Poetry Friday -- Pick My Chin Up Off The Floor

Flabbergasted

I have witnesses.
Eight teachers from Tennessee
spent the day observing
in my classroom.

They heard her say it.

They heard the fourth grader say
"Hypothetically speaking..."
as we discussed
the characters
in
Greetings From Nowhere.

I'm still dumbfounded.

But I have witnesses.
It really happened.




The roundup is by writer2b at Findings.

The Fish Who Cried Wolf

The Fish Who Cried Wolf
by Julia Donaldson
illustrated by Axel Scheffler
Arthur A. Levine, 2008
review copy compliments of the publisher


Awhile back we read a bunch of "cry wolf" variations, so I had high hopes for this book.

This is the story of Tiddler, a plain little fish who tells very colorful tall tales. He's late for school almost every day, but he has a great excuse each time. One day, he's so distracted thinking of his new story that he fails to notice the fish net that scoops him up. The fishermen throw him back because he's just a "tiddler." Tiddler is lost in the ocean, but he follows the trail of his stories to get back home again. Not quite a "cry wolf" story, but thought I'd withhold judgment and see what the kids thought.

They couldn't get over how similar the book is to the movie "Finding Nemo." The characters, the plot line, everything. I don't know the movie, so I asked, "Coincidence-similar, or plagiarism-similar?" Similar enough to feel like plagiarism was the verdict of the 10 year-olds on the jury.

And then someone said, "And there isn't even a wolf in it!" *sigh* We had to have yet another discussion about idioms and figures of speech. After we cleared that up, they went on to express their dissatisfaction that the story bills itself as a "cry wolf" story with the title, but it doesn't really follow the formula. (Whew! It wasn't just me!) Then we started brainstorming better titles. The winners were: Tiddler's Tall Tales, The Tale of Tiddler, and (although it was suggested rather sarcastically I think it does reflect their irritation with the apparent extravagant borrowing from "Finding Nemo") Lying Nemo.

So here's a book with great potential that was a bit disappointing, but still sparked a lively conversation!

What To Do About Alice?

What To Do About Alice? How Alice Roosevelt broke the rules, charmed the world and drove her father Teddy crazy!
by Barbara Kerley
illustrated by Edward Fotheringham
Scholastic Press, 2008
review copy compliments of the publisher



Barbara Kerley's website
Classroom activities for What To Do About Alice

***
Check out reviews at:
Big A little a
Becky's Book Reviews
Wild Rose Reader
the excelsior file
7-Imp

***
The topic of my minilesson in reading workshop was "Pay Attention to the Way the Character in Your Book Changes." I led off with Crash, by Jerry Spinelli, and my already-familiar story of staying with that book only because I knew Jerry Spinelli HAD to make Crash, one of the most despicable characters (my opinion) in children's literature, change by the end of the book, and I wanted to be there to see it.

Then I showed them the way Pam Muñoz Ryan clues the reader in to her main character's changes in Paint the Wind by making each section of the book a faster and faster gait of a horse, beginning with walk and ending with gallop. I told them that both of the main children characters in Ryan's book are not very nice to begin with, but that the author shows you their family situations and you understand why they are like that. And they both do change.

Next, I shared The Mysterious Benedict Society by Trenton Lee Stewart, which I was in the midst of listening to at the time. I told them about the annoying character Constance Contraire, whose very name even means "always irritating," and how the characters in the book are in the same place as the reader in wondering why she's that way and when she's going to change. (She never does change, and for myself and all the other readers like me who didn't put together the numerous clues we were given, the author explains why at the end of the book. Clever author!)

I ended the minilesson by sharing the story of an amazing, strong-willed, unusual character who doesn't change: Alice Roosevelt, in What To Do About Alice, by Barbara Kerley. We wondered at this remarkable woman's life-long resistance of the status quo, and were amazed by how fully she lived her life from childhood through old age -- always on her own terms.

Then I sent them off to read and to pay attention to the ways their characters did and didn't change.

Later that day, during read aloud (Greetings from Nowhere by Barbara O'Connor), the topic of characters who change and don't change came up again. But that's another story for another post. Stay tuned.

Cardboard Genius

Star Jumper: Journal of a Cardboard Genius
Gravity Buster: Journal #2 of a Cardboard Genius
Time Twister: Journal #3 of a Cardboard Genius
all by Frank Asch
all from Kids Can Press
(2006, 2007, and 2008 respectively)
all copies compliments of the publisher

Alex is a genius inventor whose journals will someday be worth billions, or so he says. His inventions are all made of cardboard and silver duct tape and stuff he collects "from the street on garbage day" and keeps in plastic bins under his bed. Best of all, most of his designs require only the amount of energy in two AA batteries.

