Children's Literature

POETRY BY KIDS

Lyne, Sandford. Ten-Second Rainshowers: Poems by Young People. Illustrated by Virginia Halstead. New York: Simon & Schuster Books for Young Readers, 1996.

Ten-Second Rainshowers is a compilation of poems from one hundred-thirty school age children.  Sandford Lyne (1945-2007), accomplished poet, taught poetry workshops in numerous schools, touching the minds (and pens) of over 27,000 children. 

Lyne divided the book into six chapters, each titled after a line in one of the poems included in the chapter.  Virginia Halstead’s colorful oil paintings, along with quotes from various authors open each chapter.

All of the poems are written in free-verse form, the only instructions being that the poems should not rhyme.  The age of the poets drives the topics, with students writing about parents and love and friendship.  Many of the poems are particularly sad, dealing with bullying, desertion, and death.

The poets did use many different elements; one example is in “Wonder to My Eyes”  in which the author uses ‘I wonder’ as the repetitive phrase and ‘my thoughts’ are repeated throughout the poem with the same title.

Similes, such as “Children are like precious flowers” in the poem “Children” and “thoughts like honey” in “A Boat of Blue” help readers see the images the poets felt as they were writing.

Several poets used personification to appeal to readers’ senses.  “Spring and winter fight for custody of the season” is such an accurate way of describing that time of year that is not winter but hasn’t yet turned to spring.

The index includes a list of the poets.  This would enable family members and friends to locate the exact poem more easily.

"My Life is a Buried Treasure"

by Dawn Withrow

grade 3

My life is

a buried treasure

to me.  I want

to find it.

I dig all day.

It is hard

to find it

all by myself.

Before reading this poem:

Ask the students about buried treasures.  What do they think they might be?

How is life like a buried treasure?  (This question alone could spark great conversation.)

Follow-up:

Ask students to think about comparing two unlike things.  Make a list of all the ways they are alike.  Write a metaphor poem, or a poetry form of your choosing, but remember – DO NOT RHYME.  (Just like the poets in the book.)