,

Bedtime

photo-182

 

 

 

 

 

 

 

 

 

 

 

Bedtime

Every night my lizard slithers
Down from his plastic tree.
He crawls in his log and rests
His head and goes to bed like me.

(c) 2013, Elizabeth Steinglass, all rights reserved

 

This week my favorite book of children’s poetry is Surprises, an early reader, poetry anthology edited by Lee Bennett Hopkins. The poems included are perfect examples of the kind of children’s poems I love. The subject matter is kid-friendly and kid-interesting. The language is simple and easy to understand, while also being rhythmic, rhyming and surprising. Only some of the poems are funny, but they all have a punch-line that makes you laugh or sigh or tilt your head to reconsider something from a different angle. I also love that the book is small, easy to hold, easy to afford, and easy to read and reread.

The first poem in the collection is “Plans,” a poem about a child’s someday cats by Maxine Kumin. What really struck me about this poem was the enjambment. Yes, the enjambment. It’s a four-line poem and at the end of each line the content just keeps going, giving the poem a lovely flow and momentum. The enjambment also provides a refreshing contrast to the many children’s poems that have end stops at the end of every line.

After reading and rereading Surprises and “Plans” all week, I gave myself an assignment—to write a kid-friendly, original animal poem using enjambment. Thus the poem above.

For more Poetry Friday, visit MsMac at Check It Out.

/16 Comments/by
, , , , ,

Haiku: The Wordless Poem

 

 

 

 

 

 

 

 

 

for sale
a sparrow slips into the attic
trailing toilet paper

 

watching fireworks
from the car
chickenpox

 

screen door
song of the birds
cry of the cat

 

a sudden fall
of acorns—

chipmunk looks
at me

 

I’ve been focusing on haiku again, preparing submissions for Modern Haiku (deadline July 15) and Frogpond (deadline August 1). (Hint, hint…) I set these aside to post here because they were the most kid-friendly.

Haiku are sometimes called “wordless” poems. The idea is that the reader connects directly with the experience being depicted, not with the words of the poem. For me wordless also refers to all the words that might have been included but weren’t–words that the reader constructs for herself. We know from the words in the second haiku that somewhere there is a screen door, birds singing, and a cat crying but there are no words explaining that the cat is crying because she is on one side of the screen door and unable to hunt the birds happily singing on the other. According to Cor van den Heuvel, the poet Ogiwara Seisensui once described haiku as a circle–half provided by the poet and half provided by the reader. This is just the kind of active reading I hope to inspire in kids.

For more Poetry Friday visit Michelle Heidenrich Barnes at Today’s Little Ditty.

/15 Comments/by
,

Back to Work

200px-Tin_Woodman

The Tin Woodman as illustrated by William Wallace Denslow (1900) in The Wonderful Wizard of Oz by L. Frank Baum

 

 

 

 

 

 

 

 

 

 

 

 

 

I’m back after end-of-the-school-year madness, an awful stomach virus, and a once-in-a-lifetime trip to Italy. I hadn’t intended to take such a long break from writing, but one thing after another made it difficult to focus. I don’t know about you, but after breaks like these I find it hard to get back to work. I feel like the Tin Woodman rusted and stranded in the forest. Where’s Dorothy with that can of oil? I was going to write that there is no Dorothy. I have only myself to get these rusty joints in motion. But that’s not entirely true. There are quite a few Dorothy’s out there. The two I turn to most often are Laura Purdie Salas and Miss Rumphius. When I’m stiff and need to get moving, I go to them for a squirt of oil.

This week Miss Rumphius prompted her readers to write a list poem. Her model was a list of all the reasons she hasn’t been able to write lately. Here’s my reply:

 

Things to do with Poems

Read them.
Read them out loud.
Read them when you should be reading something else.
Read them to remind yourself you’re not alone.
Copy them out, in your own hand, fold them into little squares, and stuff them
in your shoe.
Tape them to the mirror, the wall, the dashboard, your forehead.
Write them when the spring breaks ground.
Write them when you fear your chest will burst with all you stuff there.
Etch them on your brain.
Ink them on your arm following your veins.
Write them on the sidewalk in thick pink chalk.
Watch them dissolve and run off in the rain.
Pick their cotton shreds from your lint screen.
Recite them so the clock on the back wall can hear you.
Hide them in books and backpacks and pillowcases so someone else can find them.
Whisper them in the dark.

