POETRY

'N

MOTION

By

Nat Reed

TEACHING POETRY IN THE

JUNIOR GRADES

1

POETRY

'N

MOTION

By

Nat Reed

All poems © Nat Reed

TEACHING POETRY IN THE

JUNIOR GRADES

About the Author: Nat Reed was an elementary school teacher for 29 years

in Kirkland Lake, Ontario. He is presently a full-time instructor in the

Teacher Education program at Trent University, Peterborough, Ontario.

More than 60 of his curriculum units have been published.

2

Table of Contents

Chap. Topic Page

To the Teacher 3

A Quick Overview 4

Introduction: What is a Poem? 5

1 Shadows and Skeleton Keys 6

2 Fantasies and Rhymes 9

3 Exaggeration is the Spice of Life 11

4 Stories and Schemes That Rhyme 13

5 Crossing A Bridge 17

6 Do You Have a License to do That? 20

7 I‟m in the Mood For . . . 22

8 On Second Thought [Poems that Make You Think] 26

9 Care For Some Punch? Literary Punch That Is. 29

10 Going Somewhere [Two More Topical Poems] 31

11 Forms That Poetry May Take 34

12 Feelings 36

13 What a Character 38

14 Reflections 41

15 The Narrator 43

16 Point of View 45

17 They May Be Common, But They‟re Still Nouns! 48

18 Chants – or Skipping Songs 51

19 Ode to Pauline Johnson 53

20 Memory Aids, Turkey Shades 56

21 Just Plain Ridiculous 59

Conclusion 61

Answers 62

3

To The Teacher

This unit offers a creative, flexible approach to the teaching of poetry in

the junior grades.

If taught on a daily basis, the 21-lesson unit can be completed in a

single month – or teachers can pick-and-choose among the lessons

highlighting particular poetry forms and/or skills and concepts.

Each lesson can be taught within in a 20-40 minute time frame - either

in a strictly oral or written format, or a combination of both.

The order of the lessons is also flexible, although there is some

cumulative ordering of skills

The unit takes the students step-by-step through different aspects of

poetry appreciation and poetry writing.

The 29 original poems feature a variety of types, lengths and styles.

Most, too, are rhyming – the kind of poems that kids like best.

4

A Quick Overview

Concept/Skill Chapters 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

THE POEM

Theme v v

Poetic Structure v v

Titles v v v

Rhythm v v

Rhyming Schemes v v v v v v v v v v v v

Tempo v

Syllables v v

Line Breaks v v

Chorus/Bridge v v

Point-of-view v v

Characters v v v v v v

Setting/Atmosphere v v v

Poetic License v v

Oral Presentations v v v v v v v v

WRITING SKILLS

Creative Writing v v v v v v v v v v

Synopsis v v v v v v

Research Skills v v v v v v v v

Vocabulary v v v v

Parts of Speech v v

LITERARY DEVICES

Alliteration v v

Exaggeration v

Foreshadowing v

Simile v

THINKING SKILLS

Comprehension v v v v v v v v v v v v

Personal Opinions v v v v v v v v v v v

FORMS OF POETRY

Fantasies v

Silly v v v

Story (Narrative) v v v v v

Topical v v

Personal v v v

Limerick v

Haiku v

Chants (Jingles) v v

5

Introduction: What is a Poem?

Poems come in all shapes and sizes.

Some rhyme,

Some don‟t.

Some march to a beat,

Some trip over their feet.

And the greatest thing about poems?

You can write one –

Each and every poem,

Is one-of-a-kind,

With a meaning that is always special –

Original,

Meaningful,

And personal!

Most of the poems in this book are rhyming poems

Some tell a story,

Some are silly,

Some make us think

Some . . . enormously edible!

During the next 21 chapters

We‟ll take a close look at 29 different poems,

And give you a chance to develop your own skills

As a writer and a poet.

* * * * * *

Here are two very different views of what poetry is. Select the one which is closest

to your own point-of-view.

Poetry is all that is worth remembering in life. (Wm Hazlitt) YES NO

Writing a poem is discovering. (Robert Frost) YES NO

6

1. Steeds and Queens and Skeleton Keys

Everything Is Not As It Seems.

Let‟s begin our journey with a tale within a tale.

Of Knights and Pawns The day was cloudy, the air was crisp,

It hardly mattered that he‟d be missed.

For he‟d come that way just once before,

With a skeleton key to the castle door.

He‟d a bend to his back, a limp in his step,

His clothes were tatters, his beard unkept,

For he‟d journeyed long to reach the place,

His steed was dead, but he‟d won the race.

He‟d come to rescue a damsel fair,

But the queen was gone, the keep was bare,

A cry of despair escaped his breath,

Somehow he knew, he‟d caused her death.

So he travels on through the land of time,

His mind half-dead, his soul half-blind,

For months, then years, he journeys on,

Still no one knew that he was gone.

The white-coat men from his room serene,

Wheel him out to the hospice green,

To sit with his thoughts of knights and pawns,

Where no one but he has ever gone.

1. The Plot Give us a “Reader‟s Digest” version (Synopsis) of what happened

in this poem.

7

2. Although the last verse of this poem opens the reader‟s eyes to what is really

happening to our “knight”, there is a clue that all is not as it seems as early as the

first verse. What line in the first verse plants the clue? [Hint: a line in the 4th

verse

also provides a hint.] How do these lines make us think that there is something

odd about this particular knight?

These two lines illustrates a literary device called foreshadowing (giving

hints about events to come).

3. Words and Meanings A number of the words used in this poem would

be more familiar to the people living in medieval times, when knights roamed the

land and kings rules from their castles. Write the meaning beside each of these

“time period” words. (The last word, though, is a modern one.) You may wish to

check the context before you answer.

Word Definition

Damsel

Steed

Despair

Keep

Hospice

4. Match each descriptor on the left with the number of the verse which best fits.

a) Exhaustion

b) Imagination

c) Anguish

d) Disheveled

8

5. Although the knight and the man fro the hospice are one-in-the-same, the poem

seems to present them as two distinct characters. Go back through the poem, then

using the Venn Diagram below, record characteristics of both characters in the

appropriate place on the diagram. The intersecting section of the circles should

apply to both the knight and the man from the hospice.

Knight Man From Hospice

9

2. Fantasies and Rhymes.

Whom Have You Met?

We all meet a lot of interesting people during our lives. Most of the people we

meet aren’t famous like the people in the next poem – but that doesn’t mean the

people you meet aren’t fascinating!

1. Think about the most interesting person you have ever met. Who was it and

what made this person so interesting?

* * * * * *

People I Meet

I guess I‟ve been most fortunate,

Since I was one or two,

„Cause I meet a lot of famous folk,

You won‟t believe just who.

They seem to come across my path,

More oftener than most,

Perhaps the reason this is so,

I am the perfect host.

Honest Abe,

And Rin Tin Tin,

Stopped by,

So I asked them in.

Ringo Starr,

And Elvis P.,

Dropped by for a cup of tea.

Alexander

Graham Bell,

Called me up and talked a spell.

Larry, Moe and Curly Joe,

Took me to the picture show.

