Literature and Poetry Springboards
1. Bill Peet's book No Such Things is a
rhythmic verse picture book full of creatures that amuse and delight listeners.
After listening to the reading of this book, children should discuss the rhyming
pattern. Encourage each child to create his own creature using clay, then write
a 4 lined poem about it using the same pattern as Mr. Peet.
2. In the book Sarah, Plain and Tall,
Jacob advertises for a wife. Have each student write a want ad for a mail order
bride or husband during that same era. As a follow-up, have children change
papers and answer with what they feel are their qualifications for that role.
3. The Courage of Sarah Noble lends itself
beautifully to the writing of a personal narrative. Take a brown lunch sack and
cut down any seam to the rectangle at the bottom. Cut the rectangle out so that
the lunch sack now lays flat when opened. Fold in half, then open again. Cut
two pieces of cardboard (cereal boxes are a good weight) just big enough so
that there is a small space between the two pieces of cardboard and margins
around all edges for folding. This will give an idea of how big the cover of
the book should be so that children can decorate. Have children design their
cover with the title "The Diary of Sarah." They may draw Native
Americans, a log cabin, a forest, etc., but whatever they draw must be done
bearing down HEAVILY with crayons. When they are satisfied with their product,
they should wad the lunch bag into a ball; the wrinkled the better. The teacher
then smoothes it out and places a newspaper on top. It is now necessary to iron
over the entire lunch sack. When finished it will look like an OLD book. The
writing now begins. Have children read two or three chapters at a time then
respond in the diary. They act as though they were Sarah; what were her
feelings at a particular time, what was happening, etc. always as "I,
Sarah." When all the responses are done, the lunch bag will be the cover
of the book. If you need help making sense out of all this, please email me!
4. James Marshall's books about George and
Martha use subtle humor that can be appreciated by a child (or adult) of
any age. After reading many examples to children and allowing them to explore
on their own, have them write their own version. It is an excellent lesson for
using quotation marks as well! Children may enjoy illustrating too. Here is an
example done by a second grader.
One Saturday morning George said to Martha, "Why don't we
go on a vacation to Florida?"
Martha said,"That sounds like a good idea!"
They flew to Miami and checked into a nice hotel. They went to
their room and got ready to go swimming. George wanted to go to the pool, but
Martha said,"NO, I want to go to the beach to get a better suntan."
"You already have a suntan,"noticed George.
"Well," said Martha, "I really just want to
admire the lifeguard."
"You're silly!" laughed George
5. Fables are short stories full of action that
always include a lesson. Read several fables to the class (Just So Stories
by Rudyard Kipling) and note characteristics. After children have read some
fables independently and understand the structure, establish the following
guidelines for writing their own.
a. brief story of 3-4 paragraphs
b. main characters are animals
c. animals behave like humans
d. fast action usually leads to humorous endings (the tables are turned, a
trick is played, or something unexpected happens)
e. the last line of the story will tell the lesson the story characters have
learned (Don't believe everything you hear, Haste makes waste, etc.
6. The "How and Why" story explains in
an imaginative way how and why things happen. Read stories such as Tikki
Tikki Tembo or How the Rhinoceros got his Skin . After
children explore some of these stories have them write their own version of
tales such as "How the Kangaroo Got its Pocket" or "How the
Whooping Crane Got his Name." They may surprise you with some of their own
titles!
7. Everyone loves If you Give a Mouse a Cookie!
It is an example of a "never ending" or "circle" story.
Below is a good example written
by Kerry, a third grader.
If you give my dad a fishing pole, he will probably ask for
shrimp bait to go with it. Then, when he gets his fishing pole, he will ask my
mom if she can make him a snack for his trip. When he finally gets his snack
and everything's ready, he will go fishing.
When he gets out there in the water ready to fish, he'll
remember that he forgot his camera, so he'll call my mom on his cell phone and
tell her that he forgot his camera. He'll ask her to have the camera ready and
he'll come home to get it. My mom says O.K., so he hangs up the phone. He
starts to reel in his line when he suddenly realizes that he has a HUGE fish.
The fish is impossible to pull in so the line will not cut or snap. Dad ends up
pulling the fish back to the marina. The pole then slips out of his hand and
falls into the water.
