• Making Poems

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• Making PoemsWriting Exercises for the Classroom

Compiled and Written by Nancy McCabe Francoeur

Arkansas Poetry in the SchoolsFayetteville, Arkansas

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Poetry in the School. i. a join t project (IfThe Nati ona l Endowm en t for the Arta andTh l!Unive rsi ty of Arkansas , ~'ayette vi11e. Specia l tha nk. to Keneth Kinnamon andth e DeplU' tm ent of Enrlilh.

Copyri r h t 1988 byArkansu Poetry in the School.:J33 Kimpel Ha llUniversity of Arkan_FlIlyet teville, Arkanaa. 72701

Cover iIIll11tration a nd book d f!!ll ign by S"aan Eaa lt.EditN! by Na ncy Mc{;a be ..·rancoe.... a nd Da niel Humph rey ,

-rhe Chevron" by Con..d Il ilbeny from F.f!ld, Win lf'r 1978. CoPyrillht 1978 byFIe/d . Reprin~ in The Moon 5«11 o. 0 SJU;f! of P",eopple by Con..d Hl ltH,rry.Rep n nted by Pf!nniuion of the att thor.

'1'alkinll to Hl!lm " from Tltf! NH:d to IIQld 5••11 by LlaI!l MUfl lB. CoPyrillh t 1980by LiH:I MUl!lIl!r. Fi rst publiabN in thl!South f!rn Rf!vi rw. Repnn~ byPf!rm i....onofLou,aana State Uni ..""ity Prf!tlll.

"Lu.llaby" from 51101111111 .lIe Pumpll," ; Trad"lorn" PQdry 0( the I nd,,, " NOrlllAmefll••. N!ited by J ftOm e Rothen,,",. Copynght 1972 by J erom e RothenberJ:.Repn"~ by Pf!"Jl;'ion of Sterling Lord Literi. tlc, lnc..

....·ark- from DumalllllllR Iltf! Slk"~ by Chuls Sim,c.. CoPyrillht 1971 byCha.ln Simi.:. Reprin~ by pl"rmiMion of~'1fe Bra ri ller, Ine.

"Guuleppe Un ltaretti: In Memoria m" from All AfUr"ooll of Pod f!t H,/fJ ar da:P()f!m. by 1If!lI ry Ta)'/or. Cop)'Tigh t 1975 by He n ry T a ylor. Reprin~ by penni"';onof the Umve...ity of Utah Prn.a.

"" he Red Wheelbanvw" and '1'h i. i. Ju. t toSaynfrom Collutf!d Pof!m., Vo/um .., ; 19(19.1939 by Willi am Carlo. Wilham.. Copy rig ht 1938 by NfW Direction.Publu hing Co rporati on. Rf!prin ted by pl"nniUIOO of thf! pttbhllhf!!".

The following contributed or demonstrated th e exercises in th is book:

Betsy Adams, Derrend Brown, Mark Burgh , Cindy Chinelly, BillCoHma n, David Coy, Holly Dunn, Sally Evridge, J ulia Guernsey,Buffa Han se, J ohn Harney, Curt Harrell, J ohn Haw, Dodie Home.William Howell, Dan iel Humphrey, Sara King, Kay Leiker, VickiLombari, Margar et McMullan, Roger Martens, Heath er Ross Miller,Karen Osborn, Gail Regier, Robert Rickert, Shirley Russell , Cin dySander lin, David Sanders, Tom Sau ret, Camilla Semelsberger,Paulette Sch midt. Karen Steiner , Rusty Standridge. David Vanden­berg, Lex Williford.

PrefaceFor more than a decade, th e Arkansas Poetry in the Schools

P rogram has sent p ra cticing writers in to clas sroom s th rough ou t thes tate to teach th e reading, a p preciation, and writing of poetry. Bu tpoetry in th e schools vis its general ly last on lytwodays, a nd th ere is alimit to what visiting writer s can accompl ish. The rest oft he time it'sup to the tea ch er , try in g to juggle a n umber of s ubjec ts a nd d etails, tocont in ue fin din g ways to g ive s tudents positive experiences with_'Y.

In orde r to help with this task, past and curren t visiting w riters, aswell 88 a few teachers, con t ributed notes on their favorite classroomactivi ties to this boo k. Many contributors s uggested additionalsources o f good poe ms, exe rcises, a nd mater ia ls, listed in thebib liography.

For more in rormat ion about Ar ka nsas Poetry in theSchools, writeto:

Poet ry in the Schools333 Kimpel Ha llUniversity of Arka nsasFayetteville, AR 72701

or call (501) 575-4301.A television documentary about Arka nsas Poetry in the Schools

further explains the his to ry a nd purposeofthe program. Produced bythe Univers ity o f Ark ansas. " T h is Poem is My Poem" is availablefro m educa tional cooperatives throughout t he state .

S tudent poems in this boo k are from Ark ans as Poet ry in theSchools an thologies, which are printed a n nually and can be obtainedfro m visi ti ng writers. o r by writ ing or calling Poetry in the Schools.

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Note to TeachersWhen you as k students what a poem is, th ey'll usuall y say, " It

rhymes." Remind t hem t ba t poems don' t always rh yme; call theira ttention to some they've read that don't, With a little prodding,students will remember other- t hings about poetry; it expressesem otion s a n d it con ta in s images, com parison s, and su rp rises. Whi lesome s tudents have a more sophisticated knowledge of poet ry thanothers, they genera lly have in common inexper ience a t writ ing it. Nomatter how sophistica ted t heir voca bu laries a nd in terpreti ve a bil i­ties , most ca n still benefit from pract icing the bas ics.

Many of th e exercises in th is book are short enough to be s lipped induring the last fifteen minu tes of a class or during a lull in the sch oolday. If poetry lessons are kept fas t-paced a nd entertaining, studen tswill come to regard poet ry as a trea t, and wr iting t ime can begradually increased.

Thi s resource book has five mai n divis ions,o rganized roughly theway you migh t want to organize poet ry lessons. The fi rst fourdivis ions-Concrete I m ages , Com pa r isons, Sound a nd Form.a nd Dramatic Situation- conta in writ ing exercises that help teachthe basic elements of poetry. The last mai n divis ion, Revision,sho ws students ho w they can develop their poems by payin gpa rticu la r auenucn to the controlling images, compariso ns, sou nds,forms, a nd dramat ic s it uat ions of t he poems. Each section beginswith simpl e in troducto ry exercises and then progresses to morevaried activi ties that rein force an d build on th e s tuden ts' kn owledgeof the basic concepts,

Don 't try to force s tude nts to wr ite or enjoy poetry, but doparticip a te yo urself. Write poems a long with your s tude n ts, It doesn 'tmatter wh ether you wri te perfect poems. Just doing it teaches yo u alot a bout the process- a nd stu de nts are likely to pic k up on yourent husias m.

Br ing in plenty of poems-those that you especially like as well aspoe ms relevant to yo ur students. See the bibliography for sources ofmore poems that you might use with each exercise.

Ifan exercise works best with a specific age group. that has beennoted. Otherwise, exercises ca n be adapted to a ny level.

Contents

Preface VII

Note to Tea chers IX

Concrete Ima ges

Specifics 3

The Detail Cow 4

The Poet ry Monster 5

The Word J ai l a nd Halfway House 5

Expanding Images 6

Collaborative Image Poems 6

Group Poems

Row Poems

Defin ition Poems 8

Characterization Poems 9

Sunwheel Poems 10

Pictu re Poems II

Weird Shape Poems II

Music Poems 13

Sea Poems 14

Houi-To-Kncus-far-Sure Poems 15

Special Place Poems 16

Map Poems 17

Comparisons

Completing Phrases 22

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COlilenls

The Droppleganger Bird 22

The Simile Monster 23

The Pizza Monster 23

The Still Life Caper 24

A Strong Man's Breakfast 24

Animal s and Occu pa tions 25

Ridd le Poems 25

Expanding Defmitions 28

Comparing Synonyms 29

Completing Sentences 29

I{ Poems 30

Describing Sou nds 32

Sound and Form

Rhythm 37

Rhyme 37

Alliteration 38

Other Sound Devices 38

Line Brea ks and Titles 38

Memoriz ing Poems 38

Imit a ting Poems 40

So-Much-Depends-Upon Poe ms

This -Is-Just- To-Say Poems

Lulla by Poems

In Memoria m Poems

Acrostics 45

Rule Poems 47

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35

Recipe Poems 49

Dramat ic S ituation

Group Narrative Poems 53

You-A re-What· You-Do Poems 54

Myth Poems 58

Notes for a Movie Script 59

Showing Emotions Thro ugh Images 61

Describing Emotions Through Comparisons 62

Group Lyric Poems 63

Describing a Place 64

Re vi sion

Dull Poem 69

Rhymed Poem 70

Song Lyrics 70

Suggested Re adin g

Books of Poetry 73

Anthologies and In troduct ions to Poet ry 74

How-to Books 76

Especially for Children 77

Other Resources 78

Indexes

Exercises by Subject 8 1

Poems by Author, School , and Title 82

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5 1

6 7

7 1

79

Conlen ts

E mphasize that good poetry is concrete, usi ng abstractio nss paringly. You nger atudenta may not be famili ar with th eadjecti ves concrete a nd abstract , but t hey at leas t know

what the noun con crete is-the s tuffsidewal ks are madeof. Ask th emwha t concrete (wet or dry) looks like, s mells like, feels like. Whatsound does their shoes make against it? Have they ever tasted it?Don't let t he m ge t away wit h just adjectives ("concrete look sbumpy") . What does it look like? ("Concrete looks bumpy like anele phant's skin.") As they come up with comparisons, they are doingwha t poets do.

To rein force t he di fference between concrete images a nd a bstractconcepts, have th e students close their eyes. Narne th in gs: bandaid,Coke can, ha mster. Wh at does each thing look, sound, smell , feel ort aste like? Most students ha ve never tasted a hamster, but ifthey did,what would it ta ste like? How about fr iendship, judgement? Fewers tudents will agree that they can pic t ure these things. Ask those whocan picture frien dship to te ll you what t hey see. If they say " peoplebeing nice to each other, " press them. That's still abstract. If theycome up with responses like " two men shaking ha nds" or "girlsgiggling together," point out t ha t wh at they've don e is convert a na bstract concept into concrete images . If s tudents see a bandaid onsomeone's knee, they might say, "There's a ba nda id." Buti fthey seetwo men s ha king hands, they proba bly would not say, "There'sfriends hip." They 'd be more likely to say, "There are two menshaking hands."

We are faced with so mu ch se nsory s timula tion all th e t ime, wete nd to screen ou t much of it. As ked to draw or write about a house, wewill include a roof, doors, and windows-things that are common toal l houses. It takes conscious observation to go beyond that: to not icepeeling paint, ch ipped wood, a cater pillar crawling up a bric k. Goodwr iting sta rt s with ca reful perception a nd ca ptures specific images,s ho wing us what is unique a bout its subjec t. Therefore , poets mus tdevelop a special sen sitivity to the world around them.

The following exercises emphas ize that it is s peci fics t hat crea tethe most vivid images in our minds, and t hat the basis of good writingis in verbs a nd specific no uns. Adjectives and adverbs, t ho ughimportan t, exist to serv e nouns and verbs.

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Concrete Im oges

Specifics

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Verbs .To demonstrate th e importance of verbs, uae a verb , say towalk , in several sentences:

She walked slowly.She walked fast.She walked awkwardly.

Write some sente nces using synonyms:

She ambled.She paced.She shuffled.She skipped.She t rotted.She staggered.She slum bled.

The first gro up of sentences, containing adverbs, uses a lot ofwords to say lit tle. With more specific a nd precise verbs, the senten cesin the second group give us more vivid images 88 well as tell ussomething abo ut th e subject's mood. "Sh e walked slowly" couldmean a numberoft.hings. Did she shuffle, limp, stroll? Ifsheshuffled,what can we conclude about her mood? How about if she s tro lled?

Younger s tudents enjoy demons trating the difference betweenspecific kinds of walks.

Noun s. To demonstrate the importance of nouns, as k students toclose th eir eyes and picture a dog. They will each get a s lightlydifferent image in th eir minds. Now as k them to picture specificnouns:German Shepherd , poodle, bulldog,cocker spaniel. Encourageth em to use specific words which they can visualize more vividly.

For an activity, have each student write ashortpoem, then rewriteit mak ing general words more speci fic.

The Detail Co wThe more detai ls s tudents include, th e more specific the image.

Draw a cow (or a h uman figu re or ma ch ine) a nd write the word Cowabove it . Ask questions th at elicit senso ry det ails: What color is th ecow? Are there pat ches of a nother color? What would you compare it ssmell to? What would you compare the feel of i ll h air, hoof. tongue,

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Concrete Images

The Poetry Monster (Grades 2·6)

and big hands-to feel as many things as possible in the worldaround it.

Besides five senses, then, the poet ry mons ter has a sixth sense­the imagination . Many students also have well-developed imegina­tions. Just ask how many sometimes daydream during class. Whenthey do, they're using their imaginations.

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Do this quick exercise to remind younger students to use specificconcrete images in their poems.

Draw the poetry monster:The poet ry mons t er h as a big head-to contain its big

imagination,big eyes-to see as many things as possible in the world around it ,a big nose-to smell 88 many things 88 possible in the world

around it,a big tongue (by now students will have caughton and can tell you

why)-to taste as many things as possible in the world around it,big ears-to hear as many things as possible in the world around

etc., to? Wha t is it thin king of-in images? Wr ite up these details as alist or as a group poem, and as k s tudents ift he cow t hey h a ve createdin th eir list is more interesting than the image evo ked by jus t the wordrow.

Whenever students write, list t he five senses on t he board so thatstudents will keep them in mind when they write their own poems.Remind s tudents t hat poetry is concrete and specific, keeping to aminim um things we can't see, hear, taste, or touch directly, likeemotions a nd ideas. Discuss t he difference between feeling andtouching.

The Word Jail and Halfway Hous e (Grades 2·6)To reinforce t he concept of specific concret e images with

elementary school s tudents, draw a word jail on the board and lock upabstract words like friendship a nd judgement. Draw a halfwayhouse, a nd send non-specific words like food and dog there. Listwords and let students decide whether each word belongs in the wordjail, in the hal fway ho use, or in t heir poems.

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M akin K Poems

I f I weren ' t me I'd like to be ...Thunder ma kes me ...I worry about ...I wan t to know ...When I was little ...I feel sad wh en .I feel good when .I wish ...

agit.at ionamuseme ntanxietyboredomdarknessdeceptiondiscouragementdrynessexcellenceheatmaturitypainsuccess

Have students write a line Cor ea ch abstraction that demonstratesit in a concret e way. University of Arkansas compos iti on studentsca me up with the followin g examples:

agitation-gnals buzzing around yo ur earsdecepti on - d ressing up like an o ld lady and collec ti ng free

government ch eesedryness-cracks in the mud that separate it into jigsaw pieces.

Co lla bor a t ive Image Poems. "~ Group P oems (Grades 3-7).To get all membersofadassinvolvedl .r.c.<¥'; in poet ry writing, ann oun ce a topic su ch 8S one of th e following;

". .... '" ­""" '." ..,~ r;'" 1".~

~~

Expanding Images (Grades 6-12)-: 1'" For pra ctice convey ing abstract ions through concre te images,

give students a list of a bstract words:

i•I

Troubl e is ...You know a perso n is weird when ...

Each studentgetsouta piece of pa per a nd wri tes a line or an imagethat completes th e thought.

Go th rough the pa pers, choosing the best lines. Combine these intoa poem and read them aloud to students, brie fly poin ting out specificimages, use of comparison, and s urprises.

Th is exercise generated the following poem in one of ArkanSallteach er Shirley Russell's classes:

Things Mother Never Told Me

Not to hide in a d umpster.Never to to uch a wet Tyee racet rack when the controllers are on .A s mile to a blind person goes unseen.Never slide do wn a raz orblade into a lcohol.Never step into wet cemenLNever s tick you r finger into the electric socket.Never get in t he way of a running seven th-grade boy.Don't lock yo urself out of the house.Never t ry to learn to ride a bike without a safety helmet.Never use cement for toothpas te.Never spray your hair with clothes s tarch.Never go shopping wit h a woman who is eig h t and three-fourths

months pregn a nt.Never sneak up behind a ka rate black belLNever lick the botto m of a n ice tray.Never tru st the map read ing on a trip to someone wh o gets lost in

his own neighborhood.N

EV

ER

Say never agai n!

First period 7th gradeRam ay J r. High, 1986

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Concrete Images

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The word tooter, meaning

what leaps on your handsunder th e pump

what cra wls down your backfrom the washcloth

D efinition Poems::>&,"= . - ..~ To show that im ages are evoked by words relati ng to all the senses,r~~/E not just sight, read aloud a defini tion of water, such as the following~¥.......r;; ""$ • from Webster 's Third New Internat ional Dictionary:~ <:.~~~~ Water; The liquid tha~ descends from the c1~uds as rain, fo,:,"sr " .~ _ s trea ms, la kes, a nd seas, jaaues from th e ground in s treams, and IS ariA~~ I major constituent o f all liv ing matter a nd that when pu re consists of'1i!!~ an oxide of hydrogen H:lO or (H:lO). in the proportion oftwo atoms of

, ....' / J' ~ - hydrogen to one atom of oxygen, a nd is an odorless, tasteless, verys lig htly compress ible liquid which appears bluish in thick layers,Ireeaes at 0 degrees C, has a maxim um density of 1 gm/cmJ at 4degrees C a nd a high specific heat, contains very s mall equalconcentrations ofhydrogen ions and hydroxide ions, rea ct s neutrally,and cons rit utes a poor conductor o f electricity, a good ionizing agen t,and a good solven t.

This is a n accu rate and precise description of water and itspropert ies , but how evocative is it? Now read this excerpt fro m LiselMueller's poem "Talking to Helen" (Kelle r);

_itIi'

Row P oems . To show that images h av e associati ve meanings,have the first s tuden t in each row ta ke out a piece of pa per and writeat the top a phrase t hat descr ibes one image, a nd t he n paas the pa perto the next person.

That student should con centrate on the image, trying to get a clearpicture of it, then put dow n the fi rst image that comes to mind , foldthe paper so only t hat im a ge is vis ible, and pas s t he pa per to the nextperson.

Studenta continuedown th e row, each person concentrati ng on thelast ima ge and adding another to the list. Ha ve the last student ineach row read the list and as a cleee. discuss what the images ha ve incommon.

Making Poems

CO/lCrete Images

what runs down you r cheeksa nd tastes s al ty

what licks your feetin the early morning grass

wh a t spits out s mooth rocksa nd lets yo u fly like a fish

what coax es greenfrom black a nd brown seeds( Hele n, try to imagine green!)

This defin it ion of water, while less precise, conjures the tru enature of water much bet ter th a n Wehster'sdefinition . Point out howthe poet uses the sen ses of touch a nd taste to rem ind us of wh at wateris really like. Also poin t out how the poet uses verbs usuallyassoci ated with liv in g crea tures-leaps, crawls, licks-to conveymeaning.

Ha ve s tuden ts write their own definition poe ms to Helen Keller,s ing only the se nses of teete, tou ch a nd smell to describe, for instance,fire, or mud , or a t ree. S tu dents will have to "s ee" th ings with all theirsenses when they're ta lki ng to Helen.

Ch a racter izat io n Poe ms (Gra des 7-12)To s ho w how images can characterize people, give s tudents the

following instruct ions:Draw a line to the left.oft he middle of a piece of paper.On th e left hand side, wr it e down five people who a re im portant to

yo u, using the names you call them by-Mom , Dad, Pooky .On th e r ight hand side. write down objects you associate with ea ch

person. F'or instance-Dad: Loy-Z·boy , bifocal glasses , OrvilleReden bocher 's Gourmet Popp inx Corn. Zen it h TV. Be 8S speci fic asposs ible. Use brand names. Take t ime on this step.

Go th rough the objects one by one, deciding ifeach has good or badassociations. Say yo u're ev aluating Dad 's TV. If the so und of afoot ball gam e on a Saturday afternoon bores you. ma rk down amin us. Maybe, instead, you like to wa tch with h im or the sound of thegame gives yo u u secu re feeling. In that case, mark down a p!us.lfyou

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Makin" Poems

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don't ca re, pu t down a ques tion mark, which means neutralChoose one of the min uses to write about, T het'e 's an im mediate

conflict there between you, the author and the object, yo ur subject .Co ncentrate on the object. Where do yo u usually see the glasses?

Are they nex t to the Lay-Z-boy, folded on a ta ble? Or are they in you rdad's mouth, one earpiece a lways wet? When he wears them, does helook over th e r ims?

Wri te a six-line poem about Dad's ele eeee. Each line is an image.

Sunwheel Poems (Gra des 1-4)To stir yo ung s tud ents ' ima ginati ons a nd get them to come up with

ima ges that do n' t ha ve to be written down, draw a circle on the board,marking the d irect ions- no rth, so uth , east, wes t, u p, down.

Explain th at t here is one color, one a n imal, and one plantassociated with each di rection. Go thro ugh each direction, promptingstudents to decide on t he color, p la n t, a nd animal that belong to it,Ha ve s tude n ts expla in wh y. For exa mple, they may say that thesnake lives in the south where it is warm, and that the south color isgreen becauseoft he vegetation . T he color ofthe eas t might beyellowbeca use of the r isi ng su n , wh ich mi ght ca ll up associations forstudents; the fa ceofthesun mig ht become a lion. How is a lio n's roarlike the s un's glare?

Con tin ue to assign real a nd imaginary colors, a nimals and plantsto ea ch pos it ion on the wheel.

Tell s tudents that p reh isto ric people used the sun wheel as a poemengine; t hey mad e a r ing of rock s and sat in the cen ter to med itate.Ask th e s tuden ts to ima gine tha t they a re these peo ple. They havesun wheels in their minds, a nd to a ct ivate them , a ll they have to do isuse their ima gination s. The aunwheel wi ll begin to apin and throw offimages like s parks off a grinding wheel.

You might have youn ger s tudents bri ng rocks to schoo l, a nd t henmak e their own sun wh eel o uts ide by arranging th e rocks in a circle.S tud ents s it behind th eir rocks a nd d ecide on animals, plants, a ndcolors for ea ch position.

Studen ts mig ht improvise a poe m by t aking tu rns goi ng to thecen ter of the sunwheel and g ivi ng lines relati ng to their positi ons,perh aps a lso making up a ni mal d ances to a ccompany the lines. Orha ve studen ts write a poe m in which they selec t one direction andwrite about the anim al a nd plant associated with it.

Coner"l" ImaRf!'

Picture PoemsSo me students have an easier t ime getting started wri ti ng whe n

t hey have something to look a t. Ha nd out in teresting magaz inepictures that are open to a variety oCin terpretations. Adver tisemen t soften contain s uch pho tos-ones with obvi ous tens ion betweenpeople, ones wi th un usua l eleme nts s uch as black olives stuck to t heends of a g irl 's finget's, or a family s tanding around, all wrapped intowels. Cut off the words , a nd it's up to the s tudents to interpret.

Tell atudenta to write a poem Cor someone who has never seen thepicture. They should describe the picture and explain what's go ingon, accoun ting for any un usual elements.

Or, photocopy weird pictures (Ma n Ray, Tangu a y, Dal i) Crom a rtbooks and have students write a poem that duplica tes the paint ing orphotograph in words . Encourage students to imagine t hey are insidethe picture and to capture the emotion the picture gi ves them.

Or, ha nd out art books or prints oCmore conventional pain tingsand havestudentsex plain what happened in thescene justbefore thepain ting itself.

Weird Shape PoemsTo help students put into words the associations shapes h ave for

us, draw a Chevron (a large ups ide down V) and ha ve the classcons ider th ings it might be: a flock of geese. a pen ci l poin t, a roadleading off in the dis ta nce , etc . Tell students thnt poet ConradHilberry d id the same thi ng. then wrote a poem usi ng the images heca me up with;

MnkinK Poems

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:~

T he Chev r o n

Th is is my sign. the pitchof my tent on low groundItis the march up the mountainand the march down. It isa crossroads without a choice.It is my past a nd my futu relean ing together likecomstalksa fte r the rai n. Th is bro kens tick con fers no honor,bu t it has marked me.It has stolen the comfortof a bare sleeve.

Conrad Hdberry

Draw Ulu and Kik i.Ask questions about these shapes, getti ng s tudents 10descr ibe the

personalities and taates c f Ulu and Kiki. Forexample, stude nts m ightsay that Ul u is slow (blobby), du mb. unattractive, a nd lazy, wh ereasKik i is fas t (s harp), intell igent, hardworking, and good looking . Whatdo Ulu and Kiki like to drink? Are they male or female? Invariably ,thetwoshapesare dirrerentsexes. and one wou ld never ask th e otherto go OUL Ask lot s of q uestions about each s hape. Usually, stude nts

Ulu respond immediately. There are not right a nswers. but s tudents'answers will al most al ways feel rig ht.

When discussion wanes , gi ve students 3x5 cards wit h s uggestivebut non represen tation al shapes.

As k s tudents to look at their cards ups ide down a nd sideways, toblur their vi si on if neces sary . Ha ve them write down all the th in gsth at they see in their cards. You might help t hem get star ted bypoin ting ou t s hapes yo u see, but do th is as little as possible so t hats tudents' lists will be their ow n.

After s tuden ts have come up with good lis ts. have them write apoem using al l the words in their l ist, Remind stude nts to usecomparisons a nd surp rises.

S tress t hat st uden ts s hould avo id poem s that say, " i t looks like A

...," or " it sou nds like a .;" Rather , the shapes s ho uld serve asKiki illus t ra tions for the poem, whi ch should mak e sense on its own.

12

Concrete Image.

I. It so unds likea light rainfall.It sou nds likecats tap dancing.It sounds likea mouse reading to its child.It sou nds like rocksfalling into water.

Very yo ung s tudents might make lists, then draw pictures.expanding on their origi nal im age. Finally, they might write poemsdescribing the act ion in the pictures they have drawn.

Music P oems (Grades 3-6)To relax s tudents a nd help them get s tart ed writing. play mu sic

and have atudente write poems describing the images they see.ChOO6e inst rumental mu sic; lyrics restrid students' imagin ations.

Try composers like Aaron Copela nd and Virgil Thompson. wh ose ~_..works contai n recogn izable tunes, as well as Stra vin sky. Dvora k,Bartok , a nd J efferson Airplane.

Poems might lis t images, tell a story, or use comparisons to ~describe wh at the musi c sounds like, as a n Arkansas s tudent did - <•••

while listening to two pieces of music:

Snakesare surprising.They moveall over.They hisslike an opened coke.They climb all over,up yo ur neck.

Anon ymousFarm ington Elementary, 1987

13

I I. It so unds lik eghosts d ancin g.It soundslikea cat drinking milk.A girl flutteringher eyelashes.A dog sleeping.Ducks ice-skati ngon a pond.

