Teaching

Poetry
The
Ultimate
Guide by Brooke Cohen
Contributors: Brooke Cohen, Nancy W. Cracknell, and Holly Johnson
Publication Coordinator and Managing Editor: Nancy W. Cracknell
Cover Design: Nancy W. Cracknell
Layout: Holly Johnson

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 Guide your students into the world of poetry using this
easy-to-follow format poem process.

Begin by reading Making a Poetry-Writing Classroom and

Tailoring Your Approach to fit your students’ needs.
Next, review the Format Poem Introduction for details on
using the format poem process.
Select a format poem and copy both sides of the page: the
format worksheet and the poem examples.
Select and copy a rubric from page 17 or 18 to accompany
the format poem.
Distribute the format poem pages and rubric to your
students.
Select one of the Poetry Projects and follow the instructions
to complete your poetry unit.

Plan one class-period for presenting and working together on

each format poem. Project time requirements are listed with the
instructions for each project.

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Brooke Cohen worked as a middle-school English teacher for
several years at Parkway Middle School in Broward County,
Florida. Teaching meant the world to her, and she still keeps in
touch with some of her students from ten years ago. She feels
that poetry gives children a new way to express their innermost
feelings.

Brooke is happily married and has two fantastic children.

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 Making a Poetry-Writing Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Tailoring Your Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Worksheets
Biographical Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
I AM Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Look in the Mirror Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Opposite Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Acrostic Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Japanese Lantern Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Cinquain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Diamanté Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Pyramid Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Parts of Speech Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Tanka . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Sensory Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Couplet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Haiku . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Limerick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Mystery Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
“I Have a Dream” Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Two-sides Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Class Poetry Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Individual Poetry Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Poetry Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

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Teaching poetry is a very rewarding experience when done correctly. Teenagers love to write poetry and
are amazed that a few well-chosen words are able to express their innermost feelings. When teenagers
are afraid to write poetry, it is often because they are unsure of how to proceed—there are no clear-cut
answers about what is right and what is wrong. Helping students to enjoy poetry at the start of the school
year is the key. Read poems aloud in class and encourage active listening. Before beginning the lessons,
get ready to teach poetry by making these simple preparations:

l Show Students What Is Expected

l Display Student Poems
l Create A Safe Environment
l Organize Student Work in Folders
l Provide Access to Essential Resources

l Have Reasonable Expectations

l Provide Examples
l Be Gentle With Creativity
l Include Positive Encouragement
l Offer Alternatives
l Read Every Word
l Be Compassionate
l Preserve Student Confidentiality
l Make It Interesting

Structure the classroom to make students feel comfortable when writing poetry. Students need easy
access to tools, and they need to feel safe writing about personal issues.

Grading assignments is one of the most difficult tasks a teacher faces. Language Arts teachers,
in particular, give so many assignments that it is hard to know which ones to grade to make the
process run efficiently.
If a teacher tries to grade all student assignments, he or she is grading every day and every night.
If that is acceptable, then HAVE FUN!!! Otherwise, follow these suggestions to grade papers
efficiently and effectively in a short amount of time.

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 —assignments graded with extra care
These assignments are usually given only once each quarter and count as a large
percentage of the student’s overall grade. Guide students through this type of assignment.
Advise students ahead of time how grades are determined and explain that students are
going to be completing the assignments at home, at their own pace.
—assignments graded for following specific instructions
Important assignments deserve detailed grading since students take several days to
complete this type of assignment.
—assignments that are marked as complete or incomplete
These assignments are exercises meant to spark creativity and/or fill a requirement for a
greater assignment and do not require review.

Rubrics are a key element in successful grading. A rubric provides students a clear explanation
of the teacher’s expectations. It also helps a teacher keep on track during the grading process.
Follow the suggestions below when creating rubrics.

Include a point value for all sections of the rubric. This gives students a goal at which to aim.
Make the total point value either 20, 50, or 100 points, making the final percentage easy to
calculate.

Be as specific as possible in the rubric. The more specific the guidelines, the easier it is to
determine a student’s grade.

Be as consistent as possible with rubrics. Consistency means fewer changes for future
assignments.

Poem shows much thought Poem is complete and Ideas and emotions are Spelling and grammar
was put into word choices accurately follows the very clearly communicated. are correct throughout.
and originality. assigned format.
5 points 5 points 5 points 5 points

Poem shows some thought Poem is written in the Ideas and emotions are clearly Spelling and grammar are
was put into word choices. assigned format with communicated with some mostly correct throughout.
some mistakes. room for improvement.
4 points 4 points 4 points 4 points

Poem is creative but could Poem somewhat follows Communication is not always Some spelling and grammar
have shown more thought. the assigned format. clear, but effort is shown. mistakes are present.
3 points 3 points 3 points 3 points

Poem appears rushed and did Poem is not written in Poem is unclear. It appears There are many spelling and/or
not explore word choices. the assigned format. little effort was made. grammar mistakes throughout.
2 points 2 points 2 points 2 points

Write/Read additional comments on the back.

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 Poem shows much thought was put into word choices Poem is complete and Spelling and grammar are
and originality. Ideas and emotions are very clearly accurately follows the correct throughout.
communicated. assigned format.
10-12 points 4 points 4 points
Poem shows some thought was put into word choices. Poem is written in the Spelling and grammar are
Ideas and emotions are clearly communicated with some assigned format with mostly correct throughout.
room for improvement. some mistakes.
7–9 points 3 points 3 points

Poem is creative but could have shown more thought. Poem somewhat follows Some spelling and grammar
Communication is not always clear, but effort is shown. the assigned format. mistakes are present.
3–6 points 2 points 2 points

Poem appears rushed and did not explore word choices. Poem is not written in There are many spelling and/or
Poem is unclear. It appears little effort was made. the assigned format. grammar mistakes throughout.
1–2 points 1 point 1 point

Write/Read additional comments on the back.

Display student poems around the classroom. Include both good and not-so-good efforts. This
rewards the best students and at the same time encourages others who are working hard but still
struggling.
Some poems are too intimate to display; get permission before displaying any poems that could
be embarrassing to the student. Since intimacy is a matter of interpretation, it is best to get
permission before displaying any poem.

Teach students to listen to each other respectfully. Before stude eir poems, remind
the class to stay quiet during the reading, maintain eye contact, and applaud once the reading is
finished. Reprimand students for not displaying respectful listening behavior and review proper
listening skills to create a good listening environment.
It is imperative for the teacher to demonstrate good listening skills as well. Students need to
see an example of expected behavior. Find a time other than class time to grade papers or write
lesson plans.
Teach students that what is said in the classroom stays in the classroom. Make it a hard-and-fast
rule so students are more comfortable revealing emotions. This is especially true if they know
there are consequences for any student revealing what has been shared in the classroom. It is
important to emphasize emotional safety as often as possible.
Share a small amount of personal information (nothing too revealing) with the students. Even
inconsequential things like a favorite food or television show make students feel at ease.

Require each student to keep a poetry folder in the classroom. Include a copy of every completed
poem assignment, as well as poem rough drafts. Keep all work in progress in one pocket of the
folder and all completed, graded drafts in the other pocket. Store the folders in a closet or file
cabinet.

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Keeping a complete record avoids excuses like “I lost it” or “I left it at home.” This is especially
important when students are working on a group poem or display. In addition, writing folders
keep the students’ work organized and help track progress throughout the year, making it easy
for the teacher, student, and parents to see improvement. If portfolios are part of the school’s
year-end requirements, poetry folders provide easy access to a student’s best work.

Provide students access to both a dictionary and a thesaurus while they complete their poems.
In addition, actual published compilations and poetry collections are excellent resources to have
handy. Research and reading prior to and upon completing an assignment are two great reasons
for providing a designated poetry bookshelf in the classroom.

Computer-savvy teachers and students know that websites like Dictionary.com and its sister site
Thesaurus.com. are fantastic writing aids. Consider using Encyclopedia.com when addressing
historical figures as a topic for formats such as the Biographical Poem. Wondering how else the
Internet can be helpful in writing poetry? Search “words that rhyme with [insert a word or word
ending]” and see the web pages that result. Review all sites first for appropriate content.

Create a poetry binder of student and teacher favorites. Assign yourself and your students the
mission of locating one or more poems that speak to you personally. Find published poems that
have special meaning or appeal, photocopy the poems, and place them in the binder. Share one
of the poems as a class warm-up or to introduce a unit.

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 It takes time to get ideas written down on paper. Asking students to come up with a poem in
twenty minutes, or telling them to “hurry up and write,” does not encourage the creative process
to flourish. In order to determine an assignment’s level of difficulty and the amount of time it
takes to complete it, do it yourself beforehand.

It is easier for students to understand how to write a poem if they are given a good example.
Provide examples of the completed assignment and go over the examples in class, showing why
each poem is a good solution for the assignment. Invite students to analyze the examples as
well, stating specific reasons why the poem is good. Even though students are not experts, they
begin to exercise their critical skills by analyzing poems, which aids in the creative process. If
a student’s reasoning is faulty, ask the student if there is another way to look at the poem; this
makes the student more receptive to other points of view, as well as more open to learning.

Students come from all kinds of backgrounds, and writing often brings out very personal issues.
A teacher who picks apart a poem that has meaning to a student discourages further student
effort instead of exciting the student about writing poetry. Even if the subject matter, style, or
tone seems to be lacking, refrain from criticizing the student for any perceived lack of creativity.
Student work need not match a teacher’s personal tastes. The teacher’s primary concern is that
the student completes the assignment. For example, when students write a free-verse poem (one
without “rules”), the grade reflects completion of the assignment, not choice of subject matter.
And it is not necessary to grade every single poem; sometimes a simple word of encouragement
does wonders for a student’s esteem, especially a student unsuccessful in other areas.

