Jennifer Quanrud

Education 124
Poetry File
Dr. Small
March 24, 2014

Poetry File

Poem Science

October by Rose Fyleman

The summer is over,
The trees are all bare,
There is mist in the garden
And frost in the air.
The meadows are empty
And gathered the sheaves-
But isnt it lovely
Kicking up leaves!
John from the garden Has taken the chairs;
Its dark in the evening
And cold on the stairs.
Winter is coming
And everyone grieves-
But isnt it lovely
Kicking up leaves!

Source: Jacobs, L. (1968). October by Rose Fyleman (Ed.) Poetry for Autumn (p. 25).
Illinois: Garrard Publishing Company

Why: I choose this poem because when you close your eyes you can encounter all
the senses of October and/ or the presence of Fall in the air. The imagery is perfect
for your students especially ELL students who havent experienced fall and its
beautiful colors before allowing them the experience before diving into the science
of why this season occurs.

How and Who: I would use this poem as a read aloud in a 1
st
or 2
nd
grade classroom
while studying and reviewing the seasons and their characteristics. It teaches
students the characteristics of the month/season and allows students to start
exploring the fun of kicking up leaves as well as questioning why all the leaves have
left the trees and leads next into an investigation.

Section on BB wiki:
Science Seasons/ months characteristics, Grades 1 & 2
October
Jacobs, L. (1968) Poetry for Autumn p. 25


Poem Social Studies (U.S. History)

Washington, D.C. by Rebecca Kai Dotlich

On the east bank of the Potomac,
lies Washington, D.C.
the capital of our Nation
which stands for liberty.

Its here our U.S. Presidents
are sworn into command;
where the courtly U.S. Capitol
and the stately White House stand.

Sweet cherry blossoms spice the air
of city blocks in patterened squares,
and grassy knolls and splendid parks.
claim rare museums and grand landmarks.

Where patriotic monuments
stand haunting in the night;
where King proclaimed, I have a dream,
and Kennedys flame burns bright.

Its here, in a place called Arlington,
where stars and stripes do fly;
where silent snow-white tombstones march
in rows where heroes lie.

The Tomb of the Unkown Soldier;
the changing of the guard.
the gardens and the galleries,
the tree-lined boulevards.

From around the world they come to touch
with tears and hushed acclaim
the sleek and sacred granite Wall
engraved with soldiers names.

On the east bank of the Ptomac,
lies Washington, D.C.
the capital of our Nation
which stands for liberty.

Source: Hopkins, L. (2000). Washington, D.C. by RebeccaKai Dotlich (Ed.) My
America: A poetry atlas of the United States (p. 14-17). New York: Simon & Schuster
Books for Young Readers.

Why: Washington, D.C. by Rebecca Dotlich has always been a favorite poem of mine
that I had read aloud to me (and my classmates) in fourth grade when learning
about the United States. Back in fourth grade it seemed like a fantasy to be able to go
to these places and experience the liberty and freedom we do receive as citizens of
the United States. This poem was read aloud to my classmates and I again when we
were seniors in high school and heading out on our Senior Class Trip, which
included visits to all the places listed within this poem. My fantasy came true!

How and Who: I would read this poem aloud to my fourth graders or fifth graders
when learning about U.S. history and when exploring our United States Capital. With
the map and fun facts included on the pages prior to the poem, I believe Dotlichs
poem would be a good foundation allowing higher order thinking questions and
answers about our nations capital and the liberty/freedom we are given today to be
present when learning.

Section on BB wiki:
Social Studies U.S. History, Grades 4 & 5
Washington, D.C.
Hopkins, L. (2000) My America: a Poetry Atlas of the United States p. 14 -17





Poem Math

The Faces of the Clock by unknown author

The Big Hand is busy
But the Small Hand has power.
The large one counts the minutes.
But the Little One names the hour.

When both Hands stand at the top together,
Its sure to be Twelve Oclock. But whether
Thats twelve at noon or twelve at night
Depends on if its dark or light.

