fan.
Particularly touching was the poem SECTION 7, ROW 1, SEAT 3 which identifies an old woman who is such a fan she measures her life through the years of her favorite baseball team; the year of her marriage, the year her son was born, the year her husband died.
A couple of the poems stand out as specifically important to those young boys who dream of making the major leagues. The poem NICKNAMES (what young man does not want to have that “special” nickname?) and the poem HOW TO SPIT – practice makes perfect – check the wind, develop your style, concentrate, and don’t dribble.
The art work is Carole Katchen’s first for a children’s book. The poems and illustrations make a double page spread for each poem. The illustrations are rendered in pastels with most facial expressions and details limited for the reader to imagine it could be him! The most notable contrast to this observation is the player illustrated for HOW TO SPIT.
REVIEWS:
School Library Journal: The sights, sounds, and emotions of a baseball game leap from Janeczko's poetry and Katchen's colorful pastel illustrations. Just about everything associated with the great American pastime is scrutinized, from the refreshments to pointers on how to spit, from fans to field positions and foul balls. The rhythm of the poetry parallels the rhythm of the players' movements.
Kirkus Review: An extremely appealing suite of poems that illuminate the plays and dramatis personae from before the game to after the last out.
CONNECTIONS:
TAKE ME OUT TO THE BALLGAME by Jack Norworth and Jim Burke – This book has the complete lyrics of the classic baseball song. Sing with the kids the part of the song that they know (probably very little) and then read the book. Ask your music teacher to sing the song to the students and help them to learn it or find it on a CD.
Have students find stats on their favorite ballplayer.
Write a poem about the position they play on the field, or as a fan, or maybe their favorite snack.
By: Paul Janeczko
Bibliography: Janeczko, Paul B. Ill. Katchen, Carole. 1998. THAT SWEET DIAMOND. New York: Atheneum. ISBN 068980735X
This is a collection of nineteen topical poems on the sport of baseball. The complete collection is written by Paul Janeczko. He has written poems about a variety of positions on the field as well as umpires and coaches, vendors and fans. The collection takes you into the game of baseball.
BEFORE THE GAME, FOUL BALL, THINGS TO DO DURING A RAIN DELAY, SECTION 7, ROW 1, SEAT 2, NUNS and AFTER THE GAME connect the fans to the excitement of the game as well as the enthusiasm of the die-hard fan.
Particularly touching was the poem SECTION 7, ROW 1, SEAT 3 which identifies an old woman who is such a fan she measures her life through the years of her favorite baseball team; the year of her marriage, the year her son was born, the year her husband died.
A couple of the poems stand out as specifically important to those young boys who dream of making the major leagues. The poem NICKNAMES (what young man does not want to have that “special” nickname?) and the poem HOW TO SPIT – practice makes perfect – check the wind, develop your style, concentrate, and don’t dribble.
The art work is Carole Katchen’s first for a children’s book. The poems and illustrations make a double page spread for each poem. The illustrations are rendered in pastels with most facial expressions and details limited for the reader to imagine it could be him! The most notable contrast to this observation is the player illustrated for HOW TO SPIT.
REVIEWS:
School Library Journal: The sights, sounds, and emotions of a baseball game leap from Janeczko's poetry and Katchen's colorful pastel illustrations. Just about everything associated with the great American pastime is scrutinized, from the refreshments to pointers on how to spit, from fans to field positions and foul balls. The rhythm of the poetry parallels the rhythm of the players' movements.
Kirkus Review: An extremely appealing suite of poems that illuminate the plays and dramatis personae from before the game to after the last out.
CONNECTIONS:
TAKE ME OUT TO THE BALLGAME by Jack Norworth and Jim Burke – This book has the complete lyrics of the classic baseball song. Sing with the kids the part of the song that they know (probably very little) and then read the book. Ask your music teacher to sing the song to the students and help them to learn it or find it on a CD.
Have students find stats on their favorite ballplayer.
Write a poem about the position they play on the field, or as a fan, or maybe their favorite snack.