When he finally returns to the house for his camera, he will
probably ask my mom for a new fishing pole. Mom buys him a new fishing pole and
chances are he'll say that he needs shrimp bait to go with it.
8.
After discussing autobiographies with children, have them write one of their
own. We have made Mother's Day books and named them "All About Me,"
and they've been very popular. After writing, the children illustrated each
page. Any part of the following form can be changed to fit your needs. This is
the format used:
Page 1: I was born on __ in ___. My parents named me ___ because
___. My earliest memories are _____.
Page 2: There are ___people in my family. My father is a ____.
My mother is a____. I have ___brothers and ____ sisters. We like to do many
things together. We ___ and ____. (play games, take trips, etc.)
We have traveled to ____ and _____. I liked ___ the best because ______.
Page 3: At home I like to ____ and ____. I help by ____and
_____. I like to play the games _____ and _____.
Page 4: the happiest thing that ever happened to me was ____.
The funniest thing was ___. I am sad when _____. I get angry when _____.
Page 5: These are a few of my favorite things:
Book:
TV Program
Music
Color
Food
Place
Holiday
Movie
Hobby
Page 6: At school I am in ___ grade. My favorite subject is ___.
Something else that I like is _____. My least favorite subject is ____. I think
that school is _____. I wish that my teacher _____. My best day was _____. My
worst day was _____.
Page 7: Some of my friends are _____. The things I enjoy doing
with my friends are ____and ____. The best time I ever had with a friend was
____.
Page 8: The following things make me happy:
The touch of ______
The sight of ______
The sound of ______
The smell of ______
The taste of _______
Page 9: If I could be any person in the world I would be _____.
If I could have lived during any period in history I would choose ____ because
_______. In my opinion, the biggest world problem is _____. In America I think
that it is _____. My city's problem is _____. I often wonder why _____. My wish
for the world would be _____.
Page 10: If I could change one thing about myself, it would be
____. If I could have any talent that I wanted I would choose _____ because
_____. If I had all the money I wanted I would _____. Three granted wishes
would give my father _____, my mother ____, and me ________.
Page 11: Looking ahead: This summer I _____. Next year I hope
_____. When I am 13 _____. When I am 16 ______. When it comes time to go to
college I would like to _____ Someday I hope to be _____.
Page 12: Dear Mom, This book was written especially for you to
enjoy on your special day. HAPPY MOTHER'S DAY!
9.
After each child finishes reading a biography, put together a class book of
"Super Stars." Each child can write a few paragraphs and either draw
a picture of that person or find an illustration to use.
10.
Introduction to fairy tales: This "Do-it-Yourself Fairy Tale was taken out
of a study guide of "Rapunzel," from a Ruth Eckerd Hall performance
in our area. First, have the children write a one- word response to each of these
directions. Number a paper from 1-11. (Children love the final result when read
aloud!)
1. A descriptive adjective (beautiful, tall, ugly, etc.)
2. A color
3. A girl's first name
4. An emotion (happy, angry, etc.)
5. An activity ( ski, swim, draw, etc.)
6. A public place
7. An animal
8. Another color
9. A favorite male movie star
10.A country or city
11.A number between 1 and 10
When the children have
finished writing their list, have them fill in the blanks with corresponding
numbers in this story that has been copied and given to each one.
Once upon a time, there lived a (1) _________ girl who had long
(2)________ hair. She was named (3) ___________. She was always very (4)
__________and she loved to (5)_______.
One day while she was walking near the (6)_______ she met a
(7)_______that had (8) __________eyes.
To her surprise, the creature spoke to her and begged her to kiss him. He kept
begging and begging, and finally she did and POOF! All of a sudden the creature
disappeared, and in its place was (9) _________.
She had broken the spell with her kiss, and they were married and went to live
in a palace in (10)_____. They had (11) _______children and lived happily ever
after!
11.
After reading The Three Pigs, have children write a real estate
advertisement for any of the three houses before destruction (of the first two)
by the wolf. Here is an example:
Country Home: You won't have to draw straws to decide who comes
to see this quaint open floor plan cottage with thatched roof. Unusual architecture
designed by owner. Located in a safe upscale neighborhood. When nature calls,
you'll enjoy the wonderful outdoors. By Maggie
12.