Teachers have the ability to inspire writers, build self-esteem, and encourage creativity.
Unfortunately, they also have the ability to make a student feel incapable of ever writing anything
worthwhile. Some students are reluctant to write poetry because they feel they have no talent.
Teachers must do whatever is necessary to create a comfortable writing environment and instill
in each student the confidence to write a terrific poem. Most students have latent abilities and
succeed in at least one form of poetry. Introduce a format poem such as the biographical or “I
am” poem, and find an honest compliment to give even the least impressive. This encourages
students to write more complex poems in the future.

Sometimes a student refuses to do an assignment because of the topic. A student comes to school
with many problems, often too personal to discuss. Providing an alternative topic that is less
personal, but equally difficult, lets the student complete the assignment without revealing things

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too painful to share. Later, the student may feel comfortable enough to express painful feelings
in a poem; if not, the student’s privacy must be respected. Be especially cognizant of this when
working on projects about family, as there are many family situations about which students feel
sad or embarrassed. Instead of an assignment to “write a poem to your mother,” instruct the class
to “write a poem to someone who cares about you.” This helps students find positive ways to
complete the assigned poem.

Avoid being in the position of the teacher who didn’t bother to read the completed assignment
and gave a good grade to a chili recipe! Read every word of each completed assignment. In
addition to reading completed poems, spend time during class walking around and reading
poems in progress; this decreases the amount of time spent grading each night. If a student has
questions, discuss the issue quietly while the other students are still writing. If possible, offer a
positive comment on every poem. Tell students specifically what they are doing right, not just
what they’re doing wrong.

Imagine what it feels like to share creative ideas with others. Is the primary emotion fear of what
others might think? Embarrassment? Or hope? These are some of the things students feel when
sharing their poems. Be compassionate and understanding when offering advice or suggesting
ways to improve students’ poems; be careful with criticism and extravagant with praise. If
possible, avoid changing students’ words, deleting them, or moving them around. (At times a
graded poem looks like it bled to death on the page because of all the red marks.) When words
are changed or deleted, when lines are moved, it makes the student feel the poem is no longer
his or hers, and it invites discouragement. Remember, it is not the teacher’s job to turn students
into the greatest poets of all time; rather it is to get them excited about writing and interested in
learning more. When a teacher succeeds in this, everything else falls into place.

Tell students up front (and remind them often) that the poems they write in class are between
them and the teacher (unless the poem indicates they are thinking about hurting themselves or
someone else). Poems are never to be shown to anyone without students' permission, not even
other teachers or students' parents. It’s important that the teacher gain the students’ trust; even
more important is that the teacher never break that trust. Trust lets students reach inside to
create meaningful poems.

Teach poetry at the level of the students’ understanding. There are hundreds of resources from
the local or school library that make learning about poetry fun. A list of such poems, divided
by subject matter, begins on page 63. Each of these poems has a unique quality, making it
easy for students to relate to the words and imagery. The more a student relates to a poem and
understands its meaning, the more open he or she is to more complex works.

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Format poems are a great way to begin teaching poetry. Format poems provide students with specific
rules for correctly creating poems. Having specific rules alleviates initial student resistance and eases
anxiety, because students often don’t realize they are writing poetry!
Tailor assignments to the skill level and interest of the students to make poetry writing an enjoyable
challenge. Many students have probably written haiku, limericks, and diamantés since the third grade, so
try to add a twist on the poems by selecting a specific topic or incorporating the assignment as part of an
interdisciplinary unit.
One class period per format-poem worksheet for simple or short poems. Grant more
time, as needed, for longer and more complex poems.

Display the format-poem worksheet on the board for students to see.

Distribute photocopies of the poem examples and worksheet.
Explain the format, read the examples aloud to the students, and discuss them.
Create one poem together as a class.
Brainstorm about topics for the students’ poems and suggest several alternatives.
Display and explain the rubric being used to grade the format poem.
Give students adequate time to write their own poems.
Write your own format poem and share it with the class.
Ask students to volunteer to share their poems (with respect to student privacy).
Collect and grade the poems using the selected rubric.
Have students refine their poems, and consider the format-poem worksheets as their rough
drafts. Instruct students to complete a final typed version and grade it using the selected rubric.
The format poems all follow the above instructions. For additional information about a particular format,
review the next nine pages. The reproducible rubrics are located on pages 17 and 18, followed by the
format-poem worksheets and examples.

A flower

Fall Diamanté Poem Examples Beautiful and fragrant

Swaying and bending A hammock
Changes Quietly Comfortable and cool
Mr. Leaves tumble Roses Drifting and moving
Is smart, easy-going, addicted to pizza Beds of orange Softly
Loves himself, his family, his dog, Snoopy Fall Breeze
I love to spend time with my friends. Summer
Is good at playing basketball, writing, listening
Sweet and sticky
Feels sleepy, happy, nervous to start a new school year I dislike when the weekend ends. Example 1
Running and playing
Needs a hug, a girlfriend, new sneakers
School Happily
Wants a million dollars, to live in New York, his students to have a successful year I have lots of shoes and tons of hats. Snow Difficult, busy August
Fears failing, sharks, drugs I want to get another orange cat. Cold, wet Working, writing, reading
Likes to eat pizza, pizza, pizza Snowflakes fall Teachers, books, chalkboard, tests
Watches American Idol, CSI, Will Ferrell movies My friends say I am lovable and full of fun. Winter white bed Relaxing, watching, playing
Is a resident of Fort Lauderdale, FL My family says I am the crazy one. Snow Fun, calm
Smith
Home
One day I will write a book.
A convertible
I will never become a criminal or crook.
Fast and sleek
School Speeding and moving
Amy My favorite foods are pizza and ice cream with cherries. Read, write Quickly
Is funny, goofy, in love I’ll never eat ants or rotten blueberries. Run to class Corvette
Loves John, texting, hot air balloons Homework is hard
Is good at telling jokes, tripping over her own feet, annoying her big brother I feel sad when my head hurts or I get a bad grade. School A fish
Feels happy, tired, excited about the dance after tonight’s game I feel happy when I babysit and then I get paid.
Needs new socks, a brother with a sense of humor, aliens to abduct her brother
Example 2 Gold and small
Diving and swimming
Wants to see a UFO, go to college, meet Conan O’Brien I feel safe when I’m home on the phone. Dog
Quietly
Fears tripping over her own feet more than once a day, making a lame joke, I feel scared when I’m all alone. Friends Friend, furry
Goldie
being abducted by aliens Laugh, play Walking, playing, licking
Likes to eat M&M’s, hot fudge sundaes, popcorn Text and talk Leash, bowl, bed, food
Watches The Daily Show, sci-fi movies, the Red Sox Make room for more Staring, hiding, meowing
Is a resident of Boston, MA Friends Sleek, statue-like
Nicco Cat
I love texting and talking to my friends.
I dislike when the summertime ends.

I have a lot of people to love. Gym

John I want money to rain from above. Sweat, run
Is friendly, smart, strong climb the rope Example 3
Loves football, hanging out, Amy My friends say I am up for a blast. locker-room smell Brother
Is good at football, math, getting teachers to like him My family says I always come in last. Gym Confidante, idol
Feels pumped up about tonight’s game, nervous about SATs, angry with Dad
Texting, learning, roughhousing
Needs a new helmet, new cell phone, dad to get off his back One day I will buy myself a new red car. College, car, girlfriend, iPhone
Wants an iPhone, to win the game tonight, freedom I will never waste time wishing on a star. Ignoring, annoying, reading
Fears losing, snakes, not catching an easy pass Birthday Unlikable, uncaring
Likes to eat his mom’s spaghetti and meatballs, sausage and mushroom pizza, doughnuts My favorite foods are chocolate brownies with whipped cream on top. Smile, laugh Sister
Watches football, basketball, hockey I will never eat corn that is not popped. Time with friends
Is a resident of Boston, MA Lots of presents
Turrono I feel sad when I am all alone. Birthday
I feel happy when I spend hours on the phone.
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I feel safe when I am tucked in my bed.
I feel scared when there is lightning overhead.

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 Student name: ________________________________________________ Date: ______________

Complete this poem by supplying the

requested information.

During the first week of class, assign the Biographical Poem as

_______________________________
(first name)

Is ______________________, _______________________, _______________________

(three traits that best describe you)

Loves ______________________, _____________________, _____________________

a meet-and-greet exercise. Then display the poems around the
classroom to help students get to know one another.
(three people/things you love)

Is good at ____________________, ____________________, ____________________

(three things you do well)

Feels ______________________, ______________________, _____________________

Ask students to find similarities between themselves and

(three things you feel)

Needs _____________________, ______________________, ____________________

(three things you need)

Wants _____________________, ______________________, ____________________

(three things you want)
other student poets in the class, and invite them to share their
Fears ______________________, ______________________, ____________________
(three things you fear) observations during a class discussion.
Likes to eat ____________________, ____________________, __________________
(three foods you like)

Watches _____________________, _____________________, ___________________

Ask each student to make a display

(three TV shows/movies you like)

Is a resident of _______________________, _______________________

(city, state where you live)

_______________________________
(last name)
using the final draft of the Biographical Poem: paste the poem on
® Permission to share this poem with the class? Circle YES or NO.
construction paper or poster board, decorate it with drawings or a
collage, and add a picture of himself or herself. (Instruct students
to bring in photographs or draw self-portraits as their first
homework assignment.)