Monday, April 9, 2007
Serious Poem difficult/sensitive subject for child or teen
Introduction: This is an unpublished poem written by my niece. She is a sixth grader and enjoys poetry. Her father is career military, so the war is a very personal subject for her. Her comment follows:
"Another about war. Heh. This one is one of my longest, I'm quite proud of it. Tell me what you think. :)"
THE SHADOWED WAVE OF WAR
By: Haleigh Driver
(age 12)
It hit us like a wave;
One that swept across the nation,
and made people's faces grave.
Of course there were protestors, fighting their own battle in desperation.
There were others who did agree, and some who just didn't mind.
They said it was right. We should have expected it.
And the protestors roared, shrieking that war was unkind!
But yet either way, whether you agree or not, we've been forced into a deep pit.
The war goes on and on,
soldiers deploying one after the other in great waves.
Their cries echo through the land,
Of two breeds, one murderous and lethal, the other distressed and pained.
There is a price to pay for this life we lead,
those who cannot pay it are kicked to the curb.
And then what? They are replaced by another unfortunate soul.
Doomed we all are!
For war is ageless, and will go on forever!
Always ageless war! No matter how hard we fight!
For fighting is not the answer.
No, not until we can see the light, and then take the step to meet it.
Until we can set aside all differences, and become united,
join hands as one in this wide world,
There will be war, creeping after us like shadows.
Not until we can understand,
will this war end.
copyright 2007
Used with Haleigh & her parents' permission
Extensions:
Write letters (with parent permission to servicemen and women)
If a student has military personnel serving overseas gather a care package to send.
Older students: Essay or debate pro/con war
Write original poem about a difficult or serious subject. I actually had my class try this and many of them wrote about the loss of a loved one.
"Another about war. Heh. This one is one of my longest, I'm quite proud of it. Tell me what you think. :)"
THE SHADOWED WAVE OF WAR
By: Haleigh Driver
(age 12)
It hit us like a wave;
One that swept across the nation,
and made people's faces grave.
Of course there were protestors, fighting their own battle in desperation.
There were others who did agree, and some who just didn't mind.
They said it was right. We should have expected it.
And the protestors roared, shrieking that war was unkind!
But yet either way, whether you agree or not, we've been forced into a deep pit.
The war goes on and on,
soldiers deploying one after the other in great waves.
Their cries echo through the land,
Of two breeds, one murderous and lethal, the other distressed and pained.
There is a price to pay for this life we lead,
those who cannot pay it are kicked to the curb.
And then what? They are replaced by another unfortunate soul.
Doomed we all are!
For war is ageless, and will go on forever!
Always ageless war! No matter how hard we fight!
For fighting is not the answer.
No, not until we can see the light, and then take the step to meet it.
Until we can set aside all differences, and become united,
join hands as one in this wide world,
There will be war, creeping after us like shadows.
Not until we can understand,
will this war end.
copyright 2007
Used with Haleigh & her parents' permission
Extensions:
Write letters (with parent permission to servicemen and women)
If a student has military personnel serving overseas gather a care package to send.
Older students: Essay or debate pro/con war
Write original poem about a difficult or serious subject. I actually had my class try this and many of them wrote about the loss of a loved one.
Tuesday, April 3, 2007
Poem Book for Children/Teens Published after 2000 - SWIMMING UPSTREAM MIDDLE SCHOOL POEMS
Bibliography: George, Kristine O’Connell. Ill. Tilley, Debbie. 2002. SWIMMING UPSTREAM MIDDLE SCHOOL POEMS. New York: Clarion Books. ISBN 0618152504
SUMMARY
This is compilation of poems by Kristine George that deal with the changes that take place as a student enters middle school. The book takes you from the first day of school with “Wake-up Call” to the last day with the “Last Day of School”. The poems cover a variety of experiences that students just entering middle school deal with. These include such things as: 1) moving from class to class as in “Changing Classes” and “Each Class” with each teacher having a different expectation 2) new friends and fitting in with poems such as “Networking”, “S N O B” and “Group” 3) learning to play an instrument in “Band” “New Flute” and “Flute Practice” and 4) discovering the opposite sex in a silly romantic way with the poems “School Dance” and “Does He or Doesn’t He?”.
