Poetry Wizards
— Coach Guide —
Poetry Wizards Story Synopsis
Poetry Wizards is a season-long narrative designed to help new first and second grade poets discover the
magic of poetry. In Week One students will meet Grimbert, the Poetry Wizard, who for the past 742 years was
the most respected gopher in Gopher Grotto thanks to his poetry power. Each night gophers would gather
around as he used the power of the words he collected to transform the Grotto from a cold, dark hole in the
ground into a warm, colorful poetry party where his poems literally came to life. He could make the leaves on
the ground rise and turn into sunshine and pots and pans sing and dance, inspiring other gophers to laugh, cry,
and share stories of their own.
Recently you were in Crocker Amazon Park and you met a distressed looking Grimbert. He was sad because,
while playing in the trash, the other gophers discovered a box with a magic screen that showed moving
pictures of stories that they liked better than Grimbert’s poems. The raccoons helped them move the big box
in, and now they wish the poets would pipe down so they could watch their stories without having to use their
own imaginations.
Grimbert has been banished from Gopher Grotto for disturbing the peace and he needs your team’s help to
create poetry so magical that it will re-capture the hearts and minds of his former community. In exchange for
their help Grimbert will award official poetry trophies symbolizing poetry wizardship.
During the first half of the season your team will read poems, identify characteristics of poetry and techniques
poets use, develop poetry identities and begin writing their own poems. Their hard work pays off and
convinces the gophers to abandon the television in Chapter Four. The ensuing poetry party is so much fun that,
when the fire starts to die, one young gopher unknowingly throws the book of magic poems into the flames.
The poems and all of their magic go up in smoke, catapulting Gopher Grotto back to the cold, pre-poetic,
dark ages.
Armed with a new toolbox of poetry techniques, your students must use Weeks Five through Eight to create
a new magic book of poems to earn their apprenticeship (and trophies) and restore the wonder of Gopher
Grotto! In doing so, they will meet the following program objectives and benchmarks:
1. Analyze several poems and create a class chart listing the “important things about poetry.”
2. Keep a poetry portfolio with at least 3 original poems
3. Identify and demonstrate features of poetry* including:
a. Poets see and describe the world in new and unusual ways.
b. Poets listen for the music in poetry and pay attention to how words sound.
c. Poets choose topics that give them big, strong feelings and describe them using smaller things
and details.
d. Poets look for poetry in the world even when they are not writing
*Poetry Features are from Lucy Calkins’s Poetry: Powerful Thoughts in Tiny Packages.
4. Perform original and published poems with confidence for an audience.
5. Appreciate the magic in poetry and have fun reading and writing it!
Poetry Workshops
The poetry workshops in most lessons are based on the research-based Writers’ Workshop model developed at
the Teacher’s College of Columbia University. Below is the Teacher’s College synopsis of a poetry workshop:
“During the poetry workshop, students are invited to live, work and learn as poets. They learn to observe their
lives and the world around them while collecting, drafting, revising, editing, and publishing well-crafted writing
and poetry. Students receive direct instruction in the form of a mini-lesson and a mid-workshop teaching point.
The teacher explicitly names a skill that proficient writers use that is within reach for most of the class, then
demonstrates the skill and provides students with a brief interval of guided practice using it. Students are also
given time to write, applying the skills and strategies they’ve learned to their own writing projects. As students
write, the teacher provides feedback that is designed to move students along trajectories of development.
The feedback is given through one-to-one conferences and small group instruction, and includes instructional
compliments and teaching. The teacher helps a writer imagine what the next challenge is, and equips that
writer with the skills and strategies necessary to begin tackling that new frontier.”
Poetry workshops consist of the following building blocks:
1. Minilessons: The minilesson is a five to ten minute presentation and demonstration of a skill that
students should try to incorporate in their writing. The mini-lesson could include a teacher or student
modeling the skill for the day or a presentation of other literature that demonstrates the skill. Note
that the “scripts” in this curriculum often support the lesson for the day, but they are not part of the
minilesson. The scripts are inspirational while the minilessons are instructional.
2. Guided Practice: Students should have time to practice the skill with the support of the teacher and
classmates and receive feedback before working independently. This could take the form of a thinkpair-share, a class discussion, or a short activity that is less involved than individual writing.
3. Independent Writing: Students should have at least 10 to 15 minutes to work on poetry or free writing
independently. The teacher should always suggest a prompt or format for independent writing, but
students are free to choose their own topic or format. Students may continue working on an old poem
or start a new poem during each workshop.
4. Conferencing: Teachers should find time to give individual feedback to all writers in the classroom.
One good strategy is to ask questions that prompt students to add details or focus their poetry.
Teachers may also write comments or questions on drafts of student poetry. In first and second grade it
is best to walk around the room and have short discussions with students as they are writing. Show each
student you care about his or her work and encourage them to share more with you. Use the themes
that come up often during conferencing to inform the topics of your minilessons.
5. Mid-workshop teaching point: During each workshop stop the class to address an issue or theme you
are noticing in students’ work. You may also take this opportunity to share something a student is doing
well. Breaking up independent writing with a teaching point will help keep students on task.
6. Poet’s Share: Give students time to share their writing with the team after each workshop. This will
help students discover how poetry and writing is a social action that will help them connect to other
people. Students will be more motivated to write when they know they have an authentic, safe
environment in which to share.
Each Poetry Workshop will take place in the context of a larger narrative that develops throughout the season.
The story-based curriculum will help bring purpose, fun and imagination to poetry workshops.
What is Story-based Learning?
Story-based learning is an exciting new pedagogy that uses a narrative to engage students in educational
activities. To develop the program, America SCORES Bay Area worked closely with Suzanne Popkin, a literature
professor at Stanford University and U.C. Berkeley, and founder of Bookboing, a company that develops
educational, interactive story-based software. She defines story-based learning as such:
1. Students develop a connection with characters and become engaged in a plot.
2. The characters face a challenge.
3. The narrator asks the students to help the character in order to move the story forward.
4. The narrator gives hints and instruction when needed.
5. Students learn and demonstrate a new skill to help the character, resolve tension in the story and
maybe even earn a reward!
Why Story-based Learning?
Sitting through another hour-long class after a seven hour school day can be a challenge for a new first grader.
