Area, Perimeter, Volume: A Poem

AREA, PERIMETER, VOLUME

Gardens and fences
and new tile floors,
towers of blocks
and a bulletin board border.

Perimeter says "RIM"
and area is flat,
volume takes space...
I know all of that,

but keeping them straight
in my head is a problem:
square? cubic? units?
perimeter? area? volume?

Some day I'll grow up
and need carpet and tile,
frame art and fill boxes...
THEN this will be worthwhile!

© Mary Lee Hahn, 2012

Poetry Friday: Chocolate Math

Let's sum it up: I cannot add.

Finding a difference drives me mad.

I hate remainders and it's true,

Multiplication makes me blue.

Those plastic sticks just don't do it.

Who thought that up really blew it.

We'll do well with a new device,

These M&Ms will be real nice.

This subject now will be a treat

As Chocolate Math is really sweet!

I'll be an adder who never misses

While adding piles of chocolate kisses.

Here's a device found at the store:

Ten Tootsie Rolls, and I'll eat four.

Then I'll say, "I still have six."

With Chocolate Subtraction Tricks.

Now division can be done in haste

When it's done with a little taste.

With remainders I'll have a ball,

I'll pick them up and eat them all.

To multiply we will be able

To put some chocolate on the table.

Two candy bars times four are eight. (ate)

That product we'll assimilate.

If teachers would not preach and nag

But assign our homework from a bag,

All students could be math fanatics

By using Chocolate Mathematics.

—Grandpa Tucker

Copyright ©1998 Bob Tucker

What did the poet do to make math interesting?  Tell me how the character in this poem felt at the beginning of the poem and how they felt at the end of the poem.

Writer's Celebration this Friday!

  This Friday we will be wrapping up our writing unit in Poetry.  I am so proud of the work our writers have accomplished in poetry!  You can view their writing at Digital Diaries to leave positive comments.

  Be sure to comment on our poetry this week!

Poetry Friday

I Don't Know What to do Today by Kenn Nesbitt

I don't know what to do today.
Perhaps I'll go outside and play,
or stay indoors and watch TV,
or take a bath, or climb a tree.

Or maybe I'll go ride my bike,
or pick my nose, or take a hike,
or jump a rope, or scratch my head,
or play a game, or stay in bed,
or dance a jig, or pet the cat,
or drink some milk, or buy a hat,
or sing a song, or read a book,
or change my socks, or learn to cook,
or dig a hole, or eat a pear,
or call my friends, or brush my hair,
or hold my breath, or have a race,
or stand around and slap my face.

I'm so confused, and bored, and blue,
to not know what I ought to do.
I guess that I should just ask you.
So, what do you think I should do?

--Kenn Nesbitt

*What message do you think the poet was trying to tell you?

*What image do you see when you read this poem?

*What advice would you give to someone who said they were "bored"?

The Living Anthology Project

  Our readers have been very busy this week reading many different types of poems.  We decided that it would be fun to put poems where other people could enjoy them as well.  On Wednesday we took a walk around the school and looked for places where people have to wait and could spend that time reading a poem.  Then we went back to the classroom to look for poems that fit the "theme" of those areas.  (water fountain/ poem about thirst) 
  Not only does this create a poetry-friendly environment in our school, but it helps kids to read many diferent kinds of poetry books in an environment where there is no right or wrong answer, just discovery of words, feelings, and thoughts through poems.
  The next time you are in our school and having to wait for your child, be sure to keep your eyes open for poetry.  It makes waiting fun!

Poetry Friday

Weeds
by Ralph Fletcher

Weeds in the sunlight,
swaying in the breeze.
Weeds pollinated by
hordes of hungry bees.
Weeds softly whispering,
spilling secret seeds.
Weeds multiplying:
weeds, weeds, weeds.
Dandelion, ragweed,
Queen Anne’s lace.
Weeds in my dreams,
weeds in outer space.
Weeds on vacation
but more staying home.
Sneaky little weedlings
sprouting in this poem!

• What type of poetry is this ... free verse, narrative, or lyric? How do you know?
• What feeling does the author create in this poem? How do you know?
• What is the author's message in this poem?
• Why did the author include lines 9 and 10?

Poetry Friday (on a Tuesday ; o )

The Canary
~Elizabeth Turner
Mary had a little bird, With feathers bright and yellow, Slender legs-upon my word, He was a pretty fellow! Sweetest notes he always sung, Which much delighted Mary; Often where his cage was hung, She sat to hear Canary. Crumbs of bread and dainty seeds She carried to him daily, Seeking for the early weeds, She decked his palace gaily. This, my little readers, learn, And ever practice duly; Songs and smiles of love return To friends who love you truly.

• What type of poetry is this ... free verse, narrative, or lyric? How do you know?
• What feeling does the author create in this poem? How do you know?
• What is the author's message in this poem?
• Why did the author include lines 15 & 16?

Poetry Friday

Crane

by David Yezzi

Paper creased is
with a touch
made less by half,
reduced as much

again by a second
fold—so the wish
to press our designs
can diminish

what we hold.
But by your hand’s
careful work,
I understand

how this unleaving
makes of what’s before
something finer
and finally more.

• What form of poetry is this...lyric, narrative, or free verse?
• What action is the poet describing in the first stanza of the poem?
• The last stanza of the poem is included most likely to describe...
• What feeling does the author create in the poem? What evidence do you have to support that?

Poetry Friday on a Saturday ; o )

Poetry Friday: Your Day Today

Have a ____ Day
by Lou Lipsitz

Have a nice day. Have a memorable day.
Have (however unlikely) a life-changing day.
Have a day of soaking rain and lightning.
Have a confused day thinking about fate.



No matter what kind of day you have today, no matter how many ups and downs and wanderings with no crumbs to follow, I hope it includes some time spent with poetry!

So tell me, what kind of day are you having?

Poetry Reading Unit

In Reading yesterday we are launching into a unit on Poetry and Plays. During the next few weeks we will spend time reading poetry and discussing its meaning as well as practicing reading poetry aloud. We will also take some time to look at plays and become familiar with how to read a play and work in small groups to read a play.

By the end of this unit, your child should be able to...

• Name what type of poetry a specific poem is (narrative, lyric, free verse, etc.)
• Identify any figurative language in the poem (metaphor, simile, imagery) and tell what the poet is comparing or describing
• Discuss the meaning of a poem
• Discuss the author's purpose for writing a poem
• Use appropriate vocabulary related to poetry (stanza, line break, verse, etc.) to discuss a poem
• Use appropriate vocabulary related to plays (narrator, part, scene, line, etc.) to discuss a play
• Read a poem or character's part in a play orally with phrasing and fluency, stopping at appropriate points and using emotion during oral reading

Giggle Poetry. com

Be sure to go HERE and check out giggle poetry.  You can read and rate poems, both by poets and students, read poems about Teachers and Principals, perform funny poetry plays, and ask poets questions.  

Be sure to check out their featured poem of the day:

Bed Head
	by Kenn Nesbitt