2004 Colorado Core Knowledge Units

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Third Grade, Poetry 2004 Colorado Summer Writing Institute 1 POETRY Grade Level : Third Grade Written by : Kristina Villari, Belle Creek Charter School, Henderson, CO and Telena Haneline, Academy of Charter School, Denver, CO Length of Unit : Five lessons (approximately 1 ½ weeks (seven days); one day = 60 minutes) (lessons can be broken into two separate lessons (2 ½ weeks (12 days); one day = 30 minutes) (this unit can be done all at once (one lesson per day), or it can be broken up (one lesson per month)) I. ABSTRACT In this unit, students will examine the various feelings a poem might reveal. Students will determine the humor, nonsense, or serious tone a poem might represent.

They will learn that not all poems have to have rhythm and rhyme and that each poem means something different to each one of its readers. Students will create poems that convey a message of meaning and feeling. II.

OVERVIEW A. Concept Objectives 1. Students will recognize literature as a record of human experience.

( Colorado Model Content Standards for Reading and Writing , Standard 6) 2. Students will understand a variety of materials. ( Colorado Model Content Standards for Reading and Writing, ... more. less.

Standard 1) 3. Students understand how to write for a variety of purposes and audiences. ( Colorado Model Content Standards for Reading and Writing, Standard 2) B. Content from the Core Knowledge Sequence 1. Third Grade Language Arts: Poetry (p. 67) a. Adventures of Isabel (Ogden Nash) b. The Bee (Isaac Watts; see also below, cThe Crocodile d) c. By Myself (Eloise Greenfield) d. Catch a Little Rhyme (Eve Merriam) e. The Crocodile (Lewis Carroll) f. Dream Variation (Langston Hughes) g. Eletelephony (Laura Richards) h. Father William (Lewis Carroll) i. First Thanksgiving of All (Nancy Byrd Turner) j. For want of a nail, the shoe was lost&(traditional) k. Jimmy Jet and His TV Set (Shel Silverstein) l. Knoxville, Tennessee (Nikki Giovanni) m. Trees (Sergeant Joyce Kilmer) 2. Poetry not from the Core Knowledge Sequence a. Mother Goose Poetry by Mother Goose b. I Like by Mary Anne Hoberman c. The End by Mary Anne Hoberman d. The Cherry Pit by Bruce Lansky e. Ridiculous Rose by Shel Silverstein f. Cows in the Kitchen by Bruce Lansky g. Lazy Jane by Shel Silverstein h. Boa Constrictor by Shel Silverstein i. Sulk by Felice Holman j. Lemonade Stand by Myra Cohn Livingston k. Summer by Joan Bransfield Graham Third Grade, Poetry 2004 Colorado Summer Writing Institute 2 l. An Outburst in Many Words by Aliki m. We Have a New Girl in Class by Aliki C. Skill Objectives 1. Students will define the terms poem, rhythm, rhyme and recite. 2. Students will identify rhythm and rhyme within various poems. 3. Students will apply research skills by using a thesaurus to locate rhyming words. 4. Students will select words that rhyme to be written in their own poems. 5. Students will write a poem using rhythm and/or rhyme. 1. Students will orally present their poems. 2. Students will be able to read and identify nonsense poems. 3. Students will be able to create their own nonsense poem after reading and discussing examples of nonsense poetry. 4. Students will define the words nonsense and humorous. 5. Students will appraise other students 9 poems based on their own feelings. 6. Students will be able to define the word serious and review vocabulary terms from previous lessons. 7. Students will distinguish the difference between a serious and a nonsense poem. 8. Students will give their opinions on which type of poem they like best so far. 9. Students will write a serious poem based on actual life experiences or made-up thoughts. 10. Students will define the terms feelings and emotions. 11. Students will be able to identify feeling in a poem. 12. Students will be able to write a poem using feelings that they have had about a topic or a personal experience. 13. Students will publish a poem of choice. 14. Students will be able to give an example of rhyming, nonsense, serious, and feeling poems. 15. Students will write a poem based on thoughts, ideas, feelings, experiences, and belongings of themselves. III. BACKGROUND KNOWLEDGE A. For Teachers 1. MacMillan Dictionary for Children by Robert B. Costello 2. Listen, My Children: A Core Knowledge Book by Susan Tyler Hitchcock 3. The Random House Book of Poetry for Children by Jack Prelutsky B. For Students 1. Grade K: Language Arts: Poetry, page 8 2. Grade 2: Language Arts: Poetry, page 44 3. Grade 2: Language Arts: Reading and Writing, page 43 IV. RESOURCES A. Aliki. Feelings (Lesson Four) B. Costello, Robert B. MacMillan Dictionary for Children (Lessons One-Five) C. Hirsch Jr., E.D. What Your Third Grader Should Know (Lessons One-Five) D. Hitchcock, Susan Tyler. Listen, My Children: Poems for Third Graders-A Core Knowledge Book (Lessons One-Five) E. Hoberman, Mary Ann. You Read to Me, I 9ll Read to You (Lesson One) F. Lansky, Bruce. If Pigs Could Fly and Other Deep Thoughts: A Collection of Funny Poems by Bruce Lansky (Lesson Two) G. Latimer, Jonathan P. Simon and Schuster Thesaurus fro Children (Lessons One-Five) H. Mavor, Salley. You and Me: Poems of Friendship (Lesson Three) Third Grade, Poetry 2004 Colorado Summer Writing Institute 3 I. Prelutsky, Jack. The Random House Book of Poetry for Children (Lesson Two) J. Silverstein, Shel. Where the Sidewalk Ends (Lesson Two) V. LESSONS Lesson One: Rhythm and Rhyme Poetry (one lesson approximately 60 minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand a variety of materials. b. Students understand how to write for a variety of purposes and audiences. c. Students will recognize literature as a record of human experience. 2. Lesson Content a. Mother Goose Nursery Rhymes b. cCatch a Little Rhyme d c. cThe Bee d d. cThe Crocodile d e. cI Like d f. cThe End d 3. Skill Objective(s) a. The students will define the terms poem, rhythm, rhyme and recite. b. The students will identify rhythm and rhyme within various poems. c. The students will apply research skills by using a thesaurus to locate rhyming words. d. The students will select words that rhyme to be written in their own poems. e. The students will write a poem using rhythm and/or rhyme. f. The students will orally present their poems. B. Materials 1. Appendices A-1- A-4 cRhythm and Rhyme Poems d (one copy per student, one copy for teacher, one transparency) 2. Appendices B-1-B-2 cRhythm and Rhyme-Answer Key d (one copy for teacher) 3. Appendix B-3 cRhythm and Rhyme Rubric d (one copy for transparency to discuss during class, one copy per student for teacher grading) 4. Appendix C cDefinitions d (one copy per student) 5. Appendix D cDefinitions-Answer Key d (one copy for teacher, one transparency for teacher) 6. Colored crayons (one crayon, any color, per student) 7. Colored transparency pens (for teacher) 8. Overhead projector 9. Common classroom supplies; notebook, folder, paper, pencils, crayons, and markers to be used in every lesson hereafter C. Key Vocabulary 1. Poem - a form of writing that expresses imaginative thought or strong feeling 2. Rhythm - a regular or orderly repeating of sounds 3. Rhyme - the repetition of similar sounds at the ends of lines of verse 4. Recite - to repeat something from memory D. Procedures/Activities 1. Assess prior knowledge by asking students, cWho has ever heard a poem? Who knows what is special about a poem? Can anyone recite a poem? d Allow time for student responses. Third Grade, Poetry 2004 Colorado Summer Writing Institute 4 2. Ask students, cHas anyone ever heard of Mother Goose before? Can anyone recite any of her nursery rhymes? d Again allow time for student response, be sure to identify/correct student responses if not appropriate to lesson. 