THE LAST FIFTH GRADE OF EMERSON ELEMENTARY

THE LAST FIFTH GRADE OF EMERSON ELEMENTARY
April 12, 2016

Friday, May 4, 2012

We Got the Beat: Fibonacci Poems Part 2

Happy Poetry Friday!

I am in residence at Northfield Elementary this month. We started the visit with Fibonacci poems. Today, I am sharing Part 2 of the lesson. You will find Part 1 here, with some student poems.

Fibs were invented, as a poetic form, by Poetry Friday blogger Gregory K. Pincus (GottaBook). The blogosphere went kind of crazy for them, enough so that the New York Times featured Gregory and the Fib trend.

Even though the form is only four years old, there are e-zines devoted to Fibonacci poems: Fibetry,  The Fib Review. Here are some Fibs I liked at The Science Creative Quarterly.

Yesterday, I shared Robert Bly's poem "Conversation with a Mouse" with the students. This helped me introduce the idea that a poem can move from very small (a mouse's nest) to extremely large (the Milky Way galaxy) in just a few lines.
From Atlas of the Universe. The Milky Way's shape
follows the Fibonacci pattern.

Next, we read some of  Sarah C. Campbell's book Growing Patterns as I introduced the math concept behind the Fibonacci sequence. We also looked at examples of the pattern in nature.

We're almost ready to write. I adapted Gregory's blog post on Fibonacci poems to create a handout.

We read a few sample Fibs. Since I am asking the students to write about something science-related, I used the fib "Moon." This was written at Patrick Henry Elementary school with my friend, Karren Alenier as the resident poet.


…….....................MOON

 
…….....................Bright
 
……...................And shiny
…….................Seen at night
……...............Different phases
............The many whitish gray craters
Looking like a sweet old man smiling happily down

Thanks to Karren for permission to post the poem. You'll find more Fibonacci info at poet Karren Alenier's blog.

Next, we wrote a Fib as a whole class. I created a form for this step. It looks something like:

Give it a try -- grow a Fib poem.

A Fib is 6 lines long (longer, if you wish) and only has 20 syllables.

1:
1:
2:
3:
5:
8:

Keep going?
13:
21:
34:

As we worked, I reviewed the math with the class. (0 = blank line, line 1 has 1 beat, add 0+1=1 so line 2 has 1 beat, add 1+2=3, 2=3=5, and so on -- always adding the syllables in the two previous lines to figure out the number of beats in the next line.)

A lot of us were counting on fingers and tapping on desks while we did this.

Ms. Pruitt's class has been studying pendulums. I like the rocking feeling in their class Fib.

a
pen-
dulum
makes round trips
gravity pulling
swinging back and forth, on and on

From wikipedia
Ms. Hoge's class was ambitious, taking their scientific poem to eight lines.

Space
Stars
Shining
Everywhere
Millions and millions
The sun is a very big star
The Earth is lone little spot in the Solar System
The same matter form the stars helps make up part of human beings, like Mrs. Hoge's class!

The class soon figured out that the initial five lines of the poem have a minimal feel -- the economy of language we talk so much about in poetry. From there, the lines become expansive. The poem begins to feel like a jigsaw puzzle, fitting all the pieces together and squeezing in extra syllables to get the right number of beats.

Last, the children wrote their own Fibs.

Amaiya B's Fib

Seed
ground
growing
now little
going to grow big
growing big and pretty petals
now a big, pretty flower with a long, leafy stem
My seeds blow away now through the air. I wonder where they go, far or right next to me.

Gavin F's Fib

rain
is
a type
of weather,
it's all wet outside
walking in mud getting shoes dirty

Ellis K's Fib

Trees
leaves
branches
falling leaves
roots drinking water
animals live inside of trees
I am swinging on a rope swing from its long branches
green, yellow, red and brown leaves falling down and people jumping into piles of leaves

Shelby K's Fib

trees
grow
blowing
fruit blossoms
redwood, maple
calms my nerves and fun to climb up

From apartmenttherapy.com
Have you ever tried growing an avocado by
placing the seed in water?
Thank you to the families of these students for allowing me to share their wonderful poems.

You'll find links to more Poetry Friday posts at Elaine's blog, Wild Rose Reader.

Thursday, May 3, 2012

We Got the Beat: Fibonacci Poems Part 1

National Poetry Month is over, but I am still teaching poetry.