 

Yesterday, Laura Salas posted a mysterious blue image on her 15 words or less blog. Here’s my response:

blue blood flows
through sweeping skies
delivering life
to weary eyes

 

Ah, much better. I think I can move my arm again.
So, fellow poets, what do you do to get back to work after a break?
For more Poetry Friday visit Keri Recommends.
See you next week.
Liz

(c) 2013, Elizabeth Steinglass, all rights reserved

/16 Comments/by
,

The First Day of Summer

photo-167

 

 

 

 

 

 

 

 

Tomorrow is a blank piece of paper
For me to color
However I want.
After a long sleep,
And a long stretch,
And a long, long daydream,
I can draw whatever I want.
I can use whatever color I choose.
Maybe I’ll make the sky pink and the trees blue
Just because I want to.
I’ll take my time drawing sun and sky and earth and me in the middle.
I might take all day to draw my world.
And no one will be there to tell me time is running out
Because tomorrow is a blank piece of paper
Just for me.

For more Poetry Friday visit Tabatha Yeatts at The Opposite of Indifference.

(c) Elizabeth Steinglass, 2013, all rights reserved

/26 Comments/by
,

Little Blue Egg

photo-164

 

 

 

 

 

 

 

 

 

 

I found
on the ground
a little blue egg.

On the egg
I found
a hole.

There is no bird
in the little blue egg.

I wonder
where
it’s gone.

 

In my favorite Calvin and Hobbes, Calvin digs a hole. He finds rocks, a root, and some grubs, announcing with delight, “There’s treasure everywhere!” I love that he thinks of these things as treasures, in part because I do too. These are exactly the kinds of treasures I look for when I go for walks. And every time I go out and look for them, I find them because Calvin’s right–there’s treasure everywhere.

When I was in Boyds Mill, PA for the Highlights Foundation workshop last week, I found this egg outside the door of my cabin.

I’ve broken some poetry “rules” with this poem. I’ve set up a bit of a pattern in the first two stanzas, but I don’t follow the pattern throughout. Also, though it’s a poem for young readers and has a strong meter, it doesn’t rhyme. I tried many drafts of this poem, following the usual rules, but I kept coming back to this version, which seems to sing the right song for this slightly sad and mysterious egg.

What treasures are outside your door?

For more Poetry Friday visit Betsy at Teaching Young Writers.

(c) Elizabeth Steinglass, 2013, all rights reserved

/21 Comments/by

A Poetry Retreat

photo-164

 

 

 

 

 

 

 

 

This week I was lucky enough to sneak away for a few days of eating, sleeping, and breathing poetry at The Poet’s Poetry Workshop at the Highlights Foundation. What a treat to leave the usual chores and responsibilities behind and just focus on poetry. Our instructor Rebecca Kai Dotlich shared her wisdom and her library, guided us through many creative exercises, and facilitated endless critique sessions. My fellow students brought a huge range of experiences and talents to the table, but we all shared a passion for poetry, a desire to improve, and a genuine interest in supporting one another. Rebecca Davis, the editor-at-large for WordSong visited, and we even snuck in a skype session with Lee Bennett Hopkins, who advised us to write from the gut and from the heart. Today I am feeling grateful, exhausted, and full.

I got really fabulous answers to last week’s questions (and I will provide some kind of summary when I get a chance) so I’d like to ask another question this week:

Where do you go—what workshops, retreats, conferences, etc.—when you want to get away, get inspired, and focus on the craft of writing poetry?

Thanks for taking the time to answer.

For more Poetry Friday and other delectable treats visit Jama Rattigan.

/21 Comments/by
, , , ,

Haiku for Kids, Questions for Bloggers

P1040209

 

 

 

 

 

 

 

 

 

pay dirt—
under the roses
a soccer ball

 

late at night—
a cricket sings
in the lizard’s cage

 

© Elizabeth Steinglass, 2013, all rights reserved

 

Ever since I started this blog, I’ve had two recurrent questions: Who is my audience? And why do I do it? It’s been a year and a half now, and I’m still not sure I have any good answers. Am I writing for poets, teachers, kids, friends? Is my goal to write more, share more, promote more, connect more?

I’m the kind of person who likes to talk through questions like these. So, fellow poet bloggers, I ask you:

1. Who is the audience for your blog?

2. Why do you blog?

I’d love to hear your thoughts in the comments below.

/35 Comments/by
,

A Haiku for Mother’s Day

Hachiya persimmons by Downtowngal

Hachiya persimmons by Downtowngal

 

 

 

 

 

 

 

 

 

 

Wild persimmons,
The mother eating
The bitter parts.

Issa

 

 

Along with Basho, Buson, and Shiki, Issa (1763-1827) is considered one of the four masters of Japanese haiku. Issa lived a particularly tragic life, losing his mother at age three, his inheritance and home after the death of his father, the wife he adored and their three children, all very early in their lives. To learn more about Issa and his poetry,
I recommend Anita Virgil’s discussion of his life and work in episode 16 of Haiku Chronicles.

 

Happy Mother’s Day

 

/3 Comments/by
, ,

The Poetry Friday Party is Here!

 

 

 

 

 

 

 

 

 

Garden Party

Weeping willow wears a gown
Of leafy lace that sweeps the ground.
Under her skirt we blow grass horns
And watch the daisies dance a round.

(c) Elizabeth Steinglass, 2013, all rights reserved

 

Welcome Poetry Friday visitors. Please join the party
by leaving your links in the comments. I’ll come by later
and add them to my post.

Happy Poetry Friday!

Liz

Here’s today’s round-up:

Looking for something rhyming and funny? See Jeff at NC Teacher Stuff whose colleague Wayne Leonard made a short video in response to a student challenge.

During National Poetry Month Laura Salas was so busy with her poem starter videos and other commitments, she missed out on other blogs. This Friday she’s heading over to Jama Rattigan’s list of Poetry Month celebrations. She’s also wondering what Poetry Month blogs we particularly enjoyed visiting.

At Random Noodling Diane is taking a breath after National Poetry Month and sharing a favorite cat poem by Denise Levertov.

At Kurious Kitty Diane shares “I Left My Head” by Lilian Moore, a poem which may speak both to the younger and the older crowd, and probably quite a few in the middle.

Diane has an explosive quote by Lilian Moore at at KK’s Kwotes.

Author Amok, Laura Shovan has been working with third graders writing scientific Fibonacci poems. Today she shares a couple of her students’ poems and her lesson plans.

Bridget at Wee Words for Wee Ones has an original foggy day, dog walking poem.

At Crackles of Speech Steven Withrow has an original poem about the lion who guards “The Library Steps.”

Robyn Hood Black has some laugh-out-loud student limericks from the Fair Street School at Life on the Deckle Edge.

In the mood for something odd? Myra has Tim Burton’s Melancholy Death of Oyster Boy at Gathering Books.

Congratulations to Linda who is celebrating her 500th post at TeacherDance! This week she’s taking time to reflect on the important things about blogging. She also shares “The Seven of Pentacles” by Marge Piercy.

Charles Gingha, aka Father Goose, is celebrating May with his original poem “Happy Birthday, May!”

Renee LaTulippe at No Water River has two posts to share this morning:

The first stars Amy Ludwig VanDerwater, who comes out of her enchanted forest to share “Puff,” a poem from her new book Forest Has a Song.

The second is a poetry video and a video interview with the beloved poet and anthologist, Lee Bennett Hopkins.

Matt Forrest Esenwine at Radio, Rhythm & Rhyme seems to have a touch of spring fever. This morning he shares an original poem, “Wildflowers, for Jane.” Who’s Jane? Jane Yolen, of course!

Tabatha Yeatts at The Opposite of Indifference shares poems from Poetry Out Loud, the amazing Nation Recitation Contest.

Mary Lee Hahn is also sharing poems about cats and has a link to even more cat poems at A Year of Reading.

Heidi Mordhorst has some really lovely poems by her kindergarten students, the Mighty Minnows, at My Juicy Little Universe.

Margaret at Reflections on the Teche has been reading I Love You the Purplest by Barbara M. Joosse with her students and working with them to write Mother’s Day poems. I know some moms who are going to get really special gifts this year.

Now that National Poetry Month is over, it’s time for Get Caught Reading! Kick off this next celebration At Reading to the Core with Robert Louis Stevenson’s “Picture-books in Winter.”

Before heading to the ocean on the 8th grade retreat, Ruth at There is no such thing as a God-forsaken town posted Jack Spicer’s “Any fool can get into an ocean…”

At Used Books in Class you will find a touching post about the impossibility of repaying mothers and Billy Collins’s poem, “The Lanyard.”

This week Irene Latham shares answers to questions such as “Why is poetry important?” and “Where do poems come from?

Irene has also posted the complete 2013 Kidlitosphere Progressive Poem. It’s quite a ride.

Betsy at Teaching Young Writers shares an original poem, “Winter Memories,” and a link to #chalkabration celebrations from the week. If you have a moment and can visit it was a dusty good time.

At Inside the Dog Steve Peterson shares an original haibun about fly fishing that was inspired by Mary Lee’s April poetry challenge.

Capping off National Poetry Month, Penny Klosterman, a teacher for 26 years, shares an extensive Poetry Resource page for teachers.

Donna at Mainely Write has four different versions of her poem, “Robin’s Proclamation.” Which do you prefer?

Doraine Bennett explores sestinas at DoriReads.

Sylvia Vardell and Janet Wong are already thinking about summer. Today at the Poetry Friday Anthology blog they are sharing Debbie Levy’s poem “My Best Friend is Leaving.” And at the Poetry Friday Anthology for Middle School blog they have a poem movie by Phyllis Yarbro, featuring Marilyn Singer’s poem, “Body Art.”

Amy Merrill at Mrs. Merrill’s Book Break pairs poetry and origami (thanks to Kristine O’Connell George!).

Today at The Writer’s Whimsy Tamera Will Wissinger is  celebrating poets and National Poetry Month with a tercet epigram and also recapping her April Poetry activities.

At Wild Rose Reader Elaine has an original poem titled “Puddle Muddle” and announces the winner of “Puddle Wonderful: Poems to Welcome Spring.”

Becky Shillington discusses ekphrastic poetry and shares an original poem “Hope.”

Though it’s still snowing in Minnesota, Jill at Orange Marmalade is thinking spring and shares a hopeful poem about seeds from The Book of The Seasons: An Anthology by Eve Garnett.

At Bildungsroman, Little Willow shares the opening of Eva of the Farm, a verse novel by Dia Calhoun.

Today’s Little Ditty features “Tuesday’s Miracle” a celebration of spring and babies by Michelle H. Barnes.

Ms. Mac has more than 98 reasons to celebrate student work at Check it Out!

Readertotz has a wonderful rhyming board book “Tea Time” by Karen Rostoker-Gruber.

At On Point Lorie Ann Grover has a haiku entitled “Triangle Dresses.” Where have you seen ladies in triangle dresses?

David Elzey is in with his 30th and final Pulitzer Remix post. To celebrate National Poetry Month, he’s been extracting poems from “The Stories of John Cheever.” This week he has a stunning poem from the story “The Enormous Radio.”

Janet Squires at All About the Books shares Dogku by Andrew Clements, illustrated by Tim Bowers.

/42 Comments/by
, , , ,

Why Limericks?

photo-157

 

 

 

 

 

 

 

 

 

 

 

Two Original Limericks:

 

There once was a boy with a stick
Who wanted to try a cool trick.
He threw the stick up,
Held his hands like a cup
And grasped the fine point of the stick.

 

There once was a girl who loved rhyme.
She rhymed when she talked all the time.
Her friends grew to hate
This maddening trait
And prompted her interest in mime.

 

Why Limericks?

A few weeks ago I wrote about why I think we could all benefit from spending some time reading and writing haiku. This week I want to advocate for a very different form—the limerick.