Student name: ________________________________________________ Date: ______________

i am POEM
Complete this poem by supplying the
information requested below. Use phrases
to fill in all of the blanks, except for the

Tell students that their answers

first and last lines, on which you can use
single words.

I am
(two special characteristics that you have)

need to be phrases, not single words—with the exception of the “I

I wonder
(something that you are actually curious about)

I hear
(an imaginary sound)

I see

I want
(an imaginary sight) AM” line. Ask them to be as creative as possible.
(an actual desire)

I am
(repeat the first line of the poem)

I pretend
(something that you actually pretend to do)

I feel
(a feeling that you have)

I touch

Use this poem at the beginning of an autobiography unit.

(an imaginary touch)

I worry
(something that bothers you)

I cry
(something that makes you very sad)

Revisit this poem at a later date and instruct students to write the
I am
(repeat the first line of the poem)

I understand
(something that you know is true)

I say

I dream
(something that you believe in) “I AM” poem about a specific person. For example:
(something that you dream about)

I try

I hope
(something that you make an effort to do) l Someone for whom they are thankful (at Thanksgiving)
(something that you hope for)

®
I am
(repeat the first line of the poem)
Permission to share this poem with the class? Circle YES or NO.
l A male family member or role model (for Father’s Day)
l A favorite teacher (for Teacher Appreciation Day)
l The main character from a cherished story or book

Instruct students to make a frame

for this poem. Use poster board or construction paper, or create
a frame using image-making software. Decorate the frame with
words and/or pictures (from magazines or online sites) relating to
the poem. Place a final draft of the poem in the frame.

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Complete this poem by filling in the

blanks. Use words and phrases that best
describe YOU.

Instruct students to fill in the

blanks of this poem in a way that reflects them.
________________, ________________, ________________
(fill in three traits)

___________________________________________________________

Revisit this poem later in the year and ask

(something you are good at)

__________________________________________________________________.

students to write this poem about a character from a book they

(something you love to do)

__________________________________________________________

are reading.
(something you spend a lot of time doing)

___________________________________________________________.
(something you are looking forward to and
rhymes with last word in the “love to do” line)

__________________________________________________________
(something you could do better)

___________________________________________________________
Ask students to create a “mirror.”
Glue a piece of aluminum foil to the front of a poster board or
(something hard for you to do)

piece of construction paper. Write the poem on the back.

® Permission to share this poem with the class? Circle YES or NO.

Student name: ________________________________________________ Date: ______________

Complete this poem by filling in the

blanks. Include descriptive adjectives and
make the last word of each pair of lines

Ask students to make each pair rhyme as an

rhyme.

additional challenge.

Create a collage illustrating the

I love __________________________________________________________

I dislike _______________________________________________________

opposites described in this poem. Use drawings or find pictures in

I have _________________________________________________________

I want _________________________________________________________

My friends say I am _____________________________________________

My family says I am ___________________________________________

magazines or on the Internet.
One day I will __________________________________________________

I will never ____________________________________________________

My favorite foods are ___________________________________________

I’ll never eat ___________________________________________________

I feel sad when _________________________________________________

I feel happy when _____________________________________________

I feel safe when ________________________________________________

I feel scared when _____________________________________________

® Permission to share this poem with the class? Circle YES or NO.

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Write about a specific person, profession,

or topic. The vertical word must be seven
or more letters long. Compose complete
sentences, each starting with the letter

Emphasize to the students that

of the vertical word and extending
horizontally.

the vertical word must be seven or more letters long, and to write
____________ _____________________________________________________________

____________ _____________________________________________________________

complete sentences, each starting with a letter of the vertical word.

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________
Sentences extend horizontally.
____________ _____________________________________________________________

Write about a specific person, profession, or

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________
topic. For example: best friend, desired career, current event,
____________ _____________________________________________________________

____________ _____________________________________________________________
family member, holiday, movie character.
____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

Ask students to create an acrostic poem as a gift for a friend

____________ _____________________________________________________________

____________ _____________________________________________________________

® Permission to share this poem with the class? Circle YES or NO.
or family member by writing the poem on a piece of paper,
trimming, then framing it. Give extra credit if the students bring a
note from the recipient verifying that the poem was received as a
gift.
Have students make a collage, with the poem as a centerpiece
surrounded with descriptive pictures and words found online or
in magazines.

Student name: ________________________________________________ Date: ______________

Complete this poem by supplying words

or phrases with the required number of
syllables. Japanese Lantern poems combine
descriptive terms to evoke a feeling or cre-
ate a word-picture.

Scissors, markers or colored

pencils, enough string to span the room.

Review syllabication to assist in understanding of format.

___________________________________________________
When everyone is done, display the lantern poems on a
string hanging across the room.
(one syllable)

___________________________________________________
(two syllables)

___________________________________________________
(three syllables)

one syllable
___________________________________________________
(four syllables)

___________________________________________________

two syllables
(repeat first line)

® Permission to share this poem with the class? Circle YES or NO.
three syllables
four syllables
same as line one

Use the Japanese lantern poem to introduce a lesson about different forms of
description. Introduce an interdisciplinary unit about seasons with a Japanese lantern poem, as many are
about nature.

Ask the students to write the final draft of this poem on paper cut into the shape of a lantern. Cut a hole
near the top of the lantern and thread a short piece of string or yarn through the hole. Stretch a long piece
of string or yarn across the room and attach it close to the ceiling. Tie students’ lanterns to the string as a
display.

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Complete this poem by using the required

number of words, adjectives, and phrases
listed below. Find interesting adjectives for
line two.

Cinquain A thesaurus for each student

Review how to use a thesaurus

to find interesting adjectives for line two.

_____________________________________________________________
(one-word title)

one-word title
_____________________________________________________________
(two adjectives)

two adjectives
_____________________________________________________________
(three –ing words)

_____________________________________________________________

three -ing words

(four-word phrase that expresses feeling)

_____________________________________________________________
(another name for title word)

four-word phrase expressing a feeling

® Permission to share this poem with the class? Circle YES or NO.
another word for the title word

Use the cinquain poem when introducing

adjectives.
Instruct students to create displays based on their poems, using pictures
found in magazines or online to illustrate each poem. Place poems with similar imagery near each other,
forming groups. Divide the class into groups based on the similarities of their poems. Ask each group to
write a new poem as a collaborative effort.

Student name: ________________________________________________ Date: ______________

Complete this poem by supplying the

required number of words and phrases
below. The visual structure of the poem
resembles a diamond.

Diamanté Poem
the subject
________________________________
(subject) two adjectives relating to the subject
three -ing words relating to the subject
_______________________________________________
(two adjectives that relate to the subject)

________________________________________________________

four nouns relating to the subject

(three –ing words that relate to the subject)

___________________________________________________________________

three -ing words that are the opposite of the subject

(four nouns that relate to the subject)

_______________________________________________________
(three –ing words that are opposite of the subject)

______________________________________________
(two adjectives that are opposite of the subject) two adjectives that are the opposite of the subject
_________________________________
(one noun that is opposite of the subject)
a noun that is the opposite of the subject

Revisit the poem at a later date and assign a

® Permission to share this poem with the class? Circle YES or NO.
specific topic: family. Start the poem with a female relative such
as mother, sister, or grandmother, and end the poem with a male
figure such as father, brother, or grandfather. Offer as much
interpretive leeway to the students as possible, since some families
have nontraditional structures.

Tell each student to write the final

draft of his or her diamanté poem on a piece of paper cut in the
shape of a diamond. Hang a long piece of string or yarn from
the ceiling, letting the end reach the floor. Staple or tape the
students’ poems down the length of the yarn, with an inch or two
separating the poems. Repeat in all four corners of the room, if
necessary.

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Complete this poem by supplying the

words requested below. Structure the poem
in a pyramid shape by making each line
longer than the one before it.

Tell students that the first line

is the shortest and each subsequent line must be longer than the
one before it.

___________________________
(subject)

___________________________________________

the subject
(two adjectives that describe the subject)

_____________________________________________________
(three –ing words that describe the subject)

________________________________________________________________________
(two statements or a statement and a question about the subject) two adjectives that describe the subject
three -ing words that describe the subject
two statements or a statement and a question about the
subject
Permission to share this poem with the class? Circle YES or NO.

Display poems in a pyramid shape on one of the

classroom walls.

Student name: ________________________________________________ Date: ______________

Complete this poem by supplying the parts

of speech listed below.

___________________________________________________________________________
(an article + a noun)

an article plus a noun

___________________________________________________________________________
(an adjective + a conjunction + an adjective)

___________________________________________________________________________
(a verb + a conjunction + a verb)

___________________________________________________________________________
an adjective plus a conjunction plus an adjective
a verb plus a conjunction plus a verb
(an adverb)

___________________________________________________________________________
(a noun that is related to the noun on the first line)

an adverb
a noun related to line 1

Use a parts of speech poem as the introduction

to a parts-of-speech unit.
® Permission to share this poem with the class? Circle YES or NO.

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Instructions: Complete this poem using

words and phrases with the required num-
ber of syllables. A Tanka is similar to a
Haiku and is usually about nature.

__________________________________________________________
(five syllables)
Review syllabication to assist in understanding of format.
__________________________________________________________
(seven syllables) Explain to students that a Tanka is usually about nature—
__________________________________________________________
(five syllables) similar to a Haiku.
__________________________________________________________
(seven syllables)

__________________________________________________________
(seven syllables)

five syllables
seven syllables
five syllables
Permission to share this poem with the class? Circle YES or NO.
seven syllables
seven syllables

Give the class sheets of paper in colors that represent each season (winter
is blue or white; summer is yellow or orange; spring is green or yellow; fall is brown, orange, or red).
Instruct students to choose the season that most closely matches their poems and write a final draft of the
poem on paper of the corresponding color. Display the poems according to the season and ask students
to compare and contrast different ways to describe the time of year.