Adam, Eve,

and Pinch Me too,

Just to name another few.

Genghis Khan

and Mao Tse-tung,

Stayed so long, I called my mom.

Many faces, many names,

But never two

Are quite the same!

10

2. Poems don‟t have to rhyme, but rhyming poems are often more fun to read.

Here‟s a chance to dip your toe into the pool of rhyme.

Try to think of rhyming words for the following. Note: your choices should have the

same number of syllables for each item. The first one is done for you. (You may wish

to check out the Rhyme Zone website - http://www.rhymezone.com/ )

a) New York salt pork e) goldfish __________________

b) Sandwich __________________ f) lullaby __________________

c) Cruel __________________ g) fountain pen ________________

d) Crumble __________________ h) liniment __________________

3. A “Fantasy” is defined as fiction which is characterized as highly fanciful or

supernatural. What characteristics does this poem have which would make it

qualify as a Fantasy Poem?

4.”People I Meet features a number of fascinating “real” historical characters.

Place the following six people in the order in which they lived first to last. [Check

their date of birth.]

Abraham Lincoln 1

Elvis Presley 2

Alexander Graham Bell 3

Adam 4

Genghis Khan 5

Mao Tse-tung 6

11

3. Exaggeration is the Spice of Life.

Here are two very different poems. The two characters featured in these poems

are polar opposites. As you read the poems, consider this question:

How would you sum up the characters featured in each poem?

Brainiac

I‟m a brainiac, I am so wise,

My brain is twice the normal size,

I love my school, my teacher too,

Being a nerd is what I do.

My I.Q. is three hundred and five,

I know I‟m the smartest guy alive.

I‟m a scholar extra-ordinaire,

Too bad for me - the girls don‟t

care.

I Ain’t Been Blessed

Now I ain‟t been blessed with a great big brain,

And they say I smell like poo,

And I know it took me a good long while,

To pass into grade two.

And my acne‟s worse than the Mummy‟s Curse,

And my hair‟s like mouldy hay,

And I got this thing called Wormwood Ring,

That plagues me night and day.

I picked up scurvy at summer camp,

And my teeth they all fell out,

And my breath‟s so bad

They‟re afraid I have

A disease called hoof and mouth.

And my face got scarred when the doctor carved

My nose four sizes down,

And my ears are filled with wax but still,

I hear each blessed sound.

My Momma say, “Son, don‟t you stew,

It‟s true you‟re not so bright,

And sure your looks would stop a clock,

Or down a bird in flight.

But take my word one day you‟ll find,

A girlfriend tried and true,

She may be plain, but sure as rain,

She‟ll look good next to you.”

1. Which character did you identify with more? ________________

2. Care to tell why? ____________________________________________

12

3. Exaggeration is a popular literary device which authors, poets and

comedians love to use.

Give 3 examples of exaggeration from each poem.

Brainiac I Ain’t Been Blessed

1.

1.

2.

2.

3.

3.

b. Why might this literary device be an effective tool if used creatively?

4. The Practice of Exaggeration. Impress your audience by using this device.

Describe two of the following suggestions (in a tasteful manner).

The filthiness of a pig

The creepiness of a haunted house

The speed of a racing car (or speed boat)

Invent one from your own topic

5. To be done in pairs. Imagine you had the opportunity to interview one of the

characters in these two poems. Come up with three interesting questions to ask

as well as possible responses this character might give.

13

4. Stories and Rhyming Schemes

Story Poems are often the most fun to read because of the tales they spin. The

next selection is a Narrative or Story Poem about a great Canadian hero, General

Isaac Brock.

First: It is important to have an understanding of a poem‟s rhyming scheme.

This refers to the last word in each line and to other lines it might rhyme

with. For example, let‟s consider the poem in Chapter One, “Of Knights and

Pawns”. Here is the first verse:

The day was cloudy, the air was crisp, [a]

It hardly mattered that he’d be missed. [a]

For he’d come that way just once before, [b]

With a skeleton key to the castle door. [b]

You will notice that crisp rhymes with missed and before rhymes with door.

This is one of the most popular rhyming schemes: a-a-b-b. When you read our

first Story Poem, “With Brock”, see if you can determine the rhyming scheme.

Do all eight verses have the same rhyming scheme?

* * * * * *

With Brock

He rode with the wind that blew in from the lake,

On a stallion as black as the night,

He‟d a sword and two pistols that hung by his side,

And a lantern to give the trail light.

He‟d come from the town of Niagara that morn,

And had left before dawn‟s early light,

For he‟d learned that the bluecoats had crossed the wide river,

And had camped at the foot of the Heights.

14

To Queenston they rode, the horse and his general,

For Brock was not one to ignore,

The fact that his soldiers were badly outnumbered,

Or the Yanks who had come to make war

So he rode till the mist of the morning had parted,

And saw in the distance, his foe,

Camped on the shores of the mighty Niagara,

Then up to The Heights he did go.

The battle for Canada raged through the morning,

At times he thought all might be lost,

But the passion that burned in the eyes of the general,

Said, “Forward men, don‟t count the cost!”

When out from behind a small tree stepped a sniper,

Levelled his gun and took aim,

And the crash of the musket - it silenced the redcoats,

For their leader the Yankee had slain.

Even in death the brave general did lead them

As they charged up the hill as one man,

Screaming Brock‟s name to the God of the heavens,

„Til the bluecoats turned-tail and then ran.

Two hundred years have now passed since that morning,

Near Queenston where General Brock died,

Yet his spirit still lives and it goes on before us,

Tecumseh the brave by his side.

* * * * * *

15

1. What is the rhyming scheme of the poem‟s first verse? ___ ___ ___ ___

b. Do all the verses have the same rhyming scheme? Yes No

2. As the poem opens, what do we learn is General Brock‟s desperate mission?

3. Using resources in your school library or on the Internet, research the place

and date of General Isaac Brock‟s death.

Place _______________________________

Date _________________

4. What three adjectives do you think would best describe Brock?

_______________ _______________ _______________

5. The tempo of a poem refers to how slowly or quickly words or lines are read.

What would you suggest the tempo of this poem should be when being read

aloud. Why?

6. List one thing you like about this poem and one thing you think would make

it better.

16

7. Painting Images. Poems often paint word pictures by describing things in

unusual ways. For instance, the last two lines in the final verse says

~ Yet his spirit still lives and it goes on before us,

Tecumseh the Brave by his side

After being killed in battle, General Brock was no longer able to lead his men.

What then are these lines of this poem telling us?

9. Who was Tecumseh the brave? Investigate this question and find out three

interesting facts about Techumseh, including how he died.

10. Why do you think the death of General Brock was an inspiration to his

soldiers?

11. Verse One features a literary device called a simile (a comparison using the

words “like” or “as”). ~ “A stallion as black as the night”

In this simile, what two things are being compared?

_______________ and _______________

Think of your own simile to compare the sound of fireworks with something

appropriate.

___________________________________________

12. To be done in pairs or small groups. Go through the poem together and

prepare an “oral reading” or dramatic presentation of “With Brock”. Make sure

your audience gets a sense of the atmosphere the poem conveys.