The Poetry Wizard narrative helps students approach their after-school time as anything but “more school,”
while motivating them to do academic work. Props, cartoon characters, illustrations, stories and poetry will
invite students’ imaginations to leave the building and all of its stresses behind and embark on an exciting
adventure when the bell rings. America SCORES Bay Area expects that this approach will be effective for the
following reasons:
1. Contextualized Learning: Students are more likely to remember what they learn when they can connect
it to a larger context in which it makes sense. The narrative gives a frame of reference in which students learn
to communicate and work together to solve meaningful problems in a fun, safe and playful environment. Their
emotional and intellectual engagement with the story and the characters will enrich their learning experiences.
2. Intrinsic Motivation: Students learn to read and write better when they are choosing to engage in these
activities, as opposed to when they are simply trying to earn a grade or follow a teacher’s instructions. The
narrative inspires students to choose to write in order to help the characters they are attached to. The narrative
provides a new, fun and interactive audience, which leads to opportunities for authentic and engaging writing
workshops.
3. Emotional Intelligence: Students must learn how to perceive and respond to emotions of characters in
the story in order to successfully help those characters. The narrative provides room for a type of imaginative
play, in which students can explore emotions in a safe environment, as they would when they play “house” or
“school.”
4. Creativity and Imagination: We hope that as characters in the story themselves, students will see the world
in ways they never thought possible. The change in perspective will help students generate and communicate
new ideas in their writing, art and discussion. Einstein once said, “Imagination is more important than
knowledge” and story-based learning is the ultimate exercise in sustained imagination
Activity and Poetry Breakdown
Each week’s script will prompt your team to begin a set of corresponding activities and read corresponding
poems. Read each lesson plan and Script closely before your class and make sure you have all poems and
materials ready for the class ahead of time.
Chapter
Activities
Poems/Literary Moments
“My Dad,” Mariana, Redding E.S.
“Pear,” Huy, Seattle SCORES, 10
1
1. Read “Magic Poems” and choose favorites
“Sometimes Poems,” Judith Viorst
2. Begin “Important Things about Poetry” chart.
“What is Red,” Mary O’Neil
3. Four Corners Game (optional)
“Friendly Warning,” Manny, Cleveland E.S
4. Perform Favorite Poems
“Things.” Eloise Greenfield
“Ceiling,” Zoe Ryder White
Your favorite poems!
2
1. Complete “My poetry name is ___________ and I am the type of
“Allow me to Introduce Myself,” Charles
poet who________” nametags.
R. Smith
2. Use poetry names to create a team poem
“Naming Things,” David Ardenson
3. Decorate folders and journals using poetry name themes
Chapter
Activities
Poems/Literary Moments
1. Read Frederick
3
2. Egg poetry search.
3. Complete team poem using found phrases.
“A Poem,” from Frederick
4. Add to “Important Things about Poetry” Frederick , Leo Lionni
“Pencil Sharpener,” by Zoe Ryder White
4
1. Describe an item from the “poetry museum” in a new and
unusual way.
“Dear Hot Dog,” Mordicai Gerstein
2. Add ideas to poetry chart
“Bowl,” Mordicai Gerstein
3. Poets’ Share!“Pencil Sharpener,” Eloise Greenfield
“Ceiling,” Zoe Ryder White
“Scissors,” Mordicai Gerstein
“Half Moonshine,” Judith Viorst
1. Create Heart Charts to brainstorm poetry topics
5
2. Work on “In my heart there lives…” poems
3. Create a team heart chart
4. Poets’ Share!
6
1. Begin free verse poems
2. Poets’ Share!”What Dads Do,” Judith Viorst
“The Dog,” Lauren, 10, Milwaukee SCORES
“Inside My Heart,” Zoe Ryder White
“I Hear,” Elijah Serafino, Redding ES
“Bugs,” Margaret Wise Brown
“Sometimes Poems,” Judith Viorst
1. Continue working on free verse poems
7
2. Revise free verse poems with sound and line breaks in mind
3. Poets’ Share!
“Things,” Eloise Greenfield
“Oh Words,” by Eloise Greenfield
“Go Wind,” Lilian Moore
“Way Down in the Music,” Eloise Greenfield
“Segecegret Legangeguage,” Judith Viorst
8
Poetry Party! Student Poems and your favorite poems, healthy
snacks, music, staging, team poetry book, guests!
Tips for Working with ESL Students
(non-native speakers of English)
1. ESL students improve their English skills when they are involved in meaningful communication. If you think your
students do not understand simplify your language and/or the tasks you are requiring of them and provide
context cues (visuals, diagrams, physical movement).
2. Speak naturally, but a bit slower.
3. Shorten your sentences and present one idea or concept at a time.
4. Use fewer pronouns in your speech.
5. Make eye contact with your ESL students when you talk to them.
6. Model and use non-verbal cues as much as possible to help get your meaning across, such as:
illustrations, diagrams, maps, gestures, body language, and real objects. Multi-sensory connections aid in
language retention.
7. Provide your ESL students with a word box when they are assigned to do some writing (picture images help
too) – this will help them build vocabulary while using language meaningfully.
8. Use partner work and team work as much as possible, and use it to ESL students’ advantage. Never partner
two ESL students together – rather, partner them with a native speaker or partner a high functioning learner with
a low functioning learner. Using bilingual buddies is fine in order to translate instructions or key vocabulary when
necessary, but keep these interactions separate from work time.
9. Give lots of positive reinforcement when students demonstrate effort!
10. Teach active listening techniques. Before you read aloud the Literary Moments, give them something to
listen for (i.e., listen for three color words, listen for two kinds of food in this poem, listen for two action words that
we can do outside, etc.)
11. Be aware of the idioms that you use, and when you do, be sure to explain their meaning. An idiom is a
commonly used phrase in which the literal translation is not the intended meaning (i.e., “learn it by heart,
“head over heels in love,” “a sweet tooth,” etc.).
12. Provide written instructions for your students using simple language. If multiple directions are given orally (i.e.,
first do this, then do that, then when you are finished do this), ESL students are often not able to retain them well.
13. People learn language more easily when they are relaxed and happy. Help your ESL students to feel
included and part of the team through non-verbal team builders. And remember, a smile is universal!
14. Adapt the work requirements for your ESL students. For example, if you want your class to include four
descriptive words in a poem, ask your ESL students to include two.