CRITICAL ANALYSIS
I had to look back over my list of previous work for this semester as I was certain I must have used this book already. It is one of my favorite poetry books that I have read this semester. I think that is true because I teach fifth graders and have for a number of years. Each of these poems is so poignant and stirs my heart strings for all of the emotional feelings that I know the kids will be dealing with next year. It also brings memories of my own children’s middle school years. The poems are in a variety of forms from haiku to free verse. The title of the book itself SWIMMING UPSTREAM identifies with the often overwhelming changes taking place within the middle school student emotionally, physically and socially. It is a struggle for many just as swimming upstream is a struggle for those fish that must make their way upstream to complete their journey through life. It is not only a struggle for the students, but for the parents and teachers that deal with all of these changes. This book is just as meaningful to those working with the students as it is to the students themselves. There are four double page black and white illustrations by Debbie Tilley that complement the text with band practice, gossiping and class activities. Each page also has a somewhat abstract pencil drawing of lines and circles. I imagine these would represent the streams and the students swimming up that stream. There is no table of contents for this book. I think it would be helpful to have a table to refer more quickly to a poem that you might want to share. I would recommend this book of poetry to any one that is associated with middle school age children as well as the sharing of the book with the students as well.
REVIEWS
Booklist: These tiny poems--rhymed, free verse, haiku, even an acrostic--cover the first year of junior high--sixth, seventh, and eighth grade. The unnamed female narrator sees the first "jigsaw year" as refitting and recombining old friends and new, old ideas and new.
School Library Journal: Middle school, with all its trials, tribulations, and triumphs, is portrayed humorously and poignantly through the eyes of one girl. Some of the more mundane topics include a locker that won't open, being late to homeroom, carrying around a large piece of wood as a hall pass, and deciding where to sit in the lunchroom. The book also delves into significant issues, from making new friends and a first crush to teasing, gossip, and a bully who may not be so tough after all. The selections are short, mostly filling less than a page, and get to the heart of the matter quickly. The emotions range from confusion, loneliness, and fear to being nervous and tongue-tied.
CONNECTIONS
Band Director: Read each of the poems that deal with playing the flute. Use these as an introduction into the emotions a student trying a new instrument feels. You might want to read these as you progress through the year rather than all at once, or do both. (Another personal heart string for me – as my daughter played the flute in school). Poems include: “Band”, “New Flute”, “Flute Practice”, “More Flute Practice”, “Band Practice”, “Much More Flute Practice”, and “Band Concert”.
Home Room Teacher: Use poems to review middle school rules regarding lockers, hall passes, lunch and other relevant first day overviews. “Locker”, “My Locker”, “Late”, “Homeroom”, “Changing Classes”, “Which Lunch Table?”, “School I.D. Card”, “Each Class”, “Hall Pass”, and “Due Date”,
As the teacher of the students leaving elementary and heading toward middle school have the students brainstorm their feelings and emotions about the changes about to take place. Then have them write a poem about these feelings. It would be wonderful to work with the teacher in the next grade and have them to assign a similar assignment at the end of the next year and then the students can see how their attitudes, emotions and feelings have changed. They will see they made the transfer!
SUMMARY
This is compilation of poems by Kristine George that deal with the changes that take place as a student enters middle school. The book takes you from the first day of school with “Wake-up Call” to the last day with the “Last Day of School”. The poems cover a variety of experiences that students just entering middle school deal with. These include such things as: 1) moving from class to class as in “Changing Classes” and “Each Class” with each teacher having a different expectation 2) new friends and fitting in with poems such as “Networking”, “S N O B” and “Group” 3) learning to play an instrument in “Band” “New Flute” and “Flute Practice” and 4) discovering the opposite sex in a silly romantic way with the poems “School Dance” and “Does He or Doesn’t He?”.