3. Ask students, cDo you think that nursery rhymes are also poems? d After listening to student responses, take out Mother Goose Nursery Rhymes and read a few to the students pointing out rhyming words as you read. Ask students again, cDo you think that nursery rhymes can be poems? d Students should respond with, cYes. d 4. After reading nursery rhymes distribute Appendix C (definitions). Teacher may reference Appendix D (definition answer key). Ask the students to define the words cpoem, rhythm, rhyme and recite. d When students have come up with appropriate definitions, have students write the definition on their paper while teacher shows correct definition on answer key transparency (Appendix D). Have students save Appendix C in a folder for use in future lessons. 5. Then distribute Appendices A-1-A-4 (rhythm and rhyme poems). Direct students 9 attention to A-1. Have a student volunteer read poem aloud. Once the student has read the poem aloud, have the students look more closely at the poem. Have the students read the poem again silently to themselves and ask themselves the question, cDoes this poem have rhythm? d Students should respond, cYes. d Respond, cYou are correct. This poem does have rhythm. It has that sing-song feel to it. d 6. Tell students to take out their colored crayon. Then ask students, cWho can tell me which words rhyme in this poem? d When students respond with the correct answer, circle the words that rhyme within that poem. Remind students that they are doing a great job! (Teachers can reference Appendix B-1 for rhyming words to the poems). 7. Direct students attention to Appendix A-2. Repeat steps #5-6. Repeat again using Appendix A-3. When class has finished going over the first four poems of Appendix A, have each of the student 9s complete Appendix A-4 on their own and hand in for evaluation. (Teachers can reference Appendix B-2 for answer key to poem on A-4). 8. When all students are finished completing the worksheet on their own and it is handed in, ask students, cWho can tell me what we learned today about poems? d Students should respond with answers such as, cPoems are written for a purpose to convey a message. Poems can rhyme. Poems can have rhythm. Nursery Rhymes are also poems. d Conclude the end of the lesson with a rhyme& dVery good job with learning about rhyme&we are now out of time. d 9. FOR SECOND 30 MINUTE BLOCK OF TIME : Ask, cWho can tell me two words that rhyme? d Allow time for student responses. Brainstorm words that rhyme with students and write words on board or transparency. 10. Choose words written on board or transparency from brainstorming list to show students how to find alternate words in the thesaurus that have the same meaning. Review with students how to use a thesaurus in finding vivid words that can be used in place of more ordinary words. Students should have prior knowledge of how to use a thesaurus (as listed at beginning of unit). Ask, cWhat word can you find in the thesaurus that means the same as ________? d (Teachers can repeat this step until the students understand how to use the thesaurus to come up with detailed words). Explain to students that it is sometimes difficult to find words that rhyme that make sense when writing poetry. However, a thesaurus can still be used to find more creative words to use in their poems. Third Grade, Poetry 2004 Colorado Summer Writing Institute 5 11. Say, d Now we are going to write a poem together about our school. d Begin to write poem on transparency. Begin the poem with, cWe like school, We think it 9s cool. d Continue with two more short verses that rhyme allowing students to contribute ideas. (You can also take this time to use the thesaurus to look up some more vivid words for some of the brainstorming words the students came up with). Direct students to brainstorm ideas on their own in their notebooks. 12. Tell students they will be writing a rhyming poem about a topic of their choice. Some choices for topics could include things they like, their family, their pet, their best friend, etc. Take out the Appendix B-3 cRhythm and Rhyme Rubric d and discuss rubric with the class so they are aware of how they will be graded on writing their Rhythm and Rhyme Poem. Allow students time to work on their poems (10-15 minutes). While students are writing their poetry, monitor student progress by moving around the room to be sure students are on task and successfully completing the assignment. 13. OPTIONAL: After students are finished, allow a few minutes for students who would like to share their finished poems to read them aloud to the class. Remind students that poems are fun to share and read aloud. Poems sometimes put you in a better mood than when you started. 14. Have all students hand in their poems to make sure they understand rhythm and rhyme within poetry and grade according to Appendix B-3 Rubric. E. Assessment/Evaluation 1. Grade students 9 independent work from Appendix A-4. (Teachers can use Appendix B-2 for the answer key.) 2. Each student 9s poem will be graded using the rubric on Appendix B-3. Lesson Two: Nonsense Poetry (one lesson approximately 60 minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will recognize literature as a record of human experience. b. Students understand how to write for a variety of purposes and audiences. 2. Lesson Content a. cAdventures of Isabel d b. cFor Want of a Nail d c. cThe Cherry Pit d d. cJimmy Jet and His TV Set d e. cRidiculous Rose d f. cEletelephony d g. cCows in the Kitchen d h. cFather William d i. cLazy Jane d j. cBoa Constrictor d 3. Skill Objective(s) a. Students will be able to read and identify nonsense poems. b. Students will be able to create their own nonsense poem after reading and discussing examples of nonsense poetry. c. Students will define the words nonsense and humorous. d. Students will appraise other students 9 poems based on their own feelings. B. Materials 1. Appendices E-1-E-7 cNonsense Poems d (one per student, one for teacher, one transparency) Third Grade, Poetry 2004 Colorado Summer Writing Institute 6 2. Appendices F-1- F-4 cNonsense Poems-Answer Key d (one copy for teacher) 3. Appendix G-1 cStudent Peer Evaluation Sheet d (one copy per student) 4. Appendix G-2 cOral Presentation and Evaluation of Peers Rubric d (one copy per student for teacher grading) 5. Appendix C cDefinitions d (one per student, teacher, transparency-already handed out yesterday) 6. Appendix D cDefinitions-Answer Key d (one copy for teacher, one transparency) 7. Overhead Projector 8. Transparency Markers (for teacher use) C. Key Vocabulary 1. Nonsense - some thing that is silly or does not make sense 2. Humorous - something that is funny or makes someone laugh; comical D. Procedures/Activities 1. Ask students, cWhat do you remember from our poetry readings yesterday? d Students should respond with answers such as, cPoetry is written for a purpose, poetry rhymes, poetry has rhythm, you can read poems aloud and it is fun to share them with others. d Teacher responds, cVery good. Poetry does have a purpose and most of the time poets write what they are feeling. These feelings can be sad, happy, funny, anything&it can be however you feel. Today we are going to take a look at some nonsense or humorous poems. Who can define for me the word cnonsense? d Allow time for student responses. 