15. Use dictation with your beginners. Let them dictate a poem to you, and you do the writing.
16. Allow your ESL students to write bilingual poems using words from their native language. This is a very
common poetic technique for bilingual poets, and it adds to the richness of meaning for bilingual readers.
17. Increase wait time when you ask a question, and be patient. Often, ESL students translate in their heads
before speaking aloud in English.
18. Do not pressure your ESL students to share their work aloud right away. Rather, ask permission for a
teammate to read the ESL student’s work.
19. Get to know your children’s cultural background by learning about his/her family, their customs,
their education, and their beliefs. This will help you understand how they view themselves as learners and
team members.
20. Fluency in conversational English does not necessarily mean that an ESL student’s reading and writing will
be on grade level. Understand that it generally takes 1-2 years to master conversational English and 5-7 years to
master “academic” English.
21. Keep this in mind: English is a foreign language for these children. It is mentally exhausting for them to remain
focused for long periods of time in a language-rich environment. Plan scheduled breaks for quiet work such as
arts activities or movement.
Poetry Share Performance Tips
Learning to perform and share poetry in public with confidence is not something students will learn in one
lesson. Instead, becoming a performer is a process. Consider incorporating these activities throughout the
season to help students get comfortable sharing in front of a group:
1. Choral Readings: Reading a poem at the same time as the rest of the class creates a safe space for
individual students, especially emerging readers, to make mistakes without being noticed. It is also a fun and
empowering experience!
2. Group Readings: Before Poets’ Shares, have every student read their poem over and over to an imaginary
audience for one minute. This helps students practice in a low-pressure environment and lets them take risks
since everyone is focused on their own poem
3. Silent Group Reading: Have every student read their poem “as loud as they can without making any
noise!” This exercise will help them practice their body language and non-verbal expression.
4. Across The Room Reading: Try a poetry share where the poet stands in a corner of the room opposite of
the audience. Have the audience interrupt when they cannot hear the poet. This will help young poets learn
to project their voice
Chapter 1: Meet Grimbert the Gopher Wizard
Objective: Students will read and analyze a variety of poems. Students will use the poems to create a list of
things they know and questions they have about poetry. Students will share favorite poems with the class.
Time: 1 Workshop (45 minutes)
Materials: Poems “found at Crocker Park,” Team poetry chart, Story script and illustrations, Trophy (optional).
Prep: Create a poetry chart on chart paper that says, “Important Things About Poetry” at the top.
Story: Share the Chapter One story and illustrations of Grimbert. Emphasize that students will have to figure out
what poetry is and write their own poems to earn their trophies and help Grimbert.
Poetry Workshop
1. Post the poetry chart on the board. Ask students to raise their hands if they ever heard of poetry
before. What do they know about it?
2. Read one of your favorite poems from the Magic Poems folder (or feel free to bring in your own
favorite, appropriate poem). Before reading ask students to listen for things that they like about the
poems. List some of these things on your poetry chart. Then ask students to think about what makes
reading a poem different than reading a story. Add these responses to the Poetry Chart.
3. Let’s Get Physical – Four Magic Corners: Divide students into four groups and have each group stand
in a corner of the room. Place a variety of poems in a central area for students to read silently after
they are selected. Have one student be the “wizard” and stand in the middle of the room with her
eyes closed. Students should walk around the room in a clockwise direction until the wizard tells them
to stop, at which point they should all move to the nearest corner. The wizard will point to or name a
corner with her eyes closed and every student in that corner is chosen to become a poetry reader.
Poetry readers move to the reading area and silently or quietly read the poems, searching for their
favorite one. After all students have been chosen you can either play again or…
4. Share: Give students time to share their favorite poems in the poet’s chair. Encourage students to
explain why they liked the poem. Give all students time to add to the “Important Things About Poetry”
chart after each poem.
My Dad
By Marianna, Redding Elementary
What is Red?
By Mary O’Neil
Things
By Eloise Greenfield
My dad,
Hairy bear
Stinky feet
Bald head
Kind heart
Big belly
Straight teeth
My dad, has no hair.
Red is a sunset
Blazy and bright.
Red is feeling brave
With all your might.
Red is a sunburn
Spot on your nose,
Sometimes red
Is a red, red rose.
Red squiggles out
When you cut your hand.
Red is a brick and
A rubber band.
Red is hotness
You get inside
When you’re embarrassed
And want to hide.
Fire cracker, fire engine,
Fire-flicker red
And when you’re angry
Red runs through your head.
Red is an Indian,
A valentine heart,
The trimming on
A circus cart.
Red is a lipstick,
Red is a shout,
Red is a signal
That says: “Watch out!”
Red is a great big
Rubber ball.
Red is the giantest
Color of all.
Red is a show-off
No doubt about it--But can you imagine
Living without it?
Went to the corner
Walked in the store
Bought me some candy
Ain’t got it no more
Ain’t got it no more
Went to the beach
Played on the shore
Built me a sandhouse
Ain’t got it no more
Ain’t got it no more
Went to the kitchen
Lay down on the floor
Made me a poem
Still got it
Still got it
Pear
By Huy, age 10, Emerson E.S., Seattle
Summer is coming.
School days are ending.
Playing on the grass.
With my cousin Tommy.
Sometimes Poems
By Judith Viorst
Sometimes poems are
Short and fat
And have a
Double chin.
The poems
I
Write
Don’t
Look
Like That.
My
Poems
Are
Tall
And
Thin
Except
The
Day
I
Sat,
Then looked;
Instead
Of
Looked,
Then
Sat:
Andsquashedoneflat
Friendly Warning
By Manny, Cleveland Elementary
LISTEN!
GRASS!
Take it easy,
Don’t grow too tall!
They’ll just bring a lawnmower
And cut you down
RRRRUUMMMBBRRRR!
SEE?
I told you they would cut you down!
Ceiling
By Zoe Ryder White
The ceiling
is the sky
for the classroom.
Chapter 2: New and Unusual Poetry Names
Objective: Students will identify and visualize how poets describe things in new and unusual ways. Students
will begin describing things in new and unusual ways by giving themselves poetry names. Students will continue
identifying characteristics of poems. The team will create a team poem.
