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 Issue 19        ◊  Professional Development   |   Children's Books   |   Professional Books   |   E-mail Us   |   Catalogs  ◊         March,  2007 

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Richard C. Owen Publishers, Inc.
Hosts

An Online Discussion with
Janet S. Wong, author

Date:  March 21-23, 2007
Place: TLN Listserve


                  

              TRANSCRIPT






If you missed the wonderful and poetry-rich discussion
with Janet Wong, or if you just want to recap the discussion you can read the transcript below .

The postings listed below are not in the order in which they were received. For your convenience, we have relocated the responses to questions so that they appear directly after the questions posed.

We hope you have enjoyed this discussion as much as we have and will join us in our next discussion.

To Learn more about Richard C. Owen Publishers Inc.,
visit our website at www.RCOwen.com
            

            
      
              April is poetry Month. Celebrate!
                            
  New! Before It Wriggles Away
             by Janet S. Wong
             $14.95  [Add to Cart]
                   
 Click for FREE! Teacher's Guide

            See complete collection of MTA Books
            See all our children's books

Opening Remarks
Janice Boland

Dear Friends,

Welcome to our Conversation with the Author!  Tomorrow, March 21st we will begin..
The special focus will be on poetry with Janet S. Wong, who has written many beautiful books and poems.

     Think of a poem
     as a slippery thing.

     You need to catch hold,
     before it wriggles away --
                by Janet S. Wong


Allow me to introduce Janet. Her books appeal to a wide range of readers from the youngest child to mature
readers young-at-heart.  Janet devotes much of her time to visiting schools and libraries, sharing her love of
writing and poetry.  Her new autobiography Before It Wriggles Away published by Richard C. Owen Publishers
is now available in print -- just in time for National Poetry Month!   It's a great way to get to know Janet and
become inspired about poetry.

I had the pleasure of working with Janet to bring her beautiful and fun book to fruition.
In addition, Janet has written a wonderful Teacher Guide for optimal use of her book with students. It is
available free of charge at our website

We continue to receive accolades from respected reviewers about Janet's book and the other books in our
 Meet the Author Collection.

Thank you, Janet for writing such a valuable book and for graciously accepting our invitation to be our guest
author from March 21 to March 23.
As an exciting bonus to this Conversation Janet invites participants to share a poem of their own.

We’ve received some thoughtful questions and hope that participants will pose their own questions, make
comments and suggestions, and consider Janet's responses. We appreciate the level of professionalism and
appropriateness in the previous conversations and have no doubt this one will offer the same considerations.

And now to begin our conversation---

Janet,  here are a few thoughts and questions to kick off our conversation:

What is your thinking about poetry and teaching and learning?

What types of poems and at what grade levels do students get enthusiastic about
listening to, reading, writing poetry and sharing it?

What inspires a poet?

How do you interest boys in poetry?

What might motivate minority children to become more interested in poetry?

We hope that these questions and Janet's responses will generate more thoughts and questions and
comments. Please feel free to contribute them directly to Janet on this listserv. Or if you wish, you may
contact me at my email address below.

To be part of the Conversation with the Author  March 21 – 23, 2007 please click
http://www.rcowen.com/RCOAdvantage.htm.

To see Janet Wong's Meet the Author book Before It Wriggles Away
please visit http://www.rcowen.com/MTA-JanetWong.htm

Looking forward with to hearing from you

Cordially, Janice Boland, Children's Book Editor
jboland@broadviewnet.net

http://www.rcowen.com/http://www.rcowen.com

Opening Remarks
Janet Wong

Good morning! Thank you, Janice, for your introduction and good questions. Let me answer the first one first:
What is your thinking about poetry and teaching and learning? 

I think that poetry teaching is pretty good nowadays, especially at the elementary school level. Most teachers
are aware of the incredibly wide range of children’s poems and poets out there: math poems by Betsy Franco,
shape poems by Joan Graham, animal poems by Alice Schertle and Marilyn Singer, gravestone poems by J.
Patrick Lewis. And elementary school-age kids, at least in the primary grades, are open to pretty much anything.  

But poetry teaching could stand to be a little more…subversive! Especially in upper elementary and middle
school, when kids are beginning to become unimpressed by poetry. One way to wake them up is to buy a
cheap, used or remaindered book with a good variety (and number) of poems and rip it up. Yes, tear the
book up in front of them. With a fat book, this will amount to about 3 cents a page. If you can find
something by Lee Bennett Hopkins, Ralph Fletcher, Paul Janeczko or Naomi Shihab Nye, that would be ideal.
Tear the book up in front of them, page by page. That will get them to sit up and notice! Then spread the
pages out and tell them to pick a poem, any poem, a poem that they like or hate or whatever. Have them
take the poem and copy it out, by hand, on 1-2 large index cards—and then put the index card into your
empty suitcase the next day with a prop of some sort tied to it. If they want to find a different poem later,
as homework, that’s fine; but they must bring a handwritten poem and prop the next day. (Writing the poem
out by hand gets it “into your system” in much the same way that memorizing it does, but simply handwriting
it is less painful to those of us with poor memorization abilities.)  

