Poetry Friday: Food Love and A Special Announcement

Thank you, Linda B. at TeacherDance for rounding up all the poetry goodness this week.

This week upon arrival to the school I was subbing at, the person was there and gave me the opportunity to write poetry with her two fifth grade classes. I think it caught the students off guard (especially first thing in the morning and they are less familiar with me than my former school).  I made some adjustments and the second class took off.

I used the lesson from the poetry of Janet Wong’s A SUITCASE OF SEAWEED AND MORE.  It’s food poems are the best to lead off for writing to poems.

I like using the “Skinny”poem format as it’s quick in a short time  space (30 minutes). Everyone has a strong reaction to food that being you either love or hate particular foods.

The ‘Skinny” poem consists of eleven lines.  Three lines are the SAME word (in this case food). The first and the last line should be the same sentence. The remaining six lines are single words or a word phrase to describe the food.

These are general instructions for writing and I am not strict about following them as my main goal with students is to experimenting, playing with words, and hopefully a poem will result.

Made with Padlet

 

Could It Be the Return of Student Poetry Postcards?

Stayed Tuned!

Poetry Friday: An Interview with Georgia Heard

Poetry Friday is hosted by  
Amy at The Poem Farm

Lately, I have been having great fun sharing BOOM! BELLOW! BLEAT! by Georgia Heard with classes when I sub. It’s such a fabulous mentor text. Georgia graciously answered my questions as well as a second and third grade grade class.

ST: Why did you think of animals to write this book? What made you write about this?

GH: I love listening to animal songs. It makes me happy when I’m outside and I hear a bird singing in a tree, or I listen to spring peepers peeping a spring chorus, or crickets chirping their summer concert. We have an animal orchestra all around us and, even those animals that we can’t hear or see, have a song or a call and a way to communicate just like humans do.

ST: How did you think to create this book?

GH: I grew up with 100 acres of woods behind my house and I listened every day and night to the sounds of the forest. I saw a video once of a forest where all the trees had been cut down and it was completely silent – no bird songs, or insects buzzing.  I kept thinking that if the world were silent, and we couldn’t hear birds’ singing, frogs calling, and other animal sounds, we would miss one of the amazing ways animals make our world beautiful with their songs.  I wanted readers to listen, and read the animal sounds in Boom! Bellow! Bleat!and be delighted by the poems and songs. Maybe then when we talk a walk outside we’ll notice all the sounds around us. 

ST: Why did you choose those animals? Why did you decide to include facts in the book?

GH: I chose some of my favorite animal sounds but I also wanted to include animals that I didn’t know much about. For example, I was surprised to learn that fish are very noisy creatures, and I was amazed to discover that the tiny snapping shrimp is one of the loudest creatures on the planet.

I included facts in the back of the book so readers could learn more about the animals such as how and why they make their sounds.

ST: How did you study the animals?

GH: I did quite a bit of research mainly from books, and scientific articles I found on the internet. I also listened to videos of animals making sounds so I could try to find the right words to describe their sounds. 

ST: What animals do you wish you had in the book?

GH: One of my favorite animal sounds is the hoo-hoo-hooof a barred owl. When I visit my family in New Hampshire a barred owl always serenades us at night as we sleep. I tried writing a poem about a barred owl, and I worked on it for months, but it never come out like I wanted. So, sadly, I had to leave the barred owl out of the book.

ST: How long did it take?

It took about three years to write and revise all the poems. I had many wise revision suggestions from my editor, and I also had a science editor read the poems, and the Nature’s Notes in the back of the book, to make sure that all the information and facts about the animals were 100% correct.

ST:  Could the sound of the snap of the Bigclaw Snapping Shrimp make you deaf?

GH: I sound of a snapping shrimp could harm your hearing if the snapping shrimp snapped its claw right next to your ear. But because water absorbs sound I believe that some of the loudness would be absorbed and the damage to your ears wouldn’t be as severe.

JRM: Were there some animals that you wrote about but they didn’t make it into the book?

GH: (repeat from above) One of my favorite animal sounds is the hoo-hoo-hooof a barred owl. When I visit my family in New Hampshire a barred owl always serenades us at night as we sleep. I tried writing a poem about a barred owl, and I worked on it for months, but it never come out like I wanted. So, sadly, I had to leave the barred owl out of the book.

JRM: What surprised you the most about the book?

GH: The more I researched animals, and their sounds, the more I was amazed by the variety and beauty of their songs. I was surprised every day as I was writing the book!

For example, I never knew that most of what elephants say to one another is infrasonicmeaning humans can’t hear their sounds, and that scientists in Africa are working on an elephant listening project to create an elephant dictionary of their complex sounds.  Since scientists can’t hear most of their sounds, they record the elephants, then play back the recording slowly so they can hear what the elephants are saying. 

I was also surprised that animals in a forest have adapted different tones so they don’t drown each other out when they sing together – birds sing with the highest voice, insects with a middle tone, and mammals with the lowest sound. When you listen to the animal sounds in a forest it truly is a “Forest Orchestra.”

JRM: How did you decide the order of the book?