Student name: ________________________________________________ Date: ______________

Complete this poem by filling in the

blanks below. Use phrases rather than a
single word for lines 2 through 5, and use
a descriptive phrase at the end of the last

Sensory Poem
line.

_____________________________________ is __________________________________ .
(Emotion) (color)
Brainstorm with the class about all the different emotions a
It sounds like _____________________________________________________________ .
person has. Do this prior to assigning the poem for
writing.
It tastes like _____________________________________________________________ .

It smells like _____________________________________________________________ .

__________________________________ feels like ______________________________ .

Instruct students to write sentences rather than single

words for lines 2 through 5 and to use a descriptive phrase
at the end of line 6.

Tell students to be specific with color choices and other

details (not blue, but sky blue or turquoise or cobalt).
® Permission to share this poem with the class? Circle YES or NO.

Use this poem to introduce

students to similes.

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Use three to five pairs of lines to write

Couplets
your poem. Couplets are poems in which
every two lines rhyme and lines are
approximately the same length.

Tell students to have fun with

________________________________________________________________________
the poem. Couplets are sometimes humorous, and they are written
about any topic.
________________________________________________________________________

________________________________________________________________________

A couplet is a poem in which every two lines rhyme

________________________________________________________________________

________________________________________________________________________
and are of approximately the same length.
________________________________________________________________________

________________________________________________________________________
Give the students the option of
creating a booklet as the final. Instructions are below:
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
Fold a piece of paper into fourths.
® Permission to share this poem with the class? Circle YES or NO.
Cut the bottom of the paper so that it opens as a booklet.
Staple the inside edge.
. Write one or two lines from the poem on each page.
Illustrate each page (optional).

Student name: ________________________________________________ Date: ______________

Complete this poem by supplying words

and phrases with the required number of
syllables listed below. Haiku are usually
about nature and are very descriptive.

Review syllabication to assist in understanding of format.

Tell students to be as imaginative as possible. Haiku are

_________________________________________________
(title—optional)
usually about nature and are very descriptive.
______________________________________
(five syllables)

_________________________________________________
(seven syllables)

_________________________________________________

Title is optional (usually consisting of a single word or short

(five syllables)

phrase)
five syllables
seven syllables
® Permission to share this poem with the class? Circle YES or NO.

five syllables

Share Sokka’s Story in the episode “Tales from

Ba Sing Se” from the animated television program Avatar. Sokka’s
Story is about a young man who accidentally lands in a poetry
class and engages in a haiku slam with the students there. It’s
entertaining and is an opportunity to connect with the haiku form
in a new way.

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Complete the poem using the rhyming

pattern A—A—B—B—A. Indent lines
three and four as shown below. Limericks
are usually humorous. It’s okay to be silly!

Explain to students that

limericks are often humorous. It’s okay for the students to have
fun and be silly!

________________________________________________________

Rhyming pattern A—A—B—B—A

(rhymes with lines 2 and 5 and has three strong beats)

________________________________________________________
(rhymes with lines 1 and 5 and has three strong beats)

________________________________________________________
(rhymes with line 4 and has two strong beats)
Indent lines three and four
________________________________________________________

rhymes with lines 2 and 5 and has three strong beats

(rhymes with line 3 and has two strong beats)

________________________________________________________
(rhymes with lines 1 and 2 and has three strong beats)

(often starts with “There once was …”)

rhymes with lines 1 and 5 and has three strong beats
® Permission to share this poem with the class? Circle YES or NO.
rhymes with line 4 and has two strong beats
rhymes with line 3 and has two strong beats
rhymes with lines 1 and 2 and has three strong beats

Student name: ________________________________________________ Date: ______________

Describe the bow binding the box closed,

and complete the second couplet. Write a
third couplet describing opening the box
and what you find inside.

Tell students to close their

eyes and imagine a mysterious box that is closed with a ribbon.
__________________ .
Is the box a gift, an old cardboard box, or something in-between?
Now, have them imagine opening that box. What do they find? Is
(color)
__________________________________________________________________________
(use past tense for this line)

__________________________________________________________________________
(use present tense for this line)
it funny? Scary? Good? Bad? Tell them to explore the possibilities.
__________________________________________________________________________
(use present tense for this line)

I went outside, and what did I find?

A box to open. I hope no one will mind.

It was tied on top with a bow of ...

® Permission to share this poem with the class? Circle YES or NO.

(Complete the sentence above and then write the second line of this
couplet)

(Write a third couplet, using present tense, describing what is found

when the box is opened.)

Instruct students to bring a box from

home, with something to tie it closed (string, ribbon, etc.). Ask the
students to write the first two couplets on the outside of the box.
On the inside of the box, have students write the third couplet
and include a photo, collage, drawing, or sculpture to illustrate the
poem.

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Complete this poem by describing the

dream you have for the world. Compose
complete sentences, each starting with
a letter of “I Have a Dream.” Sentences
extend horizontally.

Ask students to describe the

dreams they have for the world.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
Assign this poem at the beginning of Black History Month or
when teaching the class about Martin Luther King Jr.’s “I Have a
Dream” speech.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
Challenge students by requiring them to make the poem rhyme.

Permission to share this poem with the class? Circle YES or NO.

Student name: ________________________________________________ Date: ______________

Using a set of opposites, write a poem

about one on the left side of the paper and

Two-sides
about the other on the right side of the
paper.

Poem
___________________________________ ___________________________________

Brainstorm with students about opposites and write them

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________

___________________________________
___________________________________

___________________________________
on the boards (people, things, feelings, foods, seasons, etc.).
___________________________________ ___________________________________

___________________________________

___________________________________
___________________________________

___________________________________
Assign each student a set of opposites with which to work.
___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________

___________________________________
___________________________________

___________________________________
Ask students to write each poem on a
___________________________________ ___________________________________ separate piece of paper and illustrate the poems with drawings or
with pictures found in magazines or on the Internet. Display the
___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________

___________________________________
___________________________________

___________________________________
poems side by side.
® Permission to share this poem with the class? Circle YES or NO.

brillig_carrot_bianca
 Poem shows much thought Poem is complete and Ideas and emotions are Spelling and grammar
was put into word choices accurately follows the very clearly communicated. are correct throughout.
and originality. assigned format.
5 points 5 points 5 points 5 points

Poem shows some thought Poem is written in the Ideas and emotions are clearly Spelling and grammar are
was put into word choices. assigned format with communicated with some mostly correct throughout.
some mistakes. room for improvement.
4 points 4 points 4 points 4 points

Poem is creative but could Poem somewhat follows Communication is not always Some spelling and grammar
have shown more thought. the assigned format. clear, but effort is shown. mistakes are present.
3 points 3 points 3 points 3 points

Poem appears rushed and did Poem is not written in Poem is unclear. It appears There are many spelling and/or
not explore word choices. the assigned format. little effort was made. grammar mistakes throughout.
2 points 2 points 2 points 2 points

Write/Read additional comments on the back.

brillig_carrot_bianca

Poem shows much thought Poem is complete and Ideas and emotions are Spelling and grammar
was put into word choices accurately follows the very clearly communicated. are correct throughout.
and originality. assigned format.
5 points 5 points 5 points 5 points

Poem shows some thought Poem is written in the Ideas and emotions are clearly Spelling and grammar are
was put into word choices. assigned format with communicated with some mostly correct throughout.
some mistakes. room for improvement.
4 points 4 points 4 points 4 points

Poem is creative but could Poem somewhat follows Communication is not always Some spelling and grammar
have shown more thought. the assigned format. clear, but effort is shown. mistakes are present.
3 points 3 points 3 points 3 points

Poem appears rushed and did Poem is not written in Poem is unclear. It appears There are many spelling and/or
not explore word choices. the assigned format. little effort was made. grammar mistakes throughout.
2 points 2 points 2 points 2 points

Write/Read additional comments on the back.

brillig_carrot_bianca
 Poem shows much thought was put into word choices Poem is complete and Spelling and grammar are
and originality. Ideas and emotions are very clearly accurately follows the correct throughout.
communicated. assigned format.
10-12 points 4 points 4 points
Poem shows some thought was put into word choices. Poem is written in the Spelling and grammar are
Ideas and emotions are clearly communicated with some assigned format with mostly correct throughout.
room for improvement. some mistakes.
7–9 points 3 points 3 points

Poem is creative but could have shown more thought. Poem somewhat follows Some spelling and grammar
Communication is not always clear, but effort is shown. the assigned format. mistakes are present.
3–6 points 2 points 2 points

Poem appears rushed and did not explore word choices. Poem is not written in There are many spelling and/or
Poem is unclear. It appears little effort was made. the assigned format. grammar mistakes throughout.
1–2 points 1 point 1 point

Write/Read additional comments on the back.

brillig_carrot_bianca

Poem shows much thought was put into word choices Poem is complete and Spelling and grammar are
and originality. Ideas and emotions are very clearly accurately follows the correct throughout.
communicated. assigned format.
10-12 points 4 points 4 points
Poem shows some thought was put into word choices. Poem is written in the Spelling and grammar are
Ideas and emotions are clearly communicated with some assigned format with mostly correct throughout.
room for improvement. some mistakes.
7–9 points 3 points 3 points

Poem is creative but could have shown more thought. Poem somewhat follows Some spelling and grammar
Communication is not always clear, but effort is shown. the assigned format. mistakes are present.
3–6 points 2 points 2 points

Poem appears rushed and did not explore word choices. Poem is not written in There are many spelling and/or
Poem is unclear. It appears little effort was made. the assigned format. grammar mistakes throughout.
1–2 points 1 point 1 point

Write/Read additional comments on the back.