If it’s a poem about trees, they can tie the poem to a branch; a poem about dogs can be tied to a bone.
The next day you’ll have a suitcase full of poems and props, and a bunch of curious kids eager to hear poetry.
You could then dip into the suitcase two or three times a day, allowing a kid to pick a prop—and read the
poem that goes with it. I call this my “Poetry Suitcase” technique, and people have had a lot of fun with it.
 --JW

Janet Wong

I’m curious to hear about YOUR subversive poetry teaching ideas. Maybe tearing up a book is tame, compared
to what you’re doing to make your students take notice. Please share things you’ve done, or things you’ve
heard about!

Note: there was no attachment to my earlier post...I think the attachment paper clip sign popped up because
I pasted my post in from Word, instead of typing it directly into the email.

--JW

Julie Fritz

Janet, 

I previously read a few of your books and enjoyed them very much, The Trip Back Home, Buzz and
Apple Pie 4Th of July.  You bring your own personal experiences into your writing.  I like your idea to
bring tactile objects into the classroom to spark ideas and stimulate creativity during writing time.  At the
age of 5 and 6 children's thoughts seem to flow more freely. I think it is important to help structure thinking
without taking away their own self-expression.  I believe children at this age need to make connections to
their own experiences.  By an object or event, you could hold a birthday party and ask; Who do you know
that had a birthday party?  I feel one of the first steps in preparing children to write is having them make
that relationship.  

J.F. Early Childhood Student Teacher.

 Janet Wong

Yes, you are so right about children needing to make connections to their own experiences!

Tactile examples need not be fancy. They can be things that might otherwise be thrown into the trash or
a kitchen drawer: a half-burnt birthday candle, an old dog-chewed tennis ball, an empty box of brownie
mix, an empty container of detergent. You can have kids walk around with post-its and write questions or
comments inspired by each object. What kind of birthday party was it? Tell me about the dog who used to
play with this ball. Tell me about the last time you baked brownies. Did you lick the bowl? How did it smell?
When was the last time you got really dirty? How did you get so dirty?

And then maybe you’ll get a poem about a birthday party in the backyard when balloons escaped into the
sky…and a poem about a dog who has cataracts and can’t play ball anymore…and so on.

Amanda Berry

Hi Janet,

What an intriguing idea! I like the idea of using real objects to connect with the poems. Subversion definitely
captures the attention of middle schoolers. I often start off with a poem with a subversive theme: "Four Year
Old's First Test" by Christine Lamb Parker. It is about a child being interviewed for kindergarten and the child
gives all the "wrong" answers that are much more insightful than the "correct", predictable ones would be.

What are your thoughts on grading poems written by the students? Assessment is a tough fact of life
for a teacher.

Amanda

Janet Wong

Grading poetry is definitely a hard thing.

If you can grade on the number of drafts that are significantly different from one another, I think that would
be an interesting way to go.

One of the best things about poetry is that you can use it very easily to teach revision. Have students write
a first draft of a poem. Then instruct them to write a significantly different draft in this way:

If they rhymed, they must use no rhyme.

If they didn’t rhyme, try using some rhyme or (preferably) off-rhyme—perhaps two pairs of words that almost
rhyme, sprinkled into the poem at random.

If the poem was long, cut it in half. If it was short, double it. (they can judge for themselves whether their
poem was long or short)

If they used no repetition, use some repetition. Pick an important word or phrase and use it twice or three
times, and make any other changes that make sense.

Once they have two or three or four drafts, have them pick the best parts of each draft and knit them
together. A student might like his first draft best, but might also like a line in Draft 2, and a word from
Draft 4. He can put those favorite parts together, and then have a Draft 5 that will have truly earned an A.

Janet Wong

Another “subversive” way to use poetry: take a classic poem and have students revise it.

Suggest changing the poem by eliminating rhyme, or playing with repetition, or changing the rhythm. Chances
are, some of them will prefer their version of a Whitman or EE Cummings or Yeats poem over the original…and
why not? If they end up NOT preferring their own versions, maybe they’ll respect the original poems a bit more.
At least they’ll be familiar with them inside-out.

Amy Seager

Janet Wong

Excellent idea!

You can easily find old books of 200-300+ pages of poetry for fifty cents or a dollar at garage sales…

 Amanda Berry

I dug it up, but it was in an anthology that may be hard to find:  

"Four Year Old's First Test" by Christine Lamb Parker is in:

 Janet Wong

I did a quick search and didn’t find the poem online either…except that I think you can find it in this book:
 

Amanda: is that where you found this poem?

 Kathy Egawa

Hello all --

If you follow the link Janet pasted in below (to amazon.com), you'll find the poem on the excerpt provided
to "peek into" the book. Cool! It's a great poem. Kathy Egawa

Amanda Berry

Four Year Old's First Test 

You do a graceless swan dive

off the couch

when the new woman appears

to test you for kindergarten.

After you have shown her

your hockey trophy, your sister's photograph,

she begins

with authority:

"How are a pencil and crayon similar?"

You say, "They are both skinny."

She checks the box marked wrong.

"Fill in the blank - red, white, and..."

"Green." Wrong again.

"Where does ham come from?"

You think and think,

then say, "God."

Wrong.

"What would someone who is brave do?"

You answer quickly,

"Walk through rose bushes."

-Christine Lamb Parker

in Wild Sweet Notes: Fifty Years of West Virginia Poetry, 1950-1999, ed. Barbara Smith and Kirk Judd,
Publisher's Place, 2000.

