Kids Pick the Funniest Poems

Kids Pick the Funniest Poems

Selected by Bruce Lansky 
Meadowbrook Press(1991) ISBN: 088166149X

This book of poetry is a compilation of poems Lansky “tested” on 300 elementary school children. Lansky, a children’s poet himself, began with over 20,000 children’s poems and with careful selection and elimination by his young panel, he was able to narrow it to the contents of this book.  The poems are organized according to subject: Me, Parents, Brothers and Sisters, Friends, School, Disasters, Monsters, Strange Stories, and Advice. These categories make it easy for any reader--adult or child-to find a poem that connects to him or her. It’s interesting to notice how certain topics generate specific connotations. For example, poems in the “Parents” section, revolve around rules and how parents regulate their children capturing a true rebellious spirit.

Quantitative: Lexile Level--760; ATOS not available.

Qualitative: This book of poetry is best for elementary level students, specifically ages 5-10. According to “Achieving the Core,” this poetry book would be geared towards students in grades 4 and 5. Vocabulary introduced in many of the poems ranks in the Lexile “PowerV” word selector. Many of these words are descriptive or a form of onomatopoeia, which could pose a challenge for a younger reader.

Content Area: English; Health--Relationships; Health-Tolerance.

Curriculum Suggestions: Many of the poems in this book could be used for teaching poetry and literary devices including onomatopoeia and rhyme schemes. In addition, the poems could be used to emphasize relationships between students and the people and their experiences in their lives. Furthermore, the poems could be used as a starting point for teaching tolerance and the ways students can control their emotions and reactions to sensitive situations.

Common Core Standards: RL.4.1, 2, 4, 9.

Additional/Digital Content:

• Poetry for Kids--http://www.poetry4kids.com/blog/lessons/poetry-writing-lessons/

• Children writing and publishing--

http://comminfo.rutgers.edu/professional-development/childlit/ChildrenLit/childpublishing.html

• Teaching Tolerance--http://www.tolerance.org/meaningful-discussions

*Meets the "Poetry aimed at ages 5-10" requirement

Listening is an Act of Love

Listening is an Act of Love: 6 Animated Stories from StoryCorps

Channel: PBS

Listing: POV (also available for online viewing)

Host: StoryCorps founder, David Isay

Director: The Rauch Brothers

Original air date: November 28, 2013

StoryCorps is a program associated with National Public Radio. In this addition, six stories were converted into an animated, visual format and produced for PBS on the show, POV. The episode begins with a conversation between David Isay, founder of StoryCorps, and his nephew. Isay proceeds to explain the importance of asking questions to our loved ones. The six stories include:

1) Cousins James Ransom and Cherie Johnson--The cousins reminisce about their summer, childhood visits to their grandparents’ house in Florida. Their conversation revolves around a colorful neighbor named Miss Divine.

2) Noe Rueda and his high school teacher, Alex Fernandez--Noe tells the story about how he used to sell knickknacks to an attempt to relieve his mother of financial stress.

3) Guinevere Mann and her boyfriend, Yasir Salem--Guinevere suffers from short-term memory loss after she had a surgery to remove a brain tumor. She and Yasir share stories about how Guinevere’s memory loss has impacted their lives.

4) David Wright, a homeless alcoholic, shares his story with Eddie Lanier, a man who showed Wright kindness in his time of need.

5) Scott and Jackie Miller (son and mother)--Jackie tells her son about a hidden secret she has kept from him until this very moment. Scott, Jackie’s adopted son, reflects on the time he shared a big secret with his mother.

6) Cheng Wang and her father Chen Wang ask Kay Wang, Chen’s mother, about her childhood and how she met her husband, Chen’s father.  

Quantitative: No Lexile Level or ATOS available

Qualitative: This animated episode of StoryCorps can be accessed by students in grade levels ranging from 5th grade to high school. Because of the animation, it could be assumed that this would be appropriate for a younger audience. However, due to some of the subject matter--specifically alcoholism, adoption, and homosexuality--it would be best to gear this towards a more mature, high school audience.

