1. Bill Peet's book No Such Things is a rhythmic verse picture book full of creatures that amuse and delight listeners. After
listening to the reading of this book, children should discuss the rhyming pattern. Encourage each child to create his own
creature using clay, then write a 4 lined poem about it using the same pattern as Mr. Peet.

2. In the book Sarah, Plain and Tall, Jacob advertises for a wife. Have each student write a want ad for a mail order bride or
husband during that same era. As a follow-up, have children change papers and answer with what they feel are their
qualifications for that role.

3. The Courage of Sarah Noble lends itself beautifully to the writing of a personal narrative. Take a brown lunch sack and cut
down any seam to the rectangle at the bottom. Cut the rectangle out so that the lunch sack now lays flat when opened. Fold in
half, then open again. Cut two pieces of cardboard (cereal boxes are a good weight) just big enough so that there is a small
space between the two pieces of cardboard and margins around all edges for folding. This will give an idea of how big the cover
of the book should be so that children can decorate. Have children design their cover with the title "The Diary of Sarah."
They may draw Native Americans, a log cabin, a forest, etc., but whatever they draw must be done bearing down HEAVILY
with crayons. When they are satisfied with their product, they should wad the lunch bag into a ball; the wrinkled the better.
The teacher then smoothes it out and places a newspaper on top. It is now necessary to iron over the entire lunch sack. When
finished it will look like an OLD book. The writing now begins. Have children read two or three chapters at a time then respond
in the diary. They act as though they were Sarah; what were her feelings at a particular time, what was happening, etc.
always as "I, Sarah." When all the responses are done, the lunch bag will be the cover of the book. If you need help making
sense out of all this, please email me!

4. James Marshall's books about George and Martha use subtle humor that can be appreciated by a child (or adult) of any
age. After reading many examples to children and allowing them to explore on their own, have them write their own version. It
is an excellent lesson for using quotation marks as well! Children may enjoy illustrating too. Here is an example done by a second grader.

         One Saturday morning George said to Martha, "Why don't we go on a vacation to Florida?"

         Martha said,"That sounds like a good idea!"

         They flew to Miami and checked into a nice hotel. They went to their room and got ready to go swimming. George
         wanted to go to the pool, but Martha said,"NO, I want to go to the beach to get a better suntan."

         "You already have a suntan,"noticed George.

         "Well," said Martha, "I really just want to admire the lifeguard."

         "You're silly!" laughed George
 

5. Fables are short stories full of action that always include a lesson. Read several fables to the class (Just So Stories by
Rudyard Kipling) and note characteristics. After children have read some fables independently and understand the structure,
establish the following guidelines for writing their own.

         a. brief story of 3-4 paragraphs
         b. main characters are animals
         c. animals behave like humans
         d. fast action usually leads to humorous endings (the tables are turned, a trick is played, or something unexpected
         happens)
         e. the last line of the story will tell the lesson the story characters have learned (Don't believe everything you
         hear, Haste makes waste, etc.

6. The "How and Why" story explains in an imaginative way how and why things happen. Read stories such as Tikki Tikki Tembo
or How the Rhinoceros got his Skin . After children explore some of these stories have them write their own version of tales
such as "How the Kangaroo Got its Pocket" or "How the Whooping Crane Got his Name." They may surprise you with some of
their own titles!

7. Everyone loves If you Give a Mouse a Cookie! It is an example of a "never ending" or "circle" story. Below is a good example
written by Kerry, a third grader.

         If you give my dad a fishing pole, he will probably ask for shrimp bait to go with it. Then, when he gets his fishing
         pole, he will ask my mom if she can make him a snack for his trip. When he finally gets his snack and everything's
         ready, he will go fishing.

         When he gets out there in the water ready to fish, he'll remember that he forgot his camera, so he'll call my
         mom on his cell phone and tell her that he forgot his camera. He'll ask her to have the camera ready and he'll
         come home to get it. My mom says O.K., so he hangs up the phone. He starts to reel in his line when he suddenly
         realizes that he has a HUGE fish. The fish is impossible to pull in so the line will not cut or snap. Dad ends up
         pulling the fish back to the marina. The pole then slips out of his hand and falls into the water.

         When he finally returns to the house for his camera, he will probably ask my mom for a new fishing pole. Mom buys
         him a new fishing pole and chances are he'll say that he needs shrimp bait to go with it.