Time: 1 Workshop (45 minutes)
Materials: Imagine a Night pictures and poetry, Poetry Name Tags and/or worksheets, Chapter 2 text,
Coloring supplies, Poetry portfolios, “Allow me to Introduce Myself”
Story: Read or summarize Chapter 2 of the Script. Explain that Grimbert noticed that poets describe the world
in “new and unusual ways,” and he used this trick to help him with his magic powers. Read the Imagine a Night
poems and show the pictures as an example. Add “Describe the world in strange and unusual ways” to your
class poetry chart.
Prep: Create your own poetry name and poetry introduction to share with the class.
Poetry Workshop: Students will practice describing the world in new and unusual ways by giving themselves
poetry names and introducing themselves as poets.
1. Mini-lesson: Tell the class your own poetry name and show them the name tag you decorated. Your
poetry name can be as long or as short as you would like it to be. Talk a little bit about how you chose
it. Introduce yourself using the following template:
“My poetry name is ____________ and I am the kind of poet who …”
The more creative your example is the more creative your students’ poetry introductions will be!
Consider reading Allow me to Introduce Myself to inspire “poetic introductions” and show a professional
poetry “introduction.” Remind students that their introductions do not have to rhyme.
2. Guided Practice: Give students time to share other possible ideas for poetry names. Consider
making a list on the board.
3. Independent work: Give students time to come up with their own poetry name and write their poetry
introductions. Students who finish early should draw a picture or decorate their poetry portfolio. Some
students may want to revisit this poem later and add to or revise it.
4. Extension: If you have extra time consider reading the poem “Naming Things” to your class and
adding new ideas to the “Important Things About Poetry” chart.
Share: Invite the class to sit in a circle. Pass a soccer ball around the circle, giving each student a
chance to introduce their “poetry selves” when they receive the ball. All students have the right to pass
during poetry shares.
Team Poem: Consider compiling your student introductions into a team poem that you can send to Grimbert
so he can learn more about the team. Help your students come up with one “team” poetry name and a
closing line that says, “We are the ______________ and we are the kind of poets who ______________.”
Imagine A Night
By Sarah Thompson
That’s just
A few of the names
They call me.
Imagine a night…
… when snow white sheets
grow crisp and cold,
and someone whispers,
“Follow me.”
Imagine a night…
…when you might find
that gravity
doesn’t work
quite as you expected.
Naming Things
By David Ardenson
I love to give things names.
I think I’ll call you Hal.
I’ll also call your sweater Fred
and your umbrella, Big Al.
I can’t stop naming things.
I name everything I see.
My baseball’s name is Sherman
and my bat’s named Woe S. Me.
Imagine a night…
…when moonlight spills
across the water
to make a path
for the lightest feet.
Imagine a night…
…when the space between words
becomes like the space
between trees:
wide enough
to wander in.
Allow me to Introduce Myself
By Charles R. Smith Jr.
They call me
The show stopper
The dime dropper
The spin-move-to-the-left
Reverse jam poppa.
The high flier
On the high wire.
The intense rim-rattlin’
Noise
Amplifier.
The net-shaker
Back board break
Creator
Of the funk dunk
Hip-shaker.
The Man
Sir Slam
The Legend
I be.
My shoes are Brett and Bart.
My socks are Rick and Rack.
My jeans are Walkin’ Willie
and my T-shirt’s named Bo Jack.
My eyes are Moose and Juice.
My feet are Stan and Fran.
I name everything I see
and I name everything I can.
When my sis says pass the salt,
I say, “Don’t you mean Michelle?”
When my brother wants my jacket,
I say, “Don’t you mean Miguel?”
Finally, the other day,
my mother sat me down.
She said, “You must stop naming
everything you see in town.”
I promised I would stop it.
Then I named her necklace Bud.
So now I have a new name of my own ... MUD!
I am the kind of poet who
I am the kind of poet who
Hello, my poetry name is
Hello, my poetry name is
Chapter 3: Meet Frederick
Objective: Students will read about a poet and identify techniques poets use to write poetry. Students will
practice looking for poetry in the world even when they are not writing.
Time: 1 to 2 workshops
Materials: Copy of Frederick by Leo Lionni, One or two plastic eggs per child filled with a poetry prompt.
Prep: Hide the poetry eggs with prompts in the classroom or on the schoolyard.
Story: Share Chapter 3 of the Script and read Frederick to the class. Ask students to identify the things that
Frederick did that make him a poet. When you read Frederick’s final poem let the class read it with you.
Consider writing it on chart paper or printing copies for students ahead of time. Ask the students to add
poetry techniques that Frederick did to your class poetry chart. Ask students, “How did Frederick get ideas
for his poem?” as a segue into the Poetry Workshop…
Poetry Workshop
1. Poetry Search: Explain to the class that they will have a chance to prove themselves as poetry
apprentices by finding poetry just like Frederick did. Hide the poetry eggs before the lesson. Give
students 5 to 10 minutes to find their poetry phrases. Each student should find one or two eggs.
Students who find two eggs before time is up can either help a friend or fill in some blank word cards
so they have extra words to choose from. Emphasize that poets look for poetry in the world even
when they are not writing, and poems hatch from the eggs of poetry that they find.
2. Model: When the class returns from their poetry search gather them on the carpet again.
Demonstrate how you might complete a few of the prompts.
3. Guided Practice: Give students time to share how they might complete their prompts with a
partner. Then give pairs time to share with the class.
4. Independent Work: Give students five to fifteen minutes to complete their prompts. Consider
letting groups of students build group poems, or show the class how you might put a few of their
prompts together to make a team poem.
Share: Gather the class on the carpet. Give students time to share their poems in the Poet’s Chair.
Encourage audience members to share things they liked about each poem or ask questions.
Team Poem: If time allows, arrange student responses into a team poem on one sheet of paper. Consider
adding in a chorus.
A Poem
By Frederick
Who scatters snowflakes? Who melts the ice?
Who spoils the weather? Who makes it nice?
Who grows the four-leaf clovers in June?
Who dims the daylight? Who lights the moon?
Four little field mice who live in the sky.
Four little field mice… like you and I.
One is the Springmouse who turns on the showers.
Then comes the Summer who paints in the flowers.
The Fallmouse is next with walnuts and wheat.
And Winter is last… with little cold feet.
Aren’t we lucky the seasons are four?
Think of a year with one less… or one more!