Janet Wong

I never realized how that excerpt feature worked…you just click on it?! Thanks, Kathy!

Terry Young

As a big fan of your work, I’d love to know about your forthcoming books. Thanks, Janet.

Terry Young

 Janet Wong

That is a LOVELY question, Terry!

Here’s some show-and-tell: if you click on this link and scroll halfway down the page (past the cover image
of Before It Wriggles Away), you’ll find a description and sample art from a book that Julie Paschkis and I
have been working on for a while…too long, actually (and my fault), The Declaration of Interdependence,
a book celebrating our political freedoms:
http://bluerosegirls.blogspot.com/2007/03/sneak-peek-janet-wong-julie-paschkis.html.

I have three books that just came out these past two months (Before It Wriggles Away, Twist: Yoga Poems,
and The Dumpster Diver), but it will be a while before the next book comes out. A few books are vying for
the spot of “next book officially out.” I’ve finished my part, but now they’re being beautified by illustrators.
Homegrown House will probably be the winner, with an expected Summer 2008 date: it is the story of a girl
who is frustrated with her parents’ constant moves. The first few moves of her life were caused by her
parents’ jobs, but now her parents simply want a better house, a fancier house…which she doesn’t
understand, because she’s quite happy with her current house and thinks that the best house she’s ever
known is her grandmother’s old “homegrown” house. Note on gender: I’m referring to the main character as
a girl, but my editor asked me recently if the character needs to be a girl. I said no, either would be fine, so
maybe E.B. Lewis will surprise me with a boy character! Note on race: when my editor asked about gender,
I asked about race. I told her that I thought it would be pretty neat if the main character were multiracial.
I’m eager to see what Earl chooses to do.

Janet

 Darcy Bradley

Hi Janet and All,

First off, let me say that Behind the Wheel: Driving Poems (Wong, 1999 [Simon & Shuster/McElderry Books])
is one of my all time top favorite poetry books and a great gift for a new driver or anyone who drives! I
chuckle just even THINKING about the book. I’ve been in audiences where Janet has spoken, and she is an
amazing speaker. She also has a special gift for speaking to children, who find her highly engaging.

Second, I saw that Betsy Franco’s name was mentioned. Betsy calls revision “experimentation” in her book for
teachers called Conversations with a Poet: Inviting Poetry into K-12 Classrooms (Franco, 2005 [Richard C.
Owen Publishers] and has many great suggestions/questions to help kids and teachers experiment with their
own poetry. For example, “what would happen if you…switch some lines around…use details instead of being
general…” and “I wonder what would happen if I…took out one word from every line…made three verbs more
exact; barged versus ran, slinked versus walked, sprang versus jumped…” (pages 34-35).

She also has a chapter called Assessing Poetry Poetically that is very helpful (and VERY short and
inspirational). She thinks that writing poetry in school is about taking a risk; she developed a rubric that
looks at things like “most powerful aspect”, “aspect in which student took the most risk”, “aspect that is
most improved”, and “aspect student wants to focus on next” (page 41).

I am wondering what others think the value is in teaching our students to read and write poetry? Is it now a “frill” or do you think it is a necessity or something else?

I have always been intrigued by Haiku and have read and written a lot of traditional and contemporary
pieces. The value as I see it is to capture a feeling, a moment, and to evoke one for others, yet in a very
concise use of language. A good exercise for me as I all too frequently get caught up in an exuberance of
words!! (There’s a good collective noun!)

Darcy

Janet Wong

Thanks for mentioning Betsy’s book, Darcy. It is a super book. Packed with practical tips. I have great
respect for Betsy both as a poet and a poetry teacher. 

What you said about poetry being viewed as a frill is interesting. Maybe it would be better if more people
thought of it as a frill in this society where teens drink diet Coke (instead of milk) and watch American Idol
(instead of the news). Really, though, we want them to think of it as a Necessary Frill—like an iPod. A poem
is actually very much like an iPod in that: 1) it’s small; 2) it’s portable (“poem in your pocket” and poems in
your mind—when you memorize them); 3) it puts music into your life; and 4) it makes you a hip person.
Hmmm: #4 is the problem, isn’t it?!   

Nicole Walker

As a preservice teacher...I am excited about the prospect of using poetry in my classroom in a variety
of ways.

To help kids become more fluent readers, to hook kids on the joy of words and reading, as mentor texts in
their own writing...

I particularly enjoy much of your poetry, Janet, because it really speaks to kids with a "multicultural" voice.
Where do you find your motivation to write about particular issues, events, situations...etc? 
Are there other poets that have or do inspire you in your work?

NW

Janet Wong

Dear Nicole:

I think that poetry is perfect for the things you mentioned:

1) It helps kids (especially reluctant readers) become more fluent readers because it’s easy and
non-intimidating: with all the white space, short lines, and stanza breaks, a poem presents less of a
visual obstacle than a regular paragraph on a page. There’s a reason that popular easy reader
stories—Frog and Toad, Nate the Great—are written in lines of various length. And complex topics of
interest to an older reader can be found in just a few poetry lines; it’s not “a baby book.”

2) Whimsical poems do bring joy, especially poems full of rhyme, repetition, and a bouncy rhythm.  