Read the book Fortunately by Remy Charlip. Children can write their own
version such as the following:
Fortunately I did my homework last night.
Unfortunately I left it on the kitchen table.
Fortunately my teacher is very understanding.
Unfortunately she was absent and we had a substitute.
Fortunately the sub said I could do it at recess.
Unfortunately it rained, and everyone stayed inside.
Fortunately my mother called and said she'd bring it.
Unfortunately she had a flat tire on the way.
Fortunately she finally arrived.
Unfortunately the sub had left for the day.
Fortunately I won't always have days like this!
13.
Mercer Mayer's What do you do with a Kangaroo? is a good springboard for
a rhymed poem. After reading the story to children, have them make up an animal
and write a poem much like the following:
What would you do
with a flitcherpatoo?
I don't know
I'm asking you.
My mother said as she was lying in her bed,
She'd paint it red because it would probably shed.
My father said while he was in the yard,
He would probably use it for cleaning because that was very hard.
My sister said from the pool,
She would use it for homework from school.
My brother said while listening to a tape,
He would use it for getting himself in shape.
What would YOU do
with a flitcherpatoo?
I don't know
I'm asking YOU!
Poetry Springboards
Read the following poem by
Marchette Chute:
I got up
this morning and meant to be good
But things didn't happen the way that they should.
I lost my toothbrush,
I slammed the door,
I dropped an egg
On the kitchen floor.
I spilled some sugar
And after that
I tried to hurry
And tripped on the cat.
Things may bet better, I don't know when.
I think I'll go back and start over again.
After reading the poem,
discuss with children bad days they may have experienced and what happened.
Then write a poem using the format below:
I got up
this morning and meant to be good
But things didn't happen the way that they should
___________________ (what happened?)
___________________ (what happened?)
___________________ (what happened?)
___________________ (where?)
And after that
___________________(what happened?)
___________________(what happened?)
Things may get better. I don't know when.
I think I'll go back and start over again.
Shel Silverstein's book Where the Sidewalk Ends offers
numerous springboards for writing poetry. Here are just a few:
1.
Read "Invention" page 48. Write a poem using the first two lines and
make up the rest! These might also be illustrated. Here is an example:
I've done
it! I've done it!
Guess what I've done.
I've invented a hitting machine.
It can hit my baseballs over the fence.
It can hit a gate.
But oh, there's only one thing wrong . . .
It can only hit balls pitched right down the middle
And I can't throw straight!
2. Read "For Sale" page 52. A rhyming
pattern may be followed or just free verse. Any number of verses may be
written. Here is an example:
Manatee
for sale!
Manatee for sale!
One big, beautiful
Manatee for sale!
He'll
clean your room
He'll scrub the floor
He'll make your bed
And a whole lot more!
Mom said that
I can't keep him
She says he brings too many troubles
I think I know why
He's always blowing bubbles!
3. Read "Who" page 63. The original poem
that the child writes may be a reflection on things he/she does well or a
complete fabrication. Here is an example:
Who can
hit a baseball better than anyone on his team?
I can!
Who got the highest grade in the class on the last math test?
I did!
Who will be selected as the most valuable player on the football team?
I will!
Who may go to Paris on his next vacation?
I might!
April Fool!
4. Read
"Recipe for a Hippopotamus Sandwich" page 64. Encourage children to
simply write a recipe for something outrageous for any animal of their choice!
5. Read "What a Day" page 118. Every
family has experienced a bad day. Brainstorm with students on what has happened
during those days then write a short poem. Here is an example:
What a
day,
Oh, what a day!
My mom lost her car keys,
My dad got a flat tire
My brother lost his baseball game
And I forgot my homework!
Oh, what a day!
6. Read "Instructions" page 129. Choose
an animal and think of the many unlikely items needed. An example
follows:
If you
should ever choose
to bathe a hippopotamus,
Use 50 rolls of paper towels,
A four hundred pound bar of soap
Twenty men
And a very, very, very large bathrobe!
7. Read "If the World was Crazy" page
146. Brainstorm ideas with children then have each one write their own ideas as
below:
If the
world was crazy
do you know what I'd do?
I'd eat desserts for all of my meals,
I'd sleep on the ceiling,
I'd stay up until 1:00 a.m.