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Complete this poem by supplying the

requested information.

_______________________________
(first name)

Is ______________________, _______________________, _______________________

(three traits that best describe you)

Loves ______________________, _____________________, _____________________

(three people/things you love)

Is good at ____________________, ____________________, ____________________

(three things you do well)

Feels ______________________, ______________________, _____________________

(three things you feel)

Needs _____________________, ______________________, ____________________

(three things you need)

Wants _____________________, ______________________, ____________________

(three things you want)

Fears ______________________, ______________________, ____________________

(three things you fear)

Likes to eat ____________________, ____________________, __________________

(three foods you like)

Watches _____________________, _____________________, ___________________

(three TV shows/movies you like)

Is a resident of _______________________, _______________________

(city, state where you live)

_______________________________
(last name)

brillig_carrot_bianca Permission to share this poem with the class? Circle YES or NO.
Mr.
Is smart, easy-going, addicted to pizza
Loves himself, his family, his dog, Snoopy
Is good at playing basketball, writing, listening
Feels sleepy, happy, nervous to start a new school year
Needs a hug, a girlfriend, new sneakers
Wants a million dollars, to live in New York, his students to have a successful year
Fears failing, sharks, drugs
Likes to eat pizza, pizza, pizza
Watches American Idol, CSI, Will Ferrell movies
Is a resident of Fort Lauderdale, FL
Smith

Amy
Is funny, goofy, in love
Loves John, texting, hot air balloons
Is good at telling jokes, tripping over her own feet, annoying her big brother
Feels happy, tired, excited about the dance after tonight’s game
Needs new socks, a brother with a sense of humor, aliens to abduct her brother
Wants to see a UFO, go to college, meet Conan O’Brien
Fears tripping over her own feet more than once a day, making a lame joke,
being abducted by aliens
Likes to eat M&M’s, hot fudge sundaes, popcorn
Watches The Daily Show, sci-fi movies, the Red Sox
Is a resident of Boston, MA
Nicco

John
Is friendly, smart, strong
Loves football, hanging out, Amy
Is good at football, math, getting teachers to like him
Feels pumped up about tonight’s game, nervous about SATs, angry with Dad
Needs a new helmet, new cell phone, dad to get off his back
Wants an iPhone, to win the game tonight, freedom
Fears losing, snakes, not catching an easy pass
Likes to eat his mom’s spaghetti and meatballs, sausage and mushroom pizza, doughnuts
Watches football, basketball, hockey
Is a resident of Boston, MA
Turrono
brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

i am POEM
Complete this poem by supplying the
information requested below. Use phrases
to fill in all of the blanks, except for the
first and last lines, on which you can use
single words.

I am
(two special characteristics that you have)

I wonder
(something that you are actually curious about)

I hear
(an imaginary sound)

I see
(an imaginary sight)

I want
(an actual desire)

I am
(repeat the first line of the poem)

I pretend
(something that you actually pretend to do)

I feel
(a feeling that you have)

I touch
(an imaginary touch)

I worry
(something that bothers you)

I cry
(something that makes you very sad)

I am
(repeat the first line of the poem)

I understand
(something that you know is true)

I say
(something that you believe in)

I dream
(something that you dream about)

I try
(something that you make an effort to do)

I hope
(something that you hope for)

I am
(repeat the first line of the poem)
brillig_carrot_bianca Permission to share this poem with the class? Circle YES or NO.
i am POEM Examples
Example 1
I am caring and loving.
I wonder if I am reaching any of my students.
I hear my name being called even when I’m alone.
I see a bright, hopeful future for our world.
I want my students to stay away from drugs and gangs.
I am caring and loving.
I pretend that I can make a difference.
I feel sad that my students won’t all graduate.
I touch the sky with my imagination.
I worry that some of my students will turn to drugs.
I cry when I get frustrated.
I am caring and loving.

I understand that you can’t save everyone.

I say that you can be anything you choose to be.
I dream that I will reach all of my students.
I try to be thankful and happy every day.
I hope that I will be lucky in my life.
I am caring and loving.

Example 2
I am silly and goofy
I wonder if anyone takes me seriously
I hear my teachers saying “sit down”
I see my future on a stage
I want to be famous
I am silly and goofy

I pretend that I don’t understand

I feel that people like me this way
I touch the handle of the microphone
I worry that I won’t make it
I cry beneath my smile
I am silly and goofy

I understand fame is hard to reach

I say “go for it”
I dream about accepting my Emmy
I try to make you laugh
I hope that you see the person behind the smile
I am silly and goofy

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Complete this poem by filling in the

blanks. Use words and phrases that best
describe YOU.

________________, ________________, ________________

(fill in three traits)

___________________________________________________________
(something you are good at)

__________________________________________________________________.
(something you love to do)

__________________________________________________________
(something you spend a lot of time doing)

___________________________________________________________.
(something you are looking forward to and
rhymes with last word in the “love to do” line)

__________________________________________________________
(something you could do better)

___________________________________________________________
(something hard for you to do)

brillig_carrot_bianca Permission to share this poem with the class? Circle YES or NO.
I look in the mirror and what do I see?
An average, fun, kind person looking back at me.
I’m really good at swimming
and love to dance.
I spend lots of time reading
and can’t wait for romance.
I could improve my math skills
and algebra is hard for me,
but I know, if I try, I’ll be the best I can be.

2
I look in the mirror and what do I see?
A serious, quiet, smart person looking back at me.
I’m really good at writing
And I love to sing.
I spend lots of time studying
And can’t wait for spring.
I could improve my math skills
And talking to others is hard for me,
But I know, if I try, I’ll be the best I can be.

I look in the mirror and what do I see?

A funny, pretty, sweet person looking back at me.
I’m really good at listening
And I love to write.
I spend lots of time texting
And can’t wait for Prom Night.
I could improve my posture
And accepting myself is hard for me,
But I know, if I try, I’ll be the best I can be.

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Complete this poem by filling in the

blanks. Include descriptive adjectives and
make the last word of each pair of lines
rhyme.

I love __________________________________________________________

I dislike _______________________________________________________

I have _________________________________________________________

I want _________________________________________________________

My friends say I am _____________________________________________

My family says I am ___________________________________________

One day I will __________________________________________________

I will never ____________________________________________________

My favorite foods are ___________________________________________

I’ll never eat ___________________________________________________

I feel sad when _________________________________________________

I feel happy when _____________________________________________

I feel safe when ________________________________________________

I feel scared when _____________________________________________

brillig_carrot_bianca Permission to share this poem with the class? Circle YES or NO.
 I love to spend time with my friends.
I dislike when the weekend ends.

I have lots of shoes and tons of hats.

I want to get another orange cat.

My friends say I am lovable and full of fun.

My family says I am the crazy one.

One day I will write a book.

I will never become a criminal or crook.

My favorite foods are pizza and ice cream with cherries.

I’ll never eat ants or rotten blueberries.

I feel sad when my head hurts or I get a bad grade.

I feel happy when I babysit and then I get paid.

I feel safe when I’m home on the phone.

I feel scared when I’m all alone.

I love texting and talking to my friends.

I dislike when the summertime ends.

I have a lot of people to love.

I want money to rain from above.

My friends say I am up for a blast.

My family says I always come in last.

One day I will buy myself a new red car.

I will never waste time wishing on a star.

My favorite foods are chocolate brownies with whipped cream on top.

I will never eat corn that is not popped.

I feel sad when I am all alone.

I feel happy when I spend hours on the phone.

I feel safe when I am tucked in my bed.

I feel scared when there is lightning overhead.

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Write about a specific person, profession,

or topic. The vertical word must be seven
or more letters long. Compose complete
sentences, each starting with the letter
of the vertical word and extending
horizontally.

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

____________ _____________________________________________________________

brillig_carrot_bianca Permission to share this poem with the class? Circle YES or NO.
 T eaching is a way to change lives.
E ach teacher has something special to bring to students.
All students are important and unique.
C aring is a necessity for teachers.
Help is right there when a teacher is near.
E ducation is the key to success.
R espect is essential in the classroom.

C an you believe how cruel her stepmother was?

I wish I had a fairy godmother!
Now hurry back before midnight!
Do you think they lived happily ever after?
E ven the mice loved Cinderella!
R unning down the steps made her lose her glass slipper!
E veryone thought Cinderella was the most beautiful girl at the ball!
L ook at how lovely she was in her gorgeous gown.
L iving in an attic would be very dusty!
All of the animals pitched in to make Cinderella’s party dress.

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Complete this poem by supplying words

or phrases with the required number of
syllables. Japanese Lantern poems combine
descriptive terms to evoke a feeling or cre-
ate a word-picture.

___________________________________________________
(one syllable)

___________________________________________________
(two syllables)

___________________________________________________
(three syllables)

___________________________________________________
(four syllables)

___________________________________________________
(repeat first line)

brillig_carrot_bianca Permission to share this poem with the class? Circle YES or NO.
 Fall
Changes
Leaves tumble
Beds of orange
Fall

Snow
Cold, wet
Snowflakes fall
Winter white bed
Snow

School
Read, write
Run to class
Homework is hard
School

Friends
Laugh, play
Text and talk
Make room for more
Friends

Gym
Sweat, run
climb the rope
locker-room smell
Gym

Birthday
Smile, laugh
Time with friends
Lots of presents
Birthday
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 Student name: ________________________________________________ Date: ______________

Complete this poem by using the required

number of words, adjectives, and phrases
listed below. Find interesting adjectives for
line two.