CRITICAL ANALYSIS
I had to look back over my list of previous work for this semester as I was certain I must have used this book already. It is one of my favorite poetry books that I have read this semester. I think that is true because I teach fifth graders and have for a number of years. Each of these poems is so poignant and stirs my heart strings for all of the emotional feelings that I know the kids will be dealing with next year. It also brings memories of my own children’s middle school years. The poems are in a variety of forms from haiku to free verse. The title of the book itself SWIMMING UPSTREAM identifies with the often overwhelming changes taking place within the middle school student emotionally, physically and socially. It is a struggle for many just as swimming upstream is a struggle for those fish that must make their way upstream to complete their journey through life. It is not only a struggle for the students, but for the parents and teachers that deal with all of these changes. This book is just as meaningful to those working with the students as it is to the students themselves. There are four double page black and white illustrations by Debbie Tilley that complement the text with band practice, gossiping and class activities. Each page also has a somewhat abstract pencil drawing of lines and circles. I imagine these would represent the streams and the students swimming up that stream. There is no table of contents for this book. I think it would be helpful to have a table to refer more quickly to a poem that you might want to share. I would recommend this book of poetry to any one that is associated with middle school age children as well as the sharing of the book with the students as well.
REVIEWS
Booklist: These tiny poems--rhymed, free verse, haiku, even an acrostic--cover the first year of junior high--sixth, seventh, and eighth grade. The unnamed female narrator sees the first "jigsaw year" as refitting and recombining old friends and new, old ideas and new.
School Library Journal: Middle school, with all its trials, tribulations, and triumphs, is portrayed humorously and poignantly through the eyes of one girl. Some of the more mundane topics include a locker that won't open, being late to homeroom, carrying around a large piece of wood as a hall pass, and deciding where to sit in the lunchroom. The book also delves into significant issues, from making new friends and a first crush to teasing, gossip, and a bully who may not be so tough after all. The selections are short, mostly filling less than a page, and get to the heart of the matter quickly. The emotions range from confusion, loneliness, and fear to being nervous and tongue-tied.
CONNECTIONS
Band Director: Read each of the poems that deal with playing the flute. Use these as an introduction into the emotions a student trying a new instrument feels. You might want to read these as you progress through the year rather than all at once, or do both. (Another personal heart string for me – as my daughter played the flute in school). Poems include: “Band”, “New Flute”, “Flute Practice”, “More Flute Practice”, “Band Practice”, “Much More Flute Practice”, and “Band Concert”.
Home Room Teacher: Use poems to review middle school rules regarding lockers, hall passes, lunch and other relevant first day overviews. “Locker”, “My Locker”, “Late”, “Homeroom”, “Changing Classes”, “Which Lunch Table?”, “School I.D. Card”, “Each Class”, “Hall Pass”, and “Due Date”,
As the teacher of the students leaving elementary and heading toward middle school have the students brainstorm their feelings and emotions about the changes about to take place. Then have them write a poem about these feelings. It would be wonderful to work with the teacher in the next grade and have them to assign a similar assignment at the end of the next year and then the students can see how their attitudes, emotions and feelings have changed. They will see they made the transfer!
Tuesday, March 20, 2007
Poem with Chorus or Refrain
Introduction: In science while discussing the various biomes have this poem ready to read when discussing the desert. This is a very appropriate poem for those of us who live in arid West Texas. The refrain is particularly appropriate on a hot summer day. Although our area does not have the red mesas we can certainly see the shimmer of the searing heat. The air does not move at all -- as if holding a giant breath. This poem is a wonderful description of desert summer heat.
DESERT
By: Lillian M. Fisher
The desert is holding a giant breath (Chorus)
The air is dusty and dry
Red mesas shimmer in searing heat
Under a blanket of sky.
Coyote’s asleep in slender shade
Dreaming of evening prey
For who would go out in a warm fur coat
To hunt on a summer day?
Lazy brown ants have made their retreat
To a colony under the hill
Tortoise and rabbit, even the birds
Are idle and peacefully still.
The desert is holding a giant breath (Chorus)
The air is dusty and dry
Red mesas shimmer in searing heat
Under a blanket of sky.