2. After the students respond, direct their attention to the vocabulary worksheet that they started yesterday (Appendix C for students, Appendix D for teachers). Have them fill in the correct definition for the word nonsense . Then ask students what they think the definition for humorous is. After students respond, have them fill in the correct definition for that word as well. Teachers can show correct answers on transparency (Appendix D). 3. Teacher says, cVery good. The definition of nonsense is: silly or senseless language that is usually make-believe and humorous is: something that is funny and has the ability to make someone laugh. Today we are going to read some poems that you might think are very funny and some that you might not think are funny at all. But to the authors, they were written as humorous. Let us look at some examples. d Hand out Appendices E-1-E-7 and direct students 9 attention to first poem. 4. After reading the poem aloud, ask students for their feedback. cBy raising hands, who thought this poem was funny? Who did not think this poem was funny? d You can then put the key for student evaluation (Appendix G-1) on the board or overhead transparency. Ask the questions again letting the students raise their hands individually and count how many thought the poem was very funny, funny, or not so funny. Record answers on board or transparency. 5. Repeat step #4 with poems in Appendices E-2 through E-7. (All poems do not need to be evaluated this way.) Once the students understand the idea of rating their feelings on the poem, tell them that in the next lesson they will be evaluating their peers 9 poems. 6. Say, cIn the next lesson, each of you will be writing your own nonsense poem. You will be brainstorming for ideas today. Then you will read your poem aloud to the class. After you read your poem aloud, each student will record how they felt about your poem. I will then tally up all of the responses and give it to you the following day. You will be graded on completing your poem and reading it aloud to the class. Each individual will also be graded on participation of Third Grade, Poetry 2004 Colorado Summer Writing Institute 7 recording how you felt about your peer 9s poem. d (Take out Appendix G-2, and discuss rubric with the class.) 7. Continue with, cWho knows what resource you can use in order to help you find more vivid or creative words for a more common word? d Students should respond with, cthesaurus. d 8. cGreat! Also, another thing to keep in mind is that these are your poems. They are how you feel. Did everyone think all of the poems we read today were funny? d Student response should be, cNo. d cCorrect, so does that mean that your poem is going to be funny to everyone else? d Student response should be, cNo. d cBut does that mean that your poem is not funny? d Student response should be, cNo. d cGood. Write for yourself, but keep your audience in mind. You will want to write something that is funny to you, but also try to make it funny for your friends. d 9. Students should then start brainstorming for ideas for the creation of their nonsense poem. Monitor class by walking around the classroom making sure students are on task and help when needed. Have students put completed work in folder for second part of lesson. 10. FOR SECOND 30 MINUTE BLOCK OF TIME : Ask, cWho remembers what the words nonsense and humorous mean? d Correct responses are based on vocabulary sheet, Appendix C/D. cGood. Keeping in mind those new vocabulary terms, I would like everyone to continue brainstorming ideas for their nonsense poem if you have not completed that from the last lesson. Spend only another five minutes on brainstorming, you need to get started on your writing. If you have completed your brainstorming, start writing your nonsense poem. I will be going around the room if anyone has any questions or needs help. GOOD LUCK! You will each have about 15 minutes to complete your poem. If you finish early and I have checked what you have written, you can type your poem on the computer, draw a picture to relate to your poem, or look at the other poetry books we have around the classroom to give you some ideas for future poem writing. d 11. Once 10 minutes is up, give a five minute warning telling the students that they only have five minutes left to complete their poem. Tell them not to rush, they can share with the class what they have written so far, but it has to be at least two-three verses long. 12. Once the 15 minutes is up, collect all of the poems (so students are not working on them while others are presenting) and hand out the student evaluation from (Appendix G-1). (Teacher should also collect each of the poems so that he/she may look at them and read them over before the student reads it aloud). Remind students how to score each of their peers poems&two smiley faces means they thought it was really funny, one smiley face means they thought it was funny, and a straight face means they thought it was good. All they have to do is circle one of the icons. Remind the students that their grade will be based on completing the poem and having the courage to read it aloud to the class. Students will not be graded on how their peers felt about the poem, but whether or not they gave their opinion on how they felt about each poem they heard presented. 13. Allow 10 minutes for presentations. Hand the poem to the student as they come up to present and collect it again after they read it aloud. Give positive feedback after each student reads their poem aloud. After every student has presented, tell the class, cThank you so much for sharing your poems. It takes real courage to stand up in front of the class and share your funny feelings. I can 9t wait to hear Third Grade, Poetry 2004 Colorado Summer Writing Institute 8 more poems that you all create. d If not all students presented in the allotted amount of time, allow another day for presentations. E. Assessment/Evaluation 1. Student 9s poem will be graded based on completion of poem and recitation of poem (Appendix G-2). 2. Students will be graded for participation in peer evaluation (Appendix G-1). Lesson Three: Serious Poetry (one lesson approximately 60 minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will recognize literature as a record of human experience. b. Students will understand a variety of materials. c. Students understand how to write for a variety of purposes and audiences. 