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Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
Reading Response Project
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Reading Response Project

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  • 1. Reading Response Project<br />Vanessa Owen<br />LAE 3414 (LAE 5415)<br />Summer 2009<br />ESOL Standards # 3,5,6,15,17<br />
  • 2. Graphic Novel<br />
  • 3. Vögelein: Clockwork Faerie<br />By Jane Irwin<br />Illustrated by Jeff Berndi<br />Modern Fantasy<br />Intermediate<br />Vogelein, a beautiful mechanical fairy must be wound every 36 hours. After her old friend and caretaker dies, she has only five hours to find someone new to take care of her. Her journey brings her across a sheltered college student, a wise street cleaner, and the bitter fairy Midhir, who has been transformed by the world of Man. <br />Could be used for independent reading, or in connection with time study.<br />ESOL Applications-story is structured like a comic book, giving the student less text and more pictures.<br />
  • 4. Nonfiction<br />
  • 5. Martin’s Big Words: The Life of Dr. Martin Luther King, Jr.<br />By Doreen Rappaport<br />Illustrated by Bryan Collier<br />Biography<br />2001 The New York Times Book Review Best Illustrated Children’s Book, 2002 Coretta Scott King Award, 2002 Caldecott Honor Book<br />Primary and Intermediate<br />Author Doreen Rappaport combines her text with King&apos;s own words for an effective portrayal of the life of one of the world&apos;s greatest civil rights leaders.Included is King’s childhood experience of seeing &quot;White Only&quot; signs , listening to his father preach, his role in the Montgomery bus strike, and the circumstances of his death. The story concludes with the statement, &quot;His big words are alive for us today.&quot; A brief chronology and bibliography provide additional resources for readers.<br />Could be used in connection with discussion on Martin Luther King Jr., civil rights, Rosa Parks, etc., read aloud, independent reading.<br />ESOL Applications-demonstrates the power to overcome ones own struggles.<br />
  • 6. I Am Rosa Parks<br />By Rosa Parks with Jim Haskins<br />Illustrated by Will Clay<br />Autobiography<br />Primary <br />Briefly introduces readers to Rosa Parks and the Montgomery bus boycott. Includes discussion on segregation in the South and the events surrounding the boycott. Parks ends on a positive note with the desire that children will learn respect, not hate. <br />Could be used in connection with Rosa Parks, civil rights, etc., read aloud, independent reading.<br />ESOL Applications-large spacious print, detailed illustrations.<br />
  • 7. Sunshine Makes the Seasons<br />By Franklyn M. Branley<br />Illustrated by Michael Rex<br />Informational<br />Primary and Intermediate<br />Emphasis on the causes of seasonal changes. Includes an experiment using an orange, a pencil and a flashlight to help children actually see the differences on earth caused by the tilt of the earth as it rotates on its axis. <br />Could be used when teaching about the seasons, the moon, weather changes, tides, etc., read aloud, independent reading, center/lab resource.<br />ESOL Applications-puts factual information into a fun story, detailed and colorful pictures provide great visuals, includes pictorial directions for experiments and demonstrations.<br />
  • 8. Dinosaur Combat<br />By Rupert Matthews (Illustrated)<br />Genre Informational<br />Primary and Intermediate<br />Explores the world of dinosaurs and how paleontologists, uncover the secrets behind dinosaur remains in their archaeological digs. Focuses on hunters and scavengers, and the tools they used in battle. <br />Could be used when discussing dinosaurs, read aloud, independent reading, center/lab resource.<br />ESOL Applications-pages are structured in comic book style, allowing student to pick and choose where to read, detailed illustrations of each dinosaur, maps, height comparisons, etc.<br />
  • 9. Culturally Diverse<br />
  • 10. Henry’s Freedom Box: A True Story from the Underground Railroad<br />By Ellen Levine<br />Illustrated by KadirNelsonxkk<br />Biography<br />2008 Caldecott Honor Book<br />Primary and Intermediate<br />The true story of Henry Brown, a slave who mailed himself to freedom. As a boy, Henry was separated from his mother, and ends up working in a tobacco factory and where he meets and marries another slave, with whom he has three children. His family is sold in the slave market, so Henry enlists the help of an doctor and mails himself in a wooden crate &quot;to a place where there are no slaves.”<br />Could be used during discussion on slavery, read aloud, independent reading.<br />ESOL Applications- the cut away illustrations of Henry give students a visual of a concept that may be difficult to comprehend-a man in a box, in the mail.<br />
  • 11. The Hello Goodbye Window<br />By Norton Juster<br />Illustrated by Chris Raschka<br />Contemporary Realistic Fiction<br />2006 Caldecott Medal<br />Primary <br />The story of a little girl’s trips to Grandma and Grandpa’s house, in which there is a special window they wave from when she arrives and when she leaves.<br />Could be used for teaching family and/or different cultures, read aloud, independent reading.<br />ESOL Applications-the pictures are direct representations of what is going on in the story, gives way to better understanding in case anything is lost in translation or comprehension.<br />
  • 12. Fantasy<br />
  • 13. Rumpelstiltskin<br />Retold and Illustrated by Paul O. Zelinsky<br />Traditional Fantasy<br />1987 Caldecott Honor Book<br />Primary and Intermediate<br />The story of the miller’s daughter locked in a room forced to spin straw into gold. Rumpelstiltskin, a little man comes along and helps the girl three times, only if she promises him her first born child. She has the chance to guess his name in lieu of giving up her child, which after several tries she dose accomplish and is able to keep her baby.<br />Could be used to teach students about the importance of honesty and/or the origins of fairy tale, read aloud, independent reading.<br />ESOL Applications-Repetition of sentences.<br />
  • 14. The Twelve Dancing Princesses<br />As told by Marianna Mayer<br />Illustrated by K. Y. Craft<br />Traditional Fantasy<br />Primary and Intermediate<br />The King’s twelve daughters are dancing their shoes through every night, and he can’t figure out where they are going. So, he proclaims that anyone that can find out where the princesses go at night may choose one for his wife. Many attempts are made, but it is Peter, a poor farmer, who succeeds in the end.<br />Could be used for a unit on fairy tales, or the different dances in different cultures, read aloud, independent reading.<br />ESOL Applications- Repetitive storyline.<br />
  • 15. Brother Eagle, Sister Sky<br />By Chief Seattle<br />Illustrated by Susan Jeffers<br />Traditional Fantasy<br />Primary and Intermediate<br />Adapted from a speech delivered by Chief Seattle at treaty negotiations in the 1850s,it is a message of respect for the Earth and every creature on it. <br />Could be used in a unit on Native Americans, caring for the environment, read aloud, independent reading.<br />ESOL Applications-introduces another kind of language structure.<br />
  • 16. The City of Ember<br />By Jeanne DuPrau<br />Science Fiction<br />2003 ALA Notable Book<br />Intermediate<br />Two children discover the clues that lead them out of an underground city, that is slowly running out of power and supplies that allow it’s members to survive.<br />Could be used in connection of earth study (i.e. rocks, minerals, caves, layers of the planet, etc.), independent reading, literature circles.<br />ESOL Applications-The author provides wonderful descriptions of the city, making it easier to visualize and imagine, students will be able to better comprehend the possibly obscure setting.<br />
  • 17. Fiction<br />
  • 18. The Letters are Lost<br />By Lisa Campbell Ernst (Illustrated)<br />Fiction-ABC<br />Primary<br />Letter blocks have been scattered and have become separated from one another in a number of different ways.<br />Great for teaching or reviewing ABC’s, read aloud, independent reading.<br />ESOL Applications- Each page contains one letter, a sentence using the letter multiple times, as well as a correlating picture, several elements for students to rely on.<br />
  • 19. Zolo-A-B-Z: An Alphabet Book<br />By Byron Glaser and <br />Sandra Higashi (Illustrators)<br />Fiction-ABC<br />Primary<br />OzLo, an odd creature takes students on an odd alphabet adventure. <br />Great for teaching or reviewing ABC’s, read aloud, independent reading.<br />ESOL Applications-Each letter is represented multiple times, pages are very colorful and enticing.<br />
  • 20. Fish is Fish<br />By Leo Lionni (Illustrator)<br />Predictable Fiction-Modern Fantasy<br />Primary <br />After hearing about and imagining his frog friend’s adventures outside of the water, a fish attempts to leave the water himself, only to discover it is not possible, and finds himself content to live in the water.<br />Could be used in connection with the life cycle of frogs, read aloud, independent reading.<br />ESOL Applications-Repetition, predictability, possibly a familiar concept.<br />
  • 21. Harry the Dirty Dog<br />By Gene Zion<br />Illustrated by Margaret Bloy Graham<br />Predictable Fiction-Modern Fantasy<br />Primary<br />Harry is a white dog with black spots who likes everything, except getting a bath. Harry runs away from home and ends up getting dirty playing in the street, so dirty in fact, he actually changes from a white dog with black spots to a black dog with white spots. Once he gets home his family dose not recognize him until he jumps in the bath tub himself and they give him a bath.<br />Could be used to teach the importance of good hygiene, read aloud, independent reading.<br />ESOL Applications-repetition and familiar concepts-dogs, getting dirty<br />
  • 22. Tuesday<br />By David Wiesner (Illustrator)<br />Fiction-Modern Fantasy-Wordless<br />1992 Caldecott Medal<br />Primary and Intermediate<br />Frogs go flying on lily pads through the night, the next morning the people are confused and surprised. The next day the pigs are flying.<br />Could be used in connection to telling time, read aloud, independent reading.<br />ESOL Applications-story through pictures, no words, students can make their own story and feel confident that it is right.<br />
  • 23. Bud, Not Buddy<br />By Christopher Paul Curtis<br />Historical Fiction<br />2000 Newberry Medal, 2000 Coretta Scott King Award, 2000 ALA Notable Book…….<br />Intermediate<br />The story of Bud, a 10 year old orphan, on the run during the Depression. Bud is in search of who he is sure is his father, Herman E. Calloway, with only a flier to guide him, getting into all sorts of trouble along the way.<br />Could be used to teach about life during the depression, independent reading, literature circles.<br />ESOL Applications-presents a different kind of English language, as well as a character that students can relate to as he struggles at times because he is different.<br />
  • 24. The American Girls Collection-Molly <br />By Valerie Tripp<br />Illustrated by Nick Backes<br />Historical Fiction<br />Primary and Intermediate<br />Six stories about a girl named Molly who is living life in the 40’s. Her father is a doctor with the army in England and her mother is working for the Red Cross. Within the six stories Molly deals with possibility of her father’s death or return, summer camp, secret Christmas presents, and multiplication.<br />Could be used for teaching about life during WWII, independent reading.<br />ESOL Applications-These six books allow a student to get to know the character in the first book and not have to deal with getting to know and understand a whole new set of characters in a new book, they can focus on reading and comprehension.<br />
  • 25. The Grouchy Ladybug<br />By Eric Carle (Illustrator)<br />Fiction-Modern Fantasy-<br />Rhythm, Rhyme, Repetition<br />Primary and Intermediate<br />A grouchy ladybug spends the hours of her day threatening each bug she comes across until she ends up right back where she started and finds herself enjoying the company of another ladybug.<br />Good for teaching time and size difference, read aloud, independent reading.<br />ESOL Applications-each page has a clock that represents the coordinating time in the story.<br />
  • 26. Green Eggs and Ham<br />By Dr. Seuss (Illustrator)<br />Fiction-Modern Fantasy-Rhythm, Rhyme, Repetition<br />Primary<br />Sam-I-am is as persistently tries to convince his nameless friend to eat green eggs and ham. are a delicacy to be savored. Finally, his friend caves, and finds himself enjoying the meal. <br />Could be used for students who are always scared to try new things, read aloud, independent reading.<br />ESOL Applications-Repetition and rhyme will make it easy for a student to follow along as well as learn to read independently.<br />
  • 27. Junie B. Jones<br />By Barbara ParkJaneIrwin<br />Illustrated by Denise Brunkus<br />Realistic Fiction-Beginning Chapter Series<br />Primary and Intermediate<br />Going inside the mind of Junie B. Jones, a kindergartner, we get to know the fears, frustrations and reasoning of any 6 year old. <br />Independent reading, beginning literature circles.<br />ESOL Applications-short books that students can read independently, getting to know the main character, and keeping with the character throughout.<br />
  • 28. Baby-sitters Little Sister<br />By Ann M. Martin<br />Illustrated by Susan Tang<br />Realistic Fiction-Beginning Chapter Series<br />Primary and Intermediate<br />The series follows the adventures of Karen Brewer, the spunky, step-sister of Baby-sitters Club member Kristy. <br />Independent reading and beginning literature circles.<br />ESOL Applications-Applications-short books that students can read independently, getting to know the main character, and keeping with the character throughout.<br />
  • 29. Touching Spirit Bear<br />By Ben Mikaelsen<br />Contemporary Realistic Fiction<br />NAPRA Nautilus Award Winner<br />Intermediate<br />Cole Matthews is an angry, defiant, smug, bully. After beating up his classmate Peter to the point of brain damage, Cole is facing a prison sentence, but an alternative has been offered, Circle Justice, in which the victim, offender, and community all work together to find a healing solution. Cole ends up banished to a remote Alaskan island, where he is mauled almost to death by a bear, leaving him desperately wounded, which gives him six months of hospitalization to reconsider his options. He soon realizes he must accept responsibility, although his anger may never be gone, but that he can learn to control it. <br />Could be used in connection with study of Alaska, survival, island life, responsibility, etc., independent reading, literature circles.<br />ESOL Applications-students will recognize Cole’s struggles to overcome his own pride, and may be able to connect with their own internal struggles.<br />
  • 30. Listen!<br />By Stephanie S. Tolan<br />Contemporary Realistic Fiction<br />2006 Christopher Award<br />Intermediate<br />12-year-old Charley is faced with a miserable summer recuperating from a car accident as well as the previous loss of her mother. Her father insists that she start walking as opposed to sitting around the house, so she decides to make her way around a nearby lake. On her first day out, she encounters a stray dog, who she comes to refer to as Coyote and sets out to see if she can tame him.Opening her heart to the dog, Charley learns to feel again and comes to terms with her mother&apos;s death. <br />Could be used in connection with forest study, as well as perseverance, and overcoming loss, independent reading, literature circles.<br />ESOL Applications-familiar concept-dogs, students can relate to the perseverance of trying to accomplish what seems like an impossible task.<br />
  • 31. Award Books<br />