Extension:
Discuss other images, feelings, observations that relate to the desert.
Write a poem about summer heat in the desert.
Use this poem while reading:
Hesse, Karen. 1997. OUT OF THE DUST. New York: Scholastic, ISBN 0590360809
or
Stanley, Jerry. 1999. CHILDREN OF THE DUST BOWL THE TRUE STORY OF THE SCHOOL AT WEEDPATCH CAMP. New York: Sagebrush, ISBN 0785716750
[from MY AMERICA: A POETRY ATLAS OF THE UNITED STATES (Simon & Schuster, 2000)]
DESERT
By: Lillian M. Fisher
The desert is holding a giant breath (Chorus)
The air is dusty and dry
Red mesas shimmer in searing heat
Under a blanket of sky.
Coyote’s asleep in slender shade
Dreaming of evening prey
For who would go out in a warm fur coat
To hunt on a summer day?
Lazy brown ants have made their retreat
To a colony under the hill
Tortoise and rabbit, even the birds
Are idle and peacefully still.
The desert is holding a giant breath (Chorus)
The air is dusty and dry
Red mesas shimmer in searing heat
Under a blanket of sky.
Extension:
Discuss other images, feelings, observations that relate to the desert.
Write a poem about summer heat in the desert.
Use this poem while reading:
Hesse, Karen. 1997. OUT OF THE DUST. New York: Scholastic, ISBN 0590360809
or
Stanley, Jerry. 1999. CHILDREN OF THE DUST BOWL THE TRUE STORY OF THE SCHOOL AT WEEDPATCH CAMP. New York: Sagebrush, ISBN 0785716750
[from MY AMERICA: A POETRY ATLAS OF THE UNITED STATES (Simon & Schuster, 2000)]
Wednesday, March 14, 2007
#8 Poetry Book Review MARVELOUS MATH A BOOK OF POEMS
Content Area (Math) Poetry Book Review
MARVELOUS MATH A BOOK OF POEMS Collected by: Lee Bennett Hopkins Illustrated by: Karen Barbour
Bibliography: Hopkins, Lee Bennett. 1997. MATH A BOOK OF POEMS. Ill. By: Barbour, Karen. New York: Simon and Schuster, ISBN 068980658-2.
This topical anthology of sixteen poems was selected by Lee Bennett Hopkins and includes two of his own poems as well as poems by Madeleine Comora, Rebecca Kai Dotlich, Lillian M. Fisher, Betsy Franco, Joan Bransfield Graham, Felice Holman, Karla Kuskin, David McCord, Beverly McLoughland, Mary O’Neill, Ilo Orleans, J. Thomas Sparough, and Janet S. Wong. The book takes a look at mathematical concepts taught in school, primarily intermediate grades and some also address how math is related to life skills.
The poems TAKE A NUMBER, by Mary O’Neill, TO BUILD A HOUSE by Lillian Fisher, NATURE KNOWS IT’S MATH, by Joan Graham and TIME PASSES by Ilo Orleans give understanding to the question that kids ask “why do I need to know math.” In TAKE A NUMBER, Mary O’Neill asks us to image a world without math. Math is used to calculate time (TIME PASSES), divide the seasons (NATURE KNOWS IT’S MATH), and build a house (TO BUILD A HOUSE). These are only a few of the ways that answer the question “why do I need to know math”.
FRACTIONS by Lee Bennett Hopkins and SOS by Beverly McLoughland identify with the child who is learning new math facts. The colorful illustrations by Karen Barbour add to the mathematical concept. Particularly interesting is the illustration connected with SOS. With the overwhelming look of the child trying to take in the concept of long division, as a teacher, I see the child trying to think of different ways to keep the knowledge in, however, the poem says she can’t get the idea out of her head. The poem says “get it out of my head”, I think “keep it in the head”. FRACTIONS also merits attention with the umbrella, watermelon, cake, and hat divided into pieces. The illustration divides items that are easily recognizable by students in the same way that teachers teach fractions. The one poem that the analytical mind would appreciate is MATH MAKES SENSE TO ME by Betty Franco. Many times these students are the ones that feel out of place, or perhaps bored with mathematical concepts. The reason is it does make sense to them. I think they might appreciate this poem.
