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Read and Understand

Poetry Grades 2–3

Evan-Moor’s Read and Understand Poetry series has been developed to provide students and their teachers with a structured approach for working with poetry. For each poem in this book, you will find: • a teacher page featuring a simple lesson plan for guiding students through reading and understanding the poem • a poem page featuring the text of the poem enhanced with a simple illustration • two follow-up activity pages designed to help students consolidate their understanding of the poem and extend their thinking and creativity

Additional student resources include: • a Glossary of Poetry Terms featuring kid-friendly definitions and pronunciation guidelines for terms ranging from alliteration to simile • an About the Poets feature that presents brief, high-interest information on each of the poets included in this anthology • an index of the literary terms used in this book • illustrated classroom Poetry Teaching Posters identifying key elements and forms of poetry • a cover page for students to use in creating their individual Read and Understand Poetry Anthology

Correlated

EMC 3323

to State Standards Visit www.teaching-standards.com to view a correlation of this book’s activities to your state’s standards. This is a free service.

Series Editor: Activity Writers: Copy Editors: Illustrators:

Designer: Desktop:

Sarita Chávez Silverman Martha Cheney Hilve Firek Sonny Bennett Cathy Harber Cindy Davis Marilee Harrald-Pilz Philip Koontz Lynn McClain Gary Mohrman Don Robison Kathy Kopp Kathy Kopp

Congratulations on your purchase of some of the finest teaching materials in the world. For information about other Evan-Moor products, call 1-800-777-4362 or FAX 1-800-777-4332. Visit our Web site www.evan-moor.com for additional product information. Entire contents © EVAN-MOOR CORP. 18 Lower Ragsdale Drive, Monterey, CA 93940-5746. Permission is hereby granted to the individual purchaser to reproduce student materials in this book for noncommercial individual or single classroom use only. Permission is not granted for schoolwide or systemwide reproduction of materials. Printed in USA.

Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Beasts, Birds, & Bugs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 “Ladybug, Ladybug” by John Himmelman (Innovation, Personification) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 “The Snake” by Janet Lawler (Rhyme, Alliteration) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 “The Swallow” by Christina Rossetti (Lyric Poetry, Alliteration) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 “I Would Love to Be a Horse” by Linda Armstrong (Free Verse, Imagery) . . . . . . . . . . . . . . . . . . . . . . . . . 19 “The Spider and the Fly” by Mary Howitt (Dialog) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Seasons & Celebrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 “April’s Trick” by Martin Shaw

(Rhyme and Rhythm, Meter)

“Bed in Summer” by Robert Louis Stevenson “July” by Lana Krumwiede

(Couplets)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

(Internal Rhymes, Onomatopoeia) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

“Pumpkins” by Virginia Kroll

(Rhyming Couplet, Repetition) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

“little tree” by E. E. Cummings

(Capitalization)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Stuff & Nonsense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 “The Quangle Wangle’s Hat” by Edward Lear

(Couplet, Rhythm) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Limerick Collection by Edward Lear

(Limerick, Hyperbole) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

“Up the Stairs to Bed” by Ian Souter

(Concrete Poems, Rhyme, Repetition) . . . . . . . . . . . . . . . . . . . . . . . . . . 59

“There Was a Little Girl” by Henry Wadsworth Longfellow

(Rhyme, Rhythm). . . . . . . . . . . . . . . . . . . . . 63

Step Outside . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 “The Swing” by Robert Louis Stevenson “Fog” by Nancy R. Wadhams

(Rhyme Scheme, Hyperbole) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

(Punctuation, Simile) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Concrete Poem by Beverly McLoughland “The Pasture” by Robert Frost

(Diction, Alliteration)

(Run-on Lines)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Poems in Song . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 “Hush, Little Baby” Traditional “Bright with Colors” Traditional

(Repetition, Variation)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

(Repetition, Translation) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

“Mary’s Lamb” by Sarah Josepha Hale

(Rhyme Scheme, Facsimile)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

“The New-England Boy’s Song about Thanksgiving Day” by Lydia Maria Child “My Country ’Tis of Thee” by Samuel F. Smith

(Rhyme Scheme, Song)

