p*tag

Bibliography

Vardell, S. and Wong, J. 2011. p*tag. Poetrytagtime.com. Kindle edition.

Review

p*tag is a collection of poems by well-known young adult poets such as Naomi Shihab Nye, Margarita Engle, Joyce Sidman, and Paul Janeczko. The poets choose a picture from a blog and write a poem inspired by that photo. In order to connect the poems, the poet must incorporate at least three words from the previous poem. The poems vary in their subjects, but themes such as solitude, patience, and rebellion travel through several poems. Many of these poems will attract young adults such as “P.K” by Tracie Vaughn Zimmer about a girl planning her escape to New York City from her evangelical father. The concept of this book inspires poets to write authentic poems by using the language of other poets as well as photographs. It will be an interesting read for young adults.

Classroom/Library Connection

Recommended audience: middle school

Before reading: Read “Beach Glass” aloud to students. Then read the poem following it “Hair” by Charles Waters.

Hair

Follicly challenged

Is something I’m not,

Please, check out all

Of this hair that I’ve got.

Rapunzel herself

Has NOTHING on me,

A whip of my hair

Could cover a sea

Of boisterous waves

Surrounding our globe—

When eating I need

The patience of Job.

If you counted my

Strands there’d be many—

But oh poor Dad,

He doesn’t have any!

Words from the previous poem by Sara Holbrook: boisterous, waves, patience

After reading: Encourage students to create a p*tag journal. Have photos for them to choose from to write a poem. They must read a poem already in the journal to get three words to incorporate into their journal. Leave the journal in the classroom all year as a piece that can be built upon.

Salting the Ocean:100 Poems by Young Poets

Bibliography

Nye, N.S. 2000. Salting the Ocean:100 Poems by Young Poets. Ill. by Ashley Bryan. New York: Greenwillow Books. ISBN 978-0688161934.

Review

This collection selected by Naomi Shihab Nye includes poems from students in 1^st through 12^th grades. The book begins with a three part introduction. The introductions are addressed to “anyone”, to “teachers, librarians, parents, and other friends who may pick up this book”, and to “poets”. A variety of poem types are included that Nye has collected over a span of 25 years of teaching. The poems are entertaining and thought provoking, but the layout will leave much to be desired for children. There are very few pictures throughout the text, and young children are not likely to be attracted to this book even though they would likely enjoy many of the poems. It would be a great tool for teachers to use to read aloud poetry in the classroom and library in order to demonstrate student created works.

Classroom/Library Connection

Recommended audience: elementary age students

During reading: Read the poem “Inside Out” by Wayne Anderson.

My brother’s socks

            Inside out

My brain

            Inside out

My jacket

            Inside out

The sky

            Inside out

Darkness

            Inside out

For the second reading divide the students into two groups. Have the first group read lines 1, 3, 5, 7, and 9. Have the second group read the words “inside out”.

After reading: Have students illustrate an item or idea that can be turned inside out. Display their pictures in the library.

A Poke in the I: A Collection of Concrete Poems

Bibliography

Janeczko, P. 2001. A Poke in the I: A Collection of Concrete Poetry. Ill. by Chris Raschka. Massachusetts: Candelwick Press. ISBN 978-0763623760.

Review

These creative concrete poems will be visually pleasing to students as well as leave them thinking about the messages. Some poems such as “Popsicle” take on the shape of the subject describing the melting popsicle and the “sticky” stick it is placed on. Others such as “Easy Diver” create movement. In the poem, a pigeon is quickly falling to the ground when it suddenly opens its wings and gently glides downward. The pictures are as much a part of the poem created with watercolors, inks and torn paper. Students will enjoy the wacky twists these visual poems provide.

Classroom/Library Connection

Before reading: Flip through the book, sharing several poems with the students and ask them what they notice about the pictures the words create.

During reading: Show students the picture as you read the poem aloud.

Tennis                                                  is a

game I                                                 could watch

for hours                                              but my

neck won’t                                          let me

Have the students read the poem. Divide them into two groups have the first group read the words on the left and the second group read the words on the right. Discuss how the choppy reading reminds them of a tennis match.

After reading: Allow students to visit the following website to create concrete poems using a template or by drawing their own shapes:

http://www.wild-about-woods.org.uk/elearning/concretepoetry/