17

5. Crossing A Bridge.

The Topical Poem.

A bridge is an important device used by poets and songwriters. A bridge can be

lyrical (words) or musical (tune – i.e. a guitar solo) and essentially changes the

pace of the poem or song, lending to its uniqueness. The poem Entomology (the

study of insects) is comprised of four verses, but notice that the third verse is

completely different in appearance from the other three – it is a bridge to the

fourth verse.

Now read the poem through, and as you do, identify two features of the third

verse which makes it unique from the others.

Entomology

Have you ever stopped to think

what lies beneath a stone?

Like the one you pass each week,

out back behind your home.

Covered up with mud and slime

and sunk a good way down.

What would you find if you did pry

it up and check around?

A tiny snake

a centipede

earthworm

ants

or weevil?

A mantid

newt

(disgusting brute)

silverfish

or beetle?

Isopod

caddisfly

scorpion

or grub?

Onion thrip

walking stick

cockroach

or a bug?

Tomorrow when you pass a rock,

A board or piece of brick.

Turn it over - there you‟ll find,

A treasure - if you‟re quick!

18

1. What two things made the third verse unique from the others?

1.

2.

2. What Kind of a Creature is That! Using resources in your school library or

on the Internet, research the following insects, briefly stating one critical fact

about each.

mantid

newt

onion thrip

walking stick

weevil

3. Now – Put on your Cloak of Creativity! Read the third verse through twice

more.

Think of a broad topic (other than insects): i.e. farm animals, the galaxy, kinds of

cars (or trucks), NHL players, rocks and minerals, birds – or another topic that

interests you.

Now, use the form established in the third verse to write your own bridge. Keep

the meter the same as in the poem, “Entomology”, [i.e. the number of syllables]

as well as the rhyming scheme.

Note: I found coming up with the names of the 17 creatures listed in verse 3 to

be quite a challenge. When writing this verse I went on the Internet and found

the names of about 50 insects. I then chose 17 from this list that fit with the

rhyming scheme and meter of this poem.

19

MY BRIDGE

20

6. Do You Have a Licence to do That?

One wonderful thing about being a poet is you can pretty much make up your

own grammar rules – and even spelling rules. The laws of grammar and

spelling have no hold on you!! This is called POETIC LICENCE.

An example of this is found in the 3rd

verse of “Entomology”, the poem

featured in Chapter Five. Commas should separate the insects in this verse

– but they don‟t!!

Silly poems have been popular for hundreds of years. Ogden Nash was perhaps the

master of this type of poem. Here is his creation, Ode to the Llama.

The one-L lama, he's a priest

The two-L llama, he's a beast

And I would bet a silk pyjama

There isn't any three-L lllama

* * * * * *

Here is another silly poem.

Prince Will

Sassafras and mustard,

Is what I serve for tea,

Porridge in the morning,

Soup when I‟m at sea,

Mixed green peas for Great Aunt Ruth,

Swill for Uncle Lance,

But what I set before Prince Will,

I get from Paris, France.

* * * * * *

1. There are probably a number of reasons why “Prince Will” can be called a Silly

Poem. To begin with ~ the food this person serves is appalling! How so?

2. Secondly ~ the grammar leaves a lot to be desired. Find an example of this.

_________________________________________________________________

21

Here is our second example. This poem is actually written in

honour of a famous artist, Tom Thomson.

Ode to Tom Thomson

Tom Thomson

- he can surely paint,

But a real good swimmer

- that he ain‟t.

* * * * * *

3. Find an example of Poetic License in this poem.

4. Why might this poem be classed as a Silly Poem?

5. Using resources in your school library or on the Internet, find three

interesting facts about Tom Thomson [i.e. why does the poet bring up the fact

that Tom Thomson‟s swimming skills left something to be desired?]

6. Think of an unusually silly way of expressing one [or more] of the following

topics:

a) an ant getting stuck in peanut butter

b) Uncle Ray ripping his pants

c) A firecracker exploding suddenly

d) Your own idea

22

7. I’m in the Mood For …

Here is our second example of a Story Poem – one that is a little more

light-hearted than “With Brock”.

Hallowe’en Evening on

Skeleton Hill

The east wind howled, through the trees in the graveyard,

It was dark, it was cold, and it threatened to snow,

The moon cast its shadows, among the old tombstones,

I was scareder than scared, but they‟d dared me to go.

On Skeleton Hill, a stone‟s throw from nowhere,

Jim Johnson had dared me, to spend the night there,

I stuck out my chest, “Ain‟t nothing can scare me,

I‟ll stay through the night or my mom‟s dress I‟ll wear.”

Alone in the darkness, I stifled a shudder,

As night settled in, I saw a faint glow,

Its eerie dim light, seemed to dance o‟er the tombstones,

In the cool of the evening, I heard a low moan.

I froze by a grave with a cross, but no nameplate,

My hair stood on end, a chill coursed my spine,

I could hear my knees knock, as I stood there not breathing,

The moan became louder and grew to a whine.

Then a strange notion appeared to my thinking,

Perhaps it‟s Jim Johnson or one of the guys,

Trying to scare me and keep me from staying,

Alone in the graveyard, until the sun‟s rise.

The strange light by now had flickered quite closer,

The moaning had grown, the whining had too,

But instead of retreating, I headed straight for it,

For once in my life, I knew what to do.

23

As I grew ever nearer, I grew ever calmer,

I willed myself braver, I knew I must try,

I couldn‟t let Jim, or one of the others,

Stop me from keeping the evening alive.

So caution I threw to the wind that dark evening,

As I inched ever close to the vapor-like smoke,

Until I was only a whisper from knowing,

If Jim and the boys were just playing a joke.

The light dimmed and died, the moaning grew silent,

The moon from the clouds began to appear,

There at my feet a chasm before me,

Six feet by three feet, its meaning was clear.

I stopped not to reason, nor did I consider,

What Jim and the others would think of me now,

I flew down the hill and in only a moment,

I was out of the graveyard and half-way to town.

There in the shade of a tall weeping willow,

I stopped for my breath, and who should I meet,

Passing me by on the trail in the darkness,

Jim with a lantern and wearing a sheet.

I said not a word, I just hid in the shadows,

And watched him go by me, to Skeleton Hill,

I guess it was mean, not to stop him from going,

For no one found Jim, and I doubt that they will.

The next day I walked up the hill to the graveyard,

To find, if I could, any sign of old Jim,

When I came to the stone by the grave with no writing,

On the cross, plain as day, was a picture of him.

24

1. What is the rhyming scheme of the first verse in this poem?

_____ _____ _____ _____

2. Creating just the right atmosphere or mood is important – especially in a

Story Poem like this one. Describe the atmosphere created in “Halloween

Evening on Skeleton Hill”?

3. What are four other moods a poet might strive for in his/her creation?

_____________________ _____________________

_____________________ _____________________

4. An effective title can also add to the atmosphere of a poem. How does the

title of this poem accomplish this?

5. Read through the poem one more time. Choose four “atmospheric” words

which the poet uses to help establish mood.