Cinquain

_____________________________________________________________
(one-word title)

_____________________________________________________________
(two adjectives)

_____________________________________________________________
(three –ing words)

_____________________________________________________________
(four-word phrase that expresses feeling)

_____________________________________________________________
(another name for title word)

brillig_carrot_bianca Permission to share this poem with the class? Circle YES or NO.
Cinquain Examples

Example 1
Swimming
Wet, cool
Diving, splashing, invigorating
Hot days melt away
Example 2
Butterfly stroke Dancing
Birdlike, free Example 3
Spinning, twirling, leaping
Football
Sadness fades from me
Tough, powerful
Ballet
Pushing, plowing, succumbing
Hot knife through butter
Touchdown

Example 4
Mom
Young, old
Nagging, worrying, talking Example 5
Looks out for me
Florida
Best friend
Hot, sticky
Flying, swimming, fanning
Example 6
Shirt sticks to me Oak tree
Vacation Magical, majestic
Bending, forming, rooting
A sculpture of wood
Shade

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Complete this poem by supplying the

required number of words and phrases
below. The visual structure of the poem
resembles a diamond.

Diamanté Poem

________________________________
(subject)

_______________________________________________
(two adjectives that relate to the subject)

________________________________________________________
(three –ing words that relate to the subject)

___________________________________________________________________
(four nouns that relate to the subject)

_______________________________________________________
(three –ing words that are opposite of the subject)

______________________________________________
(two adjectives that are opposite of the subject)

_________________________________
(one noun that is opposite of the subject)

brillig_carrot_bianca Permission to share this poem with the class? Circle YES or NO.
Diamanté Poem Examples

Example 1
School
Difficult, busy
Working, writing, reading
Teachers, books, chalkboard, tests
Relaxing, watching, playing
Fun, calm
Home

Example 2
Dog
Friend, furry
Walking, playing, licking
Leash, bowl, bed, food
Staring, hiding, meowing
Sleek, statue-like
Cat

Example 3
Brother
Confidante, idol
Texting, learning, roughhousing
College, car, girlfriend, iPhone
Ignoring, annoying, reading
Unlikable, uncaring
Sister

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Complete this poem by supplying the

words requested below. Structure the poem
in a pyramid shape by making each line
longer than the one before it.

___________________________
(subject)

___________________________________________
(two adjectives that describe the subject)

_____________________________________________________
(three –ing words that describe the subject)

________________________________________________________________________
(two statements or a statement and a question about the subject)

brillig_carrot_bianca Permission to share this poem with the class? Circle YES or NO.
 Ice cream
Delicious, sweet
Tasting, refreshing, cooling
My favorite is Rocky Road. What’s yours?

Pizza
Bubbly, cheesy
Eating, burning, dripping
Pepperoni is perfection. What do you like?

Shower
Smelly, clean
Soaping, rinsing, toweling
Strawberry wash is my favorite. I love the smell.

Autumn
Colorful, bare
Falling, dropping, raking
Leaves change. People don’t.

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Complete this poem by supplying the parts

of speech listed below.

___________________________________________________________________________
(an article + a noun)

___________________________________________________________________________
(an adjective + a conjunction + an adjective)

___________________________________________________________________________
(a verb + a conjunction + a verb)

___________________________________________________________________________
(an adverb)

___________________________________________________________________________
(a noun that is related to the noun on the first line)

brillig_carrot_bianca Permission to share this poem with the class? Circle YES or NO.
A flower
Beautiful and fragrant
Swaying and bending A hammock
Quietly Comfortable and cool
Roses Drifting and moving
Softly
Breeze Summer
Sweet and sticky
Running and playing
Happily
August

A convertible
Fast and sleek
Speeding and moving
Quickly
Corvette

A fish
Gold and small
Diving and swimming
Quietly
Goldie

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 Student name: ________________________________________________ Date: ______________

Instructions: Complete this poem using

words and phrases with the required num-
ber of syllables. A Tanka is similar to a
Haiku and is usually about nature.

__________________________________________________________
(five syllables)

__________________________________________________________
(seven syllables)

__________________________________________________________
(five syllables)

__________________________________________________________
(seven syllables)

__________________________________________________________
(seven syllables)

brillig_carrot_bianca Permission to share this poem with the class? Circle YES or NO.
The butterfly flew
Celebrating its freedom
A rainbow with wings
Whispering words about peace
As it traveled through the world

The red flower blooms

With a fragrance sweet and soft
Unfurling slowly
Like the hands of a newborn
And the first blush of love’s smile

Waterfall bubbles
Dripping tears by the gallons
Wetting everyone
Nature’s own daily shower
Watching brings peace to mankind

Gold hues paint the sky

Ending a hot, steamy day
Soft palette of light
Watercolor in the clouds
Nature’s canvas up above

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Complete this poem by filling in the

blanks below. Use phrases rather than a
single word for lines 2 through 5, and use
a descriptive phrase at the end of the last

Sensory Poem
line.

_____________________________________ is __________________________________ .
(Emotion) (color)

It sounds like _____________________________________________________________ .

It tastes like _____________________________________________________________ .

It smells like _____________________________________________________________ .

__________________________________ feels like ______________________________ .

brillig_carrot_bianca Permission to share this poem with the class? Circle YES or NO.
Sensory Poem Exam p les

Exam p le 1
Love is magenta.
It sounds like children laughing while their parents push them on swings.
It tastes like hot apple pie straight from the oven with a side of vanilla ice cream.
It smells like the peach roses that make up a wedding bouquet.
Love feels like the hundreds of hugs at a family reunion.

Exam p le 2
Happiness is yellow.
It sounds like thunderous applause after a recital.
It tastes like a giant birthday cake with one fork.
It smells like chocolate-chip cookies right out of the oven.
Happiness feels like warm sand between your toes on a cloudless day.

Exam p le 3
Sad is blue.
It sounds like a broken-hearted girl crying alone.
It tastes like chocolate candy when there’s none in the house.
It smells like the last bag of popcorn—burnt.
Sad feels like a pelican’s wings after an oil spill.

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Use three to five pairs of lines to write

Couplets
your poem. Couplets are poems in which
every two lines rhyme and lines are
approximately the same length.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

brillig_carrot_bianca Permission to share this poem with the class? Circle YES or NO.
Couplet Examples

Example 1
I used to think school was a bore.
Homework was my most dreaded chore.

Now that I’m older I know what’s true.

Your education is important to you.

I can be all that I choose to be.

The truth is, education is the key.

Example 2
Popcorn at the movies is my favorite treat,
Except for the times I want something sweet.

I could go to see movies all day or all night,

Swept into worlds of friendship or fights.

But my wallet won’t let me go to more than a few.

I’ll rent movies at home—what else can I do?

Example 3
I’m the oldest girl in a family with three.
My baby sisters are only as tall as my knee.

They whine and they cry and babble all day,

Unless I join them on the floor to play.

They climb on me till playtime is done.

Being a big sister is really kind of fun.

Example 4
Facebook is an interesting place to be.
I connect with friends I rarely see.

Posting pictures or writing on walls.

I’m often online until bedtime calls.

I’m careful to protect my privacy.

Post nothing that would embarrass me.

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Complete this poem by supplying words

and phrases with the required number of
syllables listed below. Haiku are usually
about nature and are very descriptive.

_________________________________________________
(title—optional)

______________________________________
(five syllables)

_________________________________________________
(seven syllables)

_________________________________________________
(five syllables)

brillig_carrot_bianca Permission to share this poem with the class? Circle YES or NO.
Rainfall
Water crying down
Refreshing the summer day
Allows life to thrive

The big lion roars

His large, white teeth glistening
He is behind bars

Raindrops fall quickly

Gushing all over my head
Wish I had shampoo

The ocean is vast

Never-ending boundaries
Underwater world

Black and yellow coat

Float from flower to flower
Honey is your gift

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Complete the poem using the rhyming

pattern A—A—B—B—A. Indent lines
three and four as shown below. Limericks
are usually humorous. It’s okay to be silly!

________________________________________________________
(rhymes with lines 2 and 5 and has three strong beats)

________________________________________________________
(rhymes with lines 1 and 5 and has three strong beats)

________________________________________________________
(rhymes with line 4 and has two strong beats)

________________________________________________________
(rhymes with line 3 and has two strong beats)

________________________________________________________
(rhymes with lines 1 and 2 and has three strong beats)

brillig_carrot_bianca Permission to share this poem with the class? Circle YES or NO.
 There once was a girl named Sue,
Who spoke only words that were true.
Her motto “No lies!”
Was bright as her eyes
When she turned her attention on you.

There once was a boy named Tim,

Who began working out at the gym.
He exercised so long
And became so strong, There once was a girl named May,
His classmates said, “Wow, look at him!” Who crossed paths with a skunk one day.
She washed with strong soap,
But there isn’t much hope
That the smell will soon go away.

We once had a dog named Cat.

He liked to meow, how about that?
When he climbed up a tree
People gathered to see—
How he’d escape from the branch where he sat.

There once was a family named Sun.

The kids loved to go outside and have fun.
In wind, rain, and snow,
Out they would go—
All weather is good when there’s Sun.

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Describe the bow binding the box closed,

and complete the second couplet. Write a
third couplet describing opening the box
and what you find inside.

__________________ .
(color)

__________________________________________________________________________
(use past tense for this line)

__________________________________________________________________________
(use present tense for this line)

__________________________________________________________________________
(use present tense for this line)

brillig_carrot_bianca Permission to share this poem with the class? Circle YES or NO.
 I went outside, and what did I find?
A box to open. I hope no one will mind.