(Rhyme) . . . . . 97

. . . . . . . . . . . . . . . . . . . . . . . . . 102

A World of Sights & Sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . “I Hear, I Hear” by Pat Mora (Typesetting, Onomatopoeia) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . “Sampan” by Tao Lang Pee (List Poem, Onomatopoeia) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . “Black Is Beautiful” by Andreya Renee Allen (Free Verse, Italics and Boldface) . . . . . . . . . . . . . . . . . . . . Haiku Collection by Basho, John Calvert, Sue Cowling (Translation, Imagery) . . . . . . . . . . . . . . . . . . . Glossary of Poetry Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . About the Poets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Reproducible Cover for the Read and Understand Poetry Anthology . . . . . . . . . . . . . . . Poetry Posters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

105 107 111 115 119 122 129 135 136

Additional Poetry Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

©2005 by Evan-Moor Corp. • EMC 3323 • Read and Understand Poetry

Contents

1

Ladybug, Ladybug Before You Read the Poem Build Background Invite students to share what they know about ladybugs, including information such as how they look, where they live, how they move, and what they eat. You may wish to point out that ladybugs are beneficial insects that eat other tiny insect pests that harm plants. For this reason, gardeners are usually happy to see ladybugs in their gardens. Tell students that they will read a poem that is similar to an old-fashioned nursery rhyme about a ladybug. Invite volunteers to recite the verse if it is familiar, or share the following version with students: Ladybug, ladybug/Fly away home./Your house is on fire/And your children all gone./All except one,/And that’s little Ann./She has crept under the warming pan.

Compare Real and Imaginary Ladybugs Review the traditional rhyme with children and use prompts to help elicit information about elements of the poem that could really happen and those that are imaginary: Could a ladybug really fly home? Do ladybugs really live in houses?, etc.

While You Read the Poem Encourage students to listen closely for the poet’s message to the ladybug in this modern version of the poem. Then invite students to follow along as you read the poem aloud.

After You Read the Poem Elements of Poetry Poet’s Toolbox: Innovation Explain to students that sometimes authors create

new works that are based upon existing ones. In this case, John Himmelman uses a traditional rhyme for a springboard to a new, fun poem about ladybugs. A new poem made this way is called an innovation.

Poet’s Toolbox: Personification Ask children to consider whether the actions

described could actually be carried out by ladybugs. Elicit from students the idea that the author is attributing human characteristics to the ladybugs in the poem. This is called personification. You may wish to brainstorm other examples of familiar stories where animals or other nonhuman characters have human characteristics and behaviors, such as Goldilocks and the Three Bears, The Little Engine That Could, and others.

Follow-up Activities Students may work independently to complete the activities on pages 8 and 9.

6

Beasts, Birds, & Bugs

Read and Understand Poetry • EMC 3323 • ©2005 by Evan-Moor Corp.

Ladybug, Ladybug Ladybug, Ladybug Stay right here. Don’t fly home, You have nothing to fear. Your Your Your Your

children are sleeping. husband is shopping. father is sweeping. mother is mopping.

Your Your Your Your

grandma is strumming. grandpa is clapping. auntie is humming. uncle is napping.

Your Your Your Your

brother is riding. sister is cooking. niece is hiding. nephew is looking.

Ladybug, Ladybug Stay right here. Don’t fly home, You have nothing to fear. —John Himmelman



7

Ladybug, Ladybug

Name

Understanding the Poem Read each question and choose the best answer. You may wish to reread “Ladybug, Ladybug” as you work. 1. In the poem, what is the father ladybug doing? Å cooking Ç clapping ∏ jumping ´ sweeping 2. Which family member is mentioned last in the poem?

Å Ç ∏ ´

sister uncle nephew mother

3. Which word in the poem describes the action used in playing a guitar?

Å Ç ∏ ´

strumming mopping napping sleeping

4. What does the speaker want the ladybug to do?

Å Ç ∏ ´

fly away sing a song crawl around stay where she is

5. How does the speaker want the ladybug to feel?

Å Ç ∏ ´ 8

angry calm afraid excited


Read and Understand Poetry • EMC 3323 • ©2005 by Evan-Moor Corp.

Ladybug, Ladybug

Name

Understanding the Poem 1. List 3 pairs of rhyming words from the poem. ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ Write one more word that rhymes with each pair. ____________________ ____________________ ____________________ 2. Find the words in the poem that name family members. Write them here. ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ 3. Use -ing words to make a list of things that you might see a ladybug doing. ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ 4. Draw a picture of a ladybug doing something from your list.



9

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