Grimericks

Bibliography

Pearson, S. (2005). Grimericks. Ill. by Gris Grimly. Tarrytown, NY: Marshall Cavendish Children.

Review

Limericks with their simple rhyming pattern and humorous topics are a favorite among kids. Pearson’s Grimericks are even more appealing with their spooky illustrations and haunting topics. Each Grimerick is accompanied by an illustration in watercolor and ink by Gris Grimly who is known for his ghoulish art. Many of the pages are outlined in spider webs and numbered with spiders. The introduction is even written in a Limerick:

Dear Reader, please lend me your ear.

If ghosts, ghouls, and goblins you fear,

           don’t open this book.

           No—don’t even look!

There are spooky things hiding in here.

Despite the frightful content, students will still enjoy this book since the poems are more silly than scary. It would be a great one to pull out to read throughout the month of October in preparation for Halloween. Even though every poem doesn’t adhere to the rhythm pattern typical of Limericks, there are several instances of alliteration and word play that children of all ages will enjoy!

Classroom/Library Connection

Recommended audience: upper elementary

Before reading: Visit giggle poetry to learn about the pattern of Limericks.  

During reading: Read the following Limerick aloud to students, and then allow them to choral read it.

There are skeleton horses out west

who deliver the mail without rest.

They ride night and day.

I heard someone say

his letter was bony expressed.

After reading:  Have pumpkin, ghost, and witch hat cut outs available to allow students to practice writing their own ghoulish Limericks. Paste them throughout the library at eye level for students to read.

A Funeral in the Bathroom: And Other School Bathroom Poems

Bibliography

Dakos, K.(2011). A funeral in the bathroom: And other school bathroom poems. Ill. by Mark Beech. Chicago, IL: Albert Whitman & Co.

Review

The title alone will invoke curiosity in elementary students everywhere. The only thing better than humorous school poems, are humorous school poems that take place in the bathroom! Dakos uses rhyme schemes and visual poetry that will appeal to young children. Most of the topics are very funny such as the poem “Emergency” where a student causes a puddle after his teacher will not dismiss him to the restroom However, there are poems dealing with more serious subjects that will be familiar to children as well such as “Crying in the Bathroom” where a young girl is crying in the bathroom because her parents have separated and the bathroom is the only place where she can be alone and escape the “sadness of [her] home”. The poems are short and rhythmic which makes them great for read alouds. Once students are introduced to this book, it will never stay on the library shelf!

Classroom/Library Connection

Recommended audience: elementary students

This book includes several riddle poems. Post these in the library and allow students to put their answers in a shoebox in front of the riddle. Announce the names of students who get the riddle correct on the announcements.

Here is an example of a poem riddle from the book:

My head’s

in a muddle,

and I can’t find the puzzle

in this puzzle of a poem.

The Perfectionist in Class 4B

I’m

the

perfectionist

in

class

4B.

I always

cross

my

i’s

and

dot

my

t’s!

Can you figure out the riddle?

Answer: We dot our “i’s” and cross our “t’s” not vice versa.

Keesha's House

Bibliography

Frost, H. (2003). Keesha's house. New York: Frances Foster Books/Farrar, Straus and Giroux.

Review

Keesha’s house is told from the voice of teens that are looking for a place to fit in. Keesha has found that place at Joe’s and invites others to stay as long as they need to get back on their feet. Stephie is coping with the knowledge that she will be a teen mother and then feeling guilty for the relief that comes when the pregnancy ends in miscarriage. Harris is ostracized by his father after he admits that he is homosexual, and he finds himself living in his car and working to survive on his own. Dontay cannot trust his foster family and he is looking for a way to get out of their house where he doesn’t quite feel like he belongs. Carmen has been arrested on DUI charges and ends up disappointing the one person that cared for her. Katie covets her privacy as she chooses to live in Joe’s basement, a place where she feels safe from her step-father’s inappropriate advances. Keesha embraces each of these teens and helps them find peace through the simple act of giving them a place to stay.

Teens will enjoy reading about these controversial young adult topics while being exposed to beautiful language that connects readers to the characters more deeply than a traditional novel. Each characters’ point of view is told using the French sestina poem where six words are repeated at the end of each line through six stanzas. The people that care most for each teen cry out in fourteen line sonnets like the one highlighted below, and they would be a good way to introduce students to more traditional forms of poetry that will speak to their generation. Even though the teens endure criticism and tragedy, the overall story is one of acceptance and redemption. Teens will want to read the novel for its raw truth, but they will be impressed with the challenging poetic form when they are encouraged to take a closer look.

Classroom/Library Connection

recommended audience: high school students

Before reading: Have several verse novels, including Keesha’s House, out on display.

During reading: read “I Know the Value” by Joe.

I know the Value- Joe

I know the value of a house like this

Old and solid, hardwood stairs and floor.

But when I showed up at Aunt Annie’s door

when I was twelve—bruised, scared, clenched fists—

all I knew then was: I could stay.

As long as you need to, Joe, was what she kept

on saying, right up till she died and left

 the house to me. So now that’s what I say

when kids show up and I know they can’t ask

for what they shouldn’t have to ask for. They need

more than I can give them. I know I’m

no Aunt Annie. I ain’t up to the task

of tryin’ to be their legal foster dad.

But I can give them space—and space is time.

After Reading: Ask students to use Voki.com to create a talking avatar of their character from a verse novel. The character should read a poem or a portion of a poem from their book. Post the vokis on the library’s website.

zoo’s who

Bibliography

Florian, Douglas. 2005. zoo’s who. New York: Harcourt. ISBN 0152046399.

Review

Florian’s witty wordplays and simple rhymes combined with his artistic illustrations will make this a favorite among elementary students. Though some of the poems are informative, most are just fun and showcase the attributes of each animal with which children will be most familiar. Florian has also used poetic license with some poems such as “The Slugs” where he spaces each word out dramatically to emphasize the slow pace of a slug. These poems create visual effects much like concrete poetry which will appeal to children. Even though the poems are short and easy to understand there are also many vocabulary building words such as wallow, muck, and gravity that make these poems entertaining as well as educational. Florian has included a table of contents, so readers can quickly turn to a poem about their favorite animal.

Florian’s mixed-media illustrations will draw as much attention as the poems. Each animal is created in a collage using a variety of mediums including tin foil, candy wrappers, and watercolor. The name of each animal is stamped across the page using rubber stamps. Though some of the wordplay may be tricky for younger readers, children of all ages will enjoy this witty and artistic book.

Classroom/Library Connection

Recommended audience: upper elementary students (grades 3-5)

A brave and creative teacher could share these poems as an introduction to an art lesson using collage. The poems also lend themselves to be used in English lessons. The poem “Eagle” would be a great way to encourage students to be more descriptive.

Before Reading: Create a word wall in the library using butcher paper. Label it “adjectives”.

During Reading:  First, read the poem aloud to students.

The Eagle

I’m not a seagull.

I’m royal.

I’m regal.

All birds are not

Created eagle.

Read the poem a second time. This time ask students to try to identify adjectives they see in the poem.

After Reading: Allow students to tell you the adjectives royal and regal. Discuss what these two adjectives and then place them on the word wall. Allow students to talk to their neighbors about their favorite animals and brainstorm adjectives that would describe that animal. Give them notecards to write down their adjectives to add to the word wall.

Yum! MmMm! Que rico!

Bibliography

Mora, Pat. 2007. Yum! MmMm! Que rico! Ill. by Rafael Lopez. New York: Lee and Low Books. ISBN 978-1584302711.

Review

Pat Mora has created a delicious serving of haiku poetry where every page is a fiesta celebrating the foods indigenous to the Americas. In addition to the haiku, each page includes brief informational text about the celebrated food. The facts tell where the food is grown and how it is prepared to eat. The multi-cultural theme is conveyed through Spanish words used to describe the foods and brightly-colored acrylic illustrations by Pura Belpre Illustrator Award winner, Rafael Lopez. Students will enjoy this popular topic, and the imagery created will have their mouths watering as they read lines such as “brown magic melts on your tongue” from the poem “Chocolate”. Teachers will enjoy exposing students to one of the less popular forms of poetry through this highly engaging, tasty collection.

Classroom/Library Connection

Recommended audience: elementary students

Each poem in this book begs to be shared with students while sampling the delicious treats! Use “Papaya” to introduce students to a fruit they may not have ever been exposed to.

Before reading:  Read the informational facts about papayas, and pass around an unopened fruit for the students to feel the outside skin.

During reading: As you read the poem aloud, allow students to taste the papaya.

Papaya

Chewing your perfume,

we taste your leafy jungle

Yum! Juicy tropics.

After reading: Have students brainstorm some of their favorite foods. Work together as a class to write a delicious haiku!

Monumental Verses

Bibliography

Lewis, J. Patrick. 2005. Monumental Verses. Washington, D.C.: National Geographic Society. ISBN 978-0792271352.

Review

Monumental Verses is a creative and informative collection of poems by the 2011 Winner of the NCTE Excellence in Children’s Poetry Award, J. Patrick Lewis. The book celebrates famous monuments constructed throughout history. Some of the monuments include Stonehenge, the Statue of Liberty, and the Great Wall of China. Each monument is paired with an appropriate poetic form whether it is free verse, acrostic, or concrete poetry such as the “Great Pyramid of Cheops” written to form a pyramid shaped poem. Many of the poems follow an aba or abab rhyme scheme which will appeal to students. Dramatic photographs span the two page layout of each poem and create an authenticity that students will appreciate.

The brief facts presented in an introduction as well as in the poem themselves will encourage further research on the structures and appeal to teacher and students alike. The descriptive language highlights the beauty and wonderment of these manmade designs and encourages readers to appreciate the architetural art created by each monument. Lewis concludes the book with an epilogue to encourage readers to write their own poetry about a favorite monument as well as some more quick facts about the monuments represented.

Classroom/Library Connection

Recommended audience: elementary aged students

“Golden Gate Bridge” is an acrostic poem focusing on the color chosen for the bridge. Acrostic poetry is a non-intimidating way to introduce students to writing poetry.

Before reading: Type the poem to display on an interactive whiteboard or write it on chart paper, so students can see the words “international orange” spelled out.

During reading: Read the poem aloud to students.

Golden Gate Bridge

J. Patrick Lewis

If I had to choose a

Nifty color

To cover a whole bridge with,

Especially one that

Reminded me of a sunset

Neighborhood in a sunshine country

And made people think, Oh

That’s span-tastic, just right,

I wouldn’t choose black and white

Or yellow stripes—

Not polka dots either!—

Although such colors do look

Lovely on zebras, tigers, and Dalmatians.

Once I had stirred ten truckloads of

Red raspberries, I’d

Add a couple of tons of squeezed California

Nectarines, and hefty barrels of golden

Grape juice in the sweetest coat that

Ever bedazzled a bridge over a bay.  

After reading: Have students choose a crayon out of a large box of crayons and try to think of something that color that could be the subject of an acrostic poem. They can write their poems on chart paper to display throughout the library.