  • 32. Black and White <br />By David Macaulay (Illustrator)<br />Fiction-Modern Fantasy<br />1991 Caldecott Medal<br />Intermediate<br />Written as a nonlinear picture story, the story aims to prove there&apos;s no such thing as black and white. At first glance, the stories seem unrelated, a boy on a train, parents, a convict&apos;s escape and a late commuter train. However, several motifs link the tales; trains, newspapers, Holstein cows, prison uniform stripes. Eventually, the stories begin to merge, creating an interesting challenge for the reader.<br />Could be used to teach sequencing, the writing process, read aloud, independent reading.<br />ESOL Applications-Allows a student to accomplish four stories in one book, introduces a different story structure, a variety of text and visuals.<br />
  • 33. Tar Beach <br />By Faith Ringgold (Illustrator)<br />Fiction-Modern Fantasy<br />1992 Caldecott Honor Book<br />Primary and Intermediate<br />Cassie, a girl living during the Depression, pictures herself soaring above New York City: above the George Washington Bridge, which her father helped build; above the headquarters of the union that has denied him membership, because he&apos;s black; and above the rooms in which they live, while laying on her “tar beach”, the rooftop of her apartment building. <br />Could be used in connection to the study of the Depression as well as another culture, read aloud, independent reading.<br />ESOL Applications-shows representation of another culture, detailed and correlating illustrations.<br />
  • 34. Number the Stars<br />By Lois Lowry<br />Historical Fiction<br />1990 Newberry Medal<br />Intermediate<br />A fictionalized account of September 29, 1943, the day word got out in Denmark that Jews were to be detained and then sent to the death camps. Told through the eyes of 10-year-old Annemarie Johannesen, whose family harbors her best friend, Ellen Rosen, and helps smuggles Ellen&apos;s family out of the country<br />Could be used to discuss the Holocaust and the Nazi invasion, independent reading, literature circles.<br />ESOL Applications-describes a different culture that faced its own struggles and downfalls.<br />
  • 35. A Wrinkle in Time<br />By Madeleine L’Engle<br />Science Fiction/Modern Fantasy<br />1963 Newberry Medal<br />Intermediate<br />The time travel adventures in space of Meg, Charles, and Calvin, who are all in search of Meg’s dad who disappeared while engaged in secret work for the government on the tesseract problem.<br />Could be used in connection with a unit on space, independent reading, literature circles.<br />ESOL Applications-gives students characters that are their age that they will be able to relate to and connect with through their adventures.<br />
  • 36. Jazz<br />By Walter Dean Myers<br />Illustrated by Christopher Myers<br />Poetry<br />2007 Coretta Scott King Illustrator Honor Book<br />Primary and Intermediate<br />A brief introduction touches on influences, improvisation, rhythm, and race in the jazz culture. The 15 poems celebrate vocals, various instrumental combinations, a funeral procession, and Louis Armstrong, and New Orleans. <br />Could be used to discuss the culture of Jazz, New Orleans, Lois Armstrong, etc., read aloud, independent reading.<br />ESOL Applications-gives factual information in the form of poetry with visuals.<br />
  • 37. Hurt Go Happy<br />By Ginny Rorby<br />Contemporary Realistic Fiction<br />2008 Schneider Family Book Award<br />Intermediate<br />Joey Willis is deaf, and her mother won&apos;t allow her to learn Sign Language, but then she meets Dr. Mansell, and his sign-language-using chimpanzee, Sukari. Against her mother&apos;s wishes, Joey begins to learn to sign. When Dr. Mansell dies, Sukari&apos;s fate is left in Joey&apos;s hands. Joey ends up defying her mother once again, to go on a rescue mission in order to get Sukari back from a research facility that is using her as a test subject. Sukari is rescued and lives out the rest of her days in a chimpanzee rescue facility.<br />Could be used to discuss physical handicaps (deafness, etc. ), parent-child relationships, the treatment of research animals, etc., ., independent reading, literature circles.<br />ESOL Applications-Main character is one who has to learn a whole new language, signing, and struggles with the implications that come with her differences.<br />