____________ ____________ ____________ ____________

6. The term “poetic justice” means, “The rewarding of good and the punishment

of bad”. How might Jim Johnson be considered a victim of poetic justice?

7. To be done in pairs or small groups. Go through the poem together and

prepare an oral reading or dramatic presentation of “Halloween Evening on

Skeleton Hill”. Make sure your audience gets a sense of the mood the poem is

trying to convey.

25

8. Sequencing. List the main events of this poem in the order in which they

occurred.

1.

2.

3.

4.

5.

26

8. On Second Thought [Poems to make you think.]

Poems can often convey feeling or make a point in only a few words or lines that

might otherwise take pages and pages of writing to accomplish. A good poem

can bring readers to tears, make them think, challenge them in some way, or

open their eyes to a different way of looking at something (or someone).

Here is an example of a Personal Poem.

WHENEVER I GO HOME

A bale of hay beside the road,

A scarecrow, barn,

My father‟s farm.

These are the sights that welcome me,

Whenever I go home.

A littered street outside my house,

The hydrants, shops,

Apartment blocks.

These are the sights that welcome me,

Whenever I go home.

The cardboard box that holds my bed,

Beneath the bridge,

Beside the hedge.

These are the sights that welcome me,

Whenever I go home.

The nursing home outside of town,

The landscaped lawn,

My friends all gone.

These are the sights that welcome me,

Whenever I go home.

* * * * * *

1. Describe the living accommodations of the four people featured in this poem.

a) ____________ b) ____________ c) ____________ d) ____________

27

2. Which verse spoke to you the loudest? Why?

3. What message [theme] do you think the poet was trying to convey in this

poem?

4. Notice how the last two lines in each verse are repeated. This reminds us of a

similar technique used by a songwriter – a chorus. Why might a chorus be an

effective poetic device?

5. With a partner or small group, plan a creative presentation of this poem to an

audience.

* * * * * *

Now – here is a second Thinking Poem. Pay particular attention to how

the poem is presented.

Sounds

A lion roars A cheetah screams

A dog barks A cat meows

A mouse squeaks A mosquito buzzes

A child cries.

28

The next two questions should be done in pairs or small groups.

6. Why do you think that each line of the poem is in a different font size (i.e.

why is “A child cries” in the smallest font?)

7. What would you consider to be the theme of this poem?

8. I am not crazy about the title of this poem, “Sounds”. Consider what you feel

the theme of the poem is, then come up with a more appropriate title. If you

think of one that really knocks your socks off, please email it to me at

natreed@inbox.com.

_______________________

9. Now create a reversal of this poem, (i.e. Line One should have the smallest

font). Be sure your poem has an appropriate theme as discussed in Question #7.

29

9. Care for Some Punch? Literary Punch, That Is.

There are many literary devices used both in prose and poetry to spice things up.

Alliteration (the repetition of the same or similar sounds at the beginning of

words) is a very popular literary device.(i.e. she sells seashells by the seashore.

Here is a poem just chock full of alliteration – so much so it was even

given the title, “Alliteration”!

Alliteration

There‟s a pantheon of pleasure in a palace in Peru,

There‟s a hungry hippo hiding in the Holiday Inn Zoo,

There‟s a purple pigeon perched upon the porch outside my place,

There are gulps and gasps and groans and grunts while Grandpa says the grace.

* * * * * *

1. What is the rhyming scheme of this poem?

____ ____ ____ ____

2. If ever a poem was meant to be read out loud – this is it! In pairs or small

groups, take turns reading the poem orally. Notice that each line of the poem

features a letter of the alphabet which is “alliterized”. Write a description of

how your oral presentation went.

Observations:

30

3. Get out your thesaurus. Now go through the poem and find a synonym for

each of the “alliterized” words and fill in the template below. (Some words may

be difficult to replace with the perfect synonym – so feel free to use some

“poetic licence” here.) When you have finished, read your new masterpiece out

loud to a colleague. How did it compare to the original? Note your observations

below.

Alliteration

There‟s a _______ of in a in ,

There‟s a in the Inn Zoo,

There‟s a upon the outside my ,

There are and and and while

says the .

Observations:

4. Why do you think there was so much “reaction” to Grandpa saying the grace?

5. Fun Activity: Try reading this poem in a small (or large) group where one

student reads the poem through and every time he or she comes to an

“alliterized” word, it is read in chorus by everyone in the group.

31

10. Going Somewhere? [Two more Topical Poems]

Next we have a couple of poems featuring the names of some fascinating

places in Canada and elsewhere. (Maybe even your home town!)

Red Deer

Red Deer,

Moose Jaw,

Henry Hudson Bay,

It‟s fun to live in Canada,

No matter what you say.

Chapstick,

Cowlick,

Adida running shoes,

The things I take to school each day,

Are giving me the blues.

* * * * * *

1. What is a cowlick, and how could it possibly give someone the blues?

2. What else might give someone the blues that the poet could have included?

3. Do you like to skip (a rope that is)? Try using the poem, “Red Deer” as a

skipping chant the next time you‟re out there turning the rope and having fun.

32

Now here‟s the second poem.

Places

Calabash,

Kalamazoo,

Horse Head Pass,

Turkey Stew.

Elephant‟s Breath,

Wounded Knee,

Some of the places

I‟d like to see.

* * * * * *

4. Name three places you would like to see during your lifetime.

____________________ ____________________ ____________________

5. Investigation: The place names in Places seem a little unbelievable. Are they

all real places, or were they the work of the poet‟s imagination?

6. The names of the places in this last poem are really quite fantastic. Either

through research or your own knowledge, what are the names of three additional

places which you consider to be most unusual sounding?

_________________ _________________ _________________

33

7. We don‟t know for sure, but what criteria did the poet use in selecting place

names for these poems?

Red Deer

Places

8. There‟s No Place Like Home. Try your hand at writing a short (or long) poem

about the place where you live. It can be rhyming or unrhyming.

34

11. Forms that Poetry May Take

There are many forms of poetry – haiku, cinquain, acrostic, limerick and dozens

more. The poem below is an example of a limerick.

The standard form of a limerick is a stanza of five lines, with the first,

second and fifth having eight or nine syllables and rhyming with one

another, and the third and fourth having five or six syllables and rhyming

separately.

Limericks have been around for more than a hundred years and are

thought to have originated in County Limerick, Ireland.

The poet, Edward Leer, is quite famous for his witty limericks.

A Limerick:

Shoulder-High, Tree Guy

My mother once planted a tree,

That only came up to my knee,

But as I got older,

It grew up to my shoulder,

And now it is taller than me.

* * * * * *

1. Count the syllables in each line of Shoulder-High, Tree Guy.

____ ____ ____ ____ ____

2. Now try your hand at finishing off a limerick. Complete the following

limerick by filling in the blanks [Or you may start from scratch.]. You may also

work with a partner on this one.

TITLE:________________________________

King Richard _______________,

______________ toast,

But as he grew ___________,

His knights ___________,

And now ___________________.

35

Let‟s have a look at another popular form of poetry, the Haiku, which originated

in Japan. This is a three-line poem containing 5, 7, 5 morae (or syllables).

Here is an example.