Title: _______________________ Date: _________
I used to be
But now
I seem to be
But really
I come from
One day I plan to
Title: _______________________ Date: _________
I’m as powerful as
Poetry is
If I were in charge of the world
I am a poet, as loud as a
Chapter 4: New and Unusual Poetry Museum
Objective: Students will write a poem describing an ordinary object in a new and unusual way.
Materials: Poetry Museum objects (natural objects, toys, tools, pottery, jewelry, clothing, household items,
utensils, artwork, any other interesting objects to write about not normally found in a classroom), copies of:
“Pencil Sharpener,” “Dear Hot Dog,” “Ceiling,” “Scissors” and “Bowl,” “Ode” template (optional), pencils,
coloring supplies, poetry portfolios, journals, poetry paper
Time: 1-2 Workshops
Prep: Prepare the “poetry museum” and include a “poetry museum” sign.
Story: Read or tell in your own words Chapter 4 of the Script.
Poetry Workshop
Mini-lesson/Modeling: Explain to students that poetry can transform an ordinary object into something
different and magical. Poets think of ordinary objects in new and unusual ways. Demonstrate how you
might describe objects in the poetry museum in a new and unusual way. Share one or all of the poems
for the lesson such as Pencil Sharpener, Dear Hot Dog, Scissors or Bowl.
Guided Practice: Write on the board or pass out the following template:
Dear ________________,
You look like …
You smell like…
You taste like…
You sound like…
You feel like…
You make me want to …
With my poetry powers I turn you into…
Choose an object from the poetry museum and give students time to complete the poem as a class.
Remind students that they do not have to use this template during their writing time.
Independent Writing: Allow each student to pick an object or assign objects to each table of students
(or one object to each student). Students may write about the same object or work together. Give
students 10-15 minutes to write and illustrate a poem that describes their object in a new and unusual
way.
Share: Give students time to present their objects, poems and illustrations in the poets’ chair.
Pencil Sharpener
By Zoe Ryder White
I think there are a hundred bees
inside the pencil sharpener
and they buzz
and buzz
and buzz
until my point
is sharp!
Ceiling
By Zoe Ryder White
The ceiling
is the sky
for the classroom.
Half Moonshine
By Judith Viorst
The moon is the sun’s silver mirror.
The moon is a chunk of green cheese.
The moon is the home of the man in the moon.
The moon tugs the tides of the seas.
The moon is where astronauts moon-walked.
A cow once jumped over it too.
Half of these stories are moonshine.
Half of these stories are true.
The moon has astonishing mountains
Piercing the lonely moon sky.
The moon has a goddess – Diana’s her name.
The moon is a million miles high.
The moon marks each month as it passes
And has since the world first was new.
Which of these stories are moonshine?
And which of these stories are true?
Scissors
By Mordicai Gerstein
You’re a funny looking bird.
I stick my fingers
Through your eyes
And you open your beak
And sing:
“Snip! Snip!”
I feed you paper
And you find stars
Hidden in it,
Or elephants,
Or fishes, flowers,
Or butterflies.
But on Valentine’s Day,
If the paper’s red,
All you can find is
Hearts!
Hearts!
Hearts!
Bowl
By Mordicai Gerstein
You squat on the table
With your big mouth
Wide-open
Full of nothing
But light.
You look up begging,
And I let loose
An avalanche
Of crunchy flakes
Crashing down
To fill you.
You gurgle happily
As I pour in milk
And introduce my spoon.
We’ve met,” you say.
The spoon and I have fallen in love,
And after breakfast
We’re running away!”
Dear Hot Dog
By Mordicai Gerstein
Dear hot dog,
Snug as a puppy
In your bready bun,
I love you.
I squeeze the sunny
Mustard
Up and down
Your ticklish tummy,
And cover you up
With relish and a blanket
Of crimson ketchup.v
You are so fragrant,
Plump, and steamy.
I could
Eat
You
Up!
Title: _______________________ Date: _________
Dear,
You look like
You smell like
You taste like
You sound like
You feel like
I would turn you into a
Chapter 5: A Poetry Fire!
Objective: Students will be able to choose a topic for an original, free verse poem. Students will create their
“heart chart” and write an “In my heart” poem.
Time: 1 to 2 Workshops
Materials: Chapter 5 Script, portfolios, Heart Charts, coloring supplies, pencils, poetry chart, “In my heart there
lives…” poem template, copies of “Inside My Heart” and “The Dog”
Prep: Prepare your own “Heart Chart” and “In My Heart There Lives” poem. Create a big heart chart for the
entire team on a poster or the board.
Story: Read Chapter 5 of the Script. Explain that the first step to helping the gophers get their poetry back is
deciding what to write about.
Poetry Workshop
1. Mini-lesson: Explain to the class that good poems come from ideas that give the poet “big, strong
feelings.” These can be sad feelings, happy feelings, angry feelings, confused feelings or any other
kinds of feelings. Show the class how you decided on some things that give you big feelings and drew
them in your heart chart. Share Inside My Heart or The Dog as examples of poems coming from big,
strong feelings.
2. Brainstorming: Tape the class heart chart to the board. Ask students to share some things that give
them big, strong feelings and draw or write them in the chart.
3. Independent work: Give students ten minutes to complete their own heart chart. Then give students
time to work on their own Inside My Heart poem. Emphasize how using the phrase “in my heart there
lives” is an example of describing the world in a new and unusual way.
Share: Invite students to share their heart charts or poems from the poet’s chair. Consider adding more items
to the team heart chart as more students share. Remind students that this is a good start to helping Grimbert
rebuild the Grotto, but he will need more than just topics and heart poems!
The Dog
By Lauren L, Age 10, Milwaukee SCORES
I Hear
By Elijah Anthony Serafino, Redding Elementary
I just really want a dog!
It’s filling me with rage!
I just might turn wild
So lock me in a cage
Everywhere I go,
I see dogs.
They are so darn cute.
The least I can do
Is stare.
A dog would be destiny
It’s truly a sign
cause my sister likes them too,
wouldn’t that be divine?
I’ve waited Christmas,
Easter and more.
I just really want a dog
It’s what I’ve waited for!
I have already picked out names:
Like Daisy, Tinker
Or Lucky.
So I think
Not having a dog
Makes life feel
Kind of sucky
It is a sunny, bright day
I hear people walk by with sadness from those who
have lost.
I hear people screaming, “I won!”
I hear the ball being kicked, “boom, boom.”