3) Poems can be used easily and brilliantly as mentor texts. For some great examples of what students
have done when copying the form of certain poems, look for Carol Jago’s Nikki Giovanni in the Classroom
(an NCTE publication), a quick and easy read that won’t take you (as a teacher) more than an hour to
skim but is packed full of useful and concrete examples.

Where do I find motivation to write about particular issues, events, situations, etc.? A lot of my early work
(Good Luck Gold, A Suitcase of Seaweed) came from my own childhood memories or stories other people
had told me. With the themed collections, some of the poems come from my life, but others are inspired by
tidbits of research or reflection. For instance, in researching superstitions, I learned that the old Celtic/Gaelic
belief held that if you found a four-leaf clover, it meant that a horse had been born there sometime. And so
the poem “Clover” contains that tidbit.

The poet who inspired me the most was my mentor Myra Cohn Livingston; her books There Was A Place
(now out-of-print but available in libraries) and No Way of Knowing were two of the first books to change
my perception of poetry. As some of you might know, I used to hate poetry—or at least what little I knew
of it. Hearing and reading Myra’s serious but very accessible poems on contemporary topics of interest to
children opened me up to discovering the work of Arnold Adoff, Lucille Clifton, Cynthia Rylant, Langston
Hughes, Gary Soto and many others…Myra’s book Poem-Making is my favorite how-to book on the craft of
poetry.

Thanks for the questions! I welcome more of them! 

Janet

Amanda Berry

Janet,

I have not yet seen Before It Wriggles Away, but I love the idea of it. What is the age range of your target
audience? Is it too elementary for older Middle Schoolers?

Janet Wong

The book is being marketed to grades 2-5 but I would like to think that it can be used with all ages. We
authors like to flatter ourselves that way! Truly, though, I try to write books that can be read on different
levels. 

The main message of the book is that you can’t dawdle when inspiration strikes: you need to jot your ideas
down when they come, to capture them “before they wriggle away.” And even when you’re not feeling
inspired, you can make good use of your time by writing for five minutes on envelopes in the dentist’s office
or while you wait in the car. When I do writing workshops, kids write poems in essentially five minutes.
Afterwards, I have them share and then ask how many of them heard a poem that they liked. When the
hands go up, I say, “and each of those poems was written in five minutes. So the next time you have five
minutes—five minutes before bedtime, or five minutes before your favorite TV show, or five minutes before
soccer—take out a piece of paper and write something. See what you can do, five minutes at a time.”

You don’t need to buy the book to teach that message. The teacher’s guide that I wrote has some exercises
in it that might be useful to you, though—and you can download that for free.

I think the main value of the book (and of all of the Meet the Author books) is in the photos. Kids will look at
the photos and say, “Hmmm…that’s a very ordinary life! My kitchen looks like that!” Hopefully this will help
them see themselves as authors (or whatever they want to be).

Janet

 Staci Shrum

I just read this book to my class.  They absolutely loved it!  They connected so much of what you wrote
to our current Poetry Study.  Each of my kids kept a small Notebook with them for a few weeks.  They
would write down little notes for themselves at home, at recess.  Some of them even wrote poems. It was
great!  My kids loved hearing how you wrote your poems, anytime or anywhere!

Thanks so much!  What a great book!
Staci Shrum

Colleen Ferguson

Janet, do you believe that it is still a good idea to have 7^th graders memorizing and reciting poems? 

Thank you for your response in advance.  I have enjoyed and been help greatly by the chat room today.

Colleen

From Janet Wong

I think it’s a great thing if it’s TRULY optional and kids don’t make a fuss over who chooses to memorize
and who doesn’t. But the fact is, I think, that any kids who chose to memorize and were able to memorize
the poems would either: 1) act superior; and/or 2) be considered geeks. And kids who chose to memorize
and then goofed up during the recitation would be very embarrassed. Having been in that situation, I know
that goofing up can make someone a poetry hater (for a long time).  

So this is why I advocate handwriting poems. It’s not as good as memorizing, but it gets into their system
in somewhat the same way. 

My son’s 8^th grade English teacher had them memorize poems and then write them down for a grade. I was
worried that this could have the same effect—turning a kid off of poetry if he goofed up and got a bad
grade—especially because he had to write a Shakespearean sonnet. But Andrew surprised me and got an A
on this exercise…so maybe it was a good thing for him.

Jeri Trujillo

I fully agree on the repercussions of memorization.  If I want oral on poems, I have had those that choose
to memorize do a coral lead of the others.  That way no one is truly singled out.  They are just the strong
voices of the coral holding it together.  No one out in front or standing separate.  Just as when the teacher
reads sort of the security blanket for all.

Jeri Trujillo

Avrila Klaus

I have a thought...what about memorizing and performing on video, then showing it to the class?  That
way if they goofed during the performance, they could just rewind and do it over.  Also, if they used a
digital video camera, the more technologically oriented kids could use video editing software to add
pictures or something. 

Hmm, now I want to find time to try this!

--Avrila Klaus

Student Teacher, Oregon State University and Grant Community School

Janet Wong

I like the idea of videotaping; very clever!

 Nicole Walker

Could you use Reader's Theater as an avenue of performance for poetry?  Often a poem, or series of
short poems, may be split into parts and read/performed by a small group of students for the rest of the
class.  The class could be divided into small groups and they could select their own poems, write out a
"script" of the poem for each person to perform, and during regular poetry breaks in the class period...one
group could perform their poem.  They could keep written scripts in hand so no one forgets their parts.