Colourful Birds

Black-capped chickadee,

Ruby-throated hummingbird,

Red-breasted nuthatch.

* * * * * *

3. Most of the poems in this unit have been rhyming poems. What is the rhyming

scheme of this haiku (or is there one?)

4. Verify that this haiku follows the criteria for a haiku poem by counting the

syllables in each line.

Line 1

Line 2

Line 3

5. You now have the opportunity to create your own haiku. First choose a

favourite or interesting topic. You may wish to get down a few thoughts on a

separate piece of paper before transcribing your final copy below. Your title

should go on the first line.

36

12. Feelings!

Poems and songs are often wonderful vehicles for expressing emotion. Whether

that emotion is sadness, jubilation, anxiety, or love for another person, a poem

can be the perfect vehicle to convey such personal thoughts and feelings. Here

is an example.

Sad

A look of scorn,

A hint of fear,

A snarl,

A growl,

A sigh,

A tear

- some of the things I saw today,

no wonder that I feel this way.

* * * * * *

1. This poem has an odd rhyming scheme.

What is it? ___ ___ ___ ___ ___ ___ ___ ___

2. Sad also has an odd structure to it (i.e. 4 lines have only 2 words in each, and

the last two lines have 7 words each). In the box below rewrite this poem in a

different way, keeping all the words the same but using different line breaks.

3. Imagine for a moment that you were the creator of this poem. Write a

paragraph expressing in prose the kind of day you were having when you sat

down and penned this verse. (You might wish to focus on just one incident in

this very bad day.)

4. Why do you think the last two lines are written in italics?

37

5. Now try your hand at writing a similar poem featuring a different emotion

(i.e. happiness, fear, excitement, nervousness, jealousy). You may use the

template below or write one from scratch.

Title: ___________________

A look of ______________,

A hint of _______________,

A _________________,

A __________________,

A ___________________,

A ___________________,

- some of the things I saw today,

no wonder that I feel this way.

38

13. What a Character.

A fascinating character always makes a story poem more interesting. In our next

poem, The Hockey Sweater, pay close attention to how the main character is

portrayed.

The Hockey Sweater Today I took my hockey sweater

To the Jiffy Dry Clean store

I‟d a spot of mustard on the sleeve,

And a stain from my last Eat More.

“I need it back by Tuesday night,

„Cause I got a playoff game,

I‟m Number Three, I wear the C,

And I‟m called The Hurricane.

Come Tuesday after school I went

To pick my sweater up,

But the place was closed, the door was

locked,

And I was out of luck.

My game‟s at six o‟clock tonight,

The fellows need me there!

I‟m Number Three, oh deary me,

What am I going to wear?

I checked the house from stem to stern,

But found no other jersey,

„Twas then my sister sashayed in,

And I was at her mercy.

“A sweater I can make for you,

Just like the one you lost,

For I‟m the queen, of the sewing

machine,

But first let‟s count the cost!”

I knew I had no choice, so then,

I gave her all my cash,

My bike, my dog, my DVD‟s,

- for I had quite a stash.

“Just sit right down,” she sweetly said,

“I won‟t be long at all,

My fresh design, will work just fine,

When finished I will call.”

So I sat there in our living room,

As nervous as could be,

„Till finally sister marched back in,

And a sweater gave to me.

But the colours she had got all wrong,

It was pink instead of red,

And I wasn‟t impressed, with the

sweater‟s crest,

T‟was a cute little kitten‟s head.

I could hardly believe what I did see,

I was way past mortified,

But I‟d never missed a hockey game,

I‟d play or I would die.

So I trudged on down to the local rink,

How strange would I appear?

But I‟d face the guys, in my pink

disguise,

And play the game of my career.

* * * * * *

39

1. Rhyming structure. Reread the second last line in each verse. This particular

line features an internal rhyme. What does this mean?

b) Why do you think this might be an effective poetic device? Explain your

answer.

2. Find evidence in “The Hockey Sweater” to prove the following about the

main character.

a) He was

determined.

b) He was proud.

c) He was sloppy.

3. Write a brief synopsis of this poem.

4. To be done in pairs or small groups. Go through the poem together and

prepare an oral reading or dramatic presentation of “The Hockey Sweater”.

Make sure your audience gets a real feel for the anguish that the main character

must feel during this ordeal.

40

5. Conflict Dissection. Complete the following chart with information provided

in The Hockey Sweater.

Character (Who?) Setting (Time and Place?)

Problem (Conflict) Solution (Resolution)

41

14. Reflections.

One of the best things about writing a poem is being able to reflect upon events

from your life - on friends, things you enjoy doing – what makes you – you. This

poem is an example of this.

I Must Go

I must go down to the docks today,

I must go out in my boat,

While the waves are high,

And the tide is out,

And the chill north wind leaves little doubt,

I‟ll sail to the east, then come about,

I think I‟ll go today.

I must go visit a friend today,

I must go bring him a smile,

For he‟s older than some,

And wiser than most,

He‟ll serve me tea and cinnamon toast,

Though crippled and grey, he‟s the perfect host,

I think I‟ll go today.

I must go into the woods today,

I must go while it is light.

Where there‟s trails to walk,

And things to see,

And Mother Nature don‟t charge a fee,

And most of the critters are used to me,

I think I‟ll go today.

* * * *

1. Let‟s do a comparison. How is this poem similar in structure to

“Whenever I Go Home” in Chapter 8?

42

2. Compare the rhyming scheme of the first verses of both poems.

I Must Go

___ ___ ___ ___ ___

Whenever I Go

Home

___ ___ ___ ___ ___ ___ ___

3. Which poem do you think has a better beat or rhythm? Can you explain your

reason for thinking so?

4. What do you think the theme of “I Must Go” is?

5. Why do you think the poet chose “I Must Go” for the title (other than the fact

that these are the first three words of each verse)?

6. The character in this poem spends verses one and three by himself and verse

two with a friend. Why do you think the verse involving a friend is positioned as

the middle verse?

7. What facts do we know about the narrator‟s friend in verse two?

43

15. The Narrator

Many poems have a specific narrator (the one telling the story). Sometimes it is

simply the poet‟s point of view (p.o.v.) and in other poems (like “Farm Life”

below), we see the story unfold through the eyes of a specific character featured

in the poem.

“Farm Life” introduces us to a number of characters common to the average

farm, without actually telling us who the narrator of the poem is. Who is it?

Look for clues as you read it through for the first time.

FARM LIFE

There‟s an open field,

A great stone wall,

A warren, briar,

And a waterfall.

There‟s a tumble-down cottage

By the sheering shed,

There‟s a barn out back

Where I make my bed.

There‟s a trusted mule

In the barn‟s lone stall,

Two pigs in the sty

Where I learned to crawl,

A farmer‟s wife

Who brings me treats,

And a lone coyote

That I‟d like to meet.

There‟s a great pine tree

On a craggy hill,

A sunset red

And a whip-poor-will,

A vegetable patch

Where the rabbits play,

And a basset hound

Who sleeps all day.

Who am I?

44

* * * *

1. Who do you think the narrator of the poem is? Support your answer with

proof from the poem.