2. Lesson Content a. cSulk d b. cKnoxville, Tennessee d c. cFirst Thanksgiving of All d d. cLemonade Stand d e. cSummer d 3. Skill Objective(s) a. Students will be able to define the word serious and review vocabulary terms from previous lessons. b. Students will distinguish the difference between a serious and a nonsense poem. c. Students will give their opinions on which type of poem they like best so far. d. Students will write a serious poem based on actual life experiences or made-up thoughts. B. Materials 1. Appendices H-1-H-3 cSerious Poems d (one copy per student, one for teacher, one transparency) 2. Appendices I-1-I-3 cSerious Poems-Answer Key d (one for teacher) 3. Appendix C cDefinitions d (one copy per student, one for teacher, one transparency-used in previous lessons) 4. Appendix D cDefinitions-Answer Key d (one for teacher, one transparency) C. Key Vocabulary 1. Serious - having a thoughtful, solemn manner; grave D. Procedures/Activities 1. Teacher will ask students, cWho can tell me everything you have learned so far about poems? d Student responses should include, cPoems are written for a purpose. They have rhythm. They have rhyme. They can make people laugh. The author can write about his/her feelings. d Teacher then responds, cCorrect. You all have really good ideas about what poems are all about. But I have a question for you. Do you think that all poems have to rhyme? Do all poems have to be funny? Do all poems have to be truthful? d Students should respond to each question with, cNo. d 2. Teacher continues, cYou are correct. Not all poems have to be truthful, funny or rhyme. In fact, they do not have to have one single rhyme in the poem at all. Some poems read just like stories. Let 9s take a look at some of these poems that really show how someone could feel. Third Grade, Poetry 2004 Colorado Summer Writing Institute 9 3. Hand out Appendices H-1 through H-3. Direct students 9 attention to the first poem on Appendix H-1. Ask a student volunteer to read the poem aloud. After the student reads the poem aloud, ask the students to read the poem again silently to themselves. After they have a few minutes to look at it more closely ask them, cWhat do you notice that is different from the poems you have read previously? d Students should respond with, cThis poem really tells how the author must feel. This poem seems serious. d Then direct students 9 attention to second poem on H- 1. Ask, cWhat do you notice is different with this poem from the first? d Students should respond that this poem does not rhyme. d 4. cGREAT! You are right. These poems are serious and sometimes they do not rhyme. This is another type of poem that we will be looking at. Serious poems. Who can give me a definition for the word serious? d Allow time for student response. After they respond with correct definition, turn to Appendix C and have the students fill in the appropriate definition. (Teacher can reference Appendix D for answers and put up on transparency). 5. After all students have written the correct definition, turn to Appendix H-2 and read the next poem. Discuss with the students the seriousness and feeling of the poem. Make sure to also discuss any definitions that appear in the box within the poem. In order to make sure the students can distinguish the difference between a serious and a nonsense poem have students give an example of a line in the poem that they think concludes why it is serious. (Teachers may reference Appendices I-1 through I-2.) Continue this step with H-2. 6. Have student 9s complete Appendix H-3 on their own and hand in for grading. (Teachers reference Appendix I-3 for answer key.) 7. Review what makes a poem serious. Student responses should be, cit makes you think, it does not make you laugh, it shows feeling, it is usually about something real. d Once students have had enough time to discuss serious poems, tell students that they will be writing a serious poem. They must think whether they want to write about something real or something that is made-up. 8. OPTIONAL: Students can choose to work with a partner on this poem. 9. Before you give instructions for students to start writing, you can say to them, cYou will be writing a serious poem. You have the choice to write about something that is real or something that is made-up. Right now you are to brainstorm some ideas that you would like to write about. Some of you might want to write about family, an accident, a friend, moving to a new school. Whatever it is, you can choose the topic. You also have the option of working with a partner on this poem. You do not have to, it is your choice. If you would like to work with someone, think of whom you would like to work with. When I give you the signal to start working, you can move near that person and start brainstorming ideas. Remember, you have to choose something that you both want to write about and you may reference any of the poetry books that I have in the classroom. At this time, you can move near your partner or start brainstorming by yourself. At the end of this lesson I will collect all of your poems and you will have time to finish them during the next lesson. I will be walking around if anyone needs help. Go! Have fun&write serious. d 10. Walk around the room monitoring students working. Help when needed. Collect all work at the end of this lesson. 11. FOR SECOND 30 MINUTE BLOCK OF TIME : Ask students, cHow is your brainstorming or writing of your serious poem coming along? d Student responses will vary. Point students in the right direction if they need and praise students for their progress. Allow students 15 minutes of writing time. If some Third Grade, Poetry 2004 Colorado Summer Writing Institute 10 students are finished, allow them to type their poem on the computer, draw a picture relating to the poem, read other poetry books, or write another poem. 12. Once all students have completed their poems, ask for student volunteers to read their poems aloud. This is a time in which students do not have to read their poem aloud. Some of the topics may be really serious to them and the student may not want to share them with the class. 13. Once all students who wanted to share their poem have read it aloud, collect all poems. Students will be graded only on whether or not they handed it in. E. Assessment/Evaluation 1. Students will be graded on Appendix H-3 (teacher answer key Appendix I-3). 2. Students will be graded on handing in a serious poem. Lesson Four: Feeling within Poetry (one lesson approximately 60 minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand a variety of materials. b. Students understand how to write for a variety of purposes and audiences. c. Students will recognize literature as a record of human experience. 2. Lesson Content a. cBy Myself d b. cTrees d c. cAn Outburst in Many Words d d. cWe Have A New Girl in Class d 3. Skill Objective(s) a. Students will define the terms feelings and emotions. b. Students will be able to identify feeling in a poem. c. Students will be able to write a poem using feelings that they have had about a topic or a personal experience. d. Students will publish a poem of choice. B. Materials 1. Appendices J-1-J-3 cFeeling Poetry d (one copy per student, one copy for teacher, one transparency) 2. Appendix K-1 cFeeling Poetry-Discussion Questions and Answer Key d (one copy for teacher) 3. Appendix L cFeelings Rubric d (one copy per student, copy for teacher) 4. Appendix C cDefinitions d (one copy per student) 5. Appendix D cDefinitions-Answer Key d (one copy for teacher, one transparency for teacher) 6. Overhead Projector 7. Colored transparency pens (for teacher) C. Key Vocabulary 1. Feelings - an emotion; joy, fear, anger; the tender or sensitive part of a person 9s nature 2. Emotions - a strong feeling; love, hate, happiness, sorrow, and fear D. Procedures/Activities 1. Teacher will ask, cWho remembers the types of poems that we have read in the past couple of lessons? d Students should respond with, crhythm and rhyme poetry, nonsense poetry, and serious poetry. d Teacher will respond, cGreat! Yes, these are the different types of poems that we have been reading so far. In Third Grade, Poetry 2004 Colorado Summer Writing Institute 11 this lesson we will read some poetry that incorporates all of the different types of poems we have read so far. d 2. Teacher continues, cDifferent poets write poems for different reasons, but without feeling, these poems will mean nothing to the poet and to others. In this lesson we will read poems that really express feeling. After reading some of these poems, hopefully, you will gain some insight to how the author was feeling. You might understand and have certain feelings towards the poems because you have felt this way or you could imagine something like this happening to you or someone you know and how you would feel in these situations. d 3. Teacher continues, cLet us first define what feelings and emotions mean. Who can look up the word feeli ngs? d Have a student volunteer look up the word feeling. Once a student looks up the word feelings, have another student look up the word emotions. (Make sure to record these definitions in Appendix C, check Appendix D for answers.) 