Content Area: English; Health; Psychology.

Curriculum Suggestions: The beauty of a resource such as this is that a teacher could show the whole episode to underscore an overall theme or show each story as needed depending on the topic. For example, a question students may need to answer is: How do these stories show that “listening is an act of love”? No matter what the approach, I see each story offering an example of how to interview a person, specifically developing open-ended questions. Due to some of the larger issues addressed by the stories, research could be conducted on poverty, brain injuries and memory loss, alcoholism, homelessness, adoption, homosexuality, and family origins. Teachers could also have students conduct their own interviews and even schedule their own StoryCorps recording.  

Common Core Standards: RI.9/10.6-8; SL.9./10.1, 3; RH.9/10.7, 9; W.9/10.3-6

Additional/Digital Content:

• POV online--http://www.pbs.org/pov/storycorpsspecial/full.php#.UvUq9GJdXTo

• StoryCorps homepage--http://storycorps.org/

• Schedule a StoryCorps recording--https://storycorps.org/reservations/

Personal Thoughts: StoryCorps pieces are very short, yet very touching. These stories offer endless possibilities especially when getting students engaged and interested in learning. Additionally, they naturally lend themselves to work in the library whether it’s through research or producing digital media online.

*Meets the "Media Item" requirement

What's in McDonald's Chicken McNugget?

“Oh, so That’s What Goes Inside a McDonald’s Chicken McNugget”

National Public Radio

By Maria Godoy

Date: February 6, 2014

In this news piece, Godoy summarizes the contents of a video produced by McDonald’s that demystifies the ingredients of the famous, Chicken McNugget. It has been speculated that the McNugget was made from a “pink goop” or “mystery meat,” its origins unknown. The video follows McDonald’s Canada employees through the processing plant to witness the making of the crunchy, chicken tenders.           

Quantitative: Flesch-Kincaid grade level--8.2 No Lexile Level or ATOS available.

Qualitative: The video produced by McDonald’s Canada has the potential to be shown at grade levels ranging from 5th grade to high school. However, due to the multiple access points, students in grades 8-12 (and even college) would benefit most from this material.

Content Area: English; Social Science--U.S. History; Social Science--World History; Social Science--Civics; Economics; Government/Ethics; Finance; Food Science; Health; Science--Biology.  

Curriculum Suggestions: This article and accompanying YouTube video (see below) would be a strong addition to a reading of Fast Food Nation by Eric Schlosser (Lexile Level--1240; ATOS--10.2). McDonald’s prominence and popularity make it the perfect example and also the face of the fast food industry. Lenses of examining this video include:

1) Discussion of our food supply

2) Government responsibility in legislating food regulation (this could get into the debate

over GMO labeling). 

3) Bias--should we trust a video produced by McDonald’s?

4) Fact and Fiction lesson that directly address information literacy skills--examine the myths and conspiracies behind McDonald’s products: Are they based on fact? How can we decipher between fact and fiction?

5) Examine the role of the media in perpetuating myths and clarifying facts.

Common Core Standards: RI.11/12.7-8; SL.11/12.2-5; RH.11/12.1-2

Additional/Digital Content:

• What’s in a chicken McNugget? YouTube video--https://www.youtube.com/watch?v=Ua5PaSqKD6k

• The facts about “Pink Goop”--http://www.snopes.com/food/prepare/msm.asp

• McNugget nutrition facts--

http://www.mcdonalds.com/us/en/food/product_nutrition.chicken.124.919.chicken-mcnuggets-4-piece.html

• National Chicken Council FAQ sheet--

http://www.nationalchickencouncil.org/whats-in-those-chicken-nuggets/

• Fast Food Nation by Eric Schlosser

• Documentary, Super Size Me directed by Morgan Spurlock

• In Defense of Food by Michael Pollan

• Debate over new chicken law in California--http://www.npr.org/blogs/thesalt/2014/03/07/286811197/poultry-farmers-to-fight-back-on-california-cage-free-egg-law

Personal Thoughts: This simple video has the potential to reach all content areas. Teachers could develop a unit that branches off into various aspects of the issue in order to include a focus from each content area and address multiple facets of the CCSS, including research. Furthermore, students have the potential to reach beyond chicken and see the impact on our food supply as a whole--from beef to fish.