The third graders at Northfield E. S. were blown away by Fibonacci poems. We were actually doing math, science and poetry at the same time. This was a great lesson for our first workshop together. Our main goals were counting beats and sticking to a theme -- plenty for the third graders to handle.


I'll post the first half of my Fib lesson today with some student poems. We'll do the second half of the lesson for Poetry Friday.

For several years, I've been using Robert Bly's poem "Conversation with a Mouse" as a first day elementary school warm-up. The poem is in the anthology Poetry Speaks to Children.

 
I use "Conversation with a Mouse" it to talk about how a poem can grow or travel in just a few short lines. Bly's poem begins with a mouse in its tiny nest. (I always have the children sit on the floor. It's a cozy poem, and sitting close together helps them appreciate the poem's tone.) By the concluding lines, Bly has taken us all the way to the Milky Way galaxy.

A Conversation With a Mouse
by Robert Bly

One day a mouse called to me from his curly nest:
"How do you sleep? I love curliness."
"Well, I like to be stretched out. I like my bones to be
All lined up. I like to see my toes way off over there."

"I suppose that's one way," the mouse said,
"but I don't like it.
The planets don't act that way, nor the Milky Way."

Read the rest of the poem here.
 
"Conversation with a Mouse" was a particularly good way to start a lesson on Fibonacci poems. I read the poem and we discussed its meaning. The children and I talked about the shape the Milky Way galaxy makes -- even shaping a double spiral with our hands. I asked them to remember the spiral shape. We'd be seeing it later in the workshop.

After the children returned to their desks, we looked at the science picture book Growing Patterns by Sarah C. Campbell. (Here is the author talking about the book.)


Growing Patterns explains the Fibonacci sequence in simple terms. The basics are: start with the number zero. The next number in the sequence is one. From this point, always add the two previous numbers to figure out the next number in the sequence.

0
1
(0+1=) 1
(1+1=) 2
(1+2=) 3
(2+3=) 5
(3+5=) 8
(5+8=) 13
and so on.

This sequence is seen frequently in nature, particularly in shapes like hurricanes, nautilus shells, and spiral galaxies (remember the Milky Way from "Conversation with a Mouse?") When I show the children a graphic of the Fibonacci spiral and then we look at a nautilus shell, I can see the brains lighting up!


"So," I ask the class, "can you predict how we are going to make a poem out of this pattern of numbers?" They quickly figure it out ... by counting syllables.

Tomorrow (second part of the workshop), we'll talk about the inventor of Fibonacci poems and read sample fibs.

For now, here are some Fibonacci poems by the Northfield third graders. I asked the children to aim for a science theme. Thank you to Northfield's staff and families for giving me permission to share these wonderful poems.

Storm Fib
by Stefan C.

rain (1)
storm (1)
lightning (2)
brightest bolt (3)
gigantic red flame (5)
animals running from big fire (8)
dangerous flame burning down a big brown and green tree (13)


Mars Fib
by Zachary D.

Mars (1)
red (1)
in space (2)
cold at night (3)
flying to this place (5)
darkness and stars surrounding it (8)


Moon Fib
by Brynn L.

Moon (1)
rock (1)
shining (2)
has craters (3)
smiling down at me (5)
crescent making the sky light up (8)

universetoday.com

I was at the USA Science & Engineering Festival this Saturday. There, I ran into some super mathematicians from The Association of Women in Mathematics. What were they teaching kids at the festival about? Fibonacci numbers. They were so excited when I told them about our poetry workshop. Of course, math is a language we use to describe the world around us, just as we do in poetry. 

You can check out the AWM website for some kid-friendly math worksheets. Then come back for the rest of the lesson and more Northfield poems tomorrow.

Monday, April 30, 2012

30 Habits of Highly Effective Poets #30: Amy Ludwig Vanderwater on Revision


Today is the final day of National Poetry Month 2012. It's been a whirlwind. All this month, we have looked at writing habits of poets.

Children's poet and educator Amy Ludwig Vanderwater (of The Poem Farm) gets the last word. Appropriately, Amy's post is about the joys of revising drafts. She is also sharing a poem from one of her poem-a-day marathons.

Here is Amy:

A long time ago, I thought I loved writing.  But really, I loved the idea of writing more than I loved the work of writing.  I loved carrying a notebook, and I loved looking at my infrequent entries in that notebook.  I did not love revision.