NW

Janet Wong

Dear Nicole:

 Yes, Reader’s Theater is a wonderful technique! I have used it with the very young, dividing my poem
“Noodles” from Good Luck Gold into 8 different parts (one short line per child) and having them read it aloud.
Reader #8 has the most fun with his line: “Burp!”  

Some people like to use the Paul Fleischman “poems for multiple voices” (Joyful Noise, I Am Phoenix, Big Talk)
for Reader’s Theater, and though I love these poems, I think they are very hard to perform successfully
without practice. So if you use these, make sure that you demonstrate first how these should sound (with a
colleague or two or three), and then give the kids adequate time to practice.

I solicited a response on Reader’s Theater from poet April Wayland, who has used that technique very
successfully with teens. Please see below— 

Janet

*April Wayland

Dear Janet, 

Thanks  so much for the opportunity to expand on NW's question/comment about Reader's Theater.

Yes!  Yes--I have done exactly as NW suggests.  Actually, I've done two things:

1) I've taken a selection of poems from my book, GIRL COMING IN FOR A LANDING--A Novel in Poems and
created a script that runs about 15 minutes.  Every time I appear at a conference, I recruit three local high
school or middle students and rehearse with them for about an hour--and then they put on the "play"! 
Sometimes I even draft teachers to pretend to be students and play the parts--it's so much fun! 

2) I've divided several poems in the book into parts for all three readers and over time we've developed
simple choreography for them. 

I'm happy to make the script available to participants in this online discussion. 

Go to my website: www.aprilwayland.com or simply email me directly--either way I'll send it as an
attachment:

aprilwayland@aol.com 

My best,

April

Cheryl Shearin

Good Morning Janet,

I love your idea of capturing your ideas "before they wriggle away"! I see how this concept could be
incorporated into any writing, especially in children's notebooks. Will you please address how you
perceive poetry instruction should look for Kindergarteners?

Cheryl Shearin
Center, Colorado

From Janet Wong

Here are the rest of the questions that Janice Boland asked me the other day, with short answers. Let
me know which (if any) of these questions you’d like me to explore more fully and I’ll expand my answer,
OK?
What types of poems and at what grade levels do students get enthusiastic about listening to,
reading, writing poetry and sharing it?
As I mentioned yesterday, I think that it is easiest to use poetry with K-4 because they will accept and
embrace virtually everything. Beginning in about 5th or 6th grade, students can start acting a little
fussy—but for some, it truly is just an act. I think it’s pretty easy to find poems that appeal to middle
schoolers and high schoolers, too, if you know what to read. And some of the poems that they like might
surprise you; as for my own work, the poems that are most popular with older kids are the very serious
ones: Waiting at the Railroad Café from Good Luck Gold, for instance, a poem about not being served in
a restaurant. I think that this poem is about a case of race discrimination, but as I point out to kids, I
can’t be certain. It could be that we were ignored because the waitresses didn’t like people from CA
(which could be seen from our car license plate)—or any strangers, for that matter. I follow this poem
with a few words about how sometimes things will make you very angry, and you can’t explain why they
happened—and this is a good time to write a poem.

What inspires a poet?
Yesterday I mentioned childhood memories and stories from others as inspiration, as well as research.
The thing is, as I noted in Before It Wriggles Away: I have so many ideas popping into my head, and not
all of them get written about. Some “flashes of brilliance” escape me because I didn’t take the time to
jot them down. Other ideas have turned into the start of a book but never got finished; for instance,
I’ve been working on a collection of sports poems for about a decade now. It really is a matter of
practicality and chance: which ideas happen to get themselves down on paper?

Once something gets down on paper, though, it doesn’t mean it’s going to become a book. I like to tell
kids that while I have 18 books out and another 5 sold (so: 23 books), I really have written over 200 books.
And though those odds seem lousy—only 1 in 10 books got published—I don’t view all the unpublished
books as a waste of time. I use a basketball analogy to make my point: a good basketball player doesn’t just
show up at games, he goes to practice. And in practice, he doesn’t just practice lay-ups; that would be too
 easy. He challenges himself: tries different angles, some difficult shots. He experiments, stretches, sees
what he can do, knowing that most of those shots won’t work out—but will help him become a better
player. And I do the same thing. When I’m writing, I like to experiment, try some different things with my
writing, and I know that much of that stuff won’t get published—but it makes me a better writer.

How do you interest boys in poetry?
Warning: this answer is going to build on stereotypes of boys, but…There are some excellent books of
sports poems: Lee Bennett Hopkins’s two anthologies (Extra Innings and Opening Days), Paul Janeczko’s
That Sweet Diamond, May Swensen’s sports books. Also, Doug Florian’s poems about animals, particularly
Insectlopedia, has a lot of boy appeal—but also girl appeal!

I think the best way to interest boys in poetry, really, is just to read it. Read it but don’t go on and on
talking about it, and don’t analyze it. Teen boys seem to especially like some of the poems in my Behind
the Wheel: Poems about Driving, particularly ones that they can identify with, such as the one about the
auto show (and doors to the best cars being locked), or the one where a person is compared to a type
of car. They like to put their knowledge of cars to use in then writing a poem that compares their mom to
an SUV (not just any SUV, but a Volvo XC90) or their dad to a truck (not just any truck, but a Toyota
Tundra).