It was tied on top with a bow of teal

I was so excited I gave out a squeal.

Inside the box I am surprised to see

My reflection in a mirror looking back at me.

I went outside, and what did I find?

A box to open. I hope no one will mind.

It was tied on top with a bow of pitch black.

I turned the box around, examined front, sides, and back.

Opening it up, I find a fantastic surprise,

A friendly grasshopper jumping around inside.

I went outside, and what did I find?

A box to open. I hope no one will mind.

It was tied on top with a bow of burlap.

At first I was cautious, in case of a trap.

Removing its lid proves to reveal

Welcome contents—an extra-value meal!

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Complete this poem by describing the

dream you have for the world. Compose
complete sentences, each starting with
a letter of “I Have a Dream.” Sentences
extend horizontally.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

brillig_carrot_bianca Permission to share this poem with the class? Circle YES or NO.
 have a dream that there will be no more violence in schools.
allways will be cleared of guns.
nd students will follow all of the rules.
iolence will no longer be acceptable in any form.
very student will feel safe.
ll teachers will respect the students, and all students will respect their teachers.
isrespect and drugs will stay out of the class.
espect and love will stay in the class.
ach student will have a mentor to talk to when things get rough.
nd teachers won’t feel afraid to say “no” to a student.
y dream is for school to be safe for us all.

have a dream that all children will be safe

ands that hurt will now hold
ll children will have someone to talk to
iolence will never be directed at the young
very person who hurts a child will go to jail
nger and aggression will not be known to children
isrespect will never occur
ain will come from the sky—not from a child’s eyes
very child will have a happy, peaceful childhood
buse will become a foreign word
ankind will be just that … KIND

brillig_carrot_bianca
 Student name: ________________________________________________ Date: ______________

Using a set of opposites, write a poem

about one on the left side of the paper and

Two-sides
about the other on the right side of the
paper.

Poem
___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

brillig_carrot_bianca Permission to share this poem with the class? Circle YES or NO.
T wo-sides P oem E xamples

E xample 1
My brother My sister
loves hates
to pick on me. being picked on.
He does it all the time, but I don’t do it much, and
he always gets caught. I rarely get caught.
He could stop. I can’t help it.
He’s annoying; I’m fun;
He’s mean; I’m nice;
He’s obnoxious; I’m sweet;
Well, only sometimes. Well, most of the time.
Other times Other times
He’s fun; I’m annoying;
He’s nice; I’m mean;
He’s sweet; I’m obnoxious;
All of the time, he’s my friend. All of the time, I’m her friend.

E xample 2
The winter The summer
is was
Cold, Hot,
Icy, Sunny,
Boring. Fun.
It’s too cold to play outside I played outside each day
No beach, Beaches,
No swimming, Swimming,
No volleyball. Volleyball.
The still white coolness The hot sticky sun
makes me shiver. made me sweat.
I guess I should enjoy the I miss enjoying the
Ice skating, Ice skating,
snowmen, snowmen,
hot chocolate. hot chocolate.
I wish it were summer again. I wish it were winter again.

brillig_carrot_bianca
A poetry book for the whole class is a great deal of work, but it’s also rewarding and fun! It helps students
feel pride and excitement about their accomplishment and helps them care about their efforts. Students
also see how much the teacher cares about them, which helps improve their attitude and behavior.

l Give students enough time to write and perfect the poems they plan to share.
l Ensure that every student has a poem in the book.
l Encourage students to do their best work.

Five class periods

Select a format poem already worked on and instruct students to hand in a final copy
of that poem as a typed digital file. Have them email the file or load it to a folder on the
school server.
Brainstorm with students about possible titles for the book and list all the suggestions on
the board. After, work with the students to narrow the list down to five titles, and then
have them vote for their favorite one.
Instruct students to each design a book cover incorporating the favored title, school’s
name, class, and year. Have a cover contest, much like the title selection process: narrow
the candidates and vote. Scan the winning cover and save the file for layout.
Lay out the book pages using the student files and the cover file, then incorporate a
contents page. Put two or more poems on each page to minimize the page count. (With
luck, one or more student volunteers will do this part.)
Publish copies for each student, yourself, other ELA teachers at the school, the principal,
the administrators, and the school media center. To defray printing costs, issue it as an
online magazine, charge students for copy price, exchange advertising space with a local
printer or vendors, appeal to the parent-teacher organization, and/or hold a fundraiser.
Ask the principal, administrators, and other teachers to write a note or come to the class
to congratulate the students on their book.
As a portion of the unit grade:
l Have students read their poems aloud to the class and explain why they wrote them.
l Instruct students to select one of the poems from the book (not their own) and write
a short letter to its author expressing why they selected it. Review the content of the
notes prior to delivering them to the recipients.

brillig_carrot_bianca
Individual poetry books broaden student exposure to different kinds of poems.

Seven weeks total. Students focus on two format

poems a week (two class periods per week) for five weeks, then spend two final weeks (two class
periods each) on final drafts, illustrations, and binding.

Select the ten format poems to present in class over the first five weeks and print and
distribute those handouts to each student. Also distribute a copy of the Individual Poetry
Book Rubric, located on the next page.
Require students to write two poems for each format poem. This requires that additional
time be spent at home by the student. These are the rough drafts and are turned in for
teacher feedback.
At the end of five weeks, instruct students to select one poem from each set of poems,
resulting in one poem selected from each of the ten formats. These are the ten poems
included in their final poetry books.
Explain that the final poetry books are to be typewritten with one poem per page, and
each poem is to be illustrated. Illustration can be photo collages, drawings, paint, etc., but
should pertain to the poem.
Advise students to use a report binder to hold their poems followed by the grading rubric.
The cover must include a book title, the author’s name, and a date.
Grade the book, in its entirety, as 20% of the final project grade (see rubric), judging the
poems on format and coherence, not creativity.

brillig_carrot_bianca
brillig_carrot_bianca
A poetry reading, or performance, is a large task to complete, and one that may require additional
staff involvement. Consider speaking with the drama teacher and/or other members of the staff for
assistance—even consider presenting it as a cross-curricullar opportunity, depending on the focus.

Plan on spending three to four weeks for the event from

introduction to performance. Pre-planning may take longer.

Begin by getting permission and scheduling a date that doesn’t conflict with other
school events. Possibly, schedule the performance to occur during school: lunchtime or
classtime. Location needs to be considered as well.
Select a theme for the reading around which the writing and performance are based. For
example, peer pressure, family, recycling, yesterday and tomorrow, connects, etc. (If the
reading is going to include a variety of topics and formats, present it as a showcase.)
When presenting the poetry reading project in class, ask which students are interested
in doing the reading portion of the performance. Assign approximately two-thirds of the
class as readers.
As a class, decide what is to be included as part of the event.
l Are there any students who wish to perform music as a prelude to the readings?
l Who sets up the performance space and decorates?
l What kind of flyer or invitations are sent out?
l Who will be invited?
l Will there be refreshments?

... and so on.

With the collected information, create committees and assign tasks. Involve students who
are not reading as committee leaders.
With the theme in mind, create fifteen two-person teams to write the poems—each team
gets a different format while focusing on the same theme.
Rehearse the perfomance/reading twice, at the least. Include running through who will
do non-reading duties, too—just like a wedding rehearsal. Agree on a dress code for the
day of the reading.
Take pictures and/or record the event and post it to the school website. In order to recoup
expenses, consider providing a published version of the poems that students and family
members can purchase.

brillig_carrot_bianca
Publishing poetry is rewarding for both the teacher and the student. Students feel pride and higher self-
esteem when their work is published. Even the most gruff or shy students carry themselves a little
differently when they see others admiring their work. And when students know that some poems are
going to be published—either in or out of class—they are more careful when crafting their final work.

Contact a local newspaper and ask if there is a section where student work is printed. For
example, the Sun-Sentinel, in Florida, publishes student artwork and poetry once each week.
Nothing (except money—see below) motivates students more than seeing their names in the
newspaper.

Request that the Parent-Teacher Association sponsor a poetry contest at the school. Cash awards
(twenty dollars for 1st place, fifteen dollars for 2nd place, and ten dollars for 3rd place) are
exciting for students and lead to an interest in writing. Include students, teachers, parents,
or other volunteers in a small panel of judges to select the award winners. Encourage a local
newspaper to publish the winning poems.

Ask the editor of the school paper/newsletter to reserve a page in the paper for student poems.
Find out if an issue of the paper focuses on a certain theme and ask students to write poems
based on that theme.

Locate magazines that publish exceptional student poems. Call or email the publishers to ask for
a sample magazine and submission guidelines.
Stone Soup www.stonesoup.com
Creative Kids www.prufrock.com
READ www.weeklyreader.com
Teen Ink www.teenink.com

Create a page on the school’s website for student poems.

Speak with the head librarian at a local or school library and ask to display student poetry in the
library. While not true publication, displaying student poems in a public setting is another form
of acknowledgment for students.

brillig_carrot_bianca
Read poems aloud as an ice-breaking introduction for a difficult subject, or to begin or end a lesson.
These books and poems are used successfully in many classrooms to foster a love of poetry. Some are
funny, some are sad, but all are uniquely interesting and thought-provoking. The language and concepts
are simple enough to understand, but intriguing enough to leave the students wanting more.

Assign poetry books as required reading; these books provide inspiration and examples for students to
emulate. Enjoy!