  • 38. Poetry<br />
  • 39. Shout! Little Poems that Roar <br />By BrodBagert<br />Illustrated by Sachiko Yoshikawa<br />Primary<br />Poetic Element: Rhyme<br />Sense Alive<br /> Senses, senses, I have five, Senses, senses, I have five, <br /> Senses make me feel alive. Senses make me feel alive.<br /> Everybody look at me, I want candy, I can’t wait,<br /> I have eyes that let me see. Chocolate candy tastes so great. <br /> Senses, senses, I have five, Senses, senses, I have five, <br /> Senses make me feel alive. Senses make me feel alive.<br /> Listen, listen, I can hear, In the bathroom Daddy goes…..<br /> Giggle noises in my ear. WISH I DIDN’T HAVE A NOSE!<br /> Senses, senses, I have five, Senses, senses, I have five,<br /> Senses make me feel alive. Senses make me feel ALIVE.<br /> I can touch, I can feel,<br /> Everything I touch is real.<br />
  • 40. Science Verse <br />By Jon Scieszka<br />Illustrated by Lane Smith<br />Primary and Intermediate<br />Poetic Element: Rhyme<br />Scientific Method at the Bat<br />The outlook wasn’t brilliant for my experiment that day;<br />The only way to graduate was to come up with an A.<br />So when my lab exploded and turned to blackish gunk,<br />My chance of passing anything went Titanic-you know, sunk.<br />I sat sadly watched the clock, cursed to be alive.<br />It would take a miracle-no, make that two-to get me to grade five.<br />I just had to use those words from the METHOD SCIENTIFIC.<br />I grab my pen and get to work. You should see my look.<br />I slowly write Hypothesis….Observation…in my book.<br />And now the class bell rings. And now I lose or win.<br />With one mighty PLOP, I hand my lab book in.<br />Oh somewhere in some science class, hypotheses are made.<br />Experiments are conducted. Kids move up a grade.<br />Somewhere conclusions are concluded, without a bit of doubt. <br />But there is no joy in this lab-my results got me flunked out.<br />
  • 41. A Light in the Attic <br />By ShelSilverstein<br />Primary and Intermediate<br />Poetic Element: Rhyme and Metaphor<br />This Bridge<br />This bridge will only take you halfway there<br />To those mysterious lands you long to see:<br />Through gypsy camps and swirling Arab fairs<br />And moonlit woods where unicorns run free.<br />So come and walk awhile with me and share<br />The twisting trails and wondrous worlds I’ve known.<br />But this bridge will only take you halfway there-<br />The last few steps you’ll have to take alone.<br />
  • 42. Now We Are Six <br />By A. A. Milne<br />Illustrated by Ernest H. Shepard<br />Primary and Intermediate<br />Poetic Element: Rhyme<br /> The Friend<br />There are lots and lots of people who are always <br /> asking things,<br />Like Dates and Pounds-and-ounces and the names <br /> of funny Kings,<br />And the answer’s either Sixpence or A Hundred <br /> Inches Long,<br />And I know they’ll think me silly if I get the <br /> answer wrong.<br />So Pooh and I go whispering, and Pooh looks <br /> very bright,<br />And says, “Well, I say sixpence, but I don’t suppose <br /> I’m right.”<br />And then it doesn’t matter what the answer ought <br /> to be,<br />Cos if he’s right, I’m Right, and if he’s wrong, <br /> it isn’t Me.<br />
  • 43. Now We Are Six <br />By A. A. Milne<br />Illustrated by Ernest H. Shepard<br />Primary and Intermediate<br />Poetic Element: Rhyme, Alliteration, and Onomatopoeia<br /> Wind on the Hill<br />No one can tell me, But if I stopped holding So then I could tell them <br /> Nobody knows, The string of my kite, Where the wind goes…..<br />Where the wind comes from, It would blow with the wind But where the wind comes from<br /> Where the wind goes. For a day and a night. Nobody knows.<br />It’s flying from somewhere And then when I found it,<br /> As fast as it can, Wherever it blew<br />I couldn’t keep up with it, I should know that the wind<br /> Not if I ran. Had been going there too.<br />But where the wind comes from<br />Nobody knows.<br />