Now, revision is my best friend, and I love her.  Revision means I have something to work with, words to tune, meters to tap, magic to find.  Today, each poem I send out or share goes through these few revision checks:

1.     LITTLE WORD CHECK – Cross out extra little words, words like and or the. Often, eliminating these will help a poem breathe. (Thank you, LBH!)

2.     SYLLABLE CHECK – Count and number the syllables in each line. Decide if the poem is or should be written in a regular meter.  Tap the table with my fingertips.

3.     VERB CHECK – If any verbs feel like weak handshakes, substitute beefier relatives.

4.     CLICHÉ  & METAPHOR CHECK – If a phrase sounds too familiar, Google it to see if it’s a cliché, a well-known metaphor, or just too-good-to-be-original.

5.     ALLITERATION CHECK – Change words where possible to give the poem more of a repetitive sound.

6.     ENDING CHECK – Reread the ending, and decide if it will leave a reader hungry or confused.  If so, write a few different endings and pick one of those instead.

7.     OTHER PERSON CHECK – Ask someone (preferably a child) to read the poem aloud without commenting.  Rework any lines which trip up this reader.

8.     MAGIC CHECK – If the technical qualities are strong, reread the poem looking for a flash of enchantment.  If there’s a hint of magic, grin.  If not, decide whether it will be allowed to go out into the world or if it needs to age a wee bit more!

You can ready Amy's accompanying post here.

Amy's National Poetry Month blog project was a dictionary hike, covering the 26 letters of the alphabet. If you visit Amy's blog today, all of the dictionary hike poems will be up.

And here is the recap of the poets and topics we covered in the "30 Habits of Highly Effective Poets" series.

April 26: On Fun
April 30: Amy Ludwig Vanderwater on Revision

Beginning tomorrow, I'll be posting poems from my two recent elementary school residencies. Look for some great third grade Fibs.

Sunday, April 29, 2012

30 Habits of Highly Effective Poets: Honey Novick on Ars Poetica

Many poets have an "ars poetica." The term refers to a self-reflective poem, in which the author uses poetic form to examine or define the nature of poetry.

For instance, Archibald MacLeish's poem, "Ars Poetica," concludes with the oft-quoted lines:

A poem should not mean
But be.

You can read the whole poem at The Academy of American Poets.

Writing an ars poetica is a useful exercise and I am fascinated with the variety of voices these poems produce. Another one of my favorites is "How Poetry Comes to Me" by Gary Snyder. Jane Hirschfield has a poem (wish I could remember the title!) about a nameless woman in another country, sitting down to write a poem.

Here is Ontario poet Honey Novick, with her ars poetica.

WHY I WRITE
by Honey Novick

(Inspired by my friend Lillian Allen)

As I age, writing connects my present to my future.

Placing pen to paper, I seek
all thoughts, experiences, expectations.
When vocalizing with others,
I ask them to tell me a story about their names,
that story is vocal expression.
Writing expresses a voice, my voice.

When I tell you that I love maple syrup,

I’m telling you more than a simple statement of fact,
more than a prosaic like or dislike,
I’m telling you that the historical, majestic maple tree
loses its foliage every autumn,
yet inside that defoliated maple tree entities are alive.
Those entities endure the harshness of winter
and when least expected but most needed,
they form little buds on the branch
an omen of hope
signalling that soon the time will come to drill a hole
into the bark of the tree,
or tap an existing spout,
awaiting the flow
of the warmest, tastiest, life-affirming sap
one can ever imagine tasting.

That is why I write.

I tell you who I am,
why I like what I like
what things mean to me.
Through writing I can share something with you.
Even if you don’t write, you can share something with me.
What you value, what you see,
What is it that makes you happy?

Do you love to dance,

take a chance,
do you think life is just happenstance?

Do you value independence,

or people telling you what to do,
letting someone else make up your mind for you?

Is your opinion important?

Do you want to be heard?
Having dialogue
is more that the noise of sounds chirred.

This why I write,

conversation, connection
daring to go beyond personal introspection.

Have you written an ars poetica? If so, did you set out to write one? I once read my poem "Driving Home from the Poetry Festival, 1996" at an event.  I was surprised when a poet came up to me and said it was an ars poetica. So maybe, like me,  you have written a poem about the act of writing poetry and didn't realize it.

My poem refers to the Geraldine R. Dodge Poetry Festival, which takes place every other year in New Jersey. It's happening again in October!