What might motivate minority children to become more interested in poetry?
Many different races and ethnicities are quite well-represented in the world of children’s poetry by
Nikki Grimes, Eloise Greenfield, Marilyn Nelson, Monica Gunning, Pat Mora, Gary Soto, Francisco Alarcon,
Joseph Bruchac, Naomi Shihab Nye and more. But while kids will often be extra-motivated to read something
 written by a familiar-looking face or surname, it’s really important not to limit the kind of poems that you
present to a child. And you might want to make a special effort to introduce kids to poems written by
people who come from a culture that they consider very different from theirs: for instance, when I was a
visiting author in Singapore, I made a special effort to share poems by Monica Gunning, Nikki Grimes, and
 Langston Hughes because I wanted those kids to find themselves identifying with Black writers.
Again: those were just short answers. Please feel free to ask a follow-up question—or a brand-new question
of your own! 

Janet

Janet Wong

With primary kids, rhyme is a powerful tool. You can put up the alphabet and a simple word and have
the kids offer rhyming words that could go with it-and then write a rhyming poem together using some
of those words.

You can teach phonics with rhyme and with alliteration also, gathering a list of words and then making a
silly "Billy bought butter and bread from the baker" kind of poem.

Rhyme helps kids learn to read, too. If you put a simple rhyming poem up on the board and read it aloud,
and then have the kids repeat after you, the slower readers will find solace in the clues that rhymes
provide.

But when I work with Ks, I do the same poetry exercise that I do with 3rd graders or 8th graders or adults:
a metaphor/simile exercise where they take a family member and turn that person into a plant, animal,
or object. Kids as young as five can "get it": a mom becomes a flower "because she smells good and is
pretty"; an older brother is like a guard dog "because he protects me."

With everyone, I break the exercise down into five distinct steps. First, I give examples. Second, I have
them think for one minute, encouraging them to look around the room for ideas. I'll point at the light and
say, "maybe you know someone who is very bright?" I'll point at a chair and say, "a chair lets you relax
and rest; do you know anyone like that?" The third step is to have them draw their idea for a minute.
The fourth step is to share ideas aloud; this gives a child a chance to "borrow" or adapt an idea. And
then the fifth step is to write the poem.

With Kindergartners, I might write key words down on the board as they are shared, such as "mom" and
"sun" and "warm" and "grow." That way, when the kids write, they can refer to the board for spelling.
Sometimes I'll also take an idea and brainstorm a word bank of words and phrases that could be used to
describe a certain plant, animal, or object. I'll encourage kids to get specific. For instance: "big, strong,
loud and hairy" could be used to describe an uncle who is like...a bear...or a lion...or a gorilla. But if I used
those words and also added: "likes to fish in the river for salmon," that is a much more specific description.

  Cheryl Shearin

Thank you for your explicit answer.  Your description of the 5 steps is extremely helpful.  
I read your book this afternoon and your story is inspiring!  

Cheryl

 Elvia Pedilla-Medel

I am a poet, or at least I used to be before kids...Yet I always find it difficult to teach this craft to
children.  BUT, Last year for mother's day, I took my kids out into the woods behind our school (we are
lucky enough to have them).  I told them we were going to write poems about our mothers, comparing them
to nature.  We talked about this a little bit.  I told them poems don't have to rhyme, read an ex. of  one
that did and one that didn't.  I asked them to let nature inspire them, then set them free not knowing what
they would do.  What I got back were the most amazing pieces of poetry ever filled with metaphor.  Almost
no one chose to rhyme.   We then revised them, and published them on bigger paper we decorated.  Mothers
 came to me telling me they cried when they received these poems.  It was amazing what the kids could do
 without me directing them step by step.  Poetry is truly in all of our souls.

Janet Wong

Wonderful, Elvia!

How lucky that you have woods behind your school! I’ll bet that you got lots of great images: moms like
strong trees, butterflies, nourishing soil. Do you remember any particular images that the kids came up with? 

Reading a poem (or more) to the kids before they write is a great way to provide guidance and inspiration!

Janet Wong

For those of you who don’t have woods behind your school, you can bring the woods (and more) to your
classroom to help stimulate creativity during writing time. If you do the metaphor/simile exercise, bring in an
assortment of tactile examples to spark ideas: a feather might inspire a poem about a mom who is like a bird,
chicken noodle soup might remind someone of a grandmother, a big stuffed pillow might become a grandfather,
a radio might become a noisy brother, and an armful of stuffed animals might lead to poems about a late-night
mom as an owl or a big blond couch-lounging dad as a lion. 

Janet

 Elvia Padilla Medel

great ideas.  also, a big tree in the play yard can do a lot, too.  i have always had my kids write outside.

my only regret about those poems was that i didn't save any!!!!   it was so in the moment i didn't stop to
think  of that.  but there were metaphors to feeding baby birds, the clouds that bring down the rain for
things to grow, and of course wild flowers!  i recommend this for mothers day...i got a cut out tea pot with
a pre made poem last year! cute, but...

Janet Wong

Don’t feel bad, Elvia, that you didn’t save any of those student poems. Praising and saving/publishing work
sometimes holds a person back. It puts pressure on.  

I usually write 4-8 new poems when I’m at a school for a day. Some of them turn out to be pretty good. I
used to save them, but it introduced a whole other element that I didn’t need: pressure. When I throw the
poems away, I’m reinforcing the idea that writing needs practice. Going back to the basketball analogy, a
player doesn’t get upset when his beautiful three-pointer scores during practice. It’s not about the results;
it’s about the skill-building!

Amy Seager

Janet,

I would love to have more insight on how to interest boy in poetic literacy. I am currently working with a
high school freshman who is reading at the 2^nd grade level. He is all about cars, so your earlier suggestions
have already been noted.. but I’d like to know more.

Janet Wong

Read a poem from a book to him aloud. And then a second short poem, and a third. Then put the three
books in front of him and tell him to choose one, any of the three, to read on his own time for homework.
He doesn’t need to write a report, just read the book for a half hour, any book (or part of the book). If he
doesn’t want to finish the book after his half hour is done, that’s OK. Point out that when you read a
collection of poems, it doesn’t matter (unless it’s a verse novel) whether you read the book backwards,
or every other page, just half the poems. And if you only like one poem in a book of 42 poems, so what.
At least you liked one.

Here are three books that might work well:

Slow Dance Heart Break Blues by Arnold Adoff

A Fire In My Hands by Gary Soto

And here’s a poem, “Need to Read,” from my book Behind the Wheel: Poems about Driving:

Need to Read

need to read

to pass the test

scratch

those signs into my brain

merge

yield

steep grade

read the handbook

read it again

read it again

sleep on it

dream those signs

dream 

the license is mine

Janet Wong

Another great book for converting people to poetry is Nikki Grimes’s Bronx Masquerade, which blends
poetry and prose.

And I think that Nikki is currently working on a book for the RC Owen “Author at Work” series, which
should appeal to tons of middle school and high school students.

Janet

Katheryn Keyes

The Rose That Grew From Concrete by Tupac is also a hit with HS boys of all reading levels.

Katheryn

Janet Wong

And for younger boys, here is a book that was probably the first poetry book that my son liked (I think
it came out when he was in 2^nd grade, when he had finished up with the Captain Underpants books):
The Aliens Have Landed by Kenn Nesbitt. I don’t remember “At Our School” being part of the title,
so perhaps this edition is slightly different from the one I knew…or maybe it was just re-titled…or maybe
I’ve had the title wrong from the beginning…

And here are some of my favorite books of special interest to girls:

All By Herself by Ann Whitford Paul.

Vherses by J. Patrick Lewis.

A Maze Me by Naomi Shihab Nye.

Janet Wong

Thank you for your kind words!

Many people have told me that learning about my career switch from lawyer to children's author was
interesting to them. If there is one thing that I'd like kids to take from my experience, it's this: money isn't
everything. Don't pick a job just because it brings in a large salary; doing something that you are
passionate about, work that YOU consider important, is a better way to live! 

Tomorrow (today, Friday, for most of you who are reading this now) is my last day of the online conversation.
It will be a busy day for me; I'm going to visit my publisher in NYC and take my son shopping on his last day
of spring break. I will have email access on my Blackberry but I will warn you: my malfunctioning phone isn't
allowing me to type any punctuation other than periods, and no numbers. Questions really sound like stubborn
challenges without a question mark; cheery comments seem dull and sleepy without exclamation points. So
please forgive me in advance for what may be short and somewhat lifeless answers!

 But please do send lots of questions, from you and/or your students--

All best wishes,

Janet

Cheryl Shearin

Janet,  

One activity that we do quite frequently is to listen to a story and write I wonder questions.  

I read your book to my class today and here are a few of their “I wonder” questions for you:  

I wonder:

1. Why does she write by the lake and not in her house?
2. Why did she want to become a better writer and how did she do it?
3. Why didn’t she like reading and writing when you were little?
4. Why does she like lizards?
5. Why were she unhappy as a lawyer? 

If you have time, would you please respond to my students’ wonders.  

Thank you,

Cheryl Shearin

Janet Wong

Dear Cheryl: 

Great questions! Here are some answers for your students:

1. I write all over the place. In the house, by the lake, in my car, at my son’s fencing club, in a public
    library, in coffee shops. It’s not necessary to sit at a desk. The one thing, though, is that I like to
   write on my computer. I will jot notes down on envelopes and napkins and in notebooks, but when
   I’m “serious” about writing, nothing beats typing for me. I’ll bet that typing uses some different part
   of the brain than handwriting does. At least typing lets me write more quickly than handwriting,
   because I type very quickly.

2. I am still trying to become a better writer. Why? Because when you’re good at something, and you
   see that you can be really excellent with just a little more effort, why not try? Also: being able to
    communicate well with words helps a person in so many ways. Some of you might not be crazy
   about creative writing; you might never want to be a published author. But: how many of you think it
    would be neat to be a video game developer? A few years ago a video game developer told me that
   he was the most important person on his video game development team because he comes up with
   the stories behind the games. He said that before you can have amazing graphics and tech, you
   need a story: you need a setting, and characters. You need to decide: will it be a first-person game
   (like Halo) or third-person game (like Star Wars)? You need a basic plot. So: maybe writing books
   isn’t interesting to you, but writing might play a big part in your life even if you become a professional
   game development guy.