4. Teachers should now hand out the poems in Appendix J-1. Read with the class the poems in this Appendix ( cBy Myself d and cTrees d). Have a class discussion on how they feel after reading these two poems. (Discussion questions can be found on Appendix K-1.) 5. After discussing the first two poems, tell the students that they will be given two more poems to read. cThese poems talk about different types of feelings. Each of you is to choose one of the following poems to write about. You will write about how one of these poems makes you feel. Each student is allowed their own opinion of the poem, but your writing will be graded based on a rubric. You will have the rest of this period to write and will also be given the next 30 minutes to continue. You are also encouraged to draw a picture that expresses what or how you are feeling when you read these poems. d 6. Hand out Appendices J-2, J-3 and Appendix L. Discuss Rubric (Appendix L) before they start writing so they know what is expected of them in their essay. 7. FOR SECOND 30 MINUTE BLOCK OF TIME: Discuss again Appendix L and then continue having students write. When they are finished writing they are to draw a picture that expresses what they are feeling, type up their poem, then grade themselves according to the rubric. Once students are finished with all the above, they can hand in their poem and may read more poems or write one of their own. 8. Teachers will collect the students 9 essay and grade them according to Appendix L cFeelings Rubric. d E. Assessment/Evaluation 1. Students will be graded on writing an essay that expresses their feelings about one of the two poems that they have read and will be graded by Appendix L cFeelings Rubric. d 2. Students will grade themselves according to Appendix L cFeelings Rubric. d Lesson Five: Poem in a Bag and Presentations (one lesson approximately 60 minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand a variety of materials. b. Students will understand how to write for a variety of purposes and audiences. c. Students will recognize literature as a record of human experience. 2. Lesson Content a. cDream Variation d Third Grade, Poetry 2004 Colorado Summer Writing Institute 12 3. Skill Objective(s) a. Students will be able to give an example of rhyming, nonsense, serious, and feeling poems. b. Students will write a poem based on thoughts, ideas, feelings, experiences, and belongings of themselves. B. Materials 1. Appendix M cDream Variation d (one copy per student) 2. Appendix L cFeelings Rubric d (one copy per teacher) 3. Appendix C cDefinitions d (one copy per student) 4. Appendix D cDefinitions-Answer Key d C. Key Vocabulary 1. Variation - to make or become different; change D. Procedures/Activities 1. Student will have brought in a bag of things that describe them. Teacher will start the discussion with, cOver the past few lessons we have learned that all poems have some sort of feeling to them. That feeling might be one of humor, sadness, seriousness, or nonsense. It is now your turn to write your very own poem that tells something about yourself. You can choose to write a poem that is humorous, serious or nonsense. But remember, you must set a tone to your poem and have some feeling reflected in your poem. You want your audience to feel something when they read your poem. d 2. Teacher continues, cLet us look at our last poem. d Hand out Appendix M and have students take out Appendix C. Have a student volunteer to read the title of the poem. Then ask students, cWhat does variation mean? d Once they have come up with the correct definition, have them write it on their definition sheet. cVery good, variation means, to make or become different. Let us read on and see what is different&who or what has changed? d 3. Have someone read poem aloud. After reading poem aloud, ask students, cSo, what do you think changed in this poem? d Students may respond that the day has changed; it has changed from day to night. Some may say that the author is different; he went from running, jumping, dancing, to resting. Both answers are correct. Continue with, cHow does this poem make you feel? After reading this poem what did you want to do? d Some students may answer it made them feel free, it made them want to run outside, it made them want to dance, it made them want to rest in the summertime. 4. cExactly, this poem made all of you feel something and want to change or do something different. When you start writing your poem, I want to you keep something in mind. I want you to remember who your audience is, and that you want them to feel something. After reading your poem, your reader may feel happy, sad, angry, upset, want to change, want to run away&something. You will write a poem about yourself, but keeping a feeling in mind. You want your reader to understand and feel all the same things you do with your belongings. You want to grab and pull your reader into your life&into your story. d 5. Have students start writing. Walk around the room monitoring progress. Help and praise students when needed. Have students place poem in a folder for next lesson. 6. FOR SECOND BLOCK OF TIME: Have students continue writing. When there is about 10 minutes left in the lesson, ask students to volunteer to read their poems aloud. If some students are not finished, allow them to complete it at home for homework. Students will also have time to share their poems after the Culminating Activity. Third Grade, Poetry 2004 Colorado Summer Writing Institute 13 E. Assessment/Evaluation 1. Students will be graded on brining in a bag that contains items that describe them. 2. Students will be graded on writing a poem that contains feeling and emotion and is either humorous, serious, or has rhythm and rhyme that encompasses the items that are included in the bag. (Teacher can use Appendix L again for grading poem) VI. CULMINATING ACTIVITY A. Test&Define terms, match different types of poems, True/False and write two verses of a poem stating the type of poem it is (Appendix N-Test for Students and Appendix O- Answer Key for teachers) B. A classroom poetry book will be created by having students choose a poem that they wrote that they would like to have published. VII. HANDOUTS/WORKSHEETS A. Appendix A-1: Rhythm and Rhyme Poetry cCatch A Little Rhyme d by Eve Merriam B. Appendix A-2: Rhythm and Rhyme Poetry cThe Crocodile d by Lewis Carroll and cThe Bee d by Isaac Watts C. Appendix A-3: Rhythm and Rhyme Poetry cI Like d by Mary Ann Hoberman D. Appendix A-4: Rhythm and Rhyme Poetry cThe End d by Mary Ann Hoberman E. Appendix B-1: Rhythm and Rhyme Poetry Answer Key - Poems A-1 through A-3 F. Appendix B-2: Rhythm and Rhyme