Waxing Poetic: Our 2004 Poetry Contest
Meet the winners and runners-up of Instructor’s Fifth Annual Poetry Contest for kids!
By Liza Charlesworth
| April
, 2004
OK, it´s official: Early spring is my favorite time of year. Why? It marks the return of mellower weather and crocuses and even a bird or two to populate the greening trees. It also marks the arrival of the annual Instructor Poetry Contest, sponsored by Wendy´s Deletree Conmigo. Kid-created poems flocked to our office door. On this, the contest´s fifth anniversary, more than 7,500 entries from far and wide — crafted in English and Spanish — didn´t disappoint. Kids are writing better than ever! In fact, narrowing down our winners´ circle was as challenging as choosing a handful of diamonds from a very active diamond mine. Still, with diligence and a sense of purpose, we managed to select three grand-prize winners and 15 dazzling runners-up.
Pablo Picasso famously remarked, “It took me my whole life to learn to draw like a child.” That wise statement can be applied to the creation of poetry, too. There is something about the fresh, whole-hearted, absolutely fearless way that kids envision ladybugs, stars, friendship, even bagels and run-away lizards that made our souls sing. The excellent entries confirmed that children have the natural ability to breathe new life into familiar subjects. But that wasn´t all. On closer inspection, we found poems brimming with skill and sophistication — a testament to the many teachers who make it their mission to teach the elements of poetic form. That´s no small feat when school days are already chock-a-block with must-learn curriculum.
Why carve out time for poetry? With or without accolades, every poet is a winner. Writing poetry to the genre provides a safe place to explore important emotions and new ideas. It instills a lifelong appreciation for language. And, last but not least, it grooms students to become better writers across the board. The educators who served as mentors to this year´s crop of honored young writers certainly concur. Melvin Spencer, director of an after-school writing program in Honolulu, Hawaii, reports, “We believe a strong foundation in poetry lays the groundwork for kids to write well in all areas.” Magali Baro, a language-arts specialist in Miami, Florida, shares, “Teaching poetry really improved the quality of the children´s journals.” And Renee Stevenson, an eighth-grade teacher in West Chester, Ohio, considers verse a cornerstone of her curriculum. “Each year, my poetry unit grows. By now, it´s taken on a life of its own,” she says, laughing. “I´ve got 19 more years to teach and poems will play a major role. The kids learn so much!”
No surprise that Renee´s student, eighth grader Alie V., is one of our grand-prize winners for her stand-out poem entitled “What is Brown?” When reached for comment, Alie remarked, “Mrs. Sullivan was so excited about poetry, I couldn´t help it, I got excited, too.” What better way to spread the joyful contagion of poetry than by sharing the creations of exemplary junior poets?
Pablo Picasso famously remarked, “It took me my whole life to learn to draw like a child.” That wise statement can be applied to the creation of poetry, too. There is something about the fresh, whole-hearted, absolutely fearless way that kids envision ladybugs, stars, friendship, even bagels and run-away lizards that made our souls sing. The excellent entries confirmed that children have the natural ability to breathe new life into familiar subjects. But that wasn´t all. On closer inspection, we found poems brimming with skill and sophistication — a testament to the many teachers who make it their mission to teach the elements of poetic form. That´s no small feat when school days are already chock-a-block with must-learn curriculum.
Why carve out time for poetry? With or without accolades, every poet is a winner. Writing poetry to the genre provides a safe place to explore important emotions and new ideas. It instills a lifelong appreciation for language. And, last but not least, it grooms students to become better writers across the board. The educators who served as mentors to this year´s crop of honored young writers certainly concur. Melvin Spencer, director of an after-school writing program in Honolulu, Hawaii, reports, “We believe a strong foundation in poetry lays the groundwork for kids to write well in all areas.” Magali Baro, a language-arts specialist in Miami, Florida, shares, “Teaching poetry really improved the quality of the children´s journals.” And Renee Stevenson, an eighth-grade teacher in West Chester, Ohio, considers verse a cornerstone of her curriculum. “Each year, my poetry unit grows. By now, it´s taken on a life of its own,” she says, laughing. “I´ve got 19 more years to teach and poems will play a major role. The kids learn so much!”
