Why I Selected It:
I selected this poem because it is short, memorable, and accessible for elementary students, while still offering rich opportunities for discussion and interpretation.

Connection to Voice, Identity, Language, Emotion, or Perspective:
This poem invites students to think about hope, perseverance, and the importance of holding on to dreams. Its figurative language creates vivid images that can help students see how poetry expresses emotion and meaning in a small number of words.

Possible Classroom Use:
Students could discuss what “dreams” means in the poem and how the similes help communicate the speaker’s message. As a follow-up, students could write their own short poems about hopes, goals, or things they want to protect.

Author: Marjorie Pickthall 

Grade Level: Children of all ages.

Why I Selected It:

This poem was from a collection for students of all ages titled “Planting Our Poetry Garden.” I chose this poem because it is short and sweet, with metaphors and imagery sprinkled throughout.

Connection to Voice, Identity, Language, Emotion, or Perspective:

This poem chooses to provide the perspective of the author looking at a field of flowers. The author appreciates the lesser-noticed daisies, taking care of the underdogs.

Possible Classroom Use:

A read-aloud focus could be the use of imagery, and how the author paints the picture of the field. In turn, students could work on writing their own imagery.

Author: Edward Dorn

Grade Level: 4th to 8th Grade

Why I Selected It:

I chose this poem partially because of my own connection to Daffodils, as they are my mom’s favorite flower. Beyond this, the poem is from the “Planting Our Poetry Garden” collection and showcases the visual side of poetry.

Connection to Voice, Identity, Language, Emotion, or Perspective:

This poem supports language and identity through the comparison of daffodils and love. Daffodils represent new beginnings and unrequited love, something that is shown throughout the poem.

Possible Classroom Use:

In the classroom, this poem could spark a discussion of metaphors and the language of flowers themselves. Different items can spark different emotions in our minds, even subconsciously. For example, colors tend to evoke specific emotions in reading and art. Students could play with colors and analogies in their own poems, looking at how art and poetry can be the same.

Author: Jacqueline Woodson

Grade Level: 4-7

Why I Selected It: I selected this poem because it explores feeling different and unsure of oneself, which students can relate to. This poem is accessible yet emotionally powerful, making it a strong choice for classroom discussions.

Connection to Voice, Identity, Language, Emotion, or Perspective: This poem invites students to think about what it is like to be "the only one" and how to find the courage to speak. This poem showcases conversations revolving around identity, belonging, and sharing your voice to build connections and understanding of others.

Possible Classroom Use: Students could discuss a time when they felt they didn't belong and what strategies or actions they took to help them feel included. Additionally, students could write a short poem or story describing this time and how they responded.

Author: Shel Silverstein

Grade Level: 2-5

Why I Selected It: I selected this poem because it is a silly, dramatic, and relatable expression of not wanting to go to school. The use of exaggerated language engages students and helps them follow along easily.

Connection to Voice, Identity, Language, Emotion, or Perspective: This poem invites students to use humor and exaggeration to express more complex emotions, such as fear or avoidance. This poem could allow students to use language playfully to reflect their personalities, experiences, and perspectives.

Possible Classroom Use: The teacher could begin by reading this poem aloud, highlighting the tone and expressive shifts that shape the character and humor of the writing. Students could create their own exaggerated poem by focusing on rhymes and descriptive language.

Why I Selected It:
I selected this poem because it is short but powerful, making it accessible for students while still carrying an important message about belonging and fairness. Its simplicity allows for deep thinking and discussion.

Connection to Voice, Identity, Language, Emotion, or Perspective:
This poem highlights voice and identity by showing the perspective of someone who has been excluded but still claims their place. It encourages students to think about inclusion, equality, and standing up for oneself.

Possible Classroom Use:
A discussion could focus on what it means to feel included or excluded. Students could then write about a time they felt left out or proud of who they are.

Why I Selected It:
This poem was selected because it invites students to reflect on their personal experiences, family, and memories. It provides a strong model for writing about one’s own life.