3. I didn’t dislike reading and writing when I was little, but I wasn’t wild about doing anything beyond
   the minimum required for homework. I loved watching TV and playing with friends. But while I was
   watching TV, I was learning how to write stories, and learning about the world (we watched a lot of
   news at my house and my grandparents’ house)!
4. Honestly I still don’t like sitting for long periods of time to read—except when I’m surfing the Internet.
   But if I can force myself to sit and finish a book, I almost always am happy about the time I’ve spent
   reading.

4. I don’t like lizards and never have. But I spent a lot of time as a child catching lizards because that’s
   what kids did in my little town and I didn’t want to appear cowardly. I was such an awful lizard
   catcher! I mainly caught their tails. Did you know that they drop their tails when they’re caught?
   Hundreds of lizards ran around San Anselmo without tails—and it was all my fault. Anne Lindsay, the
   photographer of Before It Wriggles Away, has a gecko named Star (the gecko on the front and back
   covers of the book). I was at Anne’s house and Fiona, Anne’s daughter (the girl on the back cover),
   held Star out to me. It took me about ten minutes to get up the courage to pet it (since Anne had
   just told me that geckos sometimes bite—and bite hard). Anne thought it would be neat if I held
   Star for a photo since she likes my book Minn and Jake, a chapter book about a bunch of lizard-
   catching kids…and it made a good photo, don’t you think?

5. The problem with being a lawyer is I never wanted to be a lawyer in the first place, but became a
   lawyer because I couldn’t think of anything else to do. It would’ve been an OK career if I had stuck
   with it…but my heart wasn’t in it, and my days were filled with constant battling.

Thanks so much for your questions!

Cheryl Shearin

Thank you so much!  My students waited after school for your reply and will reply on your web-site
next week.  This meant so much to them.  Thank you for giving them the perfect example of purpose
and audience in writing!  Cheryl

Closing Remarks
Janice Boland

Dear Friends,

Although our formal conversation with Janet Wong is drawing to a close, you are welcome to continue
sharing your thoughts, comments, questions, or poems on this listserv. Thank you for your lively and
insightful participation!

Special thanks to Janet Wong for spending time with us and sharing her many gifts;
also to Richard Owen of Richard C. Owen Publishers for sponsoring another wonderful conversation. 

You can to extend your time with Janet by visiting her Web site http://www.janetwong.com. and by
reading her many charming books.

And there is an opportunity to meet Janet in person!
She will be a keynote guest at the TLN conference.
To see details please click on to  http://www.rcowen.com/TLNCnfstdinfo.htm

I would like to close with two of Janet's lovely poems -

With her poem "ladybug" Janet creates a world that youngsters can feel, see, and relate to--
a wonderful read-aloud for young students

ladybug

Land on my hand for luck, ladybug.
Crawl all over my garden.

This is a safe place for your eggs.
I will watch your little black dragons grow.

I will tell them their mother was good.

                       by Janet S. Wong
from Knock on Wood  published by  Margaret K. McElderry Books Simon and Schuster.

And with her beautiful, sensitive, thought-provoking poem "Quilt" you can engage students in discussion
and poetry writing

Quilt

Our family
is a quilt

of odd remnants
patched together

in a strange
pattern,

of threads fraying
fabric wearing thin ----

but made to keep
its warmth

even in bitter
cold. 
           by Janet S. Wong
from  A suitcase of seaweed published  by Margaret K. McElderry Books Simon and Schuster.

I will leave you now with some wise words from Janet's Meet the Author book Before It Wriggles Away

When I was a child, I never thought I'd be a poet.
I hated poetry!  . . . .

How did I, a poetry-hater come to write poetry?

The answer:  a great teacher.

Once again, my thanks to all of you for three wonderful days.

It has been a learning experience and an editor's joy

Cordially,

Janice Boland
Children's Book Editor

Closing Remarks
Janet Wong
 

Dear All: 

Thank YOU for participating in this discussion, sharing your insights, asking questions, and offering tips
of your own. I do hope that I meet some of you this summer at the TLN Denver conference! 

All best wishes,

Janet

www.janetwong.com

Closing Remarks
Richard Owen

Good evening folks, 

I just read a message from a long-time friend who described the conversation  with Janet as relaxed as
if they were sitting across a table in a coffee shop.  What a wonderful image. 

I want to thank Janice for organizing this author discussion and I want to thank Janet for being here and
contributing so much.  This has been an illuminating three days.  Janet, you are an invigorating  poet,
generous with your energy and insight and thoughtful in your view of children and teaching.  Thank you.
I hope you will agree to come join us again on another day.

For those of you on the listserve I urge you to buy all of Janet's books.  But if you can only purchase one
or two, please buy Before it Wriggles Away, Janet's Meet the Author book, and Behind the Wheel (one of
my favorites because I am the father of teenagers!).  You can find all of Janet's books at
 http://www.janetwong.com. 

I also want to invite you to the 13th annual The Learning Network Conference at the end of June in
Denver.  Janet is one of the keynote speakers and will be sharing more of her insights and energy.  Please
visit the website for more information...http://69.0.129.106/TLNCnfstdinfo.htm.  We look forward to seeing
you there.

Stay in touch. Encourage your friends to join the listserve.  We will soon be announcing another author
discussion or book study and we want you to be involved. 

However, if you need to unsubscribe, all you have to do is send an email message to:
 tln-unsubscribe@listserve.com.

Have a very good weekend.

Richard