GH: I knew I wanted to begin the book with “Animal Songs” which describes a bunch of different animal sounds and makes the connection that humans make sounds for similar reasons as animals because, after all, we’re animals too. And I knew I wanted to end the book with “Forest Orchestra” which is about the forest sounds I listened to when I was a girl growing up with the woods behind my house. Plus, it kind of makes a BIG ending with a lot of different animals singing together. I also wanted to vary animal sounds across the book so, for example, I placed the snapping shrimp’s loud but short snap… BANG! next to the melodic WOOOOO’s of the Humpback Whale, and so on.

Poetry Friday: Student Poetry Month

Thanks to Irene at Live Your Poem for hosting Poetry Friday this week

I interviewed Laura Purdie Salas about her new book IN THE MIDDLE OF THE NIGHT in March. That interview is HERE.


Then I had an opportunity to work with a fourth grade class. We made a list of classroom inanimate objects. I am featuring their poems all week.

Messy whiteboards
we get scribbled on all day
messy scribbles, writing
People write on me all day
boards you write on forever

~Allison S

Jumping water bottle
bouncing as a chair
I am as running as a lion
keep you hydrated
healthy

~Taryn

The restless recorder
I am as cheesy as a chisel
definitely delicate
sweet, sour, smart,
silent restless recorder

~Macy

Student Poetry Month: Inanimate Object Poem Week

I interviewed Laura Purdie Salas about her new book IN THE MIDDLE OF THE NIGHT in March. That interview is HERE.


Then I had an opportunity to work with a fourth grade class. We made a list of all the inanimate objects in the classrooms. I am featuring their poems all week.

I left my keys at the house
they are as lost as my heart
I’m scared of my house
I can stay in my car
or a chair

~Hunter

Ruling rulers
we always rule the classroom
measure, hit, compare
We help you with your homework
Ruling, radiant runner

~Lilly

Lost and forgotten marker
I am as leaky as a river coming into the sea
overused, gross, ugly
we chucked you in the trash
yucky, unneeded, broken marker

~Ruben

Student Poetry Month: Inanimate Objects Poem Week

I interviewed Laura Purdie Salas about her new book IN THE MIDDLE OF THE NIGHT in March. That interview is HERE.


Then I had an opportunity to work with a fourth grade class. We made a list of all the inanimate objects in the classrooms. I am featuring their poems all week.

Rolling soccer balls
I’m as crazy as a jump rope
kick, bounce, jump
I like playing with kids
Super, star soccer

~Lauren

Jumping pencil
I am as sleepy as a pillow
rolling, spelling, writing
We do your homework
Story

~ Abby

A coat as white as snow
I am as warm as 1000 blankets
drops, eats, explores
Gets cold when left alone
hungry, warm coats

~Logan

Student Poetry Month: Inanimate Objects Poems

I interviewed Laura Purdie Salas about her new book IN THE MIDDLE OF THE NIGHT in March. That interview is HERE.


Then I had an opportunity to work with a fourth grade class. We made a list of classroom inanimate objects. I am featuring their poems all week.

Organized calendar
I’m as smart as a 7th grader
flip, count, mark
you know what day it is
Time keeper

~Tim, 4th grade

Majestic American Flag
We are strong as a bald eagle
Strong, brave, huge
Best
my country flag

~Kelton

Poetry Friday: Working with Kinders, Part I

Welcome to Poetry Friday. There is a celebration of women happening at Reading to the Core, it’s International Women’s Day. I have a poem at Deowriter about strong women.

Last October, at the Writing Poetry for Children Workshop, I was gifted with a galley copy of BOOM! BELLOW! BLEAT! By Georgia Heard (Its book birthday is next Tuesday).

I subbed in a kinder room on Monday and Tuesday this week. On Monday, I shared the galley with the TEN children (there was something going through the class). I gave them “homework” in that I wanted them to think of an animal to possibly write about on Tuesday.

On Tuesday, we had another day of TEN children (can you tell it was heaven? They are a busy group though and we had a bit of a cry fest after lunch). In the morning I read this book, SUPERHERO INSTRUCTION MANUAL. As I was reading, I realize that by having the class come up with superhero names (favorite color + animal) would help prime the pump for the animal sound poems they would write in the afternoon.

My mentor poem(to me, their sound reminds me of chk, chk, chk):

I shared it with the students. We noticed that I used Chk! Chk! Chk! three times for rhythm and we talked about using words starting with H. We made a chart of possible animals sounds next:


I gave the students a paper with the scaffolding and they went to work. I spent time conferencing with them. It’s so fun to see where they are with their writing and their confidence. Certainly, everyone has a poem. It was more of a challenge for some. Here’s some of their drafts.


I can tell that A. had thought about what she wanted to say. She walked into class telling me about which animal and kept asking when we would write.

L. wasn’t sure about what the sound of a red ladybug. We talked about it and she came up with “Fzzz”.

E. knew immediately he wanted a rainbow lamb. He also knew that it should say Meow-Baa and that they have have doggie ears.

K. wrote without needed me to make dots for the words. We conferred and he shared what he wrote.


E. is and ELL student. I love that she could read this to me.

I took their work and typed up the final copies. Each will have an additional sound line that didn’t fit on the page. On Monday, I’m subbing half day in the building and will meet with them to illustrate their final copy. You’ll get to see the final copies next week. At the request of the teacher, we are using initials for privacy.

++++++++++++++++++++++++++++++++++++++++++++++++++
So I am sad to report that student poetry postcards most likely won’t happen this year.  That said, I am creating a limited edition poetry postcard for those who are interested in receiving a poem for National Poetry Month.
If interested please sign up here: