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/

The Wishing Bone and Other Poems

Bibliography

Mitchell, S. 2003. The Wishing Bone: And Other Poems. Ill. by Tom Pohrt. Massachusetts: Candlewick Press. ISBN 978-0763611187.

Review

Nine whimsical narrative poems are presented on heavy duty paper that gives this book a special quality that will appeal to children. The language of the poems is rich and rhythmical. The poems are divided into stanzas that allow for easy pauses as children read these lengthy poems. The rhyming stanzas provide a predictable form that will be comforting to children of all ages. The illustrations are created using soft watercolors and add to the magic created in the stories. Students will be delighted with stories such as “The Trial” where a sweaty pig is trying to prosecute an animal, but he’s not quite sure which one. They will also be curious to answer questions posed in the poem “Questions” that asks “How long must circles spin around?” and “Who taught the hummingbird to fly?” Students will be entertained as well as left wondering after reading this lovely book.

Classroom/Library Connection

Recommended audience: younger elementary students

Before reading: Allow students to share what they think they will be doing when they grow up.

During reading: Read the poem aloud.

When I grow up and I am wise,

I’ll know if needles shut their eyes,

If shadows dance, if worms have knees,

If bears say “Bless you” when they sneeze.

When I grow up and I am old,

I’ll know where secret tales are told,

Where dreams are born, where dragons fly,

Where ladders lean against the sky.

And when they think that I am dead,

I’ll know who puts the moon to bed,

Who lights the starts, who lifts the sun,

Who leads the planets, one by one.

After reading: Ask each student to write a question they will know the answer to when they grow up. Display their questions on a library bulletin board.