8. After discussing autobiographies with children, have them write one of their own. We have made Mother's Day books and
named them "All About Me," and they've been very popular. After writing, the children illustrated each page. Any part of the
following form can be changed to fit your needs. This is the format used:

Page 1: I was born on __ in ___. My parents named me ___ because ___. My earliest memories are _____.
Page 2: There are ___people in my family. My father is a ____. My mother is a____. I have ___brothers and ____
sisters. We like to do many things together. We ___ and ____. (play games, take trips, etc.)
We have traveled to ____ and _____. I liked ___ the best because ______.
Page 3: At home I like to ____ and ____. I help by ____and _____. I like to play the games _____ and _____.
Page 4: the happiest thing that ever happened to me was ____. The funniest thing was ___. I am sad when _____. I get
angry when _____.
Page 5: These are a few of my favorite things:

         Book:
         TV Program
         Music
         Color
         Food
         Place
         Holiday
         Movie
         Hobby

Page 6: At school I am in ___ grade. My favorite subject is ___. Something else that I like is _____. My least favorite
subject is ____. I think that school is _____. I wish that my teacher _____. My best day was _____. My worst day was
_____.
Page 7: Some of my friends are _____. The things I enjoy doing with my friends are ____and ____. The best time I ever
had with a friend was ____.
Page 8: The following things make me happy:

         The touch of ______
         The sight of ______
         The sound of ______
         The smell of ______
         The taste of _______

Page 9: If I could be any person in the world I would be _____. If I could have lived during any period in history I
would choose ____ because _______. In my opinion, the biggest world problem is _____. In America I think that it is
_____. My city's problem is _____. I often wonder why _____. My wish for the world would be _____.

Page 10: If I could change one thing about myself, it would be ____. If I could have any talent that I wanted I would
choose _____ because _____. If I had all the money I wanted I would _____. Three granted wishes would give my
father _____, my mother ____, and me ________.

Page 11: Looking ahead: This summer I _____. Next year I hope _____. When I am 13 _____. When I am 16 ______.
When it comes time to go to college I would like to _____ Someday I hope to be _____.
Page 12: Dear Mom, This book was written especially for you to enjoy on your special day. HAPPY MOTHER'S DAY!

9. After each child finishes reading a biography, put together a class book of "Super Stars." Each child can write a few
paragraphs and either draw a picture of that person or find an illustration to use.

10. Introduction to fairy tales: This "Do-it-Yourself Fairy Tale was taken out of a study guide of "Rapunzel," from a Ruth
Eckerd Hall performance in our area. First, have the children write a one- word response to each of these directions. Number
a paper from 1-11. (Children love the final result when read aloud!)

         1. A descriptive adjective (beautiful, tall, ugly, etc.)
         2. A color
         3. A girl's first name
         4. An emotion (happy, angry, etc.)
         5. An activity ( ski, swim, draw, etc.)
         6. A public place
         7. An animal
         8. Another color
         9. A favorite male movie star
         10.A country or city
         11.A number between 1 and 10

When the children have finished writing their list, have them fill in the blanks with corresponding numbers in this story that
has been copied and given to each one.

         Once upon a time, there lived a (1) _________ girl who had long (2)________ hair. She was named (3)
         ___________. She was always very (4) __________and she loved to (5)_______.

         One day while she was walking near the (6)_______ she met a (7)_______that had (8) __________eyes.
         To her surprise, the creature spoke to her and begged her to kiss him. He kept begging and begging, and finally
         she did and POOF! All of a sudden the creature disappeared, and in its place was (9) _________.
         She had broken the spell with her kiss, and they were married and went to live in a palace in (10)_____. They had
         (11) _______children and lived happily ever after!

11. After reading The Three Pigs, have children write a real estate advertisement for any of the three houses before
destruction (of the first two) by the wolf. Here is an example:

         Country Home: You won't have to draw straws to decide who comes to see this quaint open floor plan cottage with
         thatched roof. Unusual architecture designed by owner. Located in a safe upscale neighborhood. When nature calls,
         you'll enjoy the wonderful outdoors. By Maggie

12. Read the book Fortunately by Remy Charlip. Children can write their own version such as the following:

         Fortunately I did my homework last night.
         Unfortunately I left it on the kitchen table.

         Fortunately my teacher is very understanding.
         Unfortunately she was absent and we had a substitute.

         Fortunately the sub said I could do it at recess.
         Unfortunately it rained, and everyone stayed inside.

         Fortunately my mother called and said she'd bring it.
         Unfortunately she had a flat tire on the way.

         Fortunately she finally arrived.
         Unfortunately the sub had left for the day.

         Fortunately I won't always have days like this!

13. Mercer Mayer's What do you do with a Kangaroo? is a good springboard for a rhymed poem. After reading the story to
children, have them make up an animal and write a poem much like the following:

         What would you do
         with a flitcherpatoo?
         I don't know
         I'm asking you.

         My mother said as she was lying in her bed,
         She'd paint it red because it would probably shed.

         My father said while he was in the yard,
         He would probably use it for cleaning because that was very hard.

         My sister said from the pool,
         She would use it for homework from school.

         My brother said while listening to a tape,
         He would use it for getting himself in shape.

         What would YOU do
         with a flitcherpatoo?
         I don't know
         I'm asking YOU!
 
 
 

Poetry Springboards

Read the following poem by Marchette Chute:

I got up this morning and meant to be good
But things didn't happen the way that they should.
I lost my toothbrush,
I slammed the door,
I dropped an egg
On the kitchen floor.
I spilled some sugar
And after that
I tried to hurry
And tripped on the cat.
Things may bet better, I don't know when.
I think I'll go back and start over again.

After reading the poem, discuss with children bad days they may have experienced and what happened. Then write a poem
using the format below:

I got up this morning and meant to be good
But things didn't happen the way that they should
___________________ (what happened?)
___________________ (what happened?)
___________________ (what happened?)
___________________ (where?)
And after that
___________________(what happened?)
___________________(what happened?)
Things may get better. I don't know when.
I think I'll go back and start over again.

Shel Silverstein's book Where the Sidewalk Ends offers numerous springboards for writing poetry. Here are just a few: 

1. Read "Invention" page 48. Write a poem using the first two lines and make up the rest! These might also be illustrated.
Here is an example:

         I've done it! I've done it!
         Guess what I've done.
         I've invented a hitting machine.
         It can hit my baseballs over the fence.
         It can hit a gate.
         But oh, there's only one thing wrong . . .
         It can only hit balls pitched right down the middle
         And I can't throw straight!
 

2. Read "For Sale" page 52. A rhyming pattern may be followed or just free verse. Any number of verses may be written.
Here is an example:

         Manatee for sale!
         Manatee for sale!
         One big, beautiful
         Manatee for sale!

         He'll clean your room
         He'll scrub the floor
         He'll make your bed
         And a whole lot more!

         Mom said that I can't keep him
         She says he brings too many troubles
         I think I know why
         He's always blowing bubbles!
 

3. Read "Who" page 63. The original poem that the child writes may be a reflection on things he/she does well or a complete
fabrication. Here is an example:

         Who can hit a baseball better than anyone on his team?
         I can!
         Who got the highest grade in the class on the last math test?
         I did!
         Who will be selected as the most valuable player on the football team?
         I will!
         Who may go to Paris on his next vacation?
         I might!
         April Fool!
 

4. Read "Recipe for a Hippopotamus Sandwich" page 64. Encourage children to simply write a recipe for something outrageous
for any animal of their choice!

5. Read "What a Day" page 118. Every family has experienced a bad day. Brainstorm with students on what has happened
during those days then write a short poem. Here is an example:

         What a day,
         Oh, what a day!
         My mom lost her car keys,
         My dad got a flat tire
         My brother lost his baseball game
         And I forgot my homework!
         Oh, what a day!
 

6. Read "Instructions" page 129. Choose an animal and think of the many unlikely items needed. An example follows:

         If you should ever choose
         to bathe a hippopotamus,
         Use 50 rolls of paper towels,
         A four hundred pound bar of soap
         Twenty men
         And a very, very, very large bathrobe!
 

7. Read "If the World was Crazy" page 146. Brainstorm ideas with children then have each one write their own ideas as below:

         If the world was crazy
         do you know what I'd do?
         I'd eat desserts for all of my meals,
         I'd sleep on the ceiling,
         I'd stay up until 1:00 a.m.
         And I'd live in a shoe and never clean my room.
         That's what I'd do!
 

1. Judith Viorst's Book If I Were in Charge of the World and Other Worries also provides many springboards. Here are just a
few: Read the poem "If I Were in Charge of the World" pages 2-3. Use the following format for the children to write their
own version:

         If I were in charge of the world
         I'd cancel _____,
         _________,
         _________, and also
         _________.

         If I were in charge of the world
         There would be _______,
         ______, and
         There would be _______.

         If I were in charge of the world
         There would not be _____,
         _________, _________
         or ________.

         Finish as you like!

         Here is an example:

         If I were in charge of the world
         I'd cancel every disease,
         all evil in people,
         drugs, and also
         weapons of all kinds.

         If I were in charge of the world
         There would be enough food for everyone,
         Dessert would be eaten BEFORE every meal, and
         There would be NO bedtime.

         If I were in charge of the world
         There would not be homework
         cleaning your room, getting up early,
         or anyone saying, "Go practice your piano!"

         That would by MY kind of world!
 

2. Read "I Wouldn't be Afraid" page 5.
Follow the format below. Fears can be real or imagined.

I wouldn't be afraid to _________ or __________,
if you'd dare me.
I wouldn't be afraid of ____, _____, ______, or ______.
Just ________ scare(s) me!

Here is an example:

         I wouldn't be afraid to climb a mountain or do a sky dive,
         if you'd dare me.
         I wouldn't be afraid of tarantulas, poisonous snakes, faulty bridges, or wasps,
         Just homework slips scare me!
 

3. Read "Good-Bye, Six --Hello, Seven on page 51.
Brainstorm some of the things that children can do when they pass from one age to the next. Will they have more privileges?
What differences will there be? Try the following format:

I'm _____
And____
And _____
And_____
And____
And I'm getting to think that ___(age) could be hard!

Here is an example:

         Good-Bye, Nine -- Hello, Ten

         I'm getting more homework
         And I'm learning to make my bed
         And I'm practicing longer on my piano lessons
         And I'm baby-sitting my little brother
         And I now have to clean my room
         And I'm getting to think that ten could be hard!
 

Read Eve Merriam's poem "Beware, or be Yourself."

Don't begrudge,
don't beseech,
don't besot,
don't besmirch,
don't belabor
don't belittle,
don't befuddle,
don't befog,
don't benight,
don't belay,
don't bedizen,
don't bedeck,
don't beguile,
don't bewitch,
don't behead,
Just behave!

Brainstorm with children rules their parents and teachers have taught them about good behavior, then write a poem such as
the following:

         Don't forget to say thank you,
         Don't forget to say please,
         Don't fight with your brother,
         Don't eat with your mouth full,
         Don't run in the house,
         Don't talk so much,
         Don't turn the music so loud,
         Don't go to bed late,
         Don't forget to brush your teeth,
         Don't be silly,
         Just behave!
 

Read "Beans, Beans, Beans" by Lucia and James Hymes. It can be found in the book Hooray for Chocolate and Other Easy to
Read Jingles. After reading the poem, choose a topic on which to write a rhythm poem. The pattern can be adapted from the
following example:

         Candy, Candy, Candy

         Gumdrop candy
         Hard candy
         Chewy, caramel, sticky candy
         Bitsy, bar, mouthwatering candy
         These are just a few!

         Taffy candy
         Peppermint candy
         Lemon, cherry, lime candy
         Jelly bean, nutty, gooey candy
         Lollipop candy, too!

         Sour candy,
         Sweet candy,
         And don't forget butterscotch candy!

            Last of all
            Best of all
            I like CHOCOLATE candy
 
 

          The following poem is another one to read by Eve Merriam:

         What will you find at the edge of the world?
         A footprint,
         a feather,
         desert sand swirled?
         or a junkyard of cars?

         What will there be at the rim of the earth?
         A mollusk
         a mammal,
         a new creature’s birth?
         Eternal sunrise,
         immortal sleep,
         or cars piled up in a rusty heap?

         The first line of this poem offers many possibilities such as “What will you find. . . in the twinkle of a star, in the heart
         of my city, in the middle of a nightmare, in the center of peace, in the middle of the ocean, etc) Once a child decides where the
         first line leads him/her, the rest of the poem should simply flow! Here is the pattern:

         What will you find _____?
         a _____,
         a _____,
         a _____?
          _______
          _______,
         or _____?