2. Considering your answer to Question #1, why do you think the narrator

would like to meet the lone coyote?

3. Words to define:

Warren

Briar

Sty

Craggy

4. One of the creatures mentioned in the poem is a whip-poor-will. In your

school library or on the Internet, investigate this fascinating bird and record three

interesting facts about it below.

45

16. Point of View.

The next poem offers another opportunity to explore the concept of point of

view. As you read through this Story Poem, be prepared to tell whose p.o.v. the

poem is being told from – and have proof to support your answer.

The Death of Prince John

Forest green, Sherwood sky,

We lie in ambush, you and I.

Before the mist of morning breaks,

The town of Nottingham we take.

Will Scarlet be me nom de guerre,

Suits of green me comrades wear,

And justice be our battle cry,

That for which to fight and die.

Prince John – today, we seal his fate,

By Nottingham we lie in wait,

The Merry Men of Robin Hood,

We lose, we die – „tis understood.

The town at dawn begins to stir,

Robin doth we me confer,

“Attack at once and slay Prince John,

Raze the town, and then be gone.”

So down we sweep at rooster‟s call,

Forty men – we scale the wall,

And storm the sentry where they stand,

Sword to sword, man to man.

Awakened by the panicked shouts,

The prince in bedclothes scurries out,

With dirk in hand and furrowed frown,

Unbowed he stands to face us down.

We notch our bows, and catch our breath,

Two fingers grip the cords of death,

One heartbeat‟s pause, one startled call,

Upon the ground Prince John doth fall.

Of Robin and his Merry Men,

Their tales pass on from now ‘til then,

And so it speaks as legends should,

Of all that’s noble, all that’s good.

46

1. Whose point of view is the poem written from? What proof can you offer to

support this?

2. Why do you think the poet chose this character‟s p.o.v. to write the poem

from and not Robin Hood‟s or Prince John‟s?

3. What is the setting of this poem? Remember that setting includes both time

and place.

4. Put these phrases into your own words:

Nom de guerre

We seal his fate

Raze the town

Storm the sentry

5. Write a brief synopsis of the events from this poem.

47

6. Why do you think this mission was a matter of life and death?

7. Robin Hood is a mythical figure of medieval England. Investigate and

provide the names of the following characters in the Robin Hood legend.

Robin‟s lady love

Robin‟s priestly friend

Robin‟s comrade, John

Little, was known as

8. The final showdown between Prince John and the Merry Men could hardly be

called a fair fight. Why is this so?

9. More Investigation: Will Scarlet is a character mentioned in the second verse.

In your school library or on the Internet, research two interesting “facts” about

this mythical figure.

10. Why do you think the first and last verses of this poem are written in italics?

11. To be done in pairs or small groups. Go through the poem together and

prepare an “oral reading” or dramatic presentation of “The Death of Prince

John”. Make sure your audience gets a sense of the excitement and drama that

the poem is attempting to convey.

48

17. They May Be Common, But they’re Still Nouns!

Like it or not, parts of speech play a prominent role in poetry as well as prose.

The next poem features a goodly number of nouns! Keep your eye out for them.

All About Nouns

I‟m a deck of cards,

I‟m a cup of tea,

I‟m a crayon red,

I‟m a bumble bee.

I‟m a drop of rain,

I‟m a sugar cube,

I‟m a maple leaf,

I‟m a toothpaste tube.

* * * *

1. Nouns are classified as either common or proper. How many of the lines in

this eight-line poem contain a common noun? _____ How many contain a proper

noun? ___

2. What is the rhyming scheme of this poem? ___ ___ ___ ___

3. How many syllables are in each line? ___ ___ ___ ___

4. Now, try your own version of this poem. We‟ll start you off, and then you fill

in the blanks (making sure the rhyme and the rhythm are correct). You may wish

to work with a partner.

I‟m a baseball bat,

I‟m a ________________,

I‟m a ________________,

I‟m a ________________.

I‟m a ________________,

I‟m a ________________,

I‟m a ________________,

I‟m a ________________.

49

5. Choosing interesting nouns can often make a poem really stand out. Think of

more interesting nouns for the following selections. You may also use an

adjective to spice it up. The first one is done for you.

House Haunted Mansion

Reptile

Man

Insect

Boat

A great way to spice up the nouns in a poem is to come up with really

descriptive adjectives to paint a more vivid picture of the people, places and

things you are writing about.

The next poem illustrates many examples of this particular part of speech

– the adjective. As you read through “I‟m Obnoxious”, count the number

of describing words the poet uses to paint a picture of himself (or herself).

I’m Obnoxious

I‟m obnoxious

that I am,

I do it very well.

I‟m selfish,

Mean,

Unkind,

Unclean,

Anyone can tell.

I got mean eyes,

A dirty mouth,

A cutting sense of wit.

There ain‟t one person

that I know,

Who likes me just one bit.

* * * * *

6. “I‟m Obnoxious” certainly does paint a rather vivid picture of the main

character in this poem. What is the one line which really told you that this is

really a nasty character? Why?

50

7. What example of Poetic License” is there in the poem, “I‟m Obnoxious”?

8. Here‟s an opportunity to play with the line breaks of a poem. Rewrite “I‟m

Obnoxious” so that the new version has two verses of five lines and a rhyming

scheme of

(verse 1) a – b – c – c – b

(verse 2) a – b – c – d – b

9. Now try your hand a doing an even more extensive rewrite using the template

below. In the new version also change the personality of the main character so

that he/she isn‟t mean anymore.

I‟m ________________

That I am,

I do it very well.

I‟m ________________

______________

______________

______________

Anyone can tell.

I got _______________,

A _________________

A _________________

There ______________________

___________________________

Who _______________________

51

18. Chants – or Skipping Songs

Skipping songs have been popular for many generations. Well-known chants and

songs like, “Little Bumper Car” and “Down By the River, Down By the Sea”

catch on because they are short and snappy. Here are two examples.

Barcelona

Salamanders,

Sally Struthers,

Sugar in my tea.

Spent July in Barcelona,

Swimming in the sea.

* * * * * *

1. Find the example of the literary device, alliteration. (Remember the poem,

“Alliteration”?).

2. Invent your own examples of alliteration following the instructions below.

a) Something you might see at a circus.

___________________________________________________

b) A skunk caught in a rain shower.

___________________________________________________

c) Your own creation.

___________________________________________________

3. Investigate. Who on earth is Sally Struthers?

52

Here is another chant.

Canterbury

Canterbury

Canterbury

Canterbury

Zoo,

Gonna feed the monkeys,

The walrus and the gnu.

Studebaker

Studebaker

Studebaker

Car,

Drive me to the circus.

I hope it isn‟t far.

Thumbelina

Thumbelina

Thumbelina

Jane,

Going shopping at the mall,

Because it‟s gonna rain.

* * * * * *

4. Why might this chant be more difficult to use as a skipping song than

“Barcelona”.

5. Check it out! a) Can you really swim in the sea at Barcelona, Spain?

Yes No

b) You don‟t see too many Studebaker cars on the road anymore. What

happened to the Studebaker to make it such a rare sighting?