Poetry Answer Key - Poems A-4 G. Appendix B-3: Rhythm and Rhyme Rubric H. Appendix C: Student Definition Sheet I. Appendix D: Teacher Definition Answer Key Sheet J. Appendix E-1: Nonsense Poetry cAdventures of Isabel d by Ogden Nash K. Appendix E-2: Nonsense Poetry cFor Want of a Nail d traditional Mother Goose and cThe Cherry Pit d by Bruce Lansky L. Appendix E-3: Nonsense Poetry cJimmy Jet and His TV Set d by Shel Silverstein and cRidiculous Rose d by Shel Silverstein M. Appendix E-4: Nonsense Poetry cEletelephony d by Laura Richards and cCows in the Kitchen d by Bruce Lansky N. Appendix E-5: Nonsense Poetry cFather William d by Lewis Carroll O. Appendix E-6: Nonsense Poetry cLazy Jane d by Shel Silverstein P. Appendix E-7: Nonsense Poetry cBoa Constrictor d by Shel Silverstein Q. Appendix F-1: Nonsense Poetry Answer Key Poem E-1 R. Appendix F-2: Nonsense Poetry Answer Key Poems E-2, E-3 S. Appendix F-3: Nonsense Poetry Answer Key Poem E-5 T. Appendix F-4: Nonsense Poetry Answer Key Poems E-4, E-6, E-7 U. Appendix G-1: Student Peer Evaluation Sheet V. Appendix G-2: Oral Presentation and Evaluation of Peers Rubric W. Appendix H-1: Serious Poetry cSulk d by Felice Holman and cKnoxville, Tennessee d by Nikki Giovanni X. Appendix H-2: Serious Poetry cFirst Thanksgiving of All d by Nancy Byrd Turner Y. Appendix H-3: Serious Poetry cSummer d by Joan Bransfield Graham and cLemonade Stand d by Myra Cohn Livingston Z. Appendix I-1: Serious Poetry Answer Key Poems H-1 AA. Appendix I-2: Serious Poetry Answer Key Poem H-2 BB. Appendix I-3: Serious Poetry Answer Key Poems H-3 Third Grade, Poetry 2004 Colorado Summer Writing Institute 14 CC. Appendix J-1: Feeling Poetry cBy Myself d by Eloise Greenfield and cTrees d by Joyce Kilmer DD. Appendix J-2: Feeling Poetry cAn Outburst in So Many Words d by Aliki EE. Appendix J-3: Feeling Poetry cWe Have a New Girl in Class d by Aliki FF. Appendix K-1: Feeling Poetry Discussion Questions and Answer Key GG. Appendix L: Feelings Rubric HH. Appendix M: cDream Variation d by Langston Hughes II. Appendix N: Test for Students JJ. Appendix O: Answer Key for Students VIII. BIBLIOGRAPHY A. Aliki. Feelings . New York, New York: Mulberry Books, 1984. 0-688-06518-X. B. Bolin, Frances Schoonmaker. Poetry for Young People, Emily Dickinson . New York, New York: Sterling Publishing Company, 1994. 0-8069-0635-9. C. Costello, Robert B. MacMillan Dictionary for Children. New York, New York: Simon and Shuster Inc., 2001. 0-689-86656-9. D. Favorite Poems Old and New. New York, New York: Delacorte Press, 1957. 0-385- 07696-7. E. Graham, Joan B. Splish Splash . New York, New York: Ticknor and Fields, 1994. 0- 395-70128-7. F. Hirsch Jr., E.D. What Your Third Grader Should Know. New York, New York: Bantam Dell Publishing, 2001. 0-385-33626-8. G. Hitchcock, Susan Tyler. Listen, My Children: Poems for Third Graders-A Core Knowledge Book . Virginia: Core Knowledge Foundation, 2001. 1-890517-31-3. H. Hoberman, Mary Ann. You Read to Me, I 9ll Read to You. Boston, Massachusetts: Little Brown and Company, 2001. 0-316-36350-2. I. Lansky, Bruce. If Pigs Could Fly and Other Deep Thoughts: A Collection of Funny Poems by Bruce Lansky. Minnetonka, MN: Meadowbrook Press, 2000. 0-689-03336-2. J. Latimer, Jonathan P. Simon and Schuster Thesaurus for Children. New York, New York: Simon and Shuster Inc., 2001. 0-689-86657-7. K. Make A Joyful Sound: Poems for Children by African American Poets. New York: Scholastic, 1991. 0-590-67432-3. L. Mavor, Salley. You and Me: Poems of Friendship . New York, New York: Orchard Books, 1997. 0-531-30045-5. M. Mother Goose on the Loose. New York, New York: Sterling Publishing Company, 1989. 0-8069-6990-3. N. Prelutsky, Jack. The Random House Book of Poetry for Children . New York: Random House Inc., 1983. 0-394-85010-6. O. Silverstein, Shel. Where the Sidewalk Ends . New York, New York: Harper Collins Publishers, 1974. 0-06-025668-0. Third Grade, Poetry 2004 Colorado Summer Writing Institute 15 Appendix A-1 Rhythm and Rhyme Poetry cCatch A Little Rhyme d by Eve Merriam Once upon a time I caught a little rhyme I set it on the f loor But it ran right out the door I chased it on my bicycle But it melted into an icicle I scooped it up in my hat But it turned into a cat I caught it by the tail But it stretched into a whale I f ollowed it in a boat But it changed into a goat When I f ed it tin and paper I t became a tall skyscraper Then it grew into a kite And f lew f ar out of sight& Nile: a river in Egypt Scale: a protective covering f ound on reptiles Third Grade, Poetry 2004 Colorado Summer Writing Institute 16 Appendix A-2 Rhythm and Rhyme Poetry cThe Crocodile d by Lewis Carroll How doth the little crocodile I mprove his shining tail, And pour the waters of the Nile On every golden scale! How cheerf ully he seems to grin! How neatly spreads his claws, And welcomes little f ishes in With gently smiling jaws! cThe Bee d by I saac Watts How doth the little busy bee I mprove each shining hour, And gather honey all the day, From every opening f lower! How skillf ully she builds her cell! How neat she spreads the wax! And labours hard to it well With the sweet f ood she makes. Third Grade, Poetry 2004 Colorado Summer Writing Institute 17 Appendix A-3 Rhythm and Rhyme Poetry cI Like d by Mary Ann Hoberman I like soda. I like milk. I like satin. I like silk. I like puppies. I like kittens. I like gloves. I like mittens. I like apples. I like pears. I like tigers. I like bears. I like to slide. And I like to swing. We don 9t agree on anything! I like butter. I like jam. I like turkey. I like ham. I like rivers. I like lakes. I like cookies. I like cake. I like yellow. I like blue. I like pizza. I like stew. I like summer. And I like spring. We don 9t agree on anything! There 9s something else I like a lot. But if I like it, You will not. There 9s something else That I like, too. But you won 9t like it I f I do. Tell me yours And I 9ll tell you mine. I like reading. Reading 9s f ine! You like reading? Yes, I do. Why reading was What I picked, too! Well, then at last We both agree! I 9ll read to you! You 9ll read to me! Third Grade, Poetry 2004 Colorado Summer Writing Institute 18 Appendix A-4 Rhythm and Rhyme Poetry cThe End d by Mary Ann Hoberman We 9re at the end The very end The very, Very, Very End. No more words Or pictures. Look! No more stories I n this book. But there are Other books to read. Hundreds Thousands All we need. Any time I n any weather We can sit Right down together. I n the shade Or in the sun Choose a book That looks like f un. Or one that 9s new. Make-believe Or really true. I 9ll read one line I 9ll read two. Third Grade, Poetry 2004 Colorado Summer Writing Institute 19 Appendix B-1 Rhythm and Rhyme Poetry (Answer Key) cCatch a Little Rhyme d by Eve Merriam Time Rhyme Floor Door Bicycle I cicle Hat Cat Tail Whale Boat Goat Paper Skyscraper Kite sight cThe Crocodile d by Lewis Carroll Crocodile Nile Tail Scale Grin I n Jaws Claws cThe Busy Bee d by I saac Watts Hour Flower Cell Well cI Like d by Mary Ann Hoberman Milk Silk Kittens Mittens Pears Bears Swing Anything Jam Ham Lakes Cakes Blue Stew Spring Anything Lot Not Too Do Mine Fine Do, too Agree Me Third Grade, Poetry 2004 Colorado Summer Writing Institute 20 Appendix B-2 Rhythm and Rhyme Poetry (Answer Key) cThe End d by Mary Ann Hoberman We 9re at the end The very end The very, Very, Very End. No more words Or pictures. Look! No more stories I n this book. But there are Other books to read. Hundreds