I hear the goal, “swush, swush.”
When I’m about to make my goal, the sounds seem like a
stampede of horses going through my mind.
I stop.
I think.
And I feel confident about making my goal, because I
won’t be distracted anymore.
Inside My Heart
By Zoe Ryder White
Inside my heart lives
One birthday party
Two jazz bands
Three wrestling puppies
Four dancing birds
Five laughing babies
Six blasting spaceships
Seven lucky fireflies and
A sky full of stars.
Title: _______________________ Date: _________
Chapter 6: Show, Don’t Tell
Objective: Students will begin writing free verse poems that use small details and images to show their
big ideas.
Materials: Lesson 6 Script, student journals and portfolios, heart charts, pencils, coloring supplies, lined poetry
paper, copies of “What Dads Do” and “Bugs”
Time: 1-2 Workshops
Prep: Write your own free-verse poem about one of the ideas in your heart chart.
Story: Read Chapter 6 of the script, which explains that the heart chart poems were fun, but the Gophers
want to know more. They want students to choose just one of those ideas (model how you circle an idea on
your heart chart). Then they want us to write lots of little details and images to describe that idea and use them
to make a poem.
Poetry Workshop
1. Mini-lesson: Read ”Bugs” and ”What Dads Do” as an example of how poets show a big, strong
feeling from their heart chart with lots of little details.
2. Model: Share or write a poem about an item from your heart chart. Point out the techniques from
the poetry chart that you used in your poem. Let students share things they liked from your poem.
3. Guided Practice: Gives students an opportunity to share which items in their heart chart they might
choose to focus on and what kind of little details they might include.
4. Independent Work: Give students fifteen to twenty minutes to work on their own poems on the poetry
paper. Students who have a hard time starting may want to add more topics to their heart chart or
draw and label a picture first. Students who finish early should add their poem to their portfolio and
write more poems, draw a picture or add more details.
Share
1. Give students time to share their poems in the Poet’s Chair. Encourage the audience to share words, phrases
or ideas they liked or questions they have with the poet.
What Dads Do
By Judith Viorst
Make bookshelves.
Make burgers.
Make funny faces that make you laugh.
Scratch your back when you can’t reach where it itches.
Lift you up on their shoulders.
Snore when they’re sleeping (but say they don’t).
Pitch – but not so fast that you can’t hit their pitches.
Play tickles with you when you feel like a silly person.
Snuggle up close with you when you feel like a sad one.
Dads explain electricity
And peninsulas
And help you count the stars.
I wish I still had one.
Bugs
By Margaret Wise Brown
I like bugs.
Black bugs,
Green bugs,
Bad bugs,
Mean bugs,
Any kind of bug.
A bug in a rug,
A bug in the grass,
A bug on the sidewalk,
A bug in a glass –
I like bugs.
Round bugs,
Shiny bugs,
Fat bugs,
Buggy bugs,
Big bugs,
Lady bugs,
I like bugs.
Title: _______________________ Date: _________
Chapter 7: Music of Poetry
Objective: Students will use line breaks and word choice to help the sound of their poems match the
poems’ meaning.
Materials: Poetry portfolios and journals, pencils, writing materials, Chapter 7, Copies of: “Sometimes Poems,”
“Oh Words,” “Things,” “Go Wind,” coloring supplies
Time: 1 to 2 Workshops
Prep: Revise one of your poems to show how you played with a line break to make your poem sound better.
Consider cutting your poem into sentence strips so you can re-arrange it in front of the class.
Story: Read Chapter 7 of the Script.
Poetry Workshop
Mini-lesson: Read some of the mentor texts from this lesson and clap them out with the class. Then
demonstrate how if the lines are divided up differently they do not sound as good. For example, read
“Things” like this:
Went to the beach
Played on the shore
Built me a sand house
Ain’t got it no more
Walked to the corner store
Bought me some soda and candy
Aint got it no more
Then I Laid down on the kitchen floor and made a poem.
Still have it
Then read Greenfield’s version and ask students which they liked more and why.
Independent Practice: Give students time to revise old poems by re-arranging the lines or work on new
poems with their new strategies in mind. Consider challenging poets who are finished to add one or
two rhymes to some of their poems. It may help to let students cut their poems into pieces and glue
them back together instead of re-writing them.
Share: Give students an opportunity to share their poems in the poets’ chair.
Sometimes Poems
By Judith Viorst
Oh, Words
By Eloise Greenfield
Segecreget Lganguagage
By Judith Viorst
Sometimes poems are
Short and fat
And have a
Double chin.
The poems
I
Write
Don’t
Look
Like That.
My
Poems
Are
Tall
And
Thin
Except
The
Day
I
Sat,
Then looked;
Instead
Of
Looked,
Then
Sat:
Andsquashedoneflat
Oh, I love those wacky words
Those crazy words that crack me up.
Like dibbily-doobily doo and such,
They don’t mean much,
But oh, I love them so.
I know a secret language
I’d like to share with you.
Are you ready?
Here is how it’s done:
You take a word and put a “g” sound
into every syllable.
Dgo ygou gget igit?
Dgon’t ygou thgink igit’s fgun?
Things
By Eloise Greenfield
Went to the corner
Walked in the store
Bought me some candy
Ain’t got it no more
Ain’t got it no more
Went to the beach
Played on the shore
Built me a sandhouse
Ain’t got it no more
Ain’t got it no more
Went to the kitchen
Lay down on the floor
Made me a poem
Still got it
Still got it
Oh, I love those wicked words,
Those mean, mean words
From the mouths of sorcerers,
Who point and yell
And cast a spell, saying,
“You will sleep for a thousand years,
I will not change,
So stop your tears. Sleep!”
And the good folks fall and then lie still,
While I hug myself to hold the chill
Brought on by those wicked words
Oh I love those yucky words,
Those words that make me
See and smell the goo.
Ooh! It’s gross, it’s awful
And it’s bad!
The yuckiest time I’ve ever had.
Words, oh words,
Oh what a mess,
Wicked, wacky, yucky,
Yes!
Go Wind
By Lilian Moore
Go wind, blow
Push wind, swoosh
Shake things
Take things
Make things
Fly.
Way Down in the Music
By Eloise Greenfield
I get way down in the music
Down inside the music
I let it wake me
take me
Spin me around and make me
Uh-get down
Title: _______________________ Date: _________
Chapter 8: Poetry Party!
Objective: Students will publish, perform and celebrate their poetry!
Materials: Construction paper, yarn, string or other binding materials, art supplies, student portfolios and
journals, poetry paper, music, healthy snacks, a fun “stage setting” such as a microphone, curtains, lighting,
etc., guests!
Time: 1-2 Workshops
Prep: Prepare a fun stage area, organize a potluck of healthy snacks, type up student poems for students to
decorate
Story: Read Chapter 8 of the Script. Congratulate the team on saving Gopher Grotto and earning their poetry
apprentice trophies!
Poetry Workshop
Mini-lesson: Show your students a published book of poems. Explain that they are going to create their
own poetry anthology. Have typed versions of poems for them to decorate or allow them to decorate
their own poems. Decorate one of your own poems as an example.
Guided Practice: Ask the class to help you come up with a title for the anthology. Consider using a line
of phrase from student poetry.
Independent Work: Give students time to prepare and decorate their poetry pages.
Share: Have a small celebration as you bind the team book. Consider letting each author “autograph” the
book at the “book signing party.” Then gather an audience and let students share their favorite poems and
memories from the season. Take lots of pictures and video to share!
Congratulate the team on a great season. Consider giving students journals so they can keep writing and
encourage them to do so.
Appendix
Title: _______________________ Date: _________
Free Write!
Title: _______________________ Date: _________
Dear,
You look like
You smell like
You taste like
You sound like
You feel like
I would turn you into a
Title: _______________________ Date: _________
In my heart there lives
I am the kind of poet who
I am the kind of poet who
Hello, my poetry name is
Hello, my poetry name is
Title: _______________________ Date: _________
I used to be
But now
I seem to be
But really
I come from
One day I plan to
Title: _______________________ Date: _________
I’m as powerful as
Poetry is
If I were in charge of the world
I am a poet, as loud as a
Title: _______________________ Date: _________
Title: _______________________ Date: _________
Title: _______________________ Date: _________
Title: _______________________ Date: _________
My Dad
By Marianna, Redding
Sometimes Poems
By Judith Viorst
What is Red?
By Mary O’Neil
My dad,
Hairy bear
Stinky feet
Bald head
Kind heart
Big belly
Straight teeth
My dad, has no hair.
Sometimes poems are
Short and fat
And have a
Double chin.
The poems
I
Write
Don’t
Look
Like That.
My
Poems
Are
Tall
And
Thin
Except
The
Day
I
Sat,
Then looked;
Instead
Of
Looked,
Then
Sat:
Andsquashedoneflatv
Red is a sunset
Blazy and bright.
Red is feeling brave
With all your might.
Red is a sunburn
Spot on your nose,
Sometimes red
Is a red, red rose.
Red squiggles out
When you cut your hand.
Red is a brick and
A rubber band.
Red is hotness
You get inside
When you’re embarrassed
And want to hide.
Fire cracker, fire engine,
Fire-flicker red
And when you’re angry
Red runs through your head.
Red is an Indian,
A valentine heart,
The trimming on
A circus cart.
Red is a lipstick,
Red is a shout,
Red is a signal
That says: “Watch out!”
Red is a great big
Rubber ball.
Red is the giantest
Color of all.
Red is a show-off
No doubt about it--But can you imagine
Living without it?
Pear
By Huy, age 10, Emerson
E.S., Seattle
Summer is coming.
School days are ending.
Playing on the grass.
With my cousin Tommy.
Friendly Warning
By Manny, Cleveland Elementary
Things
By Eloise Greenfield
LISTEN!
GRASS!
Take it easy,
Don’t grow too tall!
They’ll just bring a lawnmower
And cut you down
RRRRUUMMMBBRRRR!
SEE?
I told you they would cut you down!
Went to the corner
Walked in the store
Bought me some candy
Ain’t got it no more
Ain’t got it no more
Went to the beach
Played on the shore
Built me a sandhouse
Ain’t got it no more
Ain’t got it no more
Went to the kitchen
Lay down on the floor
Made me a poem
Still got it
Still got it
Ceiling
By Zoe Ryder White
The ceiling
is the sky
for the classroom.
Imagine A Night
By Sarah Thompson
Allow me to
Introduce Myself
By Charles R. Smith Jr.
Imagine a night…
… when snow white sheets
grow crisp and cold,
and someone whispers,
“Follow me.”
Imagine a night…
…when you might find
that gravity
doesn’t work
quite as you expected.
Imagine a night…
…when moonlight spills
across the water
to make a path
for the lightest feet.
Imagine a night…
…when the space between
words
becomes like the space
between trees:
wide enough
to wander in.
They call me
The show stopper
The dime dropper
The spin-move-to-the-left
Reverse jam poppa.
The high flier
On the high wire.
The intense rim-rattlin’
Noise
Amplifier.
The net-shaker
Back board break
Creator
Of the funk dunk
Hip-shaker.
The Man
Sir Slam
The Legend
I be.
That’s just
A few of the names
They call me.
Naming Things
By David Ardenson
I love to give things names.
I think I’ll call you Hal.
I’ll also call your sweater Fred
and your umbrella, Big Al.
I can’t stop naming things.
I name everything I see.
My baseball’s name is Sherman
and my bat’s named Woe S.
Me.
My shoes are Brett and Bart.
My socks are Rick and Rack.
My jeans are Walkin’ Willie
and my T-shirt’s named Bo
Jack.
My eyes are Moose and
Juice.
My feet are Stan and Fran.
I name everything I see
and I name everything I can.
When my sis says pass the
salt,
I say, “Don’t you mean Michelle?”
When my brother wants my
jacket,
I say, “Don’t you mean
Miguel?”
Finally, the other day,
my mother sat me down.
She said, “You must stop
naming
everything you see in town.”
I promised I would stop it.
Then I named her necklace
Bud.
So now I have a new name
of my own ... MUD!
A Poem
By Frederick
Who scatters snowflakes? Who melts the ice?
Who spoils the weather? Who makes it nice?
Who grows the four-leaf clovers in June?
Who dims the daylight? Who lights the moon?
Four little field mice who live in the sky.
Four little field mice… like you and I.
One is the Springmouse who turns on the showers.
Then comes the Summer who paints in the flowers.
The Fallmouse is next with walnuts and wheat.