No surprise that Renee´s student, eighth grader Alie V., is one of our grand-prize winners for her stand-out poem entitled “What is Brown?” When reached for comment, Alie remarked, “Mrs. Sullivan was so excited about poetry, I couldn´t help it, I got excited, too.” What better way to spread the joyful contagion of poetry than by sharing the creations of exemplary junior poets?
TEACHING THE POEMS
Now that we've heard from some of the coaches, let's meet our poetry stars!
Grand Prize Winner: K–3 Category
The Bright Moon Flies Near the Cool Water
The stars glide
with the planets.
The clouds bloom
like the pikake
that my Tutu planted,
the quiet wind praying
as I water the puakenikeni.
You tell me the story
of how my Tutu loved these plants.
The rain listens as I remember
all the stories Grandma Momi
and Tutu tell me
about the flowers they both love.
—Cyrus M., 1st grade, Honolulu, HI
First grader Cyrus M.'s gorgeous poem is so specific it practically transports us to his lush homeland of Hawaii! The verse´s flavor is largely derived from Cyrus´s masterful use of language. It´s full of precise images ("the rain listens") and arresting metaphors ("clouds bloom like the pikake"). It has beautiful Hawaiian words like pikake and puankenikeni (native flowers) and tutu (grandfather). Read the poem through, savoring each magical line. Then invite students to build comprehension skills by making thoughtful conjectures about the meaning of the unfamiliar Hawaiian words. Next, boost Internet research skills — and view some incredible island flowers — by employing a search engine such as Yahoo, to check out their guesses. Then use Cyrus´s lovely piece as a springboard to inspire your students to write their own "special place" poems.
The stars glide
with the planets.
The clouds bloom
like the pikake
that my Tutu planted,
the quiet wind praying
as I water the puakenikeni.
You tell me the story
of how my Tutu loved these plants.
The rain listens as I remember
all the stories Grandma Momi
and Tutu tell me
about the flowers they both love.
—Cyrus M., 1st grade, Honolulu, HI
First grader Cyrus M.'s gorgeous poem is so specific it practically transports us to his lush homeland of Hawaii! The verse´s flavor is largely derived from Cyrus´s masterful use of language. It´s full of precise images ("the rain listens") and arresting metaphors ("clouds bloom like the pikake"). It has beautiful Hawaiian words like pikake and puankenikeni (native flowers) and tutu (grandfather). Read the poem through, savoring each magical line. Then invite students to build comprehension skills by making thoughtful conjectures about the meaning of the unfamiliar Hawaiian words. Next, boost Internet research skills — and view some incredible island flowers — by employing a search engine such as Yahoo, to check out their guesses. Then use Cyrus´s lovely piece as a springboard to inspire your students to write their own "special place" poems.
Grand Prize Winner: 4–8 Category
What is Brown?
Brown is the garden in spring.
Earth wet with April´s rain.
Tiny sprouts shooting up into the moist, cool soil.
The fresh smell of water,
Seeping up from the depths of the ground.
Brown is sturdy and strong.
Like a mighty oak or a tall sycamore scarred with age,
Towering above the earth like giants.
Animals sleep peacefully,
In the safety of their limbs.
Brown is fall leaves,
No longer their uniform green,
But many shades of deep, dark brown.
Brown is jumping in a huge pile,
And breathing in the scent of fall.
Brown is the smell of old books,
With musty pages that crack when you open them,
And wrinkled leather covers worn soft.
Reading classic stories Like Little Women and Oliver Twist.
Brown is my great grandfather´s hands,
Old and rough,
Sanding wood figures in the basement.
Sanding until they are smooth and perfect,
Sanding them until they almost shine.
Brown is protection.
Like a sturdy wood home.
Its doors keep out intruders,
Its roof shades the family inside,
And its walls hold up against every storm.
—Alie V., 8th grade, West Chester, OH
Eighth grader Alie V. gives readers a newfound appreciation for the color brown with her elegant homage. As Alie points out, brown is the color of fall leaves, oak trees, old books, even her beloved great grandfather´s hands. Alie´s amazing poem is all about observation. Whether describing a garden or a musty novel, she pushes deep into the subject matter, viewing objects with clarity. Read the verse aloud with an eye toward examples of exacting imagery. Next, invite your class to brainstorm another item that is brown (such as a bear, a leather shoe, a baseball glove, or a candy bar). On chart paper, activate your students´ senses by asking them to brainstorm how that item really looks, feels, sounds, smells, and — if appropriate — tastes. Then work together to write a brand-new verse to augment “Brown.” Finally, challenge children to pay tribute to the color of their choice with original full-length poems.
Brown is the garden in spring.
Earth wet with April´s rain.
Tiny sprouts shooting up into the moist, cool soil.
The fresh smell of water,
Seeping up from the depths of the ground.
Brown is sturdy and strong.
Like a mighty oak or a tall sycamore scarred with age,
Towering above the earth like giants.
Animals sleep peacefully,
In the safety of their limbs.
Brown is fall leaves,
No longer their uniform green,
But many shades of deep, dark brown.
Brown is jumping in a huge pile,
And breathing in the scent of fall.
Brown is the smell of old books,
With musty pages that crack when you open them,
And wrinkled leather covers worn soft.
Reading classic stories Like Little Women and Oliver Twist.
Brown is my great grandfather´s hands,
Old and rough,
Sanding wood figures in the basement.
Sanding until they are smooth and perfect,
Sanding them until they almost shine.
Brown is protection.
Like a sturdy wood home.
Its doors keep out intruders,
Its roof shades the family inside,
And its walls hold up against every storm.
—Alie V., 8th grade, West Chester, OH
Eighth grader Alie V. gives readers a newfound appreciation for the color brown with her elegant homage. As Alie points out, brown is the color of fall leaves, oak trees, old books, even her beloved great grandfather´s hands. Alie´s amazing poem is all about observation. Whether describing a garden or a musty novel, she pushes deep into the subject matter, viewing objects with clarity. Read the verse aloud with an eye toward examples of exacting imagery. Next, invite your class to brainstorm another item that is brown (such as a bear, a leather shoe, a baseball glove, or a candy bar). On chart paper, activate your students´ senses by asking them to brainstorm how that item really looks, feels, sounds, smells, and — if appropriate — tastes. Then work together to write a brand-new verse to augment “Brown.” Finally, challenge children to pay tribute to the color of their choice with original full-length poems.
Grand Prize Winner: Spanish Category
Mi Pequeña Lagartija
Yo tenía una lagartija,
Fea, fea, fría, fría.
La tenía en la mochila
Y se me fue por la rendija.
Miré y miré por unos días,
Pero no encontré la chiquitilla.
Me quedé sin lagartija.
Tanto cuento y tanta lija.
Yo tenía una lagartija,
Fea, fea, fría, fría.
La tenía en la mochila
Y se me fue por la rendija.
Miré y miré por unos días,
Pero no encontré la chiquitilla.
Me quedé sin lagartija.
Tanto cuento y tanta lija.
My Little Lizard
I had a little lizard
Ugly, ugly, cold, cold.
had it in my backpack
And it got out through an opening.
I looked and looked for days,
But I couldn´t find the little thing.
I was left without my lizard.
Such a story for a lizard that´s missing.
I had a little lizard
Ugly, ugly, cold, cold.
had it in my backpack
And it got out through an opening.
I looked and looked for days,
But I couldn´t find the little thing.
I was left without my lizard.
Such a story for a lizard that´s missing.
—Megan R., 5th grade, Miami, FL
Fifth grader Megan R. reminds readers that poetry can be lyrical — and amusing — in any language! If you have a Spanish speaker in your class, invite that child to help you read and properly pronounce each word in the poem. Point out the many rhyming and near-rhyming words (lagartija, fría, mochila, rendija) as well as the rich alliteration (fea, fea, fría, fría). How do these elements contribute to the musicality of the piece? Next, share the English version that tells the tale of a lost lizard. Do they have any stories to share about missing pets? To extend learning, create a bilingual picture-book version of the verse by asking volunteers to write each line on a separate sheet of oaktag (in both Spanish and English), then create illustrations. When the art is complete, bind the pages and stow the book in your classroom library for a delightful read-aloud that fosters an appreciation for poetry — and Spanish!
Liza Charlesworth is a poet and the author of several books for children and teachers including 100 Awesome Writing Activities to Use With Any Book (Scholastic, 2001).
Liza Charlesworth is a poet and the author of several books for children and teachers including 100 Awesome Writing Activities to Use With Any Book (Scholastic, 2001).
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