Thousands All we need. Any time I n any weather We can sit Right down together. I n the shade Or in the sun Choose a book That looks like fun. Or one that 9s new. Make-believe Or really true. I 9ll read one line I 9ll read two. Third Grade, Poetry 2004 Colorado Summer Writing Institute 21 Appendix B-3 Rhythm and Rhyme Rubric Teacher Name: ________________________________________ Student Name: ________________________________________ CATEGORY 4 3 2 1 Focus on Assigned Topic The entire poem is related to the assigned topic and allows the reader to understand much more how rhythm and rhyme can be written within a poem. Most of the poem is related to the assigned topic. The poem does not fully use rhythm and rhyme within the poem, but the reader can still learn something about how rhythm and rhyme are used in poetry. Some of the poem is related to the assigned topic, but a reader does not learn much about how rhythm and rhyme are used in poetry. No attempt has been made to relate the poem to the assigned topic. Spelling and Punctuation There are no spelling or punctuation errors in the final draft. There is one spelling or punctuation error in the final draft. There are two- three spelling and punctuation errors in the final draft. The final draft has more than three spelling and punctuation errors. Creativity The poem contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. The poem contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. The poem contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. There is little evidence of creativity in the poem. The author does not seem to have used much imagination. Title Title is creative, sparks interest and is related to the poem and topic. Title is related to the poem and topic. Title is present, but does not appear to be related to the poem and topic. No title. Third Grade, Poetry 2004 Colorado Summer Writing Institute 22 Appendix C Student Definition Sheet 1. poem: ______________________________________________________________ ______________________________________________________________ 2. rhythm: ______________________________________________________________ ______________________________________________________________ 3. rhyme: ______________________________________________________________ ______________________________________________________________ 4. recite: ______________________________________________________________ ______________________________________________________________ 5. nonsense: ______________________________________________________________ ______________________________________________________________ 6. humorous: ______________________________________________________________ ______________________________________________________________ 7. serious: ______________________________________________________________ ______________________________________________________________ 8. f eelings: ______________________________________________________________ ______________________________________________________________ 9. emotions: ______________________________________________________________ ______________________________________________________________ 10. variation: ______________________________________________________________ ______________________________________________________________ Third Grade, Poetry 2004 Colorado Summer Writing Institute 23 Appendix D Teacher Definition Answer Key Sheet 1. poem: a f orm of writing that expresses imaginative thought or strong f eeling 2. rhythm: a regular or orderly repeating of sounds 3. rhyme: the repetition of similar sounds at the ends of lines of verse 4. recite: to repeat something f rom memory 5. nonsense: something that is silly or does not make sense 6. humorous: something that is f unny or makes someone laugh; comical 7. serious: having a thoughtf ul, solemn manner; not joking, sincere 8. f eelings: an emotion; joy, f ear, anger; the tender or sensitive part of a person 9s nature 9. emotions: a strong f eeling; love, hate, happiness, sorrow, and f ear 10. variation: to make or become dif f erent; change Third Grade, Poetry 2004 Colorado Summer Writing Institute 24 Appendix E-1 Nonsense Poetry cAdventures of Isabel d by Ogden Nash I sabel met an enormous bear, I sabel, I sabel, didn 9t care: The bear was hungry, the bear was ravenous, The bear 9s big mouth was cruel and cavernous. The bear said, I sabel, glad to meet you, How do, I sabel, now I 9ll eat you! I sabel, I sabel, didn 9t worry, I sabel didn 9t scream or scurry. She washed her hands and she straightened her hair up, Then I sabel quietly ate the bear up. Once in the night as black as pitch I sabel met a wicked old witch. The witch 9s f ace was cross and wrinkled, The witch 9s gums with teeth were sprinkled. Ho ho, I sabel! the old witch crowed, I 9ll turn you into an ugly toad! I sabel, I sabel, didn 9t worry, I sabel didn 9t scream or scurry, She showed no rage and she showed no rancor, But she turned the witch into milk and drank her. I sabel met a hideous giant, I sabel continued self -reliant. The giant was hairy, the giant was horrid, He had one eye in the middle of his f orehead. Good morning I sabel, the giant said, I 9ll grind your bones to make my bread. I sabel, I sabel, didn 9t worry, I sabel didn 9t scream or scurry. She nibbled the Zwieback that she always f ed of f , And when it was gone, she cut the giant 9s head of f . I sabel met a troublesome doctor, He punched and he poked till he really shocked her. The doctor 9s talk was of cough 9s and chills And the doctor 9s satchel bulged with pills. The doctor said unto I sabel, Swallow this, it will make you well. I sabel, I sabel, didn 9t worry, I sabel didn 9t scream or scurry. She took those pills f rom the pill concoctor, And I sabel calmly cured the doctor. ravenous: extremely hungry cavernous: large, like a cave rancor: bitter with anger hideous: really ugly or repulsive self-reliant: relying on oneself horrid: horrible Zwieback: sweetened, toasted, egg bread satchel: knapsack or backpack concoctor: a person who combines ingredients to make something. Third Grade, Poetry 2004 Colorado Summer Writing Institute 25 Appendix E-2 Nonsense Poetry cFor Want of a Nail d (traditional Mother Goose rhyme) For want of a nail, the shoe was lost, For want of a shoe, the horse was lost, For want of a horse, the rider was lost, For want of a rider, the battle was lost, For want of a battle, the kingdom was lost, And all f or the want of a horseshoe nail. cThe Cherry Pit d by Bruce Lansky When eating some cherries I swallowed a pit. I wonder if something will come of it. Just think how ridiculous it would be if I should give birth to a cherry tree. horseshoe: a u-shaped iron plate nailed to a horse 9s f oot f or protection. pit: a large seed f ound in the center of certain f ruits (cherries, peaches, etc.) Third Grade, Poetry 2004 Colorado Summer Writing Institute 26 Appendix E-3 Nonsense Poetry cJimmy Jet and His TV Set d by Shel Silverstein I 9ll tell you the story of Jimmy Jet- And you know what I tell you is true. He loved to watch his TV Set Almost as much as you. He watched all day, he watched all night Till he grew pale and lean, From cThe Early Show d to cThe Late Late Show d And all the shows between. He watched till his eyes were f rozen wide, And his bottom grew into his chair. And his chin turned into a tuning dial, And antennae grew out of his hair. And his brains turned into TV tubes, And his f ace to a TV screen. And two knobs saying, cVERT. d and