*Meets the "Media Item" requirement

The Great Fire

The Great Fire

By Shirley Hazzard Picador (2003) ISBN: 0312423586

           

The Great Fire, a National Book Award winner, takes place after World War II. Peace has been reestablished to the world and many struggle with this transition. The main character, Aldred Leith, begins his journey in England, moving to China, and ending up in Hiroshima, Japan after the United States dropped the atomic bomb. While there, he meets a young girl, Helen, and her dying brother, Ben.  Leith becomes extremely close to both of the children, especially Helen, who is half his age.  On the morning of his first day in Hiroshima, Leith awakes to find his fellow colleague dead, a suicide. It is in this horrifying time that he begins to have romantic feelings for Helen. Duty later calls Leith to China, which is in the prelude of Mao’s rise to power. While he’s away, Leith and Helen correspond through letters that only deepens their feelings for one another. However, their love remains in question. Helen’s parents learn of the growing love between soldier and daughter and move Helen to New Zealand in order to escape the potential shame that may come to their daughter. For some, Leith is a predator, but in actuality he represents an ideal veteran—wise, cautious, thoughtful, and honest. Hazzard enhances the main conflict with colorful secondary characters such as Peter Exley and Audrey Fellowes, but they don’t do much to enhance the reader’s understanding of Leith himself.  Hazzard paints complex images with stunning and moving language. Although the plot lags at moments, falling into the rhythmic flow of Hazzard’s sentences almost allows the reader to forgive the sauntering storyline.

Quantitative: Flesch-Kincaid grade level--5.2; Flesch-Kincaid ease level--81.(Quantitative reading level was created by typing a paragraph from the text into Microsoft Word). No Lexile Level or ATOS available.

Qualitative: Despite the Flesche-Kincaid grade level designated as 5.2, The Great Fire would be most appropriate for upper grades, specifically 11th and 12th graders. Since the novel takes place after World War II and prior to the Mao’s ascension, students would benefit greatly from having prior knowledge about the circumstances of both historical events as well as cultural knowledge since Aldred Leith travels all around the eastern hemisphere. In addition, the political commentary and bias can be seen in Hazzard’s representation of her main and secondary characters. Hazzard’s rich language further “complicates” the text for a novice reader due to varying connotations and complex context clues. Furthermore, the shifting narrative and figurative language could lose a less-skilled reader.

Content Area: English; Social Science--U.S. History; Social Science--World History

Curriculum Suggestions: I see this book being on a class’s “Outside Reading List.” Although it could easily be taught in an English class, it would be better suited as a supplemental text.

Common Core Standards: RL.11/12.2-6

*Meets the "Historical Fiction" requirement

To the Point

To the Point on NPR: “Wealth and the Surging Income Inequality Gap”

Host: Warren Olney

Guests: Tim Harford, Nathaniel Hendren, Max Lawson, and Sam Polk

Original air date: January 24, 2014

Start Time: 8 minutes in 
End Time: 44 minutes in

In this edition of “To the Point” with Warren Olney, the issue of income inequality is investigated. Olney aims to answer the questions: How did the very rich get that way? Will they share their wealth? and Is greed a form of addition? Four economic experts argue their viewpoints on the issue.

Nathaniel Hendren, Professor of Economics at Harvard→ In recent study, Hendren found that young people moving out of poverty remains consistent with past statistics. In fact Hendren contents that rather than looking at income inequality, the question should be on financial, upward mobility, which would put factors like school quality, racial segregation, family structure, and class segregation under examination. The study he cites shows that young people that live in communities with a strong middle class have a greater chance of upward mobility. Mobility ranges from region to region.