And Winter is last… with little cold feet.
Aren’t we lucky the seasons are four?
Think of a year with one less… or one more!
Pencil Sharpener
By Zoe Ryder White
I think there are a hundred bees
inside the pencil sharpener
and they buzz
and buzz
and buzz
until my point
is sharp!
Ceiling
By Zoe Ryder White
The ceiling
is the sky
for the classroom.
Half Moonshine
By Judith Viorst
The moon is the sun’s silver mirror.
The moon is a chunk of green cheese.
The moon is the home of the man in the
moon.
The moon tugs the tides of the seas.
The moon is where astronauts moonwalked.
A cow once jumped over it too.
Half of these stories are moonshine.
Half of these stories are true.
The moon has astonishing mountains
Piercing the lonely moon sky.
The moon has a goddess – Diana’s her
name.
The moon is a million miles high.
The moon marks each month as it passes
And has since the world first was new.
Which of these stories are moonshine?
And which of these stories are true?
Scissors
By Mordicai Gerstein
You’re a funny looking bird.
I stick my fingers
Through your eyes
And you open your beak
And sing:
“Snip! Snip!”
I feed you paper
And you find stars
Hidden in it,
Or elephants,
Or fishes, flowers,
Or butterflies.
But on Valentine’s Day,
If the paper’s red,
All you can find is
Hearts!
Hearts!
Hearts!
Bowl
By Mordicai Gerstein
Dear Hot Dog
By Mordicai Gerstein
You squat on the table
With your big mouth
Wide-open
Full of nothing
But light.
You look up begging,
And I let loose
An avalanche
Of crunchy flakes
Crashing down
To fill you.
You gurgle happily
As I pour in milk
And introduce my spoon.
We’ve met,” you say.
The spoon and I have fallen in love,
And after breakfast
We’re running away!”
Dear hot dog,
Snug as a puppy
In your bready bun,
I love you.
I squeeze the sunny
Mustard
Up and down
Your ticklish tummy,
And cover you up
With relish and a blanket
Of crimson ketchup.v
You are so fragrant,
Plump, and steamy.
I could
Eat
You
Up!
The Dog
By Lauren L, Age 10, Milwaukee SCORES
Inside My Heart
By Zoe Ryder White
I just really want a dog!
It’s filling me with rage!
I just might turn wild
So lock me in a cage
Everywhere I go,
I see dogs.
They are so darn cute.
The least I can do
Is stare.
A dog would be destiny
It’s truly a sign
cause my sister likes them too,
wouldn’t that be divine?
I’ve waited Christmas,
Easter and more.
I just really want a dog
It’s what I’ve waited for!
I have already picked out names:
Like Daisy, Tinker
Or Lucky.
So I think
Not having a dog
Makes life feel
Kind of sucky
Inside my heart lives
One birthday party
Two jazz bands
Three wrestling puppies
Four dancing birds
Five laughing babies
Six blasting spaceships
Seven lucky fireflies and
A sky full of stars.
I Hear
By Elijah Anthony Serafino, Redding
It is a sunny, bright day
I hear people walk by with sadness from
those who have lost.
I hear people screaming, “I won!”
I hear the ball being kicked, “boom, boom.”
I hear the goal, “swush, swush.”
When I’m about to make my goal, the
sounds seem like a stampede of horses
going through my mind.
I stop.
I think.
And I feel confident about making my
goal, because I won’t be distracted anymore.
What Dads Do
By Judith Viorst
Bugs
By Margaret Wise Brown
Make bookshelves.
Make burgers.
Make funny faces that make you laugh.
Scratch your back when you can’t reach
where it itches.
Lift you up on their shoulders.
Snore when they’re sleeping (but say they
don’t).
Pitch – but not so fast that you can’t hit
their pitches.
Play tickles with you when you feel like a
silly person.
Snuggle up close with you when you feel
like a sad one.
Dads explain electricity
And peninsulas
And help you count the stars.
I like bugs.
Black bugs,
Green bugs,
Bad bugs,
Mean bugs,
Any kind of bug.
I wish I still had one.
A bug in a rug,
A bug in the grass,
A bug on the sidewalk,
A bug in a glass –
I like bugs.
Round bugs,
Shiny bugs,
Fat bugs,
Buggy bugs,
Big bugs,
Lady bugs,
I like bugs.
Sometimes Poems
By Judith Viorst
Sometimes poems are
Short and fat
And have a
Double chin.
The poems
I
Write
Don’t
Look
Like That.
My
Poems
Are
Tall
And
Thin
Except
The
Day
I
Sat,
Then looked;
Instead
Of
Looked,
Then
Sat:
Andsquashedoneflat
Things
By Eloise Greenfield
Went to the corner
Walked in the store
Bought me some candy
Ain’t got it no more
Ain’t got it no more
Went to the beach
Played on the shore
Built me a sandhouse
Ain’t got it no more
Ain’t got it no more
Went to the kitchen
Lay down on the floor
Made me a poem
Still got it
Still got it
Go Wind
By Lilian Moore
Go wind, blow
Push wind, swoosh
Shake things
Take things
Make things
Fly.
Oh, Words
By Eloise Greenfield
Oh, I love those wacky words
Those crazy words that crack
me up.
Like dibbily-doobily doo and
such,
They don’t mean much,
But oh, I love them so.
Oh, I love those wicked
words,
Those mean, mean words
From the mouths of sorcerers,
Who point and yell
And cast a spell, saying,
“You will sleep for a thousand
years,
I will not change,
So stop your tears. Sleep!”
And the good folks fall and
then lie still,
While I hug myself to hold
the chill
Brought on by those wicked
words
Oh I love those yucky words,
Those words that make me
See and smell the goo.
Ooh! It’s gross, it’s awful
And it’s bad!
The yuckiest time I’ve ever
had.
Words, oh words,
Oh what a mess,
Wicked, wacky, yucky,
Yes!
Segecreget Lganguagage
By Judith Viorst
I know a secret language
I’d like to share with you.
Are you ready?
Here is how it’s done:
You take a word and put a “g” sound into every syllable.
Dgo ygou gget igit?
Dgon’t ygou thgink igit’s fgun?
Way Down in the Music
By Eloise Greenfield
I get way down in the music
Down inside the music
I let it wake me
take me
Spin me around and make me
Uh-get down