Poetry across the Curriculum
Introduction: Fifth grade social studies centers on American history. Use this poem as an introduction to Washington D.C., our nation's capital, and to some of the significant figures from American history who are honored with with memorials in the city.
"Washington, D. C."
Rebecca Kai Dotlich
On the east bank of the Potomoc,
lies Washington, D.C.
the capital of our Nation
which stands for liberty.
It's here our U.S. Presidents
are sworn into command;
where the courtly U.S. Capitol
and the stately White House stand.
Sweet cherry blossoms spice the air
of city blocks in patterned squares,
and grassy knolls and splendid parks
claim rare museums and grand landmarks.
Where patriotic monuments
stand haunting in the night;
where King proclaimed, I have a dream,
and Kennedy's flame burns bright.
It's here, in a place called Arlington,
where stars and stripes do fly;
where silent snow-white tombstones march
in rows where heroes lie.
The Tomb of the Unknown Soldier;
the changing of the guard.
The gardens and the galleries,
the tree-lined boulevards.
From around the world they come to touch
with tears and hushed acclaim
the sleek and sacred granite Wall
engraved wtih soldiers' names.
One the east bank of the Potomac,
lies Washington, D.C.
the capital of our Nation
which stands for liberty.
Extension: This poems begs for extension in many areas. Students could work in groups of three to research the various monuments or people who are presented in the poem. Since some of the references may be obscure to students, such as the "sacred granite Wall," this also presents an excellent opportunity for research to find out what the poet is talking about. The format of this poem makes it ideal for linearound reading, with the entire class reading the introductory and final stanzas, and individual groups reading the stanzas between.
Hopkins, Lee Bennett, ed. 2000. My America: a poetry atlas of the
United States. Illus. by Stephen Alcorn. New York: Simon &
Schuster Books for Young Readers. ISBN 0-689-81247-7.
Introduction: Older students are often intimidated by multiplying by larger numbers in their heads. Use this poem to instill confidence in their ability to use mental math to multiply larger numbers.
"Perfect Ten"
Greg Tang
Ten is such a breeze to do,
all because of place value.
To quickly multiply by 10,
put a zero at the end!
Extension: Allow the students to practice multiplying by 10 mentally using numbers that get increasingly larger as they gain confidence. Then lead them to guess what you do when you multiply by 100. They can usually figure out this rule easily, but figuring it out themselves gives them ownership of the concept which they can then easily apply to 1,000, 10,000, etc.
Tang, Greg. 2002. The best of times: math strategies that multiply.
Illus. by Harry Briggs. New York: Scholastic Press.
ISBN 0-439-21044-5.
Introduction: As students get ready for summer vacation, many of their families will be planning picnics and other outings. Unfortunately, one of the unpleasant hazards of picnics, in addition to ants, is food poisoning. Use this poem to introduce a unit on food safety to older students.
"Job Satisfaction"
John Collis
I am a young bacterium
And I enjoy my work
I snuggle into people's food
I lie in wait - I lurk.
They chomp a bit and chew a bit
And say, "This can't be beaten"
But then in bed they groan and moan,
"I wish I hadn't eaten."
Extension: Find materials on bacteria that are common in foods. Research what prohibits their growth and what precautions can be taken to prevent contamination and food poisoning. This would be an ideal unit for the creation of posters by students to post near the cafeteria (if your cafeteria manager has a sense of humor!) warning of the dangers of food poisoning and steps to be taken to prevent it.
Janeczko, Paul B., ed. 2001. Dirty laundry pile: poems in different voices.
New York: Harper Collins Publishers. ISBN 0-688-16252-5.
Introduction: All children have some of those days when nothing seems to go right, so do adults for that matter. Often the best therapy for one of those days is to learn to laugh about it. Pair this poem with Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst for a look at those horrible days that have been experienced by others.
"I Woke Up This Morning"
Karla Kuskin
I woke up this morning
At quarter past seven.
I kicked up the covers
And stuck out my toe.
And ever since then
(That's a quarter past seven)
They haven't said anything
Other than "no."
They haven't said anything
Other than "Please, dear,
Don't do what you're doing,"
Or "Lower your voice."