A note from the artist included in the book states that she used gouache paint (an opaque watercolor) and usually painted the backgrounds first and then the outlines for the figures, sometimes adding several layers of paints and other times using pencil for outline.
Reviews from HORN BOOK GUIDE suggest K-3 and SCHOOL LIBRARY JOURNAL suggest 3-5. Although the colorful illustrations are appropriate for the younger students, the older kids would appreciate the poems themselves in relation to the math facts that they are addressing in the educational process. They would relate to fractions, division, decimals and multiplication as addressed in several of the poems.
REVIEWS
Horn Book Guide: Illustrated with bright color paintings, sixteen poems present different aspects of mathematics, from its usefulness (it helps prove your brother will always be three years younger than you) to its horror (poor Sammy has a long division problem stuck in his brain).
School Library Journal: Hopkins pulls together poems on mathematics, providing insights from writers such as Karla Kuskin, Janet S. Wong, and Lillian M. Fisher. Several selections share the predictable theme of the significance of math and numbers. Rebecca Kai Dotlich's title poem, for example, asks questions such as, "How fast does a New York taxi go?" and "How slow do feathers fall?" and suggests how to find the answers. Rhymed and open verse styles are represented, as are a variety of tones. Barbour's lively illustrations dance and play around the poems. Her boldly outlined watercolor figures, often wearing ill-fitting hats, fill the pages with childlike whimsy. Children will enjoy studying the oddly colored animals, numbers, and stylized, arched-browed people.
Connections:
SING-ALONG AND LEARN: MARVELOUS MATH by: Ken Sheldon, Scholastic Inc.
Sharing these poems through Poetry Breaks when instructing the various concepts addressed in this collection would give a little down time in a situation that is stressful to many students. It would help to relax the mind a little and take it off the “I don’t get it mode”.
MARVELOUS MATH A BOOK OF POEMS Collected by: Lee Bennett Hopkins Illustrated by: Karen Barbour
Bibliography: Hopkins, Lee Bennett. 1997. MATH A BOOK OF POEMS. Ill. By: Barbour, Karen. New York: Simon and Schuster, ISBN 068980658-2.
This topical anthology of sixteen poems was selected by Lee Bennett Hopkins and includes two of his own poems as well as poems by Madeleine Comora, Rebecca Kai Dotlich, Lillian M. Fisher, Betsy Franco, Joan Bransfield Graham, Felice Holman, Karla Kuskin, David McCord, Beverly McLoughland, Mary O’Neill, Ilo Orleans, J. Thomas Sparough, and Janet S. Wong. The book takes a look at mathematical concepts taught in school, primarily intermediate grades and some also address how math is related to life skills.
The poems TAKE A NUMBER, by Mary O’Neill, TO BUILD A HOUSE by Lillian Fisher, NATURE KNOWS IT’S MATH, by Joan Graham and TIME PASSES by Ilo Orleans give understanding to the question that kids ask “why do I need to know math.” In TAKE A NUMBER, Mary O’Neill asks us to image a world without math. Math is used to calculate time (TIME PASSES), divide the seasons (NATURE KNOWS IT’S MATH), and build a house (TO BUILD A HOUSE). These are only a few of the ways that answer the question “why do I need to know math”.
FRACTIONS by Lee Bennett Hopkins and SOS by Beverly McLoughland identify with the child who is learning new math facts. The colorful illustrations by Karen Barbour add to the mathematical concept. Particularly interesting is the illustration connected with SOS. With the overwhelming look of the child trying to take in the concept of long division, as a teacher, I see the child trying to think of different ways to keep the knowledge in, however, the poem says she can’t get the idea out of her head. The poem says “get it out of my head”, I think “keep it in the head”. FRACTIONS also merits attention with the umbrella, watermelon, cake, and hat divided into pieces. The illustration divides items that are easily recognizable by students in the same way that teachers teach fractions. The one poem that the analytical mind would appreciate is MATH MAKES SENSE TO ME by Betty Franco. Many times these students are the ones that feel out of place, or perhaps bored with mathematical concepts. The reason is it does make sense to them. I think they might appreciate this poem.
