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Diamond Willow. Spinning Through the Universe. Glenn, Mel. Split Image. Who Killed Mr. A Mystery in Poems. Penguin, Grimes, Nikki. Bronx Masquerade. New York: Dial, Dark Sons. Hyperion, Stepping Out with Grandma Mac.

New Methods of Writing Intensive Pedagogy for U.S. Community College and Undergraduate Education

What Is Goodbye? Havill, Juanita. Peachtree, Herrera, Juan Felipe. Downtown Boy. Herrick, Steven. By the River. Naked Bunyip Dancing. Front Street, Hesse, Karen. Aleutian Sparrow. McElderry, Out of the Dust. New York: Scholastic, Janeczko, Paul B. Worlds Afire. Koertge, Ron. Shakespeare Bats Cleanup. LeZotte, Ann Clare. Neri, G. Chess Rumble. Harcourt, ———. God Went to Beauty School. Sandell, Lisa Ann. Song of the Sparrow. Singer, Marilyn. All We Needed to Say. Smith, Hope Anita.

Keeping the Night Watch. Mother Poems. The Way a Door Closes. Sones, Sonya. Stop Pretending. Soto, Gary. Fearless Fernie. Putnam, Worlds Apart. Spinelli, Eileen. Summerhouse Time. Dial, Where I Live. Testa, Maria.. Almost Forever. Becoming Joe Dimaggio. Something About America. Hard Hit. Scholastic, , Williams, Julie. Escaping Tornado Season. Williams, Vera B. Wong, Janet.

Minn and Jake. Woodson, Jacqueline. Zimmer, Tracie Vaughn. Reaching For the Sun. Bloomsbury, Sketches From a Spy Tree. In play we can practice what we will need in the broader, less controlled world. But play is hard work. Poets work hard to find the perfect word to say what they want to say. He plays with the meanings of words and talks about their power in many of his poems. Bilingual poets have talked about this love of words in two languages. Anyone who works at something she loves is playing at the same time.

No one ever fell in love with words by memorizing them for vocabulary tests. A love of words comes from the work of playing around with language. We learn words by hearing them, rolling them around on our tongues and in our minds like a small child does as she learns language. A person who loves language plays with it—hears words and links them with other sounds, other meanings, and other words. The patterns and sounds of language are fascinating to the lover of words. From these connections, many poets find poems.

Poetry comes as Harry Behn writes from falling in love with language. Sometimes poets will play with words. Homophones, antonyms, differing meanings, word roots and origin are all fodder for poems. Teachers and librarians can post these poems and share them with students to encourage them to think about and savor words. Soul Looks Back in Wonder.

Baer, Edith. Words Are Like Faces. Star Bright, Barretta, Gene. Dear Deer: A Book of Homophones. Bonazzi, Robert. Is this Forever, or What? Brown, Margaret Wise. HarperCollins, , Curtis, Jamie Lee. Big Words for Little People. Dickinson, Emily. Classic Poetry. Dotlich, Rebecca Kai. Words with Wrinkled Knees. Gildner, Gary. Heart to Heart. Hoberman, Mary Ann. Holbrook, Sara. Hopkins, Lee Bennett, sel.

Hubbell, Patricia. Cavendish, Hymes Jr. Sing a Song of Popcorn. Creative, McCord, David. Little, In Paschen, Elise. Poetry Speaks to Children. With CD Merriam, Eve. Olofsson, Tommy. This Same Sky. Pomerantz, Charlotte. Salinger, Michael. Well-Defined: Vocabulary in Rhyme. Sandburg, Carl. Silverstein, Shel. Wagner, Ann. America at War. Wilbur, Richard.

Opposites, More Opposites, and a Few Differences. The Pig in the Spigot. Otto Seibold. Zephaniah, Benjamin. Hip Hop Speaks to Children. This results in rushed instruction, memorization of terminology, and hastily written poems. Poetry that is naturally shared all year long becomes part of the fabric of classrooms, and students initiate the sharing and writing on their own terms.

Sharing poetry—reading it during Sustained Silent Reading, reading it aloud, and writing it—should be a natural part of the classroom day. Poetry can become just one of the ways that students respond to science, social studies, and mathematics, as well as language arts. Fourth-Fifth grade teacher Shari Griffin decided to feature poetry in her classroom during the — school year. And because of that it gets relegated to the status of extra rather than essential.

Well Shazam! Writing Poetry Students should be given many opportunities to play with language, try out forms rather than be required to write poems in specific forms at specific times , and to write poems as one of a number Poetry and The National Standards for Education 11 of ways of expressing their knowledge.

Several novels have served as inspiration for students to try poetry as the characters learn to use poetry to express their thoughts and feelings. Walter Dean Myers is featured as the poet whose work opens the door for Jack, and other classic poems are included in the work. In Shakespeare Bats Cleanup, Kevin Boland has mononucleosis and, having been given a blank notebook by his poet father, begins to write poems in a number of forms during his recovery simply as a way to pass the time.

Some novelists have used poems by their young protagonists intermittently throughout a story to help readers to understand their thoughts and feelings. We chose it because we wanted a whole class experience that would lead to deeper thinking and richer conversations. I love what the book did for the kids. It came up in all sorts of contexts, as a reference for behavior, thinking, events, and weaving a story together. So, I bought several copies of Hate That Cat. This book took our conversation to a whole new level. Griffin, email correspondence, Creech, Sharon.

Hate That Cat. Crew, Gary. Kane Miller, Hey World, Here I Am! Mazer, Norma Fox. What I Believe. Advice on Writing Poetry Some poets include writing advice in their poetry collections, so that as students read poems, they are also learning about how the poem came to be and what the poet was trying to express. Paul B. Bernice E. Kennedy, Ralph Fletcher, and Jack Prelutsky have written reader-friendly guides for students. Some poets have written collections of poems that focus on how poetry is written.

Sometimes a poet will write a single poem about the writing process. A list of useful references for adults on how to teach poetry is included at the end of this chapter. Fletcher, Ralph. Honesdale, PA: Boyds Mills, How to Write Poetry. Kennedy, X. Dogs and Dragons, Trees and Dreams. Greenwillow Read a Rhyme, Write a Rhyme. Poems on Writing Poetry Bagert, Brod. School Supplies. Berry, James. Ghigna, Charles. Step Lightly. Magliaro, Elaine. A Lucky Thing. Thurman, Judith. You Have to Write. Worth, Valerie. The following works are collections of poems by young people of differing backgrounds who take on a variety of subjects.

Librarians and teachers can include these poems in appropriate areas of the curriculum to encourage students to see that poems are one way of responding to issues being studied. Adedjouma, Davida, ed. Brenner, Barbara, ed. Franco, Betsy, ed. You Hear Me? Poems and Writings by Teenage Boys. Franklin, Kristine L. Lothrop, Giovanni, Nikki, ed. Hirschfelder, Arlene B. Scribners, Lowe, Ayana, ed. Michael, Pamela, ed. River of Words: Images and Poetry of Water. Heydey, Milkweed, Nye, Naomi Shihab, sel. Salting the Ocean: Poems by Young Poets.

Gourdine, eds. Tell the World From Writerscorps. Posting and Sharing Poems Posting poems has become a popular way to share poetry. Cities have created campaigns with poems on the advertising panels of buses and subways. Towns have put lines of poetry on park benches, on paving stones, and in parks. These public postings proclaim the power of poetry in the world. Because the vocabulary and language of poetry is rich, it makes sense to post poems in schools and libraries. Students can help teachers find or they can write poems to drinking fountains or to water , pencil sharpeners or to pencils , and the cafeteria or to food , then post them near their subjects.

Poems with perhaps two or three differing perspectives on the seasons, or a subject of study could be posted together.

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Librarians and teachers can post poems for students to ponder in places where they wait in lines. Posted poems provide 14 Using Poetry Across the Curriculum access to vocabulary beyond the word lists; teachers and librarians can help children to relish the sounds of the words of these poems by sharing them aloud. Poems can be shared as a transition from one subject to another. Once this atmosphere of sharing is introduced, poems may come in response to any type of reading.

After reading it, the students had about five minutes before going to PE. Avery wrote three haiku in those brief minutes. Op Little, Jean.

Using Poetry Across the Curriculum: Learning to Love Language, 2nd Edition

Reibstein, Mark. Wabi Sabi. While poetry can be shared all year long, it should be especially honored during this month of spring and renewal. Posters for National Poetry Month appear in a number of professional magazines for teachers and librarians. Pulling out and reading a poem that is appropriate to an occasion, that makes us laugh, that links the subject being studied to another idea, or that is shared specifically in honor of one of our students is a hit any time. You can also keep a favorite poem in your pocket just to enjoy anytime all by yourself.

Students might want to choose poems to keep in their own pockets. De Regniers, Beatrice Schenk. Also in Pocket Poems Grandits, John. More Pocket Poems. Pocket Poems. Kooser, Ted. The works listed here include biographical material, novels, and poems in praise of the poet, as well as collections that include biographies. Sterling publishes the Poetry for Young People series, which includes works about a number of classic poets. Several of these are listed below.