cHORI Z. d Grew where his ears had been. And he grew a plug that looked like a tail So we plugged in little Jim. And now instead of watching TV We all sit around and watch him. cRidiculous Rose d by Shel Silverstein Her mama said, cDon 9t eat with your f ingers. d cOK, d said Ridiculous Rose, So she ate with her toes! Tuning dial: a device used to change settings (channels, volume) on older television sets. Vert.: abbreviation f or vertical Horiz.: abbreviation f or horizontal Third Grade, Poetry 2004 Colorado Summer Writing Institute 27 Appendix E-4 Nonsense Poetry cEletelephony d by Laura Richards Once there was an elephant, Who tried to use the telephant 4 No! No ! I mean an elephone Who tried to use the telephone 4 (Dear me! I am not certain quite That even now I 9ve got it right.) Howe 9er it was, he got his trunk Entangled in the telephunk; The more he tried to get it f ree, The louder buzzed the telephee 4 (I f ear I 9d better drop the song Of elephop and telephong!) cCows in the Kitchen d by Bruce Lansky I 9d never seen cows in the kitchen. That 9s why it was such a surprise when I went to my grandmother 9s dairy f arm, the cows there made so many pies. Third Grade, Poetry 2004 Colorado Summer Writing Institute 28 Appendix E-5 Nonsense Poetry cFather William d by Lewis Carroll cYou are old, Father William, d the young man said, cAnd your hair has become very white; cAnd yet you incessantly stand on your head 4 Do you think, at your age, it is right? d c I n my youth, d Father William replied to his son, cI f eared it might injure the brain; But now that I 9m perf ectly sure I have none, Why, I do it again and again. d c You are old, d said the youth, das I mentioned bef ore, And have grown most uncommonly f at; Yet you turned a back somersault at the door 4 Pray, what is the reason of that? d cI n my youth, d said the sage, as he shook his gray locks, cI kept all my limbs very supple By the use of this ointment 4one shilling in the box 4 Allow me to sell you a couple? d cYou are old, d said the youth, cand your jaws are too weak For anything tougher than suet; Yet you f inished the goose, with the bones and the beak 4 Pray, how did you manage to do it? d cI n my youth, d said his f ather, cI took to the law, And argued each case with my wif e; And the muscular strength which it gave to my jaw Has lasted the rest of my lif e. d cYou are old, d said the youth, cone would hardly suppose That your eye was as steady as ever; Yet you balanced an eel on the end of your nose 4 What made you so awf ully clever? d cI have answered three questions, and that is enough, d Said his f ather. cDon 9t give yourself airs! Do you think I can listen all day to such stuf f ? Be of f , or I 9ll kick you downstairs! d incessantly: doing something over and over uncommonly: unusually, especially youth: a young person or the state of being young sage: a word sometimes used to describe someone who is wise or old supple: easily bent or stretched without breaking ointment: something used as a medicine, usually applied to the skin or outside of something suet: a hard f at which is cooked and made very sof t to be eaten eel: a snakelike water f ish that can sometimes emit an electrical charge. Third Grade, Poetry 2004 Colorado Summer Writing Institute 29 Appendix E-6 Nonsense Poetry cLazy Jane d by Shel Silverstein Lazy Lazy Lazy Lazy Lazy Lazy Lazy Jane, She Wants A Drink Of Water So She Waits And Waits And Waits And Waits And Waits For I t To Rain. Third Grade, Poetry 2004 Colorado Summer Writing Institute 30 Appendix E-7 Nonsense Poetry cBoa Constrictor d by Shel Silverstein Oh, I 9m being eaten By a boa constrictor, A boa constrictor, A boa constrictor, I 9m being eaten by a boa constrictor, And I don 9t like it 4one bit. Well, what do you know? I t 9s nibblin 9 my toe. Oh gee, I t 9s up to my knee. Oh my, I t 9s up to my thigh. Oh f iddle, I t 9s up to my middle. Oh, heck, I t 9s up to my neck. Oh, dread, I t 9s upmmmmmmmmmmf f f f f f f f f f & Third Grade, Poetry 2004 Colorado Summer Writing Institute 31 Appendix F-1 Nonsense Poetry (Answer Key) cAdventures of Isabel d by Ogden Nash I sabel met an enormous bear, I sabel, I sabel, didn 9t care: The bear was hungry, the bear was ravenous, The bear 9s big mouth was cruel and cavernous. The bear said, Isabel, glad to meet you, How do, Isabel, now I 9ll eat you! I sabel, I sabel, didn 9t worry, I sabel didn 9t scream or scurry. She washed her hands and she straightened her hair up, Then Isabel quietly ate the bear up. Once in the night as black as pitch I sabel met a wicked old witch. The witch 9s f ace was cross and wrinkled, The witch 9s gums with teeth were sprinkled. Ho ho, I sabel! the old witch crowed, I 9ll turn you into an ugly toad! I sabel, I sabel, didn 9t worry, I sabel didn 9t scream or scurry, She showed no rage and she showed no rancor, But she turned the witch into milk and drank her. Isabel met a hideous giant, I sabel continued self -reliant. The giant was hairy, the giant was horrid , He had one eye in the middle of his forehead. Good morning Isabel, the giant said, I 9ll grind your bones to make my bread. I sabel, I sabel, didn 9t worry, I sabel didn 9t scream or scurry. She nibbled the Zwieback that she always f ed of f , And when it was gone, she cut the giant 9s head off. I sabel met a troublesome doctor, He punched and he poked till he really shocked her. The doctor 9s talk was of cough 9s and chills And the doctor 9s satchel bulged with pills. The doctor said unto I sabel, Swallow this, it will make you well. I sabel, I sabel, didn 9t worry, I sabel didn 9t scream or scurry. She took those pills from the pill concoctor, And Isabel calmly cured the doctor. *UNDERLI NED WORDS SHOW HOW THI S POEM I S MAKE-BELI EVE. Third Grade, Poetry 2004 Colorado Summer Writing Institute 32 Appendix F-2 Nonsense Poetry (Answer Key) cFor Want of a Nail d (traditional Mother Goose rhyme) For want of a nail, the shoe was lost, For want of a shoe, the horse was lost, For want of a horse, the rider was lost, For want of a rider, the battle was lost, For want of a battle, the kingdom was lost, And all f or the want of a horseshoe nail. c The Cherry Pit d by Bruce Lansky When eating some cherries I swallowed a pit. I wonder if something will come of it. Just think how ridiculous it would be if I should give birth to a cherry tree. cJimmy Jet and His TV Set d by Shel Silverstein I 9ll tell you the story of Jimmy Jet- And you know what I tell you is true. He loved to watch his TV set Almost as much as you. He watched all day, he watched all night Till he grew pale and lean, From cThe Early Show d to cThe Late Late Show d And all the shows between. He watched till his eyes were frozen wide, And his bottom grew into his chair, And his chin turned into a tuning dial, And antennae grew out of his hair. And his brains turned into TV tubes, And his face to a TV screen. And two knobs saying, cVERT. d and cHORIZ. d Grew where his ears had been. And he grew a plug that looked like a tail So we plugged in little Jim. And now instead of watching TV We all sit around and watch him. cRidiculous Rose d by Shel Silverstein Her mama said, cDon 9t eat with your f ingers. d cOK, d said Ridiculous Rose, So she ate with her toes! Third Grade, Poetry 2004 Colorado Summer Writing Institute 33 Appendix F-3 Nonsense Poetry (Answer Key) cFather William d by Lewis Carroll cYou are old, Father William, d the young man said, cAnd your hair

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