Diana RiazziWes twood Elementary,

Aqu a

The color of the ocean wast he color of the clear aq uasky. The kelp growinglike long ropes under t he water.T he sea g ulls nying h ighover the waves 8S jf therewere no place to land.

Brian PowellCloverdale

For pradice puttin g images into a simple fonn , have studentswrite a three line poem about. the sea. The first line will contain acolor, the second the na me ofa sea bird. and the third the word kelp ,coral reef. or barrier reef.

This format is flexible a nd can be adapted to any topic, such 88 abackyard poem of three or so lines co ntaining a color. a tree, and aspecific animal or bird.

Point out once agai n how details generate feelings - that eventhough poems may not come out and say " I'm afraid ofthesea" or '"like my backyard," the reader will sense how the poet feels:

Sea Poems

(

Making Poems

Concr,.'e fmo g,..

My Ba ckya rd

My backyard is full ofgreen fingersThat reach out for the rainWhen thirsty and dry.The house of junk is silentlike th e heaven ' of th e woods.And the ch icken• • hatter withLaughter as they feaat,

Angela. Pa.«MeN,." High

How- To-K now-For-Sure PoemsThrough lurchi ng for very epecifie a nd out·o f·the-ordi nary

detail l about placee e nd people th ey are familiar with, 8tuden~ learnto see them in a new way.

Tell 8tudenta to pretend th ey 're giving a vis itor instrnctiona onhow to re«lgnize their town or neighborh ood. Give them a day togather material. Remind th em to look for unusual landmarlta andintere8 ting juxtapolit ionl th at a I trange- might find su rprising andamusing. For ins tanee. many s mall towns contain combined bust.netlSN , s uch 88 Finch es' Fine J ewelry a nd Funeral Home. Whatbehaviors do s tuden~ obeeeve that charactef"ize th eir town and itspeop le?

Ha ve students write poems tit led " How to know for Sure WhenYou're in "or" Howto know for Sure: When You're On----==--"Student Exampletl:

15

Making Poem.

How To Kno w fo r Sure When You're in Day

You drive down 63 High way .Soon you discover a smal l ehakeebop.Aeross the I treel you spot a ltation.The station haa little bUlines. because Bay is IKt s mal l,You see people in bluejean..Walking around eating lollipops.Some may even be crazy enoughTo play chicken with your car.There are even a few stons,And a few ae.nsible people.

Teri Phelps& y High, 1982

16

Derek StovallCotton Plan t High. 1985

How To Know for S ure When You' r e in Cotton Plant

When you come into Cotto n Planl, youberidingmostly on bumpy,dusty streetaYou will see old men hanging aroundBilly Bob Hedgefleld's repair s hopreminding each other of th e old timNIn the summertime ma.tly everyonewill be wearing su nglaalleseven ifthere ia no sun.

Spec ial P lace PoemsTo help students see a place they take for granted in a new way.

u k them to im agine their special pla ce - a fav orite fi hing place.b«iroo m, wa lking trail, car. Th en tell stud entl to imagi ne they ha vebeen kidnapped by pirates and blindfolded. a nd when th e blindfol d iswh isk ed from their eyes, 10. th eir place of imprieen meru is th eirlpeaal pla ce. In th eir poem, they mU lt list the thingslhey see, hear.feel. taste. and sm ell which let th em know th at th is is th eir specialplace.

An other approach is to ha ve students pretend they rem ainblindfolded, but there is II person they kn ow incarcerated wit h them.

This person is gagged and ca n not speak. Stud ents must lis t th enon-visual clues which ca use th em to recogn ize th e person.

Truly original poet ry take8 common experiences a nd interp ret sthem in diffwent way•. Toencourage each student to see rhings in hisor her own way, pass out big piecee of newsprint and felt-tip pens. As kstudents to draw a map of th eir neighborhood or s treet, or of th eneighborhood or street they remember moat vividly. The maps will beemotional, not scale maps. Ha ve 8tudent8 include pictu res ofsignifi­ca nt thing8 th at happened th e-e: th e old lady wh o hollered at th emfrom her porch whe never th ey walked by, secret h ideouts, the placewh ere the dog bit them, the pla ce wh ere th ey broke their colla rbone ora n kle. En courage s tudent. to dig for really unusual or interestingexperiencell. Ea ch student's map will bedifferent, reflecting his or herdi fferent vision and experiences.

After student. have finished th eir ma ps, have th em each pick outone aigniflcant place on their maps and write a poem describing ita nd what happened th e -e.

17

Concrete 1111 (16 1'11

Map Poems

. .~~v, '~'.~.,:,

. ~; ~ '. ....: ~:•....

Good compariso ns give new dimensions to the thing beingdescribed. }o~or instance, comparing a woman'. shoes tobaked potatoes tells U8 how the shoes are shaped and

suggesu lomething about their color, texture, and age. Thecomparisons in the following peema aurprise U8, making U8 see hills,enow, and fingernail peliah in new way• .

Hills

The hills are snakes curlingthar ba ch.

Ira WimerA . bell Elem entary , 1986

Snow

The snow ill pearl.falling from th e bluesea above.

Tript; GuptaA. bell Elementory , 1986

Fi ngernail Pol ish

Glidee on like pantyh oseBold, br ight. y et s hy a nd in nocentAI yo ur nut date.

Elai ne PJllm~

Marsha ll Hl/lh . 1986

O n th e other hand, com parison. like "cold as ice" or "light 88 8feather" aren' t surp ris ing or even interesting. Because we've heardthese cliche. many times , we don 't vi.ual~e th e images in th em.

The following exercisee s how s tude nts how imagi nat ive compar­ison s ca n help th em say more in th eir poems.

21

cold ashot 88light 88

dark ashungry asug ly 88

pretty 88

slow asfast asdry asstrong all

brave as

Co mplet in g Phras esf or practice, give students compar ison phrases to complete in

fres h, su rprising ways:

Examples from s tudents:

cold as leftover spaghettilight as half a Kleenex

The Droppleganger Bird (Grades 2-6)To demonstrate why we use comparisons, ask studenta if th ey've

ever eeen a Droppleganger bird. They'll s8Y "A what?"Ask th em irthey 've ever seen a n ea gle. What does it look like?T hey'll say it has huge wings. a big bea k. a bald head . Choose

something, say the wings, and dr aw them.P roceed through a list of a nimal.. Have studenta ever seen a n

elephant, a ca te r pillar, a horse? Add one feature (rom each animal.Let students suggest anim als. The Droppleganger bird may end uphav ing an elepha nt's bod)' , a caterpillar's legs, a horse'. ma ne. agira ffe'. neck , a rabbit 's ears.The creation will be diffel'entevery timeyou draw it.

After you' re finished . point out that the atudenre did know what aDroppl eganger bird looks like becau se th ey kn ew what other animalslook like. Making comparison s ull ing fam ilia r th ings helped atudentavisualize someth ing unfamiliar.

22

T he S im ile Monster (Grades 3-6)Ha ve 8tude nts create th eir own Droppleganger birds Of mcnerere ~,

by writin g a poem comparing each of the mo nster'. features to a ."fam iliar object . ~ ..

6,Si m ile Mo nster

His head is like a globeHis skin lUI cold lUI a ca nHis bony fi ngl"fI feel like chicken beaU.His legs are like IlagpcleeAnd hUi arms like th e Union Carbide towers.HUi n ose is like • brillo padHis to ngue like sandy jelloHis voice is like crunching gravelHis eyes are like spoiled jelloAn d h is ean like dried peaches.HUi hea rt is like a salted tomato .HUiteelh are like ahredded fingemailaAnd hUi mout h like a radio that isConstantly play in g.

4th Grade Cia..GraC'r Hill Elementary, 1985

T he Pizza MonsterThis tW~81ep eseretee helps younger studtnll fi t together the

imagel and comparisons in their poems.Ask studenll what kind o( pa za they like. They'll say " pe ppero ni,"

"saulage," "cheese."SuggeellM>me un us ual kinds o(pizzas. What wou ld a money pius

tas te like? What would quarters, dimes, and pennies taste like?How about a lea f pizza? What would it be made of? Evergreen

leaves, cot tonwood, elm?Afie f discussing examples ofkinds of pizzas, 8Sk 8 ruden18 to th in k

about what th e eree ruree th at ea t these pizzas look like. In poems,s tudent. will eeeate pina monsters to consu me un usual kin ds ofptaeus . As in th e si mile monster poem, s tude nte sh ou ld describemonsters by comparin g th eir feat ures to fa m iliar objects. But those

23

MakinKPoems

object ll mUIlt. relate to the kind o( piaaa the mon ster eoll.For instance, a money pina monster might ha ve eyee like callh

reg islefll and a nose like a Blot ma chine. He might smell like pocketea nd swea ty ha nds.

Try to etee- studenlll aw ay (rom cl iche im ag e. and from monetereth at ea t food, It's e88Y and not very intereeting to compare teeth to

carrots or a mouth to a tomato.En courage students to draw illus tra tions (or si mile a nd pin a

monster poem• .

The Still-Life Ca perI( "'i To pra ctice comparison.. bring in objecta from home, or wander

around th e c188sroom, picking up object. and asking . tudent& whatthese objects remind th em o( Hold the object.ll in di((!!"ent ways to

elici t a variety o( respon&e8.For example, a pair of .cisllOrs could he a n a uto mobile, a n

ai rpla ne. a person with legs spread. a backhoe . etc. Talk about what iti. in the object that reminds II tudentll of other thing• . The rivet in apair of pliers might he a person', navel, th e h andles her lees, a nd theserrated jaw. might he teeth or kinky ha ir.

Mo.t early res ponse. are viaual, A.k IItudents to eloee th eir eyesand imagine the feel, . mell, taIIU, a nd sound of the object.

Ha ve stu dent. act out the motion o( the object. or . pea k as if theywere the object.

This exercise leads up to poem' in wh ich . tudentll tf)' w &ee object.8in new way• . Read aloud seme cbjeet poeml : man y Ark an8811 Poetryin the Schoolfl anthologie. have these. and you might a l80 use 8Omeofthe poems . ugg tflted in the riddlee teeecn (page 25).

Seat s tuden te in a circle and arrange a I till life or severel objectsyou hav e dil cuued . In their poem.. ha ve studenlll ma ke up a I tOryabout the objects- why they a re there. wh at they are doi ng . how the)'feel a nd what th ey th ink.

A St.rong Man's BreakfastTo help students come up with imaginative comparilons a. a

group, allk th em: what does a I trong man ha ve for breakfast? In steadof cereal, what does he ea t? Student8 s ho uld try to come up with80meth ing th at's like cere al. but llOmelhin g that only a atrcng mancould eat-mli ls, innertubes .

ComporlMJn.

What would he have instead of milk, instead of egp, instead oftoaat?

On the board, list imags that s tudenta sugge8t. Then, helpstudents choose th e belt ones to wri\e a group poem dscribing astrong man'. breakraeL Other' t im es , you might hav e them writeabout a courageous woman's dinner , s frightened perlOn's wardrobe,etc.

Riddle Poe ms

Other Hives

In the morningsThe big yellow and black bumble beeComes a nd eats usThen s pits us out intoA square red object ca lled schooLTh isIs Weird.

Studenta often resist poetry because it seems to them e verce mpli­cated and oblcure. Ridd le poems are an entertaining introduction tothe way poem. work, s howing student. that th ough th ey have to

Anonymou.Jaaper Elementary, 1986

25

Animals and OccupationsTo help students come up with imaginative comparisons ind ivid- (':: '- ".~

ually , make or buy two sets of cards, one set with animals ond th e f -:'other with occupat ion&. Shu rneeach bunch a nd paas them out.eo that ~'

each student haa two cards, one from each set. The eembinaticns. tudents receive may be surp ris ing juxtapoait ions-a bee a nd a i't?r;--. ·echeolbua driver , a oow a nd a policeman, a monkey and a gardener. ,Aak students to make two columns on their page and wri te th eira nim al at the top of one, their a nimal 's occupation a t the top o( t heethe-. Have students list sim ilaritim and dl fferences: what do aschoolbua driver a nd a bee ha ve In common? How are they different?Students will ha ve to use their im aginat ion &. After lil tll are com-pleted, have s tudenta write poems delCribing their combination.Student Example;

think, the mean ing of poetry ia within their grasp.Start wit h some eimpleebject poems. AB you read th em aloud,omit

th e t itle., letting s tudenU try to gu ess them.

A Candle

Little Nanny EtticoatIn a white petticoat,And a red nose;Th e longer s he standsThe ahe rteeshe grows.

Traditionol

....ork

This stra nge th ing must ha ve a-eptRight out of hell.It resembles a bird'lI footWorn around the cann ibal'lI neck.

AI you hold it in yo ur hand,A. you Slab with it into a piece of meat,It is possible to imagine th e re:stofthe bird;Its head wh ich like yo ur fiatIs large, bald, beakless and bl ind.

Chorles Simic

Emphnsjze the compariso n being made in " Fork" by drawing th eparts on th e board. Draw th e fork lind the hand, th en have etudentaoffer details to cha ng e this drawing into one of a bird. What does thebird look like? Is the neck scra wny and bald, or does it ha ve fluffywh ite feathers? What kind of beak does the bird have? What a re th ewingll like? Th e tail?

After this d iscussion, allk each s tudent to selec t a common object,or give ea ch s tude nt a nash ca rd or a picture of a n a ni mal, food,mach ine, wh atever.

Ea ch stu dent will w rite a riddle poem. The title s hould name theobject th at the poem is about. and th e object itself will not bementioned in th e body of th e poem. Tell s tuden ts to compare their

26

objects to something different in each line.For instance, in separate lines , one Arka n8as studentctlmpares a

comccb to

a library with too many yellow books

and to

80 many 8tars ja mmed together on a stick.

She ctlncludea

it'a the wand of a magician;the kernel8 are his triCu.

Judi PinkertonUmpire Pub/ ie, 1978

Another atudent uses a list fonn to deeeeibe a banana:

1. A boomerang that a boy hu just painted yellow.2.. An old man's noee that has hit a newly painted park bench.3. A rainbow that'8 yellow and a little out of ahape.• . A gira ffe'8 8mall hockey 8tick.5. A yellow sword r18h with 8 8tubby nose.

Jeff TiptonUmpIre Public, 1978

StudM18 might choose to deeeetbe the object as if they did notkn ow what it is , as in th e following poem inspired by Simk '. " Fork";

27

Mnking Poem.

-Jamey McMillon, Hope High, 1978

Toea: What yo u use when you count over 10- Wayman Holt, Hope Hig h, 1918

Toes: f enders (or feft

28

Spoon

It'. a boat that floatson a soup ocea nIt's a cat apult (or sh ooting beene,It's a ca nnibal's club.It can hang a turtle I hellAround your neck.

It's 8 midget's shovel,A mouse', lennis racket,A sword (or a kitten,A mirror for Mr.. Malcolm ­In emergencies.

GroupP~m

Bol ton Mounhlin Learning Centv"

Sex: Roo,ter feather lying in th e chicken yard- Anonymous, Dumas High , 1918

Read lome stud ent comparison poem, aloud a nd see if the clalScan gue.. th e tit le..

Or, for yo un ger student.. type th eir riddle poems on white papera nd paste it to colored const ruction paper to »08t around theclassroom. To each paper, glue a tab that atudenLica n lift to find th eriddle's anlwer.

Expanding DefinitionsBrainstonning a bout the con notative meanings of words il often

the (irst step to coming up with good comparison.. Give studen tsord inary words to red efine u Ark anau atudesna d id in the (ollowingexamples:

CompariMm.

Piano; MUl ieal penguins

Two Wordl

Alone is a amall boy hiding ina closet in a , ameof hide- n-see lr.

wh ere..

Lonely is an old woman alonein a cold, dark desolate room

K.C. CotlOnWoodlond Jr. High, 1985

I (or he. she, it) a m (is) as cold (bored, un coordinat ed,weird , dull) aa ....

Teeth: Keep your ,vms from I ticking 100gether-Jo. eph D. Mayo, Ho~ High, 1978

I (or he, or s he, or it. or snow) am (is) ao cold (bored,uncoord inated, weird. dull) th at ....

Cheerioa: Doughnutaeeda

-Charlotte Payton, Ho~ High, 1978

Co mple t in g SentencesFor practi ce writ ing comparisons, have atuden ts write a poem ' ~

completing one of th e following sentences: :

-Anon ymolU, Ho~ High, 1978

Comparing SynonymsFor more practice with the con nota ti ve meanings of worda, have

I tu dent. V ile a theea uru l to ehccse tw e ayncnym.. s uch as londy a ndalone, end write a poem uling imaga 100 ehcw th e difference betweenthe two worda .Student Eumple:

When usin g theccpetrccuon aa .a. students willhave to come up with comparisona:

29

Making l>oem.

If Poems~,

1

I a m the S u n

I am aa hotaa a stove cookinga bright yellow ca ke.

Kris ten GilbreathAsbell Elementary , 1985

When us ing the constroct ion ao that atuden tahave th e opport unity to use 6agge-ation :

So Cold

Laat winter W aB the coldNt winterin history. When people talked,th eirwonb froze and stuck to th eir Iii».

Phyllu Darf'OUFouke Elem entary , 1986

This exesetee en ccuragee s tudents to use their imaginations tocome up with unusual comparison..

Choose two things (nouns) that are completely un like each oth e-­for in llance. match and &Catermelon-a nd tell s tudenta to ima ginewh at would happen if one noun were th e oth er. Before you start thepoem , list some qualities of ea ch thing on th e board. What do we dowith matehN? With watermelona? What do they look like? Howwould all this change if they were each othel'?

After you finish the short group poem, hav e students drew ind6cards or Ilipa of PIlp6 with noun s o n th em and write their own Ifpoem.. Remind those wh o are stumped by their cembinarions that ithelps to make lisUi before they start their poem a.

Arkanalll studenta generated poems from th ese combinations:

30

Watermelons and Matches

What would happen if we swa pped watermelonsfor matches, a nd match es for watermelons?To 8ta rt a fire, we would ha ve to use watermelons.Ca n you imagine carrying watermelons in you rpocketSo you ca n light fi recrackers on th e 4th of July?We would grow matches in the garden 80 we couldEst th em on hot afternoon..We would s lice t he match es a nd put sal tOn them to ma ke them taa te better.What abo ut a box o f 250 kitchen watermelons.Or a 50 pound match .

Shan HardalleBismarck Junior High, 1983

If Cl ocka We r e Cucu m bers

If clocks were cucu mbers.Then you wou ld hevetc cut them opento find th e tim e.And like all great momenta timewould grow sour.

Vicki MorriMJnHope Hlll h, 1987

If Heart. We r e Volcanoe8

If hearta were volcanoes.Blood would eru pt,Organs would fall everywhere,T here would be rocks in your body .And you would have lava in you r head.Say " I'm hot" every day .

FairY HaGrace HIli Elementary , 1987

31

Mallin.. Poems

If People We r e S hoes

If peop le were shOMWe would always be tied up.Our beet friend would be a sock.We would be Jocked in aCIO&et part of our life.If shoes were peopleWe would shake la ces instead of hands.We would have a giant hole in our body.

Donne Butler&tu uille High Schoo~ 1985

Students may need to read about their two nouns, say hearts andch ickens, to gen erate interes ting and un usual s imilarities anddifferen ces. You might eve n have students gather their nouns fromtwo different texts: for instance, one from a science bock, the otherfrom a music book.

32

Moon

If th e moon could make a soundit would sound like moths in th elantern trying to get out.

J en ny ChQn~Happy Hollow E lementary. 1985

Ifstars had a sound, what would they sound like?What would th e moon sound like?Th esun?A park bench?

Ark ans.. s tudents wro te the following examples:

D escribing SoundsTo give s tuden t.a practice with synellth eeia-deecribing one kind

of sensation in terms of another-have student.a write a poem th ata nswers one of th e following queetions:

Stars

StarR wou ld RO und likewh en you are pouring cokeon a gl881 of ice.

MichelleBolton Mount ain Educational Coop- Elementary, 1985

33

Compa rlaon.

-- .......- -

P oetry differs from other kinds of creative writing in iliat itcontain. so und devices, short linea, and familiar pattern swhich make th e poems easier to remember and recite. But

ffiOtlt importent, poet s U8e these co nventions to enhance the meaning.oCa poem.

The ab ort lines , perhaps the mostdi8tinguishing charaeteristic ofpoetry, help th e reader or listener to dig est th e image and meaning ofone lin e before IH!ing presented th e nexL Rhythm. or poetic meter,enhances meaning by giving a I yllsble, word, or line more or teeeemphaaUl than th ese around it, eith er by ita duration or loudness. Endrhyme a nd repeating consonanla a nd vowel sounds at th e ends oflin es not only prom pt the l peakt"l' to recite the next lin e but aJlIO th eIinee toget her, ma king it easier (or the listener to compare th emeaning of one lin e to the meaning of ita rhymed partner. Likewise,poems writ ten accordi ng to a predetermined pattern invite compar·tee n to simi liar poems. And Iltudents wh o are writing poems for th efirst time often find it easier to begin a poem if th ey have a form tofollow or another' poem to imitate.

Show s tudml.8 how rhythm is used to emphasize meaning byh aving th em write a two-line poem with one lin e that ac unds heavyand one that aounda light. Ea ch line should contain only one mainimage:

Mountain sto nN, thund eratNclt,bore hard down. h ea ving whitedust,Wafting up a tittering, fluttering handkerchie(

Talk about the relat ive s trt'.tlS or duration g iven to th e syllabi".words , and lin" . What effect does th e rhythm have a nd why?

Ha ve studentllwrite two-line poems with lines of arbitrary length.The n h ave th em write lines h aving an equal number of ey llables.Com pare the time it take. tosey the linea. Elrperiment with conveyingother emotions and impreuions through rhythm.

Ofte n student, become so a bsorbed in rhym e that it takes over th epoem. If stude nt8 wish to write rh ymed poems, talk about somesa mples by poets :how does rhyme enhance meaning a nd th e reader's

37

Sound and Form

Rhythm

Rhyme

Making Poems

ability to rem ember (I poem? l)i&CU88 Borne poems written by yourstuden ts . Do they 88a'ifice mea ning to rhy me?

Emphas ize other sound devices . such IllI repetition of eonsonents,vowels, and words. Point out the way these are used in poems.

Hove students pr act ice allite ration by writing tongue twisters.T he clas sic exa mple is " Peter Pi per." Poin t out t he funny effect thatalliteration uauafly haa.Studen ts won 't want to overdo it in a seriouspoem,

All it eration

Other Sound De vicesTo introd uce other devices to more ad va nced sludents. ha ve them

write lines with repeatin g vowel so unds {aaacnance) o r BUggest t ha tt hey choose three word. an d write a poe m, re peati ng those threewords or words that sound like them in every line.I!-.i, .

"

---

38

Line Breaks a n d TitlesRemind II tudenu th at poems look di fferent from prose because

t hey are deliberat ely broken into lines. Show exam ples of prosecon trasted with poems of different lengths and with di fferent linelengths. Th e poems in mos t a ntho logies will ha ve a va riety ofeppeaeences. P hotocopy some rhy med a nd unrhymed poems withline breakl eliminated a nd have studen18 decide where each lineshould end. TTy divid ing lines in different places. What effect doesth at have?

A good tit le helps us remember a poem. Remind studen ts th at theyshould title whatever they write an d learn to eee tbeuue 88 pa rt ofthepoem.

Memorizing P oems,/'" Memorizing a sho rt poem 88 a clan a nd then hav ing class

.• • members recit e in dividu a lly helps put students on a n in timate level~ with th e poem a nd opens up discussion . Choose a short poem, such as

• the following one. a nd write it on the board:

Th i8 Is Just To Say

I have eatenth e plumsthat were inthe icebox

and whichyou were probablysa ving(or break(QIIt

Forgi ve meth ey were del iciousao s weetand 80 cold

Wlilillm Carlos Williczms

Mk studentli to memerae it..Anera (_ minuu., erase the poem (rom the boa rd and recite lUI a

group. Th en as k (or volunteers to recite.There will be lapH8 of memory and locical word subllti tutiona.

Note th e lublltitutions and trouble spots in th e poem, and makethernthe focal point of th e dillCUss ion.

For ins tance, say a s tuden t ehenged " the plums/that were inl theicebox" to "some plums/that were inlthe refrigerator: ' Talk abo utthedif(erence bet ween /I a nd the a nd80mt", th edifference between th econnotations o( th e words icebo;r a nd refrigerator.

Recitation (On:M students to ta ke a close look at th e worda in th epoem. What alternat ives did th e poet reject? Why?

Durinl th e diacuAion, BIlk a ppropriate ques tions. lf th e poem h lUla rh yme scheme, what is it? How many sentences are there in th epoem? How many worda are there in each line? How many one­sy lla ble words are there? How many picture worda? Where do th eyoccur in th e poem?

M you as k question s and atudeme answer them , write th e poemback on the board. marking speci fic lines . Then er ase the poem andask (or more reci ters . Has th e poem been enhanced by a nalysis? Dostudents remember it bet ter?

Student8 will want to recite quickly. Encourage them to s low

39

Sound and " orm

Multinll Poem.

down. Use a stopwatch. Tell the fa.t reciters that they musteay thepoem in no less than 30 seconds. Try 45, a minute. What happens to

the sound of the poem ?Final ly, ask what the speaker is lik e. An old man? A child? Ha ve

studen ts recite in diff~ent voices.

beside the whitech ickens.

William Carla- W,llUlm.

The Red Wheelbar row

So much depe.ndJ.pon

a red wheelberrow

glazed with rainwater

Imitating PoemsAnoth~way for students to gain intimacy with a poem is to write

their own poems imitating il Before having students write, read andbriefly explicate each poem with the clas•. Who ie rbe s peaker? HowdON the speaker feel? What uamples of image, comparison . andsurp rise does each poem contain?

So-Much-Depen th-Upon P oems. The following poem contains• quick impr88ion of an image. Ca n students He how each ata nza10011:8 like a wheelbarrow? What else ia being said through the wayeach long line rests above a short one?

Give sludentll lh is fonnula:

So much dependsupon

• (adj.)(noun)

(verb) with (adj.)(noun)

beside (adj.)(noun)

Student Imitalion:

So Much De pend. Upon

a pinksho vel

glued with wetmud

beside the purple. h...

JO-ton LollisJ .E. Wallace Elementary, 1982

This-Itt - J us t- To-Sa y Poems . Using William Car loe Williams'poem, "T hill Is Just to Say" (In Memorizing PM m s, above) giv eetudente th e following fonnul&:

Sound (wd Farm

I bav. _

......bic:h _

T.u . ,.-leDt.o iO u..,..,. ..",mil. _ iO. 'lIo 111>db.vt'h..... fill ,,, lhebl. b, .....r_oa«<~1a.tw.ind ...thlll • IMWl .,."Iie, .. in the foUllw.... aample:

T hil l. JIIII T.. S.,.

I h.v••iOkon Ih. 74T .Thill " "I!I"II ,n the .irl~ld

A nd ",hiehYou "'... probrobly!:lavon.For Amer ican AI.lineo,1'00...iv. me,Th., "'I!I"II ao r..1J"....y"-kCdy II. WAI. EIr.-..I..-y, l.lIa

Loollab,. P ....... Td l l ho6ea ll l.O th ill il oft... fol pollIO" adl.... iO."..te the ha....._ ortha ~l.Ia .....1~ ",-,"k it.

Loo1..""Tha lnt. 11.I ..dl ""'11 ....1d ......Th.. II ..h,. Ih hom.

Tha little rirl l d.. ",lid nee ..llh .... C.......Th... ill ",h,. .he "'.. hom.

SII,..ill ._11«up . ( p'\e ll pUwl.- i" UI' l pnn• .SII. ..ill piclr. b«.....nc! bluba , -n.. ia .h,. ,h born.

• will piclr. pLe d """berriaa.She will pick wild __,",II ;. .!IJ' ....... born.

I _IIMJo",""'.

1'om1..1the deUlib anclrefraia (""l'b.a .. ..by ........ loomj orIhia~_

SI....... ohooold pnt.-wI u.. they the ot!lcial do_ ........fO<t their _pactiv, _hborhoock. " apdalecl pd Jo<,a1.iud iait orthd la l108)o Cor, _ "h,<.u1b....hat Ih.. be""will do it', a kid.Ktnoiad~ 10 throw '0 ,'111-. ia _h,. ....(_ be) loom- rt.-y r... linta.

If 1'- lilr.e"'Sht will a" d be h.pp,. ........,ft.,MUlI th 11 10lIIalr.tlbt _ rllnll, JrO" .p ... r.... Ktnoincl.lu.cIaa.. 10...-.tntt '" h. "b iklhood:

noeliltlalirl will nele'".hlaboardapd baal'P bora.noat ia ..h,. .be .11 born.

In M<!IIIOl'/a1ll Poem• . H.~. uuden.. ch..... , .....IO<t I... . IIliIlP)/pt1'IOlI. or 11M Ih_l~.....ub;td••r In M" mo, ,,,'"~a:

C ul...p.... UII lla. et l l, III M.Hno. la m

II i. ".m• • _Mohammad &tab

A d...,.,,,danlofth. emin oCthe ,,_ adah. lr.iUftI himHIrbK,a". he no I"'r tf hac!a homal ,n<1

"

lI ' l""ed Fr• ...,..IM! ~h..,.ed h. .......

li e '-"_ Marcelboll h not t-rendl.nd h.' othowlOli«,n \.he_Ia.fh.. people..h«ethoy liMen '" c:hono_. flhe K......aDd .,pcon..

AM he t.qochow"' ..........-.ofll••boo 1

1_I"lIA hi...and 11M ..--.n ..ho_Md th, boul...t..e ..,hytd

'" """f_ n . ... ber 5.....,. e..-o ,aded d_ din, iii""1I0 _ 1ain lho , r.".,...d al lvfl'••u.... rb ..hw,halway.1NI'l\I' lib lhe luI d.yor. Iwoken-dow.. c.m;".1And p..hft pa r . lone'Iill kn_lhol h'lIved

lI~n'y Tayl.,

..

n..._. r..........ith 70'en..~ta,ancllinlMm pncIice..nlinl ....nifta'fiIl line- lrithitl th.conr.... Dr. rortll. Th. biu_1dr...badt ia th.t ........",denla ","""".10 hoohcl on • .",...... they..ruM to ..rna .n)' lbi".-.1M.

T. lI.tudenla to eh....... their n.meo orlO....oth.. wonl and wn'" itclown tho .ld. orth. P" '"

II.. t"') n..... .... _

A llln~tu t _

H...... _

11...._.......... - - ---I _t wdl bia _

11 . _ _ -------

..... per""~ I~. tiD know '-- _

w,HDY

,AT

Aeroilici

1Io' h en l .enl~Il \heM...E • .,bocb looUl..,d uiclN... ,.. 11__ blu.

Da",," , ill aV.... _

W~u,. eo-.,.Cow_""'" H.-IL. /981

y •..,II...­T ht caU !Mt a ichl.

Ok B.A" Sr~E"'_"lor,.. 1981

An acrMlk "hook! lei la .11:>"., lib Ih. on. abovt, 0. dMcribt th•• orel thai the .0000tic IrI butd on," in

~· I .lIl lnl hil,,,. of Ted .nd ora"I"I Iltrocluetn ' ~fll:> ", ar"hm-.Jlow..R.-'''I .PII:> a porfect cl••.Km pty;" " ta ..... illto hoI.-.

A....",. E.~,tI". jlJ"J", SdK»l. IMJ

A on thill ltIIerriM ill 10 have SUldenta .riIe _ ..I>CIbutoI_ their _ .....,.,bi... the.__of..m"'ttr

iii lheMd of a bof'IIA the,;poh ptDriIR .. ,,_ roI""l dow... hillK .birdW;qoffrn-thepov.nd

C . bml .lqloo . n ani holeX Iwo IWOrOt~in.

MI T. CoxEUtuJoh EIuIw" uarJl. 19U

P.....t _t that lhill It Uwl . f -. lik• ...,. och.. __ ha...tonUft••, _la lhie c.e. w.r....t_l, lhn>q;h tbe_Q Mark Ce,, _lhe lottlnafllia II...... how ba_Q hn. _ hl1llllll fwhile !>a_.writ;", hit poe.... B" cII a"d 'IOne. and anll .'-nal that II, problobl,h lte. 10 play oUllide; lIapl.. and pe"cill ...m ind u. lhat he .OM 10""hoo~ lh••wordl te ll uloomoc h in. ahoul hit iml.;n.l;on.

A CI"OMiG .,.., eUo be .....,( to tMch other . ..h;.cu, h ..ocien.,.and . qraphy, .ult . tadenta, ~ I( ,o. """'lei be. be. ( iDlaiiwhat_lei y.- be?" ... ~ l f,... W..... aayptan,. _"-_lei t1laI berH.... u ......ta do ....di Iakinr _ and u.- rr1Ie __

.......lPI"ir"'dttai. to bebet". Uoat .......Ii..... III that p'-

To .1I_l tud, nl. how lhey c. n "'hi I fl milia r fO""lIllnd m. It.l tlII",rioin., Iry maldn. a poen:I out ofyol rd...I'OOm ...... Chlnlt'the worda ... thai th." th.o~(lruwadof~No talltinr ,..liAe~.haI i'the '"Stne.m aDd abotol_ I ~ caJI 'OU-." Tab _ ud '''''- Ituar ",...... _q._Ib...._lIlhl ]1"'- breaItiar it. Ezp.lai.lh...._ bile ....on..........,. ia reallif.. ;" i ........au-. anyU"n. tan ha_

li n ••Iudenla ch_ • p..,.,... .nd write a -"" of ...... thaiu pl.; n Ih. pn>cal. Ind ud. 1l1li of . urp.-. Th. followin. ilI urpr;'inr in . ubj..et at w.ll .. «Intent:

Rulel for Drlnlt illJC Dultn_

Onnlt it_I ofa Wad: "pM J min._ aa. aud....h1in ........ w,th tIM lirhla ou'.nd theC'a....n. doaetl])on ', .pill It on yOIlor you'll diaappear.

Rule P oems

It)'Otl drink it bot, li p it.Ir)'Oll drin k it cold.,__ • hi..,. hlr'"Goin. dow.. it teob llU COUOOLWhea YO'I rlllioh,wipoYO'lr ",oorth with liahL

C"'" [/IOf7'tSloe........ £k_"I.".. I.

Oth« ItlIdeau hAY. c:h.-_u..ty ordi....,. pi"" au. forPoaUia,_ Y_r Ckch.. K•• r.... T&ku>I. B.l.h.1.. 1M fclUowi.IlI,...-. Arhnl" IClldeatoo m- onhnor'J &opic:& ,,",t tM p. ttbe'_t1...__p&d.ed.

R. " tor StonII

In -=-.f. h• ..--Go _UiM """ llaad ;" the rain.I II c_of. 10........

CI_ .n lh••usdowl """ dnon.Inc_oUn."ind the __llna"""n .ndd.....p IMI..h;n the rift.In caM of.n "IOCIricalllOnn~ ... iron poto. h old ,I ontl PlIt ;1 ..p10.n oloctric&l lin...In eMe or . blizu rdI'\Ilon ...me .hortoo . nd 10 a nd . I.nd1n Ihe middllo(yoll r neillhbor'1 YArd.

A" ....y'"o...Wlllh r & 11004 1m

lI ow To Ga People To Uk.. V....

See • hlll40 boy ••h n, andy,Clo_ hi. dow... Ia-I it and eat 'LCIlI.dI. nice. •• eel,..l.l1k.....Pidt h....p.nd throw hlOr in the_t1II11d puddkWatch.1Ilcly •• reItIl.....L

..

Wai'Iill .he.- IG th....ad "-T. ke haM Mitt iI.in the ad m.-Cell you. na l hbo.lltId lell himTh,q J"" be.ked him. pie. IltId .......M. haIlwQ .M_ bile halfwQ.'J...... iI. Ul h.f~.nd .....",~ .end 0 1..".1y younl lady .-.

m•• Lys.-. ...u.w.-. H 198J

Recipe Poem sLib ... l.o_", tcipe poem f.mm...tona.nd provid. 1ou ...~

0' -",,"il..IM foe ...,.... ( ...,....) . En""" d....... .. ~:

.... """'" thod. the7 ldn·' ...u,. wnlt f Pu'

......p... h.... in.,h.d _ for Frouft Tu m ft' , Bated Tomb-l lonee.•nd J oy St.ew. Ro,m ind otud",, '. to inc:l..d . "' u.-.ne.,IftIlperat nd pll,nlJ' of toner.... hn.,_ ror ;nll" i ....& ......, ElI. plir:

My Ho lid..y R""lpe(Pelle. ke)

2 "".. oldm1/2 ""1'0'0 1_ 113 raJ, .A bol of nm....,.

Sill...... M,Ik.e.--t-U0J0Ik /tIuUJ" Sc"-'. ,.

..1

I II ......t lv, poetry. ' h' POe! ,ell• • • tory . boul • ~h• ••c1er i ll••pacUlc NUllI' . Th, poem " Oui.., pp, Un l • •eui, I II" emo.iam" (_ p • • _ ~3-t~). ro. i t.lII«, 1..11. ho .

Mohuo.... Sc-b _ I 10 F'n_ ch.....ed hit -. and (",allykilW lrIimfor,1fblat_boa 110'-bad. tt-a. n.e.1Inpt Iu-. ..dthe_·.1.......... (01'''1'1 fJriof ......, hio d_lh.

In lyric poet ry. ,h . poot u p_ ... _ _ ion 0. 1'1'__ ....

imp inn. I.. "The RecI WhHlbarf'O.~(IHP"' ~O)' Willi.... CarlotWillit p_llI ... 1m much like ••n. pthoc, Ueepl th .1 hea pr••• hio lltit.d. tow- tha _ ...... h••III.. ' h.1"...""h~dtI._M"

A irM"'wld tr- the ...,mlOr~.rthaJlOllIlr tr- thai;IIr .... i..acJnad·__· III ......~.__ally polll _

,ltil,d'to...d ,a.. , bte«. Thia Hdion conwII d . \trned10 help Ilodenll . pply whl thll)' h.v. Ie• •necl .boulamcNteim.,1"......pariton...nd _ " d and fo.... IOcrM&e~h.._ .nd aettinl.ndIO"","~-'

Group Nan-ative Poem.Don'l ldl,",den~ that th.,.·", to .ri~ . -"" 0.. ..1t •

• tory . I u .... '''''rl. b)' h n in , . Iud a. call ou l fOll . to .ilI . ood,.pecir", ont.: • noon.• verb. ' n .nimal•• eolo•. or Ih~. "111-liona,-.Mct on......:J worda Ihat will ""......I..d..u ' lm";nat;oao.I f )'OIl m-_t...., ",.. 1wfI, ar>d blul. r.... in'I"'~ _I..........100 oriU ..bthe_Y_~"I.nd_nie ....1. blackbird 1l.1inl:ov... _ .. ""'"'

Liol the wonlo on tho board. N..... UplalD Ihat. IO((~. )'OIl ....

1I0ln, to i1 lIv. poam. E.ch lin. m• •1cont.ln on. of Ih.wont.;" y litL Vou ~ peri(y th.ord... (h• ....,nt. ...ill 'P!lH'.

II. v••I u<:al l CMlI l ion. ' .... dw r. .. l llne, . nd odK'l lM...... -w-a1_.... the_thll.OU the._ etIth..oiMIic__After the (_1~.1op t.alk 1the ,..... ....=_ For-

u..1&Ma, IIJ' J'OV (1nI I ;. "1M _ 'oil lib • drydit hl_-'.~ Who"'lh.~h..KWn in th, ,,,,",,,1Theubo-. otn-~•• nd ••puh•• who loll. III lbout th. Hbr• . Who II (h••pe.k« 1Wh... dc>at th. 1>00'''' l.k,pl. ca1 A 1001A illn,ld U Ihit lhe lIorm altaWN or. oebr.·,"_~

S... lib I'" aft.- oacb h__ thai tha~wi be. •~(oto., IDOl _ th.llWll...u "".. _ th.l..plo.i.I. 0' the ..........,

"

they h.... dI....... DiO':\la""" lhe poem durin, ita crull"" remi ".atudenu that ' hey ... not wtltin, diooDn nec:tod tenteno:.-.. bul .._ ..... wh d 11 h.ve con l... . ' ty . U y<MI h . ......... liP , wonlaboal nMd th.n '00..1_",,,,,,,,,piece tho _ , It_ ..

All.orlhe , p __ ;" finilbod, _ up w,lh a .._lill or ........H. ... atoIdenu wnw " ... __ indi..i,h ,a1ly. WhiJa th.. """y

no! "eU ......'"latlJl __ II -'"_ ... 'ood .......mr.ndw""lIP"-'

You·A re--Whot-You-Do PoemN a.., at"'.u try '" ~hllnCl8'1&eoO>er~ WIIh M.I«t,...

th.l~ ....Ift,fC MKnplMma.fot.h.1l' q ••I,. _ ....... DCI.,..U th _IO_......~UIO'...u.d.--l~.,.1ftI '-" In • c'- Ullni~ ,0,,1.1 . f ..iow. ItDqinu..~ iaald<I .1MIIIh. ...-'. h...t. .t1Odftlu will -.1 &11_ "-<rilo thOII pormn' ~ , ..

F irM, ..p 1000denu th tM7 rom.-IO ponl ,Of • lhey k_ _ por c. . 1 ..a- fri"",,_' wor\ or.......... ia _ K1'''lt)' . 'J ad ..e<l.tt.h thal~.

SUldonu who ve I..... bl. r....u.- 0" ..... pAttnw penonahould be _ __ opoarll:, ....a1ly .. r...h. 0' _ ... al_...

Then h OIl1donl. i",arin. the ...oe!Vtll Inviolbl. and nOll"n,like a ki' hovorln' above 1M room, oe<retly watdl ,n' lh••1I bjou.a " . ' u•• lly i" hi.o. h••urroa"d ,np .Th....b;..,1 ...o.,y be_t lti" ,-<In..;"• • , .aaor or ...( .....d"" 0. "a,,!rinwdod>. 0" • Ii....

Sludml. ca" no, on ly nOOlundol_od aro..nd Ih.i• • ubied. , bul( . " . 1 n '" ,h••ubitel . ' COII"';OU, II80 and It"ow wh. 1 their.objec" . t ln' ..lid th ink l",. Y. o",1,Ihl d. ...on.I... I. by putt i",yoo.eelr I" lh. p l.~ . rI(lmeo". 01.., perhalJl' • tuchinl pfll'lnor i",he room . a"d delCfiblnll ...h., 'hal p. ..on 10 reell" I.lI<!ei n,. ,.., In l{,h. ..in,l, and .....llin ' a, ' ha' mom. nL Thill ill u uaUy ron" y '"... d ..,u and pu,a Ih . ", . , ..... Hpeoci.lly ir lhe aub;"'1 .. ""1"1"""'ltIhln, inl_lIn, wllh hio 0 . b.. h.nd••nd h.. aomltl.hln,un ......a in h.. 0 . h. 1II0\11h..

To . tat'lh.-. al.d...,u can ... tho rollowin, ' ...... ula. filll n,in lb. blanu:

..

••bj«t p....,l_t'ciP\e,""'" ..dD~(""",pleu lhe predirllW)

HeI .tl• .-u.

••b

_ ...............e.. WOf'OI

,.... wont

..........Olewont

lI a/elI. w lhinkin, . boll'

U. in" h. r" ......1e . nd yo... _n ... bjc<:l.. y,," mllChl d~""tlra'e.....llln. In eometh lnll ilke th it '

My .,..ndd.d ioI ""ltinll down . II'M.II . tefl, ' h ood chllM-II. r.n.l ip in hiol h.ltH, _ lI, oilli e h..... , he ood (:r.d,in• .II. u.o_ d..'"He _ hit . huta.lie N ni . ...." Iib . n old e!)"II. .. thinll.iJ\a" t h• • nl ........ hub...nd>a

..

T~U . wel...... that (.. in I". a.mp,") u..,. may add lin.ea Ir r.M1....... 8ap~ for . Iotol_m...ith .Ibjeeu.."d_..- .imUarto the a ....p...

M.wd""'u_p. th.......... Iilta,_....o- to rmdthoir_ II Iniq••_P"riIoJI... I~ _ld be_,la • ll'M'ft~tiItI:-. r.......laM<O, 10 _ ....... I.... 10 • bel"• . Try 10 .........tlCilrlu'-«wI th-. didMa.

'nIe _ple&acl I... pro...........\1 the.bld.oa of ...__Aa.airiJll titlooo to dwir ,.....,.cod.uat-..lcl l.twimap la .... liM,.~............... lato two or th.. la 10

~""IiDe""'"Explala th.at a11.00d_ .. .... . I ' ,IDCi .. thq an .... t,_.. :; do ~_r_.. !hi bladt.bNnI.etiocuAI& bow .....t elol.jeep _hl........ ..-t... .....t

.......- ...'nMn "hl~ lato-u>laa' bu llt.K

AaUe"

loll, ..anclcIad • .,..~t>n. dowll t.<-.H. fMII t ..... ofoedbM la hio h.... arwI.Wood dolpl •.-klmIh.'_H• ....,.II tho ftoeI oiI llta& 1eakecI_ hia pantl.II. h..... . th...ood cr.din. II th.I_ 1ean.o.II. 111111 Ih. pina dill.H. _ hil boo... ",nnin....., from th. o~ln. "" I.II ~ _ thl . rI'J . k, .ppear.H. jou" '" br.nchU k. lhe old elk ....... 0" the way up thl mountain.III il lhinkin• • boullh••" Ile..Rubhin• • , .in.1 Ih. p;n...

Th ;" i. m O<l. potOII th.n th. or;,.;nall;"t. bul il.~ill«InU; n.lIO....monoconO'" repetition .nd ...... rhyUlm probl--. !low...., 11'. wdenta will nol be.ble or ..illi". 10 "",ill pul thil polll l, n 10di rid.I the lift........ n.lura1l, or 10 oean1ID,"tMood«. Th• .-m.1lb. poin~ mirhl be quill oatilf.........,.

Yortber ....v>on •..-to with In&ntaJ>diq llt.I .-m'. oonltull....metaphor. Th. iI_likel, r....eI in th. - ......." ODO>pariooon" hn•

..

,..------------- - - - - - --and 1M ~lhoqht~ 1.-.

In IM_ple....-. the..,.nclfath« h.. .-omPl'"d woodcut"". toan old itllI nbbon. iu antiftL Tbe p'1.Hif_hwl nillht from 1Mrllli.., IF... '- (OID....."- l.O ta l ell< "''''"''' fro. h.. 'nel.. n.eIlfll'Idfa''-' lib lbeelk. ;' _ ..... ..... .,th the poo-..t....-.mt .....I.......... u..1UI.c_....y. immf!di "'. conHCl"·'1l

........... IohRId be ..,..mt"1ed to 11"-"'''''' th_ -.,.,,-....... ...,.uti __""sm dh lhe.._ ...i:ltftt .t-IIII be.....fMd whftoe ~Ittioa ".w..:

Anll....

H 11..... boukl .....A .-m_u..r~

1I'1Iile M ..-..... 1....,.....or , ....e-b hioo hail" and boIoI h_ milAa....., the dlipoSpedhn. 10... r .....The fIad'• .,.,..Iftl '­Spill .... over h.. lr.-.

Ill '" a ntil the puMI<T......

And Ihanll y. ...n.. \OOth.... and ..id..I)oN h,,1et the (ined...fe oilSdlle to the r h. tGn r ....

Il.oou . lilI mbl.From the ......,in. <:111And jump h im throu.h b•• nch ..In an,l.. and .;r.Lik, th e old elk he ...On Ih,. way up the moon t. , n.

O~ aky appHta wh ,( 10. ......... been110 i'thinkin, aboa' 11onK.bbo ....i,h pina.

M yth Poems

Ark......UMlMl& IIMd Ihiooaen:iM '"_liP with III. klllowin,-Dod• •

A eloC!onmellalill.Blood 0llaI;"" 1or & .......

lie Ioob lill hiUCIoecI_ " a..,.H. _".. lib • b.rtbe.l.1I" la&l&& like h • ..."..........ne.II" r.. lib ..., cokI haDcIaAtt. ...1..... u.-.C/onll F_krJu_ ,.3r_I&ry.I.

M" Fath~

1_ ."rath« work"~H....... IIM ._h""u..t IM~i1l0" hia .10VlLH" ia IlIinkiftlor ..1w bill lie will~ r...t.lie _ lIM b1urortheellain .inbn, in"'lb" kw.li e h Ih" ",Ia"in. " nel jounpu., oltho _.8&ca il n.... " n_ .park pi...II" 1&&1&& lhe ".._ rolhntr orr lila t.op lip.II. reel" l he itchy ....c1UI 01'1 hia back.

","Of Pol,...W,I/' /OTd II/Rh. 191M

~'or p••<:ti« ...lth another kind or nar.aliv. poem. hav••llIdenl&eh_ ...malMn, in lila el..""",,,,. or ... ror a walk and hav" lhemeh_ ao object or pl'l)C'" &IOI'Il llIe way. 10 their poem.. &llIdenl&.holllcl explain ho... Ihal object or pro".. came'" 1>&, at 10 lherola-in, ...",pl..:

..

---------- - - - -.o..n..r..&t__

Writ in .

OM d-,y be",.. lb' bcinl'iin•• f time, IwoCll"''''''' ..... rOChlin• •Pint lh.,. ,wted 0-1hiUm,..dI ocher with d.bt. ",., th.,.... .ded I(> .. rocb. Wh... u..,.h.ilMCh ..u.. ...111 !he rocb1_whil.e .....,.l. p;- of e kfell.-t; Ih.,. ........ r-nll......., l.bilo that l!M!J'"t.r.blm...... aurteol wrilia~

Xa:... u""""s,y.1It Hoe" .'kAool. ""

Sh .

s ...........heq c1.-hiluftfill . b1-a ..itand ._ bee•• yOL

I'~""II DOI"'~UE""hJr E,,"_"''''y, 1M!

WhtlIh.. S un I,

I t i•• pioMoe of!r01dIht ' an I n,eI kicked offth••lretU or h..ven.

Kim 81", .Gu.er H<l1 Ek mr " ' <lTY, l IJ/U

....

Nole. for 8 Movie ScriptTo ~ve tl\l6enu pradl« with form and wi"" wnt in, n l' ''. • ~').~' ~• ., , ~

poenl" have t.h_ imqUte th tlll.,. """,ann, 10 ",.. 10 : '-" ""- .iom....n..,..h... ld doode lOtYh 1h... c"-_brioflCftl. Y .""_:;:Y'Jtod-mbe III del.ail E"""" ' hal lo .. land_"' ..... Hltinp - . - - . .-fl"oca theU_" b.... E.d> im hOllld ...~ed"". ditti't..... 1(> ~,the 0:-....... _ , ACh .. ""00 of lb' rolloorin• ....., ""

F.de ;n _ , ' '''lIaI .ppeua.-ot. pici lire on Ihe KTfJeIII..~..... 10-........1 ch . n, e tro m one PlC1l1re 10 8JUlth... on (he--F8de oua-ln'doal d...~.-or.pkUll'e fi'olll lh.KTfJeIII..

0Ih. _ •• re MlH.P18l181Ory. bII l)'O"lllilh l diKuo...d_the Ibffeftnl ...... . _ ...... orpoc'.~ ./t(,w.I..... COIIfttII'..U , ....._do.S!-.deD. Es_plw

s_ ror. Movie Stripl

C. lch Iho ...... orIho .......1' n llM _Pa(t the t_iO''hIllW"" ..l ot the car....k• . .."1. roll...._tor.n~bq

Na llho dU,*"LoII'h ...'liIl......11o.neW teet nlnn;",Thro...h Ih . _ .....Nnl. ""'k .....ndin, hk•• ..,kll...o",..,.h ,ld r. llon. _."" keep eom;nJW..h; .......... Ih. bodyLib _ Ind throllMh Ih e t......n . children • ...,ppl.o,yin••:.....ylh!n. I, ' ilenlOn ly Ih• ..,und or lhe . ......

J.n_ 1i~'h rTlo'fl

J'."''''' /lI 1Hl H,. h, /986

..

1Jtw_... $o,__

NOI" ro r , Mo.. k lkrlp l

Fade in , h_ NI , old _o...Iooba, , dwp w.. _Pic1en' ahadow walkiqalon. _10ft whIle .......CaICh the nell« or, " Iho ...Sailiq __!he_Fado! iIII IJw r...n . Ia.noanaUpwwd., · ·c' r....HaIIdi ... ill hPic1en IIMu whtrbn, . M......,,__IJw.......

F oMd.ua.e.,1beoI1lM ..8eM f.1eI' aM f.wCMch, mr l __ .....R."".... doM hoIliJ><I th_F.. le h.. r_ .........~.ndneahed

CaI.ch lJwa,'oh ••11The _nd or. """"'" piemn.Tl>e Iky, lIlen . i1eneeh de lO tM _ n ••"NfORb'!klll in. "pon the ••nd.

Mel.... Hamu )'P"""6OU1tJ H~~ Sclloo~ 1m

S how ing Emotio ns Through Ima gesPoe ely tell ". " I fel' ..d" or " I rell hpp)''': Ihey . b..... \II I> I

lhroll.h , r- Review IK"''''')'OII h....~ ... d .... [)ileUM howlhe poem'l lpe.t... rftl••bool ill ...biecl.nd how )'00 know.

The rollo.in. lI.denl poem never m.k n)' dine! IW_en, orhow ,h, author reel.e 'bout tbe old IacIy Ib' d ,bN:

..

Th. md lMy

So olel. aM 1DoUd lib. ... _101 raU aptrt ­

Briltle !lor.- _ .ho plIlW

~"'Er-.s.p ;... IMU........ _<

Loct.&,Ian)" r...... fNoCIwoa'O<It ro. Ill)' haad..