Connection to Voice, Identity, Language, Emotion, or Perspective:
This poem emphasizes voice and identity by showing how personal details shape who we are. It encourages students to value their own stories and backgrounds.

Possible Classroom Use:
A writing activity could involve students creating their own “Where I’m From” poems using a structured template. This allows them to express their identity through descriptive language.

Author: Nikki Grimes

Grade Level: Pre-K - 3rd Grade

Why I Selected It:

I chose this poem because I have always had a love of reading, and I feel this poem depicts why. It explains how a good book transports the reader into the story, which is something I hope to show my students.

Connection to Voice, Identity, Language, Emotion, or Perspective:

This poem encourages students to think about how they feel when they are reading a new book. Think about the different perspectives they have seen while reading, and how they feel connected to these different perspectives.

Possible Classroom Use:

One possible classroom use would be to use this poem to prompt students to think about why word choice and strong descriptions are important when trying to tell a story (whether when writing or speaking). Students can understand how a detailed story better helps the reader/listener connect with the characters and think about things from their perspective.

Author: Ted Scheu

Grade Level: 3rd-6th Grade

Why I Selected It:

I chose this poem because I am a big fan of writing in cursive, but I remember how difficult it was when I was first learning it. The poem follows a care free, funny, and realistic nature that I think students would enjoy, while also sharing the message that it's okay if their cursive isn't perfect or pretty.

Connection to Voice, Identity, Language, Emotion, or Perspective:

This poem as a strong connected to emotion, as we can clearly understand how upset this author is when it comes to writing in cursive. Students can feel the writer's frustration through his writing, and will be likely to connect with is if they are also struggling to understand cursive.

Possible Classroom Use:

One classroom use of this poem would be to read it to the class after they have begun learning the basics of cursive. Students will likely get a laugh out of it, and then the teacher can use it to explain that they are all still learning cursive, so it's okay if it's not perfect. Students can also discuss which parts of cursive writing they struggle with the most, and see if any of their classmates are struggling too, which will help them feel less alone.

Why I Selected It:
I chose this poem because it highlights a powerful and unique perspective that many students may not often see represented in school texts. It brings attention to responsibility, struggles, and resilience in a way that is easy for students to understand but still emotionally impactful. It also opens the door for meaningful classroom conversations about empathy and assumptions.

Connection to Voice, Identity, Language, Emotion, or Perspective:
This poem strongly represents voice and perspective. The speaker’s voice reflects a student dealing with real life challenges at home, yet is still showing responsibility and care for their sibling. The use of informal language (“ain’t”) adds authenticity, showing how language reflects lived experience.

Possible Classroom Use:
In the classroom, this poem could be used to spark discussions about perspective and empathy. Students could analyze how the speaker’s experiences shape their actions and how others (like the teacher) may misinterpret those actions. It could also lead into writing activities where students share a moment when they felt misunderstood or judged too quickly. Additionally, this poem works well for discussions on voice and dialect, helping students understand that different ways of speaking are valid and meaningful.

Author: Jack Prelutsky

Grade Level: 1st-3rd

Why I selected it: This collection of poems is a great example to show how poetry can use humor and exaggerated characters to make the reading easier to understand. Jack Prelutsky does a great job of using language play through rhythm and rhyme.

Connection to voice, identity, language, emotion, or perspective: The poems use relatable, funny situations that can help students connect emotionally through laughter. It also touches on perspective taking as many of the poems are written from the perspective of unusual characters, allowing students to see the world through a different and funny, lens.

Possible Classroom Use: For a duration of time (1-2 weeks), select one poem daily and perform it two times. Once reading it normally, and once with the class performing the rhythm using desk taps. This task helps students physically feel the beat of the language, helping them learn how they can turn this type of text into a musical experience.

Author: Dennis Lee

Grade Level: 1st-3rd

Why I selected it: I chose this text because of the use of sensory imagery and nonsense language which can encourage children to play with different sounds. This text aligns with chapter 5’s idea that poetry can be a doorway for younger readers as they get the opportunity to notice how words work through phