Major Poets
Introduction: The habit of thinking of nighttime "Whatifs" affects all of us, beginning at an early age. Use this poem to serve as an introduction to a discussion about some of the things that all of us worry about from time to time, especially at nighttime.
"WHATIF" (from A Light in the Attic)
Last night, while I lay thinking here,
Some Whatifs crawled inside my ear
And pranced and partied all night long
And sang their same old Whatif song:
Whatif I'm dumb in school?
Whatif they've closed the swimming pool?
Whatif I get beat up?
Whatif there's poison in my cup?
Whatif I start to cry?
Whatif I get sick and die?
Whatif I flunk that test?
Whatif green hair grows on my chest?
Whatif nobody likes me?
Whatif a bolt of lightning strikes me?
Whatif I don't grow taller?
Whatif my head starts getting smaller?
Whatif the fish won't bite?
Whatif the wind tears up my kite?
Whatif they start a war?
Whatif my parents get divorced?
Whatif the bus is late?
Whatif my teeth don't grow in straight?
Whatif I tear my pants?
Whatif I never learn to dance?
Everything seems swell, and then
The nighttime Whatifs strike again!
Extension: Encourage students to share their own "whatifs" in the form of a poem or drawing, or a combination of the two.
Silverstein, Shel. 1981. A light in the attic. New York: Harper Collins
Publishers. ISBN 0-06-025674-5.
Introduction: Young children have a long list of magical things that they believe in: Santa Claus, the tooth fairy, and all sorts of magical creatures. People have long been fascinated by the lore surrounding dragons. Use this poem to stimulate discussion with older students about things they once believed in, but no longer do.
"Once They All Believed in Dragons" (from The Dragons are Singing Tonight)
Once they all believed in dragons
When the world was fresh and young,
We were woven into legends,
Tales were told and songs were sung,
We were treated with obeisance,
We were honored, we were feared,
Then one day they stopped believing --
On that day we disappeared.
Now they say our time is over,
Now they say we've lived our last,
Now we're treated with derision
Where we once ruled unsurpassed.
We must make them all remember,
In some way we must reveal
That our spirit lives forever --
We are dragons! We are real!
Extension: Use this poem for a discussion of point-of-view, noting that the poem is told from the dragons' perspective. Invite students to brainstorm how Santa Claus, the tooth fairy or other figures might tell their own story of those who no longer believe. Older students might also be encouraged to read the new novel by 19 year-old Christopher Paolini, Eragon, a tale of a young man and the dragon that he is destined to pair up with to defeat evil.
Prelutsky, Jack. 1993. The dragons are singing tonight. New York:
Illus. by Peter Sis. Greenwillow Books. ISBN 0-688-12511-5.
Introduction: Bring an object that has special significance to you like a much loved stuffed animal or blanket to the classroom. Tell the story of how you got the object and why it is special to your students.
"Teddy Bear Poem" (from If I Were in Charge of the World)
I threw away my teddy bear,
The one that lost his eye.
I threw him in the garbage pail
(I thought I heard him cry.)
I've had that little teddy bear
Since I was only two.
But I'm much bigger now and
I've got better things to do.
Than play with silly teddy bears,
And so I said good-bye
And threw him in the garbage pail.
(Who's crying, he or I?)
Extension: Most children have a favorite object of their own. Encourage students to relate stories of their special objects. Discuss why we sometimes feel that we must shed childhood objects as we grow older. Invite students to write about a special object that they have or had.
Viorst, Judith. 1981. If I were in charge of the world. Illus. by Lynne Cherry.
New York: Aladdin Paperbacks. ISBN 0-689-70770-3.
Introduction: Florian's poems in Beast Feast are not only entertaining, but they also are well researched and provide factual information to introduce a unit of study on various animals. Read this poem to introduce a unit on ants.
"The Ants" (from Beast Feast)
Ants are scantily
Half an inch long,
But for their size
They're very strong.
Ants tote leaves
Five times their weight
Back to their nest
At speedy rate.
They walk on tree limbs
Upside down
A hundred feet
Above the ground,
While down below
Beneath a mound
They're building tunnels
Underground.
And so it's been --
And it will be --
Since greatest
Ant antiquity.
Extension: Bring an ant farm to the classroom for students to observe how ants industriouly work at building their home. If possible, take students to the gym or weight room and let them attempt to pick up something that is five times their own weight. This activity should be closely supervised so that no one is injured.
Florian, Douglas. 1994. Beast feast. New York: Harcourt Brace &
Company. ISBN 0-15-295178-4.
Introduction: Set the mood for this poem by dimming the lights, lighting a candle, and then asking the students to sit quietly listening while you do the same for approximately a minute. At the end of the minute, begin reading the poem.
"Listen" (from Wonderful Worlds)
Listen
to
soft-silences
stumbling
midst
loud rumblings
now
and
then.
Hear
powerful
poundings
of
quiet,
hushed,
yet ---
momentous sounds
over
over
over
again.
Extension: Read the poem a second time. At the end of the second reading, ask that students continue to sit quietly, listening to their own thoughts for a few minutes, jotting down ideas as they come. These ideas can then be the basis for original compositions.
Hopkins, Lee Bennett, ed. 2004. Wonderful worlds: poems about
reading, writing, speaking, and listening. Illus. by Karen Barbour.
New York: Simon and Schuster Books. ISBN 0-689-83588-4.
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