Whatever I've done
And however I've chosen,
I've done the wrong thing
And I've made the wrong choice.
I didn't wash well
And I didn't say thank you.
I didn't shake hands
And I didn't say please.
I didn't say sorry
When passing the candy
I banged the box into
Miss Witelson's knees.
I didn't say sorry.
I didn't stand straighter.
I didn't speak louder
When asked what I'd said.
Well, I said
That tomorrow
At quarter past seven
They can
Come in and get me.
I'm Staying In Bed.
Extension: After reading this poem, read Judith Viorst's Alexander and the Terrible, Horrible, No Good, Very Bad Day. The combination of the poem and the book should evoke memories of days that the students have had that are comparable to the ones experienced by Alexander and the author of " I Woke Up This Morning." Invite students to share their personal experiences of very bad days. Students might then want to write their own poems describing their personal bad days.
Cullinan, Bernice E., ed. 1996. A jar of tiny stars: poems by NCTE
Award-winning poets. Illus. by Andi MacLeod. Portraits by
Marc Nadel. Honesdale, Pennsylvania: Wordsong, Boyds Mills
Press. ISBN 1-56397-087-2.
Viorst, Judith. 1972. Alexander and the terrible, horrible, no good,
very bad day. Illus. by Ray Cruz. New York: Atheneum Books.
ISBN 0-68930-072-7.
Introduction: The teachings of Dr. Martin Luther King, Jr. had a profound effect on the American social scene in the 1960s. His philosophies of nonviolent direct action and "somebodiness" gave Black Americans and other minorities a sense of hope and inspired change in the social fabric of America. Use this poem to introduce this famous historic figure.
"Martin Luther King"
Myra Cohn Livingston
Got me a special place
For Martin Luther King.
His picture on the wall
Makes me sing.
I look at it for a long time
And think of some
Real good ways
We will overcome.
Extension: Pair this poem with Martin's Big Words by Doreen Rappaport. Encourage students to find more information on Dr. King. There are a number of books written for children on his life and the role that his philosophy played in instigating profound social changes in American society. Encourage students to read as much about Dr. King as they can and then write about the life of Dr. King, either in prose or poetry.
Cullinan, Bernice E., ed. 1996. A jar of tiny stars: poems by NCTE
Award-winning poets. Illus. by Andi MacLeod. Portraits by
Marc Nadel. Honesdale, Pennsylvania: Wordsong, Boyds Mills
Press. ISBN 1-56397-087-2.
Rappaport, Doreen. 2001. Martin's big words. New York: Jump at
the Sun. ISBN 0-78680-714-8.
Introduction: Dinosaurs, those magnificient creatures that once roamed the earth, fascinate everyone, especially children. Use this poem to begin a unit of study on dinosaurs.
"Dinosaurs"
Myra Cohn Livingston
Their feet, planted into tar,
drew them down,
back to the core of birth,
and all they are
is found in earth,
recovered, bone by bone,
rising again, like stone
skeletons, naked, white,
to love again, staring,
head holes glaring,
towering, proud, tall,
in some museum hall.
Extension: After sharing the poem, read New Dinos: the latest finds! the coolest dinosaur discoveries! by Shelley Tanaka. To allow students to experience the painstaking work of unearthing fossils, either purchase from a school supply store, fossils embedded in plaster that the students can unearth with dull scissors, or if your budget does not permit, purchase a package of chocolate chip cookies and have the students "excavate" individual chips with a wooden toothpick. If there is a museum nearby with dinosaur fossils, arrange a field trip to the museum.
Hopkins, Lee Bennett. 1987. Dinosaurs. Illus. by Murray Tinkelman.
New York: Harcourt Brace Jovanovich, Publishers.
ISBN 0-15-223495-0.
Tanaka, Shelley. 2003. New Dinos: the latest finds! the coolest dinosaur
discoveries!. Illus. by Alan Barnard. New York: Atheneum Books.
ISBN 0-68985-183-9.
911 Sartain Drive
Andrews, TX 79714
E-mail: [email protected]
Updated 07 July, 2004