American Poetry &

“How to Eat a Poem: A Smorgasbord of Tasty
Literacy Project; Academy Dover Publications, 2006
and Delicious Poems for Young People”
of American Poets

Angelou, Maya (Edwin

Graves Wilson and Jerome “Poetry for Young People: Maya Angelou” Sterling, 2007
Lagarrigue, editors)

“Poems from Homeroom: A Writer’s Place to

Appelt, Kathi Owlet Paperbacks, 2010
Start”

Aquado, Bill, and Richard “Paint Me Like I Am: Teen Poems from
HarperTeen, 2003
Newirth WritersCorps”

“Poems by Adolescents and Adults:

National Council of
Brewbaker, James A Thematic Collection for Middle School
Teachers of English, 2002
and High School”

Buscani, Lisa, Tracy Zeman “Hands-On Stanza Anthology of Poetry 2006- The Poetry Center of
and Johnpaul Higgins 2007 (Poems by Students)” Chicago, 2007

Cohen, Leonard “The Lyrics of Leonard Cohen” Omnibus Press, 2009

“Don’t Read This Book Whatever You Do:

Aladdin, 1998
More Poems About School”
Dakos, Kalli
“If You’re Not Here, Please Raise Your Hand” Aladdin, 1995

“City of One: Young Writers Speak to the

DeDonato, Colette Aunt Lute Books, 2004
World”

brillig_carrot_bianca
Dunning, Stephen “Reflections on a Gift of a Watermelon Pickle” HarperTeen, 1967

Feelings, Tom “Soul Looks Back in Wonder” Dial Books, 1993

George, Kristine O’Connell “Swimming Upstream: Middle School Poems” Clarion Books, 2002

“Hip Hop Speaks to Children: A Celebration Sourcebooks

of Poetry with a Beat” Jabberwocky, 2008
Giovanni, Nikki
“Shimmy Shimmy Shimmy Like My Sister
Kate: Looking At The Harlem Renaissance Henry Holt and Co.,1996
Through Poems”

“Back to Class” Clarion Books, 1988

“Class Dismissed! High School Poems” Clarion Books, 1982

Glenn, Mel “Class Dismissed! More High School Poems” Clarion Books, 1986

“My Friend’s Got this Problem, Mr. Candler:

Clarion Books, 1991
High School Poems”

“Honey, I Love and Other Love Poems” Crowell, 1978

Greenfield, Eloise
“In the Land of Words: New and Selected
Amistad, 2003
Poems”

“I Never Said I Wasn’t Difficult” Boyds Mills Press, 1997

“More Than Friends: Poems from Him

Wordsong, 2008
Holbrook, Sara and Her”

“Walking on the Boundaries of Change:

Boyds Mills Press, 1998
Poems of Transition”

Hughes, Langston
(David Roessel and Arnold “Poetry for Young People: Langston Hughes” Sterling, 2008
Rampersad, editors)

“A Kick in the Head: An Everyday Guide to

Candlewick, 2009
Poetic Forms”

“A Poke in the I: A Collection of Concrete

Janeczko, Paul Candlewick, 2005
Poems”

“Don’t Forget to Fly: A Cycle of Modern

Bradbury Press, 1981
Poems”

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 “Going Over to Your Place” Simon & Schuster, 1987

Janeczko, Paul (continued) “Preposterous: Poems of Youth” Orchard Books, 1991

“Wing Nuts: Screwy Haiku” Little, Brown, 2006

Keeve, Mildred “Black Ain’t No Kiver” Self-published, 1988

“Tears for Water: Songbook of Poems and

Keyes, Alicia Berkley Trade, 2005
Lyrics”

Knudson, R.R., and May

“American Sports Poems” Orchard Books, 1995
Swenson

Larrick, Nancy “Crazy to be Alive in Such a Strange World” Lippincott, 1977

Livingston, Cohn Myra “Lots of Limericks” McElderry, 1991

“Cricket Never Does: A Collection of Haiku

McElderry, 1997
and Tanka”

“River of Words: Young Poets and Artists on

Michael, Pamela Milkweed Editions, 2008
the Nature of Things”

“Hour of Freedom: American History in

Meltzer, Milton Wordsong, 2003
Poetry”

“My Own True Name: New and Selected

Mora, Pat Arte Publico Press, 2000
Poems for Young Adults”

Myers, Walter Dean “Here in Harlem: Poems in Many Voices” Holiday House, 2008

Nye, Naomi Shihab “A Maze Me: Poems for Girls” Greenwillow Books, 2005

“Poetry Speaks / Who Am I: Poems of

Paschen, Elise, and Sourcebooks Jabberwocky,
Discovery, Inspiration, Independence, and
Dominique Raccah 2010
Everything Else in Your Amazing Future”

“A Pizza the Size of the Sun” Greenwillow Books, 1996

Prelutsky, Jack “It’s Raining Pigs and Noodles” Greenwillow Books, 2005

“New Kid on the Block” Greenwillow Books, 1984

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Prelutsky, Jack (continued) “Something Big Has Been Here” Greenwillow Books, 1990

Shields, Carol “Someone Used My Toothbrush!” Dutton Juvenile, 2010

Serlio, John N. “Poetry for Young People: The Seasons” Sterling, 2005

“A Light In the Attic” HarperCollins, 1981

Silverstein, Shel “Falling Up” HarperCollins, 1996

“Where the Sidewalk Ends” HarperCollins, 1974

“If I Were in Charge of the World and Other

Worries: Poems for Children and Their Athenium, 1984
Parents”
Viorst, Judith
“Sad Underwear and Other Complications:
More Poems for Children and Their Athenium, 1995
Parents”

WritersCorps “Tell The World (Poems by Teenagers)” HarperTeen, 2008

“Color Me A Rhyme: Nature Poems for Young

Yolen, Jane Boyds Mills Press, 2003
People”

Prelutsky, Jack “I’m The Single Most Wonderful Person I Know”

Silverstein, Shel “Deaf Donald”

“Fancy Dive”
“Homework Machine”
“Sarah Cynthia Sylvia Stout Would Not Take The
Garbage Out”
“Sick”
“Smart”

Viorst, Judith “It’s A Wonderful World, But They Made A Few

Mistakes”

Wynne, Annette “Excuse Us”

“Animals in the Zoo”

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Keeve, Mildred “A Place to Run”
“Just Say No!”
“The ‘Rock’”

Sexton, Anne “The Addict”

Glenn, Mel “Dawn Weinberger”

“Hildy Ross”
“Justin Faust”
“Rodney Whitaker”

Hayden, Robert “Those Winter Sundays”

Hughes, Langston “Mother to Son”

Jenkins, Brooks “Loneliness”

Kunitz, Stanley “The Portrait”

Millay, Edna St. Vincent “The Courage That My Mother Had”

Mora, Pat “Mothers and Daughters”

Ortiz, Simon J. “What My Uncle Tony Told My Sister, Angie,

and Me”

Roethke, Theodore “My Papa’s Waltz”

Viorst, Judith “Our Mom’s a Real Nice Mom But She Can’t Cook”
“What Dads Do”

Walker, Alice “Women”

Glenn, Mel “Ellen Winters”

“Lauren Jones”
“Lisa Goodman”
“Susan Tulchin”
“Thomas Kearns”

Holbrook, Sara “Disappointment”

“I Never Said I Wasn’t Difficult”
“What to Do When She Looks at You?”

Mora, Pat “First Love”

Viorst, Judith “If I Were In Charge of the World”

“Short Love Poem”

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 Glenn, Mel “Brenda Stewart”
“Phillip Zavala/Connie Morrison”
(good example of opposite poem)

Viorst, Judith “See the Jolly Fat Boy”

Angelou, Maya “Alone”

Silverstein, Shel “What if ”

Allen, Samuel “To Satch”

Angelou, Maya “Life Doesn’t Frighten Me”

“Still I Rise”

Austin, Mary “A Song Of Greatness”

Driscoll, Louise “Hold Fast Your Dreams”

Hughes, Langston “Dream Variations”

“Dreams”
“I Dream A World”
“The Dream Keeper”

King, Jr., Martin Luther “I Have A Dream”

“Raymond Richard Patterson”

Silverstein, Shel “Listen To The Mustn’ts”

Ciardi, John “Be Kind to Dumb Animals”

Livingston, Myra Cohn Untitled (“Said a restless ... ”)

Mahy, Margaret “My Sister”

Appelt, Kathi “Notes Passed Back and Forth in United States

History, Seventh Period”

Antler “Raising My Hand”

Glenn, Mel “Mr. Henry Axhelm”

“Ms. Marilyn Lindowsky”

Robinson, Barbara B. “Foreign Student”

Silverstein, Shel “Kidnapped”

Stein, Dona Luongo “Homework”

Tsuboi, Shigeji “Silent, But ...”

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Francis, Robert “His Running My Running”

Glenn, Mel “Marvin Pickett”

Mueller, Marnie “Strategy for a Marathon”

Scheele, Roy “Nothing But Net”

Coatsworth, Elizabeth “Swift Things are Beautiful”

Cullen, Countee “Incident”

George, Phil “Battle Won is Lost”

Glenn, Mel “Kwang Chin Ho”

“Song Vu Chin”

Hughes, Langston “Merry-Go-Round”

“Troubled Woman”

Jordan, Norman “Feeding the Lions”

Keeve, Mildred “David Deal Family Play Day”

“Soul Tears”
“Too Little Time”

Livingston, Myra Cohn “Poor”

Pollack, Felix “Speaking: The Hero”

Silverstein, Shel “No Difference”

Steiger, Anatoly “Nobody Waits”

Whitman, Walt Untitled (“I sit... ”)

Williams, William
Carlos “Young Woman at a Window”

Yevtushenko, Yevgeny “Lies”

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