Tim Harford, columnist for Financial Times→ Harford discusses the concept of “negative wealth” meaning people living in debt. He acknowledges that income inequality is greater now than in any time in the history of the United States. Harford indicates that in income inequality and wealth distribution are becoming political issues that influence how we run our democracies.

Max Lawson, director of reports for Oxfam→ According to Oxfam, 85 wealthiest people have as much money as the poorest 3.5 billion people combined--a staggering and shocking statistic. In order to “level the playing field,” Lawson says we need to look to progressive taxation, the richest paying their fair share in order to have the top education and health care system. He asks that people with high incomes pay more in order to mobilize that poor at the bottom of the financial spectrum.

Sam Polk, former Wall Street Trader→ Based on his personal experience, Polk discusses the obsession with wealth accumulation as an addiction. He argues that the income inequality issue is more of a spiritual issue more so than a political one.

Quantitative: No Lexile Level or ATOS available

Qualitative: This podcast is definitely geared for upper classmen and adults given density and complexity of the subject matter in addition to the organization. Students would need to have sophisticated listening skills in order to follow the arguments and rebuttals put forth by the experts especially since the experts are not given an equal amount of time to speak and are not always given an opportunity to respond to everyone involve in the discussion. Students would have to have a solid grounding in the political and financial climate of the United States and even the world.

Content Area: English; Social Science--U.S. History; Social Science--World History; Social Science--Civics; Economics; Government/Ethics; Finance.

Curriculum Suggestions: In English, students could examine the structure of the experts’ arguments and their support including determining if Olney’s three main questions were addressed by the panel. In the U.S. History, students could research upward mobility, income inequality and wealth distribution beginning before the Great Depression, noticing trends and government programs that aim to minimize the negative effects on the poor. Similarly, World History classes may want to look at how other countries seem to not have the same problems as the United States, take Switzerland for example. On the other hand, countries such as China, are noticing similar income issues as the United States even though it is a relatively “poor” country. Since the issue is so large, there are many paths of exploration to follow.

Common Core Standards: RI.11/12.6-8; SL.11/12.1-6; RH.11/12.1-4, 6

Additional/Digital Content:

• Oxfam-- http://www.oxfam.org

• Sam Polk feature from Forbes--

http://www.forbes.com/sites/laurashin/2014/02/03/how-sam-polk-former-wall-street-trader-and-wealth-addict-broke-free-of-his-golden-handcuffs/

• Sam Polk’s foundation, Groceryships, that gives scholarships for families living in poverty to purchase the best food they can to combat childhood obesity--http://groceryships.com

• Polk on “the love of money”--http://www.nytimes.com/2014/01/19/opinion/sunday/for-the-love-of-money.html?_r=0

• Hedren’s study on trends in intergenerational mobility--

http://scholar.harvard.edu/hendren/publications/united-states-still-land-opportunity-recent-trends-intergenerational-mobility

• Harford on global poverty and rich-world inequality as separate issues--

http://www.ft.com/cms/s/e59e8680-8393-11e3-86c9-00144feab7de,Authorised=false.html?_i_location=http%3A%2F%2Fwww.ft.com%2Fcms%2Fs%2F0%2Fe59e8680-8393-11e3-86c9-00144feab7de.html%3Fsiteedition%3Duk&siteedition=uk&_i_referer=http%3A%2F%2Fwww.kcrw.com%2Fnews%2Fprograms%2Ftp%2Ftp140124wealth_and_the_surgi#axzz2sKA7rP7l

Personal Thoughts: This piece speaks to many students’ current financial situations. At a school like Oxnard High School, there multiple ways to make this content relevant to the students. Beyond just having a personal, real-world connection, students might begin to understand the root of greed and perhaps even see it’s connection to other themes seen in some of the previously mentioned texts.

*Meets the "Media Item" requirement