  • 44. Favorite Poems for Children <br />Edited By Holly Pell McConnaughy<br />Primary and Intermediate<br />Poetic Element: Rhyme, Personification, and Metaphor<br /> Wynken, Blynken, and Nod<br /> By Eugene Fields<br />Wynken, Blynken, and Nod one night All night long their nets they threw<br />Sailed off in a wooden shoe- To the stars in the twinkling foam-<br />Sailed on a river of crystal light, Then down from the skies came the wooden shoe,<br />Into a sea of dew. Bringing the fishermen home;<br />“Where are you going, and what do you wish?” “Twas all so pretty a sail it seemed<br />The old moon asked the three. As if it could not be,<br />“We have come to fish for the herring fish And some folks thought ‘twas a dream they’d dreamed<br />That live in this beautiful sea; Of sailing that beautiful sea-<br />Nets of silver and gold have we!” But I shall name you the fishermen three: <br /> Said Wynken, Wynken,<br /> Blynken, Blynken,<br /> And Nod. And Nod.<br />The old moon laughed and sang a song Wynken and Blynken are two little eyes,<br />As they rocked in the wooden shoe, And Nod is a little head,<br />And the wind that sped them all night long And the wooden shoe that sailed the skies<br />Ruffled the waves of dew. Is a wee one’s trundle-bed.<br />The little stars were the herring fish So shut your eyes while mother sings<br />That lived in that beautiful sea- Of wonderful sights that be,<br />“Now cast your nets wherever you wish- And you shall see the beautiful things<br />Never afeard are we”; As you rock n the misty sea,<br />So cried the stars to the fishermen three: Where the old shoe rocked the fishermen three:<br /> Wynken, Wynken,<br /> Blynken, Blynken,<br /> And Nod. And Nod.<br />
  • 45. Favorite Poems for Children <br />Edited By Holly Pell McConnaughy<br />Primary and Intermediate<br />Poetic Element: Rhyme, Image, and Personification<br /> The Butterfly’s Ball<br /> By William Roscoe<br /> Come take up your Hats, and away let us hasteTo the Butterfly&apos;s Ball, and the Grasshopper&apos;s Feast.The Trumpeter, Gad-fly, has summon&apos;d the Crew,And the Revels are now only waiting for you.And on the smooth Grass, by the side of a Wood,Beneath a broad Oak that for Ages had stood,Saw the Children of Earth, and the Tenants of Air,For an Evening&apos;s Amusement together repair.<br /> And there came the Beetle, so blind and so black,Who carried the Emmet, his Friend, on his Back.And there was the Gnat and the Dragon-fly too,With all their Relations, Green, Orange, and Blue.<br /> And there came the Moth, with his Plumage of Down,And the Hornet in Jacket of Yellow and Brown;Who with him the Wasp, his Companion, did bring,But they promis&apos;d, that Evening, to lay by their Sting.<br /> And the sly little Dormouse crept out of his Hole,And brought to the Feast his blind Brother, the Mole.And the Snail, with his Horns peeping out of his Shell,Came from a great Distance, the Length of an Ell.<br /> A Mushroom their Table, and on it was laidA Water-dock Leaf, which a Table-cloth made.The Viands were various, to each of their Taste,And the Bee brought her Honey to crown the Repast.<br />Then close on his Haunches, so solemn and wise,The Frog from a Corner, look&apos;d up to the Skies.And the Squirrel well pleased such Diversions to see,Mounted high over Head, and look&apos;d down from a Tree.<br />Then out came the Spider, with Finger so fine,To show his Dexterity on the tight Line.From one Branch to another, his Cobwebs he slung,Then quick as an Arrow he darted along,<br />But just in the Middle, -- Oh! shocking to tell,From his Rope, in an Instant, poor Harlequin fell.Yet he touch&apos;d not the Ground, but with Talons outspread,Hung suspended in Air, at the End of a Thread,<br />Then the Grasshopper came with a Jerk and a Spring,Very long was his Leg, though but short was his Wing;He took but three Leaps, and was soon out of Sight,Then chirp&apos;d his own Praises the rest of the Night.<br />With Step so majestic the Snail did advance,And promised the Gazers a Minuet to dance.But they all laugh&apos;d so loud that he pull&apos;d in his Head,And went in his own little Chamber to Bed.<br />Then, as Evening gave Way to the Shadows of Night,Their Watchman, the Glow-worm, came out with a Light.Then Home let us hasten, while yet we can see,For no Watchman is waiting for you and for me.<br />