Here’s why I think kids, and their grown-ups, should study and write limericks:

1. Limericks are funny.

2. Limericks have a strong, easily identifiable rhyme and meter.

3. Because of #1 and #2, limericks provide a perfect jumping off point for the study of rhyme and meter.

Lately, I feel like I’m reading more warnings against writing in rhyme and meter and even against teaching children to write in rhyme and meter because it’s so hard. It is hard. Often the difference between an excellent poem and a poem that makes you wince is the rhyme and/or meter. Rhyme and meter are basic elements of poetry, music, language, and humor. We can’t give up! We need to study and practice and work. Limericks provide a great opportunity to do that work, while also having fun.

 

For anyone who’s interested, here’s one possible approach to teaching the limerick:

1. Read a limerick out loud and have the kids read it out loud multiple times, until they can nearly sing it by heart.
(Be sure the example follows the rules of the form very closely.)

Here’s a classic by Edward Lear:

There once was a man with a beard
Who said, “It is just as I feared!
Two Owls and a Hen,
Four Larks and a Wren,
Have all built their nests in my beard!”

2. Work with the kids to rewrite the limerick in nonsense syllables like da and DUM: da for the unstressed syllables, DUM for the stressed syllables. Have them chant this a few times too.
da DUM da da DUM da da DUM
da DUM da da DUM da da DUM
da DUM da da DUM
da DUM da da DUM
da DUM da da DUM da da DUM

You could at this point talk about variations in the form, such as:
da DUM da da DUM da da DUM
da DUM da da DUM da da DUM
da da DUM da da DUM
da da DUM da da DUM
da DUM da da DUM da da DUM

Or:
da DUM da da DUM da da DUM da
da DUM da da DUM da da DUM da
da DUM da da DUM
da DUM da da DUM
da DUM da da DUM da da DUM da

You could also show them how people typically mark meter—with ˘ and ‘
As in
˘ ˘ ´ ˘ ˘ ´ ˘ ˘ ´
˘ ˘ ´ ˘ ˘ ´ ˘ ˘ ´
˘ ´ ˘ ˘ ´
˘ ´ ˘ ˘ ´
˘ ˘ ´ ˘ ˘ ´ ˘ ˘ ´
(For information about how to make these symbols on a mac go to ChrisWrites.com.)

3. Show the kids a different version of the same limerick that disrupts the rhyme:

For example, with apologies to Mr. Lear:

There once was a man with a beard
Who said, “It is just as I dreaded!
Two Owls and a Hen,
Four Larks and a Jay,
Have all built their nests in my hair!”

What’s wrong with this version?

You might want to mention that Lear’s limericks often use the same word at the end of the first line and at the end of the last line. Sometimes contemporary readers don’t seem to feel comfortable with this rhyming of the word with itself.

4. Show the kids another version that disrupts the meter:

For example, again with apologies to Mr. Lear,

Once there was a man with a beard
Who exclaimed, “It is exactly as I feared!
Owls and white Hens,
Twenty-one Larks and Wrens,
Made nests in my long beard!”

What’s wrong with this version?

I think that by comparing this version to Lear’s, kids can see for themselves the importance of getting the meter right.

5. Give the kids another messed up limerick.

Here’s another Lear limerick I’ve taken the liberty of ruining:

Once there was a Young Lady of London,
Whose shoelaces were almost never untied.
She bought some clogs,
And some tiny spotted cats,
And frequently galloped about Ryde.

Can they fix it (alone, in pairs, or as a class)?

Here’s the original:

There was a Young Lady of Ryde,
Whose shoe-strings were seldom untied.
She purchased some clogs,
And some small spotted dogs,
And frequently walked about Ryde.

6. Finally, ask them to write their own limerick. I think it’s important to mention that it’s harder than it sounds. I would also provide opportunities to get help—either from partners or the whole group. And as always, when I ask kids to write, I write. I want them to see that I’m willing to take on all the risks and challenges I ask them to take on. Often I’m the very first to ask for help.

For more Poetry Friday, visit Laura Salas at Writing the World for Kids.

Next week, Poetry Friday will be here!

© Elizabeth Steinglass, 2013, all rights reserved

/13 Comments/by