Richard C. Owens has published the autobiographies of several contemporary poets in a series of author autobiographies. Some poets have written autobiographies. Others write autobiographical poetry that reflects their childhood experiences. These poems are found throughout this book. Biographical collections for use by teachers and librarians and individual articles from professional magazines are included in the references at the end of this chapter.

Many contemporary poets have extensive websites that include biographical information and suggestions or ideas for responding to their poetry. Anthologies Bryan, Ashley. Clinton, Catherine, ed. Janeczko, Paul, comp. Individual Poets Bedard, Michael. Doubleday, Emily Dickinson Fiction ———. William Blake: The Gates of Paradise. Tundra, Bober, Natalie S. Bolin, Frances Schoomaker, ed. Carl Sandburg. Sterling, Bruchac, Joseph. Seeing the Circle. Owens, Autobiography Bryant, Jen.

Call Me Marianne. Eerdmans, Marianne Moore ———. Clinton, Catherine. Phyllis Wheatley Dana, Barbara. Fiction Dickinson, Emily. Kids Can, Robert Frost Florian, Douglas. See for Your Self.

Using Poetry Across the Curriculum: Learning to Love Language, 2nd Edition by Barbara Chatton

Owen, Hemphill, Stephanie. Hopkins, Lee Bennett. Been to Yesterdays: Poems of a Life. The Writing Bug. Autobiography Kerley, Barbara. Walt Whitman: Words for America. Thoughts, Pictures, and Words. Autobiography Lasky, Katherine. Levin, Jonathan, ed. Walt Whitman. Emily Dickinson Mitchell, Barbara. Good Morning Mr. Carolrhoda, Myers, Tim. Basho and the Fox.

Basho and the River Stones. Marshall Cavendish, Ray, Deborah Kogan. Reef, Catherine. Rinaldi, Ann. Fiction Rylant, Cynthia. Best Wishes. Schmidt, Gary, ed. Robert Frost. Serrano, Francisco. Groundwood, Spivak, Dawnine. Grass Sandals: The Travels of Basho. Wheatley, Phillis.

A Poem of Her Own. With biography Winter, Jeanette. Before It Wriggles Away. Autobiography Yolen, Jane. A Letter from Phoenix Farm. Autobiography ———. My Uncle Emily. Emily Dickinson Langston Hughes Langston Hughes is the subject of many poems for young people, an indication of his impact on American poetry. Adoff, Arnold, ed. Cheng, Andrea. Clinton, Catherine, sel. I, Too, Sing America. Hughes, Langston. Love to Langston. Meltzer, Milton. Langston Hughes. Osofsky, Audrey. Free to Dream: The Making of a Poet. Perdomo, Willie. Visiting Langston.

Writing Etheree Poems Across the Curriculum

Testa, Maria. Novel in Verse Walker, Alice. Librarians and teachers should have access to collections of poems to share with individual students or the entire class as the mood or topic comes up. The anthologies listed here are basic volumes for classrooms and school libraries, most of which are arranged by subject. For suggestions on books that contain poems in one content area only, go to the first sections of each set of standards. You will find that Lee Bennett Hopkins, J.

Patrick Lewis, and Carol Diggory Shields have been publishing collections of poems for the content areas. These are useful for all school library and classroom collections. Primary Giovanni, Nikki. All Ages ———, sel. Middle Elementary to Middle School ———, sel. Primary Kennedy, X. The Bill Martin Jr. Big Book of Poetry. Celebrate America: In Poetry and Art. Random, Middle and Upper Elementary ———, sel. Read-Aloud Rhymes for the Very Young. Primary ———, sel.

All ages Rochelle, Belinda, sel. Primary Award-Winning Poets A good poetry collection should contain works by award-winning poets. A number of states give prizes for poetry. Currency and addition of Tax VAT depend on your shipping address. Author: Frank Jacob. Add to Cart. Have an Access Token? Enter your access token to activate and access content online.


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Please login and go to your personal user account to enter your access token. Have Institutional Access? Forgot your password? PDF Preview. Community College and Undergraduate Education. Table of Contents. Click on an option below to access. Log out of ReadCube. Many teachers make reading and writing poetry an important part of the school day. They use different instructional strategies that invite students to write poetry in meaningful, engaging, and creative ways.

This article describes an instructional strategy that invites students to write etheree poetry across the curriculum. It discusses benefits of using poetry in content area literacy and provides background on etheree poetry. Next, it describes an instructional lesson using etheree poetry and shares samples of poetry that resulted from the lesson. It ends with reflections and implications. Volume 70 , Issue 5.


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