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Carmen's Children Poetry Corner
Module 4 - Poetry Across the Curriculum
Home
Meet Nikki Grimes
Nikki's Verse
Module 1: The Poetry Environment
Module 4 - Poetry Across the Curriculum
Module 3 - Poetry Performance
Module 5 - Multicultural Poetry
Module 6 - Responding to Poetry
Bibliography
Module 2: Major Poets
Books by Nikki Grimes

 
Poetry
by Janet Wong
 
"What  you study in school?" my grandfather asks.
"Poetry," I say climbing high to pick a large ripe lemon off the top limb.
"Po-Tree," he says.  "It got fruit?"
 
from  A Suitcase of Seaweed & other poems  1996

Social Studies (Geography)
 
Introduction:  This poem will be great to use with a map or a globe.  Review with students the parts and uses for maps and globes.  A great inttroduction to a geography unit.
 
SURPRISE!
Silverstein, S.  1981.  A Light in the Attic.  New York:  Harper & Row Publishers.
ISBN 0060256737
 
My Grandpa went to Myrtle Beach
And sent us back a turtle each.
And then he went to Katmandu
And mailed a real live Cockatoo.
From Rio an iguana came,
A smelly goat arrived from Spain.
Now he's in India, you see - -
My grandpa always thinks of me. 
 
Extension:  Have students create a poem about somewhere they've been or create a class poem about a field trip.  Have students locate the places name in the poem on a map or globe.
 
Mathematics  (Time)
 
Introduction:  This poem can be used as an introduction to a unit on time.  Ask children what does it mean when people say  "Oh how time flies".
 
Time Passes
by Orleans, Ilo
selected by Hopkins, Lee Bennett.  (1997)  Marvelous Math:  A Book of Poems.  New York:  Simon & Schuster.
ISBN 0689806582
 
Sixty seconds
Pass in a minute.
Sixty minutes
Pass in an hour.
Twenty-four hours
Pass in a day.
And that's how TIME
Keeps passing away.
 
Extension:  Have children identify the parts of the clock and calendar that are mentioned in the poem.  Discuss the concept of elasped time with students.  Read the poem as a class by getting louder with each line - this identifes the concept of smaller units of time to larger units.
 
Science (Weather)
 
Introduction:  This poem can be used as an introduction to a unit on winter or seasons.  Ask students questions about snowflakes (How are they created? In which season do you find them)?
 
Snowflake Souffle'
by X.J. Kennedy
Hopkins, Lee Bennett, editor.  (1994)  Weather.  New York:  Harpercollins.
ISBN 0060214635
 
Snowflake souffle'
Snowflake souffle'
Makes a lip-smacking lunch
On an ice-cold day!
 
You take seven snowflakes,
You break seven eggs,
And you stir it seven times
With your two hind legs.
 
Bake it in an igloo,
Throw it on a plate,
And slice off a slcie
With a rusty ice-skate.
 
Extension:  This poem can be sung to the tune of "The Farmer in the Dell"  Have children brainstorm on other things you can do with a snowflake.  Have students make snowflakes.  Have students make a souffle'.
 
Poem/Picture Book  (Caterpillars)
 
Introduction:  This poem can be matched with Eric Carle's The Very Hungry Caterpillar.  Bith the book and the poem will work well with a unit on insects.
 
Carle, Eric.  1994.  The Very Hungry Caterpillar.  New York:  Penguin Group
ISBN 0399227539
 
The Caterpillar
Florian, Douglas.  1998.  insectlopedia.  New York:  Harcourt Brace & Company
ISBN 0152163352
 
She eats egiht leaves at least
To fill her,
Which leaves her like a
Fatterpillar,
Then rents a room inside
A pupa,
And checks out:  Madame Butterfly - -
How super!
 
Extension:  Students can sequence the life cycle of a caterpillar.  Have students create caterpillars and butterflies.  Discuss line of symmetry in a butterfly.
 
Poem/Nonfiction Book  (Dinosaurs)
 
Introduction:  The book and poem can serve as starters for a unit on dinosaurs.  Create a class web of the various types of dinosaurs.
 
Nonfiction book:
Matthews, Rupert.  (2002).  Dinosaurs A - Z.  Detroit:  Blackbirch Press.
ISBN 1567115489
 
Brachiosaurus
Brak-ee-uh-sawr-us
"Arm Lizard"
Prelutsky, Jack.  (1988)  Tyrannosaurus Was A Beast.  New York:  Mulberry Books.
ISBN 0688064426
 
Brachiosaurus had little to do
but stand with its head in the treetops and chew,
it nibbled the leaves that were tender and green,
it was a perpetual eating machine.
 
Brachiosaurus was truly immense,
its vacuous mind was uncluttered by sense,
it hadn't the need to be clever and wise,
no beast dared to bother a being its size.
 
Brachiosaurus was clumsy and slow,
but then, there was nowhere it needed to go,
if Brachiosaurus were living today,
no doubt it would frequently be in the way.
 
Extension:  Have students create movements to accompany the poem.  Students may also create a mask of a Brachiosaurus.
 
 

Poetry--language in quest of essence. 
   Sven Birkerts