And I'd live in a shoe and never clean my room.
That's what I'd do!
1. Judith Viorst's Book If I
Were in Charge of the World and Other Worries also provides many
springboards. Here are just a few: Read the poem "If I Were in Charge of
the World" pages 2-3. Use the following format for the children to write
their own version:
If I were in charge of the world
I'd cancel _____,
_________,
_________, and also
_________.
If I were in charge of the world
There would be _______,
______, and
There would be _______.
If I were in charge of the world
There would not be _____,
_________, _________
or ________.
Finish as you like!
Here is an example:
If I were
in charge of the world
I'd cancel every disease,
all evil in people,
drugs, and also
weapons of all kinds.
If I were
in charge of the world
There would be enough food for everyone,
Dessert would be eaten BEFORE every meal, and
There would be NO bedtime.
If I were
in charge of the world
There would not be homework
cleaning your room, getting up early,
or anyone saying, "Go practice your piano!"
That would
by MY kind of world!
2. Read "I Wouldn't be Afraid" page 5.
Follow the format below.
Fears can be real or imagined.
I wouldn't be afraid to _________ or __________,
if you'd dare me.
I wouldn't be afraid of ____, _____, ______, or ______.
Just ________ scare(s) me!
Here is an example:
I wouldn't
be afraid to climb a mountain or do a sky dive,
if you'd dare me.
I wouldn't be afraid of tarantulas, poisonous snakes, faulty bridges, or wasps,
Just homework slips scare me!
3. Read "Good-Bye, Six --Hello, Seven on page
51.
Brainstorm some of the things
that children can do when they pass from one age to the next. Will they have
more privileges? What differences will there be? Try the following format:
I'm _____
And____
And _____
And_____
And____
And I'm getting to think that ___(age) could be hard!
Here is an example:
Good-Bye,
Nine -- Hello, Ten
I'm
getting more homework
And I'm learning to make my bed
And I'm practicing longer on my piano lessons
And I'm baby-sitting my little brother
And I now have to clean my room
And I'm getting to think that ten could be hard!
Read Eve Merriam's poem "Beware, or be Yourself."
Don't
begrudge,
don't beseech,
don't besot,
don't besmirch,
don't belabor
don't belittle,
don't befuddle,
don't befog,
don't benight,
don't belay,
don't bedizen,
don't bedeck,
don't beguile,
don't bewitch,
don't behead,
Just behave!
Brainstorm with children
rules their parents and teachers have taught them about good behavior, then
write a poem such as the following:
Don't
forget to say thank you,
Don't forget to say please,
Don't fight with your brother,
Don't eat with your mouth full,
Don't run in the house,
Don't talk so much,
Don't turn the music so loud,
Don't go to bed late,
Don't forget to brush your teeth,
Don't be silly,
Just behave!
Read "Beans, Beans, Beans" by Lucia and James Hymes.
It can be found in the book Hooray for Chocolate and Other Easy to Read
Jingles. After reading the poem, choose a topic on which to write a rhythm
poem. The pattern can be adapted from the following example:
Candy,
Candy, Candy
Gumdrop
candy
Hard candy
Chewy, caramel, sticky candy
Bitsy, bar, mouthwatering candy
These are just a few!
Taffy
candy
Peppermint candy
Lemon, cherry, lime candy
Jelly bean, nutty, gooey candy
Lollipop candy, too!
Sour
candy,
Sweet candy,
And don't forget butterscotch candy!
Last of all
Best of all
I like CHOCOLATE candy
The following poem is
another one to read by Eve Merriam:
What will you
find at the edge of the world?
A footprint,
a feather,
desert sand swirled?
or a junkyard of cars?
What will
there be at the rim of the earth?
A mollusk
a mammal,
a new creature’s birth?
Eternal sunrise,
immortal sleep,
or cars piled up in a rusty heap?
The first line of this poem offers many possibilities such as
“What will you find. . . in the
twinkle of a star, in the heart of my city, in the middle of a nightmare, in
the center of peace, in the middle of the ocean, etc) Once a child decides where
the first line leads him/her, the rest of the poem should simply flow! Here is
the pattern:
What will
you find _____?
a _____,
a _____,
a _____?
_______
_______,
or _____?
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