53

19. Ode to Pauline Johnson

“Through the Ice” was written as a tribute to the poet, E. Pauline Johnson,

many of whose poems featured people of our First Nations. Check out her

poems in your school library or the Internet. My favourite is one called

“Wolverine”.

Through the Ice

The maiden fair in buckskin gown,

Beside the fire kneeling down.

Her heart is cast, her features worn.

They‟re overdue, it‟s going to storm.

Her man has gone with Chee-sha-bo,

To the trading post on the Wendigo.

Lade with furs, to trade the whites,

Gone five days, and four long nights.

Her next of kin left with the dawn,

To search the trails, to find what‟s wrong.

They know that breakup time has come,

The ice is soft, the currents strong.

Throughout the day, throughout the night,

She waits alone until the light.

Her kin returns, and on his sled,

Her man and Chee-sha-bo, both dead.

What was found upon the trail

By Lac Ste. Rue, the ice did fail,

And though escaped they to the shore,

Without a fire, they‟d go no more.

That‟s where they found them, huddled there.

Clutched in death, no warmth to share,

And so the maid, in silent grief,

Cannot quench her disbelief.

How can it be? She does implore.

Can he be gone for evermore?

What will I do from now till then?

When I shall see his face again.

54

1. Check your thesaurus to find synonyms for the following words from “Through the

Ice”.

Features Lade Huddle Quench Implore

2. “Through the Ice” is a poem set in an Ojibway village several generations

ago. Find the words or phrases which are particular to this setting.

_________________________ _________________________

_________________________ _________________________

3. Investigate – Wendigo. Research a couple of key facts about this creature.

4. What is the rhyming scheme of this poem?

____ ____ ____ ____

5. Why do you think the names of the maiden and her husband are never given

in this poem?

6. In the final stanza the maiden asks, “Can he be gone forever more?” She then

provides an answer to this question. What is her answer?

55

7. How did Chee-sha-bo perish?

b) Think of a way that his death might have been prevented.

8. E. Pauline Johnson – Using resources in your school library or on the

Internet, research three interesting facts about this very talented poet.

9. Bonus: If you are able to find one of E. Pauline Johnson‟s poems, give the

title, then briefly describe what the poem was about and your impression of it.

10. With a partner or small group, do a dramatic reading of “Through the Ice”,

or pantomime or re-enact the events portrayed.

56

20. Memory Aids / Turkey Shades

Poems and songs are sometimes useful tools in helping us remember

important facts or lists. Here is a poem which goes over eight geometric

shapes – in a fun way.

Different Shapes

Triangles have three sides I‟m told,

A square, one more than that,

A rectangle looks like a tissue box,

A circle like Pedro‟s hat.

Pente, I‟m told, is Greek for five,

Like the DC Pentagon,

But what has hex to do with six,

Somehow it just seems wrong.

Sept means seven, that‟s a fact,

It‟s French - or so I think,

And eight‟s just like an octopus,

That loves to squirt black ink.

So you see, it’s oh so vital,

Each shape has a geometric title.

* * * * *

1. What are the following shapes compared to in the poem:

a) rectangle

b) pentagon

c) octagon

57

2. The division of “Different Shapes” into verses is quite unique. The first verse

has 12 lines and the second verse has two. Why do you think the second verse

was separated from the first?

b) Describe how might the poem might be separated into more than two verses?

c) Does the rhyming scheme of the first verse apply to the second verse? Explain

your answer.

3. Two of the shapes in this poem are simply alluded to and not named. What

are the names of these two geometric shapes?

Hex (six sides)

Sept (seven sides)

4. Create an eight-frame comic strip edition of this poem on the next page, with

each frame representing a shape mentioned in the poem. [Don‟t be afraid to use

some Poetic License here.]

58

Comic Strip

59

21. Just Plain Ridiculous

Our final chapter highlights two more Silly Poems – one about an

important part of the human anatomy and the second which deals with two

rather peculiar parents.

My Belly Button

My belly button‟s free of lint,

I cleaned it out this morning,

And though that ain‟t its normal state,

I‟m giving you this warning.

On Friday when I checked it

I admit that it was clogged,

With many sorts of different things,

From frying pans to frogs.

In fact I found an apple core,

As near as I recall,

... an old chapstick, a lemon drop,

a dog-eared tennis ball.

A pebble that I kept for luck,

A thumb tack and a nail,

A Hubba-Bubba gum that‟s stuck,

To the inside of a pail.

But rest assured, dear Mother,

My cleaning got it all,

The contents now are in the barn,

Piled in the horse‟s stall.

Pappy and Mammy.

Pappy sailed to New Orleans

Upon a leaky dingy,

It took four years

And fifteen days,

Because it wasn‟t windy.

Mammy was a washer girl,

She laundered for a penny,

The rich folk sent

Their shirts to her,

And now they haven‟t any.

* * * * * *

60

1. Which poem did you like the best? Why?

2. Find proof to support the idea that both poems are ridiculous.

My Belly Button Pappy and Mammy

3. What were the two largest items found in the poet‟s belly button?

____________________ ____________________

4. To whom is the poem, “My Belly Button” addressed?

______________________________________________________________

5. Why did it take so long for Pappy to sail to New Orleans?

6. What happened to the shirts that Mammy laundered?

7. Which of the two poems do you feel has a faster beat or rhythm? Can you

explain why you feel this way?

61

Conclusion

Poems come in various forms, lengths, meters and serve many purposes.

Take a moment to flip back through the 29 poems featured in this collection and

tell us which one you liked best and why.

Was there one that you didn‟t care for that much? Why? Or were there any other

forms of poetry that you really enjoy but did not find in this collection?

If you care to let us know about your choices, or you have any other comments,

please email me at natreed@inbox.com

All the best – and happy poetry writing!

Nat Reed

62

ANSWERS Chapter 1. 1. Answers will vary.

2. It hardly mattered that he’d be missed. (verse 1) Still no one knew that he was gone. (verse 4)

If he was an important knight, why would no one miss him or know he was gone somewhere (for years)?

3. Damsel – young maiden Steed – horse Despair – hopelessness Keep – (Castle Keep) - the tower built as the most protected part of the castle Hospice - a health-care facility for the terminally ill 4. a) exhaustion – verse 4 b) imagination – verse 5 c) anguish – verse 3 d) dishevelled – verse 2

5. Answers will vary.

Chapter 2.

1. Answers will vary.

2. Answers will vary.

3. Adam b. ?

Genghis Khan b. 1162 A.D. (approx)

Abraham Lincoln b. 1809 A.D.

Alexander Graham Bell b. 1847 A.D.

Mao Tse-tung b. 1893 A.D.

Elvis Presley b. 1935 A.D.

4. You would pinch the person.

Chapter 3. 1. Answers will vary. 2. Answers will vary. 3. Answers will vary. Brainiac – My brain is twice the normal size - My I.Q. is 305 - I’m the smartest guy alive I Ain’t Been Blessed – My hair’s like mouldy hay - I picked up scurvy at summer camp

63

- They’re afraid I have a disease called hoof and mouth b) Answers will vary (i.e. adds spice to a poem – makes it more interesting).