Source: Time poems and songs. (2009) The Faces of the Clock. Retrieved from
http://www.proteacher.net/discussions/showthread.php?t=231451

Why: I choose this poem because it is short, sweet, and to the point. Some clock
songs and poems can be long and only confuse students about what exactly the
parts of the clock are and what their purposes are in telling time. This poem
however is up front of the main parts and what their purposes are in telling time
and whether it is the am or pm, which is more abstract for students to comprehend.

How and Who: I would read this poem aloud and provide a copy of the poem to my
first graders when they are first learning what the parts of the clock are and their
purpose in telling time. I would also read and provide a copy of this poem to my
second grade students as we review the parts of a clock and telling time as well as
when we encounter the difference in am and pm.

Section of BB wiki:

Math Time, Grades 1 and 2
The Faces of the Clock
Unknown author (2009)
http://www.proteacher.net/discussions/showthread.php?t=231451


Poem Health

My Teeth

Can you see my teeth?
I use them to chew.
I chew things like carrots
so my teeth stay like new.

Can you see my teeth?
I use them to bite.
I bite things like apples
so my teeth will stay white.

Can you see my teeth?
I use them to speak.
I say t and f
every day of the week.

Can you see my teeth?
I use them to smile.
I brush until my grin
is as wide as a mile!

Source: Can teach: Teeth & dental health. (n.d.). Retrieved from
http://www.canteach.ca/elementary/songspoems38.html
Why: I chose this poem for health because I think teeth & dental health is one thing in
schools that is not hit on as much as other topics. I think it is important to tell students
they need to brush their teeth twice a day and give them authentic reasons for doing so.
Also showing them the importance of healthy, strong teeth in every day life.

How and Who: I would use this poem with first, second, and even third grade students. I
would read this poem to them and have them do an activity with this poem based on the
importance of having healthy, strong teeth in everyday life. I would also have students
use their higher order thinking skills and discuss and explore with the idea of what would
happen if they didnt brush their teeth and keep them healthy on a regular basis.

Section on BB wiki:

Health Teeth and Dental Health, Grades 1, 2 and 3
My Teeth
Can teach: Teeth & dental health. (n.d.). Retrieved from
http://www.canteach.ca/elementary/songspoems38.html


Poem Music

Zin! Zin! Zin! A Violin by Lloyd Moss

(poetry book)

Source: Moss, L. (1996). Moss, L. (1996). Zin! zin! zin! a violin. New York : Simson &
Schuster.

Why: I choose this book, which is in a Rhyming format of poetry because students and I
can enjoy the rhymes they put with each musical section as well as the pictures the
illustrator provides in support of the text.

How and Who: I would read this book aloud to students (all ages) during or before they
go to music time. This book (poetry) and the pictures provided throughout is a great way
for all grade levels to be introduced and learn more about the different musical groups.
The flow and pace of the book allows students to interact and extend their knowledge of
on music. When students returned from music I could ask and discuss with them the
musical groups they encountered on that particular day.

Section on BB wiki:

Music Musical Groups, Grades 1, 2, 3, 4, 5, and 6
Zin! Zin! Zin! A Violin
Lloyd, M. (1996) Zin! Zin! Zin! A Violin


Poem Language Arts

Put Something In by Shel Silverstein

Draw a crazy picture,
Write a nutty poem,
Sing a mumble-gumble song,
Whistle through your comb.
Do a loony-goony dance
Cross the kitchen floor,
Put something silly in the world
That aint been there before.

Source: Silverstein, S. (1981). A light in the attic. (p. 22). New York: Harper & Row
Publishers.

Why: I choose this poem because it includes silly adjectives that truly touch on the
lesson within the story and does not include only one right answer allowing our first
discussion on the following standard to be open and free.

RL.2.2. Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.

How and Who: I would read aloud the following poem and model for the students
what I think the poem is trying to teach me and why I think that. The students then
would have time to think what this poem taught them and what new and creative
thing/ talent they have that they could share to the world that hasnt been there
before! I would do this with my second graders and write all their answers on the
board allowing them to reflect back when doing their assessment project!

Section on BB Wiki:

Language Arts Moral of the story/ lessons learned, Grade 2
Put Something In
Silverstein, S. (1981) A light in the attic p. 22