The most amazing thing about this series is that you completely believe in Alex and his inventions. How could you not? He throws around science facts about string theory, creates complicated equations, draws detailed diagrams of amazing inventions like a space ship, a duplicating machine, an oxygen generator, and an Atom Slider (so his cardboard spaceship can pass through the spaces between atoms).

It's almost as much fun to believe in two kids from Frogcreek, PA who have a Magic Tree House as it is to believe in Alex and his inventions. It's MORE fun to believe in Alex and his inventions than it is to believe in Harry Potter -- what's the big deal about a character who can learn spells and swing around a wand? That's pure magic. All fantasy. Alex is a character from our world who has a pesky little brother, a little bit of a crush on Zoe Breen, and, oh, yeah, the most incredible scientific mind in the history of the human race.

In the three books of the series so far, Alex has created Star Jumper, a spaceship; a new, improved version of the Star Jumper which includes a Gravity Buster anti-gravity device so it won't get sucked into black holes; and a Time Twister to take care of the space-time warp that Einstein explained in his Theory of Relativity.

What's next for Alex? Well, when we leave him at the end of book three, Jonathan and the castle he made have been Micro-Blasted and are sealed in a mayonnaise jar that has holes punched in the lid (and it appears that Jonathan was not making up an imaginary playmate named Merlin!). Alex has defeated the Time Cops of the future by using a time paradox to his own benefit, and Alex and Zoe (and Jonathan in his jar) have been in outer space for 9 days looking for a suitable planet on which to land the Star Jumper.

These books would be perfect for 3rd-6th graders who are doodlers and inventors and superhuman geniuses in the disguise of a normal kid. There are about 144 pages in each book, with words like "prototype" and "parallel universe" and "genius of my caliber," and small but important illustrations every few pages.

A Year of Reading in the UK

2008 is The National Year of Reading in the UK. Everything Starts With Reading.

Good ol' Google Alerts.

Poetry Friday -- Work

THE TUFT OF FLOWERS
by Robert Frost

I went to turn the grass once after one
Who mowed it in the dew before the sun.

The dew was gone that made his blade so keen
Before I came to view the leveled scene.

I looked for him behind an isle of trees;
I listened for his whetstone on the breeze.

But he had gone his way, the grass all mown,
And I must be, as he had been—alone,

"As all must be," I said within my heart,
"Whether they work together or apart."

But as I said it, swift there passed me by
On noiseless wing a bewildered butterfly,

Seeking with memories grown dim o’er night
Some resting flower of yesterday’s delight.

And once I marked his flight go round and round,
As where some flower lay withering on the ground.

And then he flew as far as eye could see,
And then on tremulous wing came back to me.

I thought of questions that have no reply,
And would have turned to toss the grass to dry;

But he turned first, and led my eye to look
At a tall tuft of flowers beside a brook,

A leaping tongue of bloom the scythe had spared
Beside a reedy brook the scythe had bared.

The mower in the dew had loved them thus,
By leaving them to flourish, not for us,

Nor yet to draw one thought of ours to him.
But from sheer morning gladness at the brim.

The butterfly and I had lit upon,
Nevertheless, a message from the dawn,

That made me hear the wakening birds around,
And hear his long scythe whispering to the ground,

And feel a spirit kindred to my own;
So that henceforth I worked no more alone;

But glad with him, I worked as with his aid,
And weary, sought at noon with him the shade;

And dreaming, as it were, held brotherly speech
With one whose thought I had not hoped to reach.

"Men work together," I told him from the heart,
"Whether they work together or apart."


It's the season of change in our corner of the public school world: retirement parties, grade level changes, voluntary and involuntary transfers, next year's class lists. We've worked together; now we'll work apart.

After 8 years of looping from 4th to 5th grade, spending two years with each group of children, I have come to rest in 4th grade. I'm not quite sure yet how I feel about that: I'm not a sprinter; I do better with long distances and a slower steady pace. As "the looper," I've had an extraordinary amount of autonomy. I've always worked at the edge of my grade level. Together, but slightly apart. This year we tested a couple of models of instruction that required exceptional collaboration and cooperation. Intensely together. (And amazing results.) It was good to come in from the edge.

It's also the season of achievement testing. I can't seem to step far enough back from the testing to see whether the tests are helping us to work together or driving us further apart. I'm not even sure I know who the "us" is -- building? district? state? nation?

But most of all, it's Friday. And no matter what kind of chaos in my life has prevented me from blogging all week, I find that, increasingly, I always have time for a Poetry Friday post. Bloggers work so very far apart, and that, I think, makes the work we do together all the more invaluable. I am SO looking forward to the "tall tuft of flowers" your "scythe" will spare!

The round up this week is at Big A little a.

GREETINGS FROM NOWHERE: Read Aloud Discussion

You know those days when you wish there was a video camera in the room because the kids are SOOOOO SMART? Well, today was one of those days. We finished reading GREETINGS FROM NOWHERE by Barbara O'Connor yesterday. (If you have not read it, run out and buy it today!) After we finish a read aloud like this, we often spend a few days lingering. Today, we started out brainstorming the questions we'd like to linger with and then got into groups and pondered these things. This was a list of questions that we had some ideas about but that we knew we could think more about. I bopped around from group to group and the conversations were amazing. The depth of their thinking and the understanding they had of the relationships in the book was amazing. Here are the questions they are discussing:

Why did Clyde Dover change his mind about Aggie staying?
Why is he title Greetings From Nowhere?
What is the theme?
What did they mean about the parade (Dorothy's mother in the wrong parade, it's been a great parade, Harold)?
Who is the main character?
Why did Kirby keep the poodle pin and then give it back?
Why did Loretta decide not to visit the other places?
What did Kirby feel when he left?
What is Willow and Aggie's relationship?

This book has really been a powerful read for our class. The kids really connected with Aggie and Kirby. They could have talked for hours today. And we'll talk more tomorrow.

One of my students came in today and said, "I googled that book trailer that you showed us about GREETINGS FROM NOWHERE and showed my mom. Now she wants to read it!"

One of Those Weeks

Remember, Ginger Rogers did everything Fred Astaire did, but backwards and in high heels.
- Faith Whittlesey

Poetry Friday -- Simile and Metaphor Poems

There is no abstract art. You must always start with something. Afterward you can remove all traces of reality.
- Pablo Picasso

As I was thinking of the smartest ways to use my language arts times in this last week before testing, I decided to postpone limericks in favor of simile and metaphor poems. There is bound to be at least one question on the state tests about similes and/or metaphors. Hopefully my students will be better able to identify them now that they've had to struggle to create them.

Back in February, one of Tricia's poetry stretches was to write a metaphor poem. I copied her example poem (and the revised version by Elaine) to show my students the difference between similes and metaphors.

As they worked on their poems this week, I started to wonder if metaphorical thinking is right at the edge of where 4th graders' brains are developmentally. This was REALLY HARD for some of them. I also think that beginning poets probably must write a full measure of cliches and clunky metaphors before they learn to create elegant ones.

Here are a few of the best of our simile and metaphor poems this week:

FRIENDS
A friend is like a mystery
still to be discovered
wanting to be figured out

A friend is like a book
always very clever
waiting to be read


(untitled)
A hand is like an open basket
xxxwaiting for you to put things in
A foot is like a walking racket
xxxstomp, step, skip, jump in.
A nose is like a high up mound
xxxthat you can climb and then slide down
A mouth is like a funny clown
xxxwhich makes us laugh and never frown
Your eyes are like a fire
xxxburning with desire
Your mind is like a climbing wire
xxxwith every reach you go higher


METAPHOR POEM
A friend is an open hand
A friend is a happy land
A friend is a pot of gold
A friend is someone I can hold
A friend is a beautiful flower
A friend has a lot of power


HAMSTERS
My hamster is
as smart as an inventor,
as friendly as a dog,
as fast as a race car,
as smart as a mouse,
and as active as an athlete.


A YEAR
A year is
A 365 day journey
A long event
A book of friends
A roller coaster ride through time
But once a year on 6/29
It's my day of fame --
Hooray!

EDITED TO ADD:  Check out this poem I wrote in 2011 that has a metaphor, a simile and an idiom...all in the same poem!

The round up is at The Miss Rumphius Effect.

Summer Reading Resources for Kids and Teachers

It is that time of year that we are all thinking ahead to summer. Part of that is thinking ahead to our students' summer reading. This week's issue of THE BIG FRESH from Choice Literacy is on that exact theme. Lots of free resources are included in the newsletter (others are for members.) NCTE also has a link to Summer Activities as part of Read-Write-Think. This is a site and the Summer Activities link is a great one to share with parents too.