4. Answers will vary.

Chapter 4. 1. a – b – c – b b. Yes 2. To turn back an American invasion of Canada. 3. Queenston Heights, Ontario (Upper Canada) Oct. 13, 1812 4. Answers will vary (i.e. brave, resourceful, inspirational)

5. Answers will vary (i.e. a quick tempo – Brock riding his horse – in battle, etc.)

6. Answers will vary.

7. He was an inspirational leader – not only to his soldiers, but to generations of Canadians who have read about his leadership and bravery. 8. Tecumseh – a Shawnee chief and an ally of Brock during the War of 1812 – helped in the capture of Fort Detroit – killed in 1813 at the Battle of the Thames. 9. Answers will vary (i.e. they were enraged that their leader had been killed and inspired by his sacrifice). 10. stallion and night or black and night

Chapter 5. 1. Answers will vary (i.e. the length of the verse, the length of each line, different rhyming scheme). 2. Answers will vary. Mantid – includes the insect, the praying mantis Newt – adult newts have lizard-like bodies Onion thrip - only 1/10-cm long and white, yellow or brown Walking stick – camouflaged to look like sticks Weevil – a beetle less than 6 mm in length

64

Chapter 6 1. Answers will vary (i.e. serves mustard and sassafras for tea; swill for his uncle)

2. In the second line the poet uses “is” instead of “are”. 3. The word “ain’t” is used. 4. Answers will vary.

5. Answers will vary (i.e. influential Canadian artist of early 20th Century; born in Claremont, Ontario; drowned in Algonquin Park in 1917). Chapter 7

1. a – b – c – b 2. The atmosphere is dark and spooky. 3. Answers will vary (i.e. fear, joy, suspense, comedy).

4. Answers will vary (i.e. it establishes the setting of the poem in an interesting way).

5. Answers will vary (i.e. shudder, moan, eerie, howled).

6. Answers will vary (i.e. he got what he deserved). 8. Answers will vary.

Chapter 8 1. a) farm b) city c) a cardboard box under a bridge d) nursing home 2. Answers will vary.

3. Answers will vary (i.e. some people live very different lives than our own). 4. It might emphasize an important thought. 6. Answers will vary (i.e. perhaps no one hears the child cries because no one loves him/her). 7. Answers will vary (i.e. even the smallest child needs to be heard).

Chapter 9 1. a – a – b – b 4. Answers will vary.

65

Chapter 10 1. A cowlick usually refers to a lock of hair that stands straight up. Answers will vary.

2. Answers will vary. 3. Answers will vary. 4. Answers will vary. 5. They are actually real places. 6. Answers will vary.

7. Red Deer – Canadian place names Places – ridiculous-sounding names

Chapter 11 1. 8 – 8 – 6 – 7 – 8 3. There isn’t one. 4. 5 – 7 – 5

Chapter 12 1. a – b – c – d – e – b – f – f 3. Answers will vary. 4. Answers will vary (i.e. it acts like a “chorus” and is a nice break from the rhythm which has

been established in the first 6 lines).

Chapter 13 1. In the first verse, 2nd last line, “I’m Number Three, I wear the C” – three rhymes with c. b. Answers will vary (i.e. it accentuates the poem’s rhythm). 2 a) he check the house from stem to stern – gave his sister a lot to have her make a sweater b) he was mortified at the crest his sister had designed c) his sweater was stained with food 3. Answers will vary.

5. Character – young boy nicknamed, The Hurricane. Setting – mainly in the boy’s home. Problem: the boy doesn’t have a sweater for the evening’s hockey game. Solution: his sister makes him a new sweater (which actually presents him with another problem.)

Chapter 14. 1. They both have a line or two which is repeated at the end of each verse. 2. I Must Go: a – b – c – d – d – d – a Whenever I Go Home: a – b – b – c – d

3. Answers will vary.

66

4. Answers will vary (i.e. the importance of taking time from a busy life to do activities which

are personally refreshing). 5. Answers will vary (i.e. perhaps to emphasize the importance of getting away from things to

restore one’s perspective on life). 6. Answers will vary (i.e. perhaps to point out that spending time to reflect on one’s life can

also involve others who are older and can offer wisdom). 7. It is a man who is quite old, crippled and grey-haired. He is very hospitable, and serves the poet tea and cinnamon toast.

Chapter 15.

1. It is the basset hound. Hints: he sleeps in the barn; learned to crawl (walk) in the sty; the farmer’s wife brings him treats. 2. Probably to fight it. 3. Warren - a place where rabbits live Briar – a prickly plant or shrub Sty – a pen where pigs live Craggy – rugged or harsh 4. Answers will vary.

Chapter 16. 1. Will Scarlet – “Will Scarlet be me nom de guerre.” 2. Answers will vary. (i.e perhaps he wanted the perspective of one of the regular fighting

men.) 3. Nottingham – medieval times. 4. Nom de guerre – war name We seal his fate – we kill him Raze the town – burn the town to the ground Storm the sentry – attack the guards 5. Answers will vary. 6. If they failed they would either be killed in the battle or executed afterward. 7. Maid Marian – Friar Tuck – Little John 8. Prince John, alone with a knife, faced a number of Robin’s Merry Men with bows and arrows and swords. 9. Answers will vary.

10. Answers will vary (i.e. they serve as the poem’s introduction and conclusion or epilogue).

67

Chapter 17 1. 8 - 0 2. a – b – c – b 3. 5 – 5 – 5 – 5 5. Answers will vary. 6. Answers will vary (i.e. a cutting sense of wit).

7. Answers will vary (i.e. the use of the word “ain’t”)

Chapter 18 1. Salamander, Sally Struthers. 3. She starred in the television series, “All in the Family”. 4. Answers will vary (i.e. its length would make it more difficult to memorize). 5. Yes – it is on the Mediterranean Sea. b) The last Studebaker car was manufactured in 1966.

Chapter 19 1. Features – facial characteristics; lade – burdened; huddle – come together; quench – extinguish; implore – ask. 2. Answers will vary (i.e. buckskin gown; beside the fire; the trading post; on the Wendigo; to search the trails; on his sled; breakup time has come). 3. Answers will vary (i.e. creature of Algonquin people; cannibal; humans can be transformed

into one; can possess humans). 4. a – a – b – b 5. Answers will vary.

6. “I shall see his face again” (after her own death). 7. He died of exposure after falling through the ice. b) Answers will vary. (i.e. keeping their matches in a waterproof container).

8. Answers will vary. 9. Answers will vary.

Chapter 20 1a) tissue box b) DC Pentagon c) octopus 2. Answers will vary (i.e. the last two lines act as the poem’s summary).

b) Answers will vary (i.e. provide line breaks after lines 4, 8 and 12).

68

c) No – the 2nd verse has a rhyming scheme of a – a. No two succeeding lines in verse one rhyme. 3. hex – hexagon sept - septagon

Chapter 21 1. Answers will vary. 2. Answers will vary.

3. Probably a frying pan and pail. 4. Mother. 5. It wasn’t windy. 6. It seems that she kept them. 7. Answers will vary.