AttPl A......&,,,,,,olkH,.".11M

Woold I.... poem be . Ilftl lllhened or ..ea),ened by an add' iionalline that 10)'1 "She ..,., .. mer ' 11 _ do ..e .l~.dy ),no.. th.t1

Describing E motio ns T hroug h Co mpa r i80nsIl. u Itudentllt ry . ho.. i.... a reeli"l lh rou,h lma, • •at h... Ih . n

jUltt.l ),i.., about iL Tell ih em 10 ~h_.n emotion a..d d..".ibe ituain, (onlpar;.onL Wh.1 d_ thal _ i<IIt Ioolr.like , . meli like, toIteilk... reel loU. -.nd lika1

The roll_ins _ . aM .....aI_tod-nba 10". and hat«

lI . t e

lIa le .. li......,tdlw.oe.l.ylhroatHaw MM11a lib _ in Del....Hate Ioob lib bladl .-fallin4ltr-ad-.l 'ood ...A_,.OIIDoon ,,& Hili" . IlMt

"

Lo......d .1.1.

Lo..e i. like .palJhl!Clial l """,ee1.nd ca....lecL

Haw • like lrillM ch_ell pIai. and britt'"

JoJuo MIlA0.-M..uJ,. I*-

Lo io l>kedtew, ....Wh ,oe r .- ot.It·.tellotn.......Mit ....... oWer.11", 1oejJW.A.... 'oecaarlftCl~ fDoul. t.he th .0.. and .

CA,... BuMfI!tIollllCel14 H'lIJt. IfIflS

Group Lyric PoemsTo wnt•• Irn>UP potm preMi... In ftIIotion. .larl ' hY ....erciH

.. ~u did lhe ......p n " ..e PMftI5. Then. I ft... liollll. tour lo .i.wordo On lh e boer<l, add I noahn: In emotion. Th i. word "'ill he lhepoem'. wo.kin. lill• .

t:.plein Ih Ol lhedu. il.oin.l<I "'ritt I ly.ic poem. T hi. il m" ...d ifficult. To UN Illlhe w" rd, and wiv. lhe poem 10m, "'ln linu;ly.",,<le"ta m. , have 10 ro me up with "'l mp",iOO"ll I" up.... Iheemotion. The poem mi~ hI be aboul one e..."l lhl l "'"de Ih. ' ludenufeo! • _IIi" "' ay. or il ... i~hl be .....i.. or""",pario<>n. Ih Ol ~olr.eIhot ....ot ion. Th' POO'" ,hoold not dir1lC."lly " . m. Ih. _ion.

One lllld",' lIarted with lhe word, ..1011'1)'. " )'I I<l1 /N/I. /N1I••y,110m. ...... 11, and m.Ind _ 001to wnll' .be..l love:

",••Iq-

The ....ob .... '- the Nhlny~'op lip the .- Ii••• ..,....... ball

l . ,. h 1,.1>•• c1M.ic.1y Jl'ItTOf • ~ .-it.b • w•• J:to,I&ft1'

W_oo Ii....~beDdIU Mm. w_. with \.If.

I.-low......t-. ..... _oopok.AI w. c..Nd 011' IIauThe c.." __ ;et'- ..,. m oP'7

I .-_.Ioft '-I..u ....t17_ ......in .......

e." A",oWSale.. H'ltlt. 1_

la.o ,."th....tlCc u ofUnI_ wumed ,""w,th. _ twh. .... u. th_ MDfI ofth_ h.v• • iWinc' who th_mad tr- 1_ to I"..eo.nd wnh. hille _.......-1wlil 1dl)'Oll. m"WlIl thinp lbelr ..blmlP do to •• OC'I th............ Try ........P_ in which.n ,m. IUI" " ......ter complain••bo<ol .I.-ou.e. 01'

.ift.rr.Be ....... to ...... lh. lMlo1ion . nd "velh. poem • rood tlll••fter ,I'.

d_

DClIcribing e Place........ ,,, .. ', For furth p,.el lte.i,h Il.,n ll imllllNllnd ClOmp"';""n. WClO'W.,.

emol i(O'l, ,"dent. d..m!M. bun,. hall., or . room, . 1Ur1;n"from the " " la lde . nd I••inl •••I.ln" toll' of the in lerlor. ltemlndth.... to incllHl•• ll the ir n_ . Sa,. Ihe,.', . d...,.ibin, • ""',n. Th. ,.m'llht _ .nd .mell.n<I h nlw••n<I hor_; t""yH.me/ I.nd rH!l...htat.nd h4, WhlIl .... l hMt lh in' . lib?

After .1"d",,1a ""n w"l_ • d...".,p1'OC'I, ...v. lh.... dlNCTlbe Ih.N_pllled,..... ,htpomtoh".woh penon who'lln Iov.. Tf'll lhtm.,,1'1 to mtrl lion IbM ,h.,.',., in love 01' the low 'l\"hlll tind oh,,,...eItdo tho.,- _ice ," the ...... theIl?e- dov..? 'l\'h• • do th.,.......ar.Th.__~Ior_ ('II I hay?

..•

How does the barn look? Red with a new coat of pai nt , leatherharnesses, clean stalls?

Then have students describe their place from the point of view ofsomeone whose lover nee juatdied.Tellatuden ts not to mention deathor the person who died.

Or have them describe the barn through the eyes ofsomeone whojust witnessed a fa ta l car accident. What animals do students seenow? Tell them not to go too heavy on the vultures. What kinds ofplants are there? How does th e farm pond look now? How does thehay smell?

Have students describe the same place from the poin t of view of adetective, a vagrant. their moth er, an artist, someone very rich.someon e from the year 3000 or th e year 1700.

65

Dremotic Situo.lion

The _ I .fllln, ob&.... pili.. dan 11M PI"IIefIU ofreviaioA, Iooot -..IJ' .t.d.eaa. any __

boryond ""neo:hlll ......mar and .,.11 o.cidinl'.1I.eth« ""~_. poe.- ahMld _1dl1O the ...dl .J .l.oIdenl, boo'_pn _call_••lb.-_~r-w.wlthlheIcIN. The t.echn __1M ill lhiIl MCt_ COlli ..... _ ...,

__ .......... baveWJ'll-'

Tod,l,)' l.oc apAnd aU brea k&nThen I wen t ... ..........I.-1ft" [ ... nt h"",..

Writ. it on the bolU'd a nd ... duden te _ h","... th o:)' Itke IL Uoually'''''Y'U . ", no. it', borin,

l>iacu.. why if. borin lf. Uri.. , out Ih ....whi le the poem ilI wri lwn inIi.... and fOCUMd on II top;., il larb im.,., C'Ompar;""" .. and'.'ll"""- Some euoden.. IB8Y point ollt lhal ' I .1.0 la cu rhyme. Youmi«hl lry IIclua .....ion Wllh rhy.....lld d the.rr-, OtmtrdyNnImd Ih_ or_ . ,l.h...., ,hy_ lb iJI_lJn.

Go h the __ .nd lb. t.h.,. ... ......• ...."r P.,y ~tar .........,;. &0 v«'" tUk q_t.... that.h."tIIPf'"r-. 'Ilo'ho .. lIN , __" WhM d_ lIM ._t p?11_'" abe ,....? What" _he ., ,,"ben ......... _ ? wtuol....... 0I0!

B,. ...... I _ uoudl.u-.honot~,u.Dd.etleoo..a.All day loon, I .~.tee! ......I II II treneJ' oh.....b.Th.... "llIhtI d.pt like. d....

Th.. ill onore;nterellin• • boI l lhe imal. and o:ompar n. 10 in alldiff... . nt diTe<.'tionll.A.k Itud", t. whit the mOlllurp inM line ill.."ole.lho.. hiocuillllnd Wd 1~lv,," I tlondo out in lhl~m lhove.UN t he IIqU Dl1~ imDM_ 10 uni6' lhe poem:

..

Dull Poem'r'"

na... <Taded and Ihrilled ......~ bilcuu and_ ..C..Ddwd ......l.o..r.l ... m,_th,AlI~I"""Mre"""11I . r..h of.....ta.That"..hl l.lcptli.baa.-nedfilh.

N... lheloq.iU..__phorh ...~coOl.h«.......... i..lIM__Tbe r... a Dd wac. DlIJ_ ..raparb and froth 1oaI__ h 1M -<7WDCb and ...Ilh... ..-ila.

l~~ the Dricinal--.I.u.. .....iaiorl a.. ;",p,o.:= ... I~ U...auodm... t.o do .....iaion. in th_ 0WfI~

Rhymed Poem

II,I

,

So...", ;",.. I' m happySom:dm.. I'm udSomet im.. I'm homSom"',_ I'm mad.

Soia••1...,.,..... will lib lbil beaI.... it my..... 1'hoM ...el~_"dell in Lb: _irs a"d.,Ill p l'1ld.itoo wtitin. p<NCrywm boab. tolell yOOI lblll. it J..<b ..... . ..~__."d ••rpriHa, it',~tift, and the~ o:oooU'OIo the __

MadM., rewm.tlw ..... _ .....p ...th_... l.h.I .t........._If wIlli Nd>.IIl ,1__'0(11'", and _ nl.e abo.!._ iMld,..1 t.h.aI e¥'DUd lM ,.,'_ 0-. acaia, ifu.. _ ""'.tnHlI:__....~..._ ·l.....co_licmthe__aa,....1NnIIIW-,

On Ih d lyrics tto. • ~Iar _ .. ,.. •~. nd..h"a i= par owl ..rpn.., . " d th,." ....~ Ihe_1 O' lh__ dU.' IM 1KM Ih UlI iI """cn<e.

Bookl o r P oelryRob.1 Ill" Til.. 8otI)' .. M,../" ~C."."llor ./t" Gop._..... S_ ':AU '"

Von, II..,. and Row. 1977.'"'-p.---.iIl••lnted WIth pifta_Of_hell., _itl:ht

bnMd wit h pict.re_..... the.....""'I_.._10 ....111).

J _ I~ T4It£ y.- Be-.Itr.. BlDOIL ,"';(il"). JIM _ I. 1IIIriJtItM.. JI/trrY. G..... City, NY l)c-:bhd.., and Co., 1Dt., 19iO.

TM _ ~I n thIt Pl>dl.tt,M .....t • p"" ill f<*ball, eII........ ..,. hich 0I<:h001 .~t.I. PouII _ I dUl" the~ .......-"10 rNd lhan the ae:u... .-m....

RoDwt F_ Co&dltli Pt-... IlU-fr., . A...... U..,_, ofM-..dt_ lII~ 1975.

TM apoN_~I'>tthow.~ -a- Stal..~ ancI otJMt.-.,.bl bot .... &0m_ aa.d...... in .,. and"",- th.r. II ..relewanl &0 !hOlt _ At. _ .1:; ~ whdl ~poWW....m... poetry &0 pboyi cMdl.

Gal • ., 1l>A....I.l SItI«'H P-"u~ lI .....hlO" M, (Il,.. Co..,"'-

U.. '1'lw Hftlf\ow.~ and ~8la1:"bor.,. .:.olln'" wllh lhe ••" .• heel 1_ p..." 101. Com p.,e ·1'h. RH," ,n nb,«t a" dItch"iq•• lOoth« b.." MlI' poem&. (Sec lil,tln,- (0' ConlrMporuyAmrr..../t pg"" fnr olb...."'I.tI""..)

Thom.. 1.11. Mr mory ·.HantiJlr"n<>dr_ C. mbridll'" Pym-Ma,ndall,1972.

I I. vr ll ~ d tn '"wrile ;miult ;onao"'1f " " .. SHTh ,a Mon.~ Also,"Th. Midn 'lIhl Te n nia Mnlrh" mlllhi boo ""mpaled in ttlne and"""lent 10oth... . po,,, -....I..tl'(l h.....

!.wI1 Mllell..., Or/Hltdrltr,r• . Ch.~l 110 11 . Un,... . . lly of N" rth('..ob". ',,- 196t>.

See"'The Mltf1Baid.H and " Moo" ~·W"n lf· · fo._pla nam".."_. and . ,.tna.

Syl... MMtL CollHlrd "'-otI. Edllftf.., Ted Ila.hel. Nr. Y....k:11__ and ~. 1981

I•

I

I•'iI•

I!

~M-..ho""· and " M,_ t" millh. bee_"''' riddle poemI C_...._ 2&.1M! 2&. U.. ~MIlIh ~ 101aik ......., - i" porma.1lud ."'.....re, ~ "Mo So R "Child.- .tId ~BaI~N fOt...wn-OD ."IDI _ • ito poetII.~"J.'I* ); .....,...u.-~..m ........... 1O«Mn of Pl..ah'.1M«,......

Thtodon ~bkll:ColJnlM IW••. c;.dm City, NY Oooohlaola)l'.,The~~ind - RootCelIar'- -W_ NW,·

" 8 ... Viind,""'OId flonM,- . Dd "'Clailcl 01' Top or.G....~­aNll";" .. variorty of.....,. dota.il and ....,.-d with 01_.­oti.... (He pili. H M.

o.nnil SooLm: OM H."dUfJ Cill.",~"""". New Yon New R",~

PT 1m .u .",. Chanwl«ln" with the ollDwllfO'! (_ P"IP 10).

Ch.rI" Simi<:: Di.",utlIilR 110. S,I.n«. New York: G«I1ll1 Bru .ller.Inc. , 1911.