A note from the artist included in the book states that she used gouache paint (an opaque watercolor) and usually painted the backgrounds first and then the outlines for the figures, sometimes adding several layers of paints and other times using pencil for outline.
Reviews from HORN BOOK GUIDE suggest K-3 and SCHOOL LIBRARY JOURNAL suggest 3-5. Although the colorful illustrations are appropriate for the younger students, the older kids would appreciate the poems themselves in relation to the math facts that they are addressing in the educational process. They would relate to fractions, division, decimals and multiplication as addressed in several of the poems.
REVIEWS
Horn Book Guide: Illustrated with bright color paintings, sixteen poems present different aspects of mathematics, from its usefulness (it helps prove your brother will always be three years younger than you) to its horror (poor Sammy has a long division problem stuck in his brain).
School Library Journal: Hopkins pulls together poems on mathematics, providing insights from writers such as Karla Kuskin, Janet S. Wong, and Lillian M. Fisher. Several selections share the predictable theme of the significance of math and numbers. Rebecca Kai Dotlich's title poem, for example, asks questions such as, "How fast does a New York taxi go?" and "How slow do feathers fall?" and suggests how to find the answers. Rhymed and open verse styles are represented, as are a variety of tones. Barbour's lively illustrations dance and play around the poems. Her boldly outlined watercolor figures, often wearing ill-fitting hats, fill the pages with childlike whimsy. Children will enjoy studying the oddly colored animals, numbers, and stylized, arched-browed people.
Connections:
SING-ALONG AND LEARN: MARVELOUS MATH by: Ken Sheldon, Scholastic Inc.
Sharing these poems through Poetry Breaks when instructing the various concepts addressed in this collection would give a little down time in a situation that is stressful to many students. It would help to relax the mind a little and take it off the “I don’t get it mode”.
Monday, March 5, 2007
SPRING POEM
Introduction: Take the kids outside and have them look around and brainstorm changes they see taking place. Then read this poem and see if they have seen some of the changes taking place that are listed in this poem.
WHAT I LOVE ABOUT SPRING
By: Douglas Florian
Trees are growing
Streams are flowing
Cool spring showers
Blooming flowers
Caterpillars creep
Peepers peep
Playing sports
Wearing shorts
April Fools’
Swimming pools
Going places
Relay races
Days are longer
Sun is stronger
Every morning songbirds sing –
I love nearly everything!
[from Handsprings (Greenwillow, 2006)]
Extension:
When you go back into the room, write the students initial brainstorming thoughts on the board. Read the poem again. Have the students add other ideas of spring changes to the list. Then allow the students to work independently or in pairs to write a poem of things they like about spring.
Read Douglas Florian’s poem WHAT I HATE ABOUT SPRING (found in the same book) to the students. They can compare the two poems and it will be interesting to see if they can “feel” the difference in the moods of the two.
WHAT I LOVE ABOUT SPRING
By: Douglas Florian
Trees are growing
Streams are flowing
Cool spring showers
Blooming flowers
Caterpillars creep
Peepers peep
Playing sports
Wearing shorts
April Fools’
Swimming pools
Going places
Relay races
Days are longer
Sun is stronger
Every morning songbirds sing –
I love nearly everything!
[from Handsprings (Greenwillow, 2006)]
Extension:
When you go back into the room, write the students initial brainstorming thoughts on the board. Read the poem again. Have the students add other ideas of spring changes to the list. Then allow the students to work independently or in pairs to write a poem of things they like about spring.
Read Douglas Florian’s poem WHAT I HATE ABOUT SPRING (found in the same book) to the students. They can compare the two poems and it will be interesting to see if they can “feel” the difference in the moods of the two.
Subscribe to:
Posts (Atom)