  • 46. A Light in the Attic <br />By ShelSilverstein<br />Primary and Intermediate<br />Poetic Element: Rhyme, Repetition, and Personification<br /> Hippo’s Hope<br /> There once was a hippo who wanted to fly-Fly-hi-dee, try-hi-dee, my-hi-dee-ho.So he sewed him some wings that he could flap through the sky-Ski-hi-dee, fly-hi-dee, why-hi-dee-go.He climbed to the top of a mountain with snow-Snow-hi-dee, slow-hi-dee, oh-hi-dee-hoo.With the clouds hi above and the sea down below-Where-hi-dee, there-hi-dee, scare-hi-dee-boo.HAPPY ENDINGAnd he flipped and he flapped and he bellowed so loud-Now-hi-dee, loud-hi-dee, proud-hi-dee-poop.And he sailed like an eagle, off into the clouds-High-hi-dee, fly-hi-dee, bye-hi-dee-boop.UNHAPPY ENDINGAnd he leaped like a frog and he fell like a stone-Stone-hi-dee, lone-hi-dee, own-hi-dee-flop.And he crashed and he drowned and he broke all his bones-Bones-hi-dee, moans-hi-dee, groans-hi-dee-glop.CHICKEN ENDINGHe looked up at the sky and looked down at the sea-Sea-hi-dee, free-hi-dee, whee-hi-dee-way.And he turned and went home and had cookies and tea-That&apos;s-hi-dee, all-hi-dee, I have to say.<br />
  • 47. Tour America: A Journey Through Poems and Art <br />By Diane Siebert<br />Illustrated by Stephen T Johnson<br />Intermediate<br />Poetic Element: Rhyme and Personification<br /> USS Constitution<br /> Massachusetts<br />With sheathing made by Paul Revere, She earned the name Old Ironsides. The nation spoke and Congress heard-<br />And fifty guns for war, She battled long and hard; The poem had struck a chord.<br />A frigate, with her mission clear, But thirty years of waves and tides How powerful the written word!<br />Departed Boston’s shore. Would leave her worn and scarred. The frigate was restored<br />The Constitution was her name, “Unseaworthy,” the Navy said, To sail, unfazed by storm and swell,<br />Her battleground, the seas. And sadly set the date: For many decades more,<br />In 1812, a war brought fame The naval scrapyard lay ahead. Then having served her country well,<br />When British enemies But, hearing of her fate, Come home to Boston’s shore.<br />Discovered, through the roar and smoke, A man named Holmes was moved to write; Today, berthed in that very place,<br />That cannonballs had failed The stirring poem he penned She savors her reward: <br />To pierce her mighty hull of oak; Revealed to all the frigate’s plight, Old Ironsides, with pride and grace<br />Undaunted, still she sailed! And, just before her end, Greets all who come aboard.<br />
  • 48. Tour America: A Journey Through Poems and Art <br />By Diane Siebert<br />Illustrated by Stephen T Johnson<br />Intermediate<br />Poetic Element: Rhyme and Personification<br /> The Everglades<br /> Florida<br />How beautiful the Everglades A place that feels the summer rains;<br />With dappled sunlight playing A place of marsh and mire;<br />Upon the tall and sharp-edged blades A place whose wintertime terrains<br />Of sawgrass, singing, swaying Give way to drought and fire.<br />As water trickles, seeps, and weaves, And where the Everglades meet sea-<br />Its slow, dark currents flowing A salty marsh of grasses-<br />Amid the hammocks, lush with leaves The mangroves, standing tree to tree,<br />That seek the sunshine, growing. Spread roots in tangled masses.<br />Bald cypress stand with knobby knees; But now, as humankind invades-<br />The palms rise tall and slender; Constructing, draining, clearing-<br />The rootless air plants cling to trees The vital, living Everglades<br />While ferns spread out in splendor- Weeps softly……….<br /> disappearing.<br />A home to ‘gators, deer, and snails;<br />To egrets, sleek and snowy;<br />To cats with claws and snakes with scales,<br />And spoonbills, pink and showy;<br />

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