ObJe« poem. lend th{llll lel". 10 riddle _ .... (_ PO.I 261­" For\." '"Th. Spoon," ·'Kni r." U... 5im;"'. ""'-liar, for th••' ,nl "'" "r My Ri.hl Hand" 10 dm>.....tr1It . oomparl...nL H....•t lldm ,- wnle ilar _.d--n"bin l theo.r r..,.._.IW' body,...i,.. phor for udl pan t~ d,,""~ Rnnind 1Il_Ih. ,I'. no r aun. &-11:'• .

w.,. Su, _ - N uuJ SdHc"/ ",lAP T...... Pt." Ba.""".....lk. e ad eo.., I'"

- s...lhbooond on t ~.,.- ,....... poe.- r.J'OlU". _dnlO (,.,.. ~ ricIdk.....,..... __e 2:;1.

n... .u. leD or Wllh '0_,1Ih._ .. wel l WU;in ....,..d I'lolJ' VI.... ...-y

'"""W,ll..... c ...... WIlli....., ColledeJ £.,/tf!, Poe... .. I JlO9. l f U

Norfolk, e N New I),rect;on.t, 19r>1Thil book .,.",..In. _tor,he famih.... Willia.... poomIl, which

&n!'oad for teadI ,", ima. _ and e.1l be ad.pl.ed fo. ,mila'iono(aM pa,_ 4D-4 51.

"

Anthologie. a nd Introduction8to P oetry"'__" I'odry A,,'hoIQIry. Ediud Ity D.....iel Il aI"",,, Bo-Ider,

CoIonGao: w_ ,,_ ~ I ii&.

TIle "",_.,81 Molltne-,Edllcd by ",, 11 _ u.n....oo.w andCal u.n....co.w. 1'1_ Y<Wk: Worid Plobhoh"'l c... 1917.

Few ..-cue PI*a' (WI .....0. the uccciH _ ...... 2611U1d......p.. of llllil«at... (WI _ ...", cho c1;.n,__ ....e:s8). _ a........ XIV, * MothIr c;-.• RidcI.. ..,.t T_- -

c_,~A-.--.. 1'b«.,A_-..f'wf". ........ / HO. £diU!dby Marlt !lUaDcl- 1'1_ York: 1'1_ A--.. lair..,.. 19lIi9.e-...." o...w FlnWo * Ho" l iq 9oq~ ... " ... Dioo""·o

-no. H...-- 0' An_all.* A__ " 1D"",,r o -no. a-- *

e-,.._ , A.......... 1'b«ry. f.etited..,. Donald Iial t Bah_"-III. 1963.

A G__plt )1 of Pod.,A" A"tAoIolrYof , ...... 1'1... 1"ocl.y, Ed,ud byfAW"'" .i eld. N_ York: Dan..... 800'" 1179-

Conl.i ... poem. d,,,idcd "" Ihe U.s. ...._. Ihe... .olhonl arc..~lI..hA"'.... ololl)1, £ ". 1' ..... L' ''l u lle 1I_ ,11 ~ 11, Co,,'elftporo')1

Alfte,""" ."dC.",d"," Poe,., .:d0l"" by Co. V... ne.. Heu e!.O• •d.... Cit, . New York; Aneho. PT... 191~.

Il oilt.. or. Iloocl "'''reIN 0' Im olfu_b..1 eon .,.,n t l . 0111.1I1f"'u .lId imJl. ... 110( .yllabl. ""..ilL Che>oee poem ilhd." Ima•• thalappcal U> I _ P'!'d.Uy IhOMlhl rely011 "",,_oth... Ih....ijhl (fo. im cioeo. _ p... 3-171.

T...., Po..fry COIl" UUOfI. A. n A." ' ......1...)1 ..f COfI'.",porc')1 Poe", • . It',tI.Id... ,o S""'.I..uCI"Id".. ·• W",,". II , " in_ h Oell. 1et . lId1'1,,,. Nyhon. New Yo.k: T........ and ~'.,I«O CoIlabonuv...,.,.

I'Wt ry 0{ S.rrHlu ",. A... A.",Aookwy 'Al,ud ..,. Midi.... 8ft>cdlltL0.&000. ""1"" ttrow.. IUId C.... Iii&.

ll"'~,,,,_.

Slt . ltlAJl tit. Prtmplwo: TrDdIl_ -' 1'Dd", '" lit. 1..-.." N.".It"'''"'','''"• . Echt.d byJ_.Ilt>tto.nbert:. N_ York: Van d.Muck. IllllIl.

So.... H.,..t.ua Do,, ', g ....." HDU "'", NHdk 0l1t....~.llioe- FtNIIu. Ed.~ by~ Dan EdwD«l Lud...H~ Sm,th. CiH..-.IU Seon. r ..-d Co., I'"R.prod~klMott_ orbDCallllpuitd by --. for

...... 7·12 (for u-a-ambillinl ..-..oJ ... and -"'7._pqe II).

So...J"... $or..., ", .. / .. ,~,_ ", Pod",. By t.a.._~N_York: "-nR..-~Inc..11lll2.

Ind ' .. ,.... .... ,ti " ..... ' .""'liduo....._ ...._ ...ooh..., .... pIIIlry froon DDd ,.- froM Iood.

Wn""''' "';l1li: "'" ''''~l_ to Pod",. ByJoha FNcItridI 1'0....N_ Yo"" RDn~ " _ ItIll3.

Di«-Hioa of ....... d a., u.~'· .,.....d a....' ... to Ii....-d.....Oft th/ll'O.,h It&ftIIiD.I..-d enjoymen' nlPDKr)'.

Itou» To BookeIf y.,., .... Try"'. 14 r""d K..t. H_ TDWNl~. y.,., ·..... Got,. H....... TI..~

lJo><>t by M..jorie Fr. nk.N..hville: 11I"ftll in P~ blicatiDM. 19711.Writ in, .t'tIYi!••nd .n.w~ to "".."non " ....lion. .bcMil

writin, from le.m«L

MOllirlit W",dow. : e VO/IIOIH•• ,h~ Pott", Ch,Id,. .. Writ. , by J ukCollom. N. w York' TtDch"" and Writeno CollaharDI;Y•• IlIM.

A book by a New York City poft.;n ·th ....,h...lt , ((Intalnlnlhund~. of Ill. bMUumpl.. by . ttldon".. well.."p,," nat ionof uerci_ tb.t l«l",aled t il.... and Dna/y.u. of what m.k..tb.... lD".,..f~J poe.....

ROH. Wit DuJ YOII e., Tltat Il#d: TtDdtutJI e,,,,,, Pod", 14CIt,/d " . B,. K...netb Kodl. N_ York: a . ntlca II....... I......1974.

Thinp. 87 Jacq.... in. J..,bon.. ao.....:UII" 8.............. Ca.1174.

Wricw" ia ••U''' _iuoba. to< dlildra .. ..u .. _Ju.. th.W............O«ba ...... from ••a , ... ..-lo. ..

....IIa. '- OrR..: T CAiUr.,. 10 W.I&<I' 1'MI'Y_ 87KeIUloith It H_ Ywk:: H Ro-. IteO

IF..,....... Bod. &4. of 110# B...... 87 lI...riaU. A. Kta-. 1"_Yon: H..".,. and Ro-. 1-'

...nI.... '-'Y. '" Bar..... Dr. b. H_ York: II l11'COl1rt Rr_Jo""no:"". Inf-, 1883-

(;or,lIlin. _,.. ,.....••ith .....tiOMlo• • ricln. tNl.,.,...1uI .ith joniorbi,h.nd hl&h "",hool.taden~ thi.* .al.inclodea a dlaptar on pob/i.hinl .

Especia lly for Childr en.r~"y and ",d it. toa. B, Don M"'((lIi.. G.rden Cit,. 1"• • Yo•.,

Oollbled.¥ .nd co., lne.. 1ll73.A I:Oll:ction of 1920'. n__pape: coi"",n.tJoom thoI poinl 01

";e- ora.,.,.,~. ho U'_ '" looppial from • .,. 10 • .,. an dcan·, ...... npil.al ...._ To _do p."",,,'iorl, ......to.d.ftlu...... th:o,........ ""'ncIarcliI.... tho: p....cl••• Th,..,.,.h thi....-.. . I""""'.;U u.elo,.,.~ . Uea tl.> 10 tho: __Ih..-l• .., thaa ...nin •• n.....d _n inlim. ,••nd« ·.laJIdiq of an-.

KIWIri.,. St.... B1 U . K........, ..... DnnthJ /lI. JCean:ocb-. B ' 0-.

L.i.tJ.:. B..-..ad c... 11M.

JIM JljlFolJu. ByTaol II...... Loand F......... F..... 11111.P-.: foeti..... on ,,,," ••ira . f •...- faaib' _w-.

"'C. ....."'• •~ "My M..u...~ ...., Uncl. Da,~ and ~N, F.th.........U.ith Yo.A~ WIl. y_DoP-.l.- ..... M).

A SAy F ..Jl 0' I'w..... B1 [ .. Marria.. Ne- Yo"', Doll P. b1iahin.ce,Inc.. 1986.

n

-

Teadl.". "nd Wr;leno CoIl.bon'I;"" CatalOtr5 Un ion Sq woreW..tN... York, NY 10000212-691-6590

Conlaint enlel1ainin. poem. for Il'"ad.. K·7lhou a;plain andFye"" pl. o'.pelh,,"' ........ dich...onora.topei• •simil.. and- .

IMftlllye PlIblicIIII Kid'. St." 101...1.... ror Ed ...,...".:J835CleKh...,. A ..N..hville, TN 37215

Sport. ,..• . F."loW<! b)' R.R. Kn ...........d P.K EbM, N... York:Dd~ 1t71

Th Writ inll' Company C"t"lotl10,000 e ll l..... &11......,01 Roo", 7Ca lver CII)'. CA 90'l3'HI802llOO-421 -l1246

T.JlI,,..,. flo, So All 111••'....,..1 "''''1ooIoc' of I'M..,. /« y.......~ Ed ..,. KeIUM!t.h Kodl ..... KIICe f'.-.ftl. New York:Holt, Rifttob.n, ..... Win.-. UllI5.

J>M.a .......iQd b)' IIM!aM i1hutr-aud W\lh oort ...d~. tt- UIe )l et~ of Art C,. 110(_

~bi.a"'''''''"" ..... ,..u,-.__ ll}.

O t h e r ResourcelJI Moo...", Edw.ot.-..l Caw...

2000 "-tal Wf(1D.tl_TX~20

ll(lO.627..7766

Index o f Exercises by Subject

A " ......s-.lW. ,Tho Dot.>le-. 4A............. OW-. :m__ U

('_....... S...II.....'... 2!t11"- »G...S ........... "-'o, llolI

l_i..,. C~• ..­n.. u......l e-. 4n.. r..c17 M ••'"'"' III ;:: ...._~ !2n..1\uo N__ 23'"~_-aa.-llr-. 24A.-_Oleoo;oot_ :D....._UC'_.......Sm_ 2t._-Iloonpe"- 4'_.Tho n.uw e-. 411d...,_ ....... 8n..SlllH.iroC._. 24Iliddlo 1","- 2.5I:.""""",. OM"'i'- 28t·_""-",,Sm....-. 29" ,..... 30l '-'ri loi... lloor-nd.. 3:1lI11 ylb.. :nl m~.lln. "-.. 40"'<nolle;".. ~Myell 1'0""".. 56

"""p:"s '1'ka, 3b r>d'n.l 6('oollabo ,,·. :"' Pv-... 6('II..._ I~ •('_...,.,...8,._,...... 29<,_pl.h".Sm_ 28._ ..11....... .-. 401.111__ ....... 43N' e........

"

~-s... ..... "-, 10Smro-, 14~r.K_F-s.~....... 16Map ....... 17....._~u po , o.tIn_e-p 28.""-n.cri...... . PI_ &l

S-M'N ....., """'- 13u.-no;... Sat..... 32M"""'.. 371111,. 37"'"rt , l"'" 38

~ I Am l". S" n." 30~l f CI..d .. II'... C....mbou.~ 31"If It \\' 0« Volo• ..-." 31"1f \\·..... S,,_ " 32

H

,

G

,

Index of Poems by Author, School, and Tit le

A

•

c

"

• Mdt>n-.J_ . "Wc.~Hlp' "-"'k e-.~ •N........IH..1ro, "._....... "...... "......su-. ............ 11.... a--- "II • \ "idi,. "....... UooL-MJ'~~ "- M7 f.u...- ..-Nt '''''''''' Roo.....- ..

s

o

••

•

-1'_ rw .. MInow Sen...- •N_ r- . _ lkript.- 'I

........ Old l..ody,- Ii2:"'Other lh y..• U

P_ An, d ... 11;1' &1'......101 Ih~lI . 611' .,.Con, CharlOlle, 29l'h. lpo., T..... 16I'hlm"", ~:l.in., ~l

l~ nk",'O'" J I&d~ 27l'<>olf., .1"".111,1'. ~2

I'<>l '",A...-. IioI:l....-lL Bri . ... H

Ka""'3 Ja.._ llI_1t.. 7Ka_. IoI.I_ I •...,.. _ . ·hoool.......... - .0·_ br._." 641Uaa...1~ 13

,

T

•

~ "- 42- H r I>rinhneO"'~" 41- R r Sc--.- 4lIK._ J . ..... eo

Ulllpi... PIobl K, 'l1

W.lko, Sth""L ~ 8..WM. rmtl.... . ud M.toh...- ;ll· W.... dy." 4611'..,..0<><1 EI<m. .......y. 14·Wh. ,,,- s..,, I..- 681I',Il....... " , ilian> C• •l.... :Ill. to....',l l>tood H" I>. 58. ........ 1 2 1" ·...... "' .,1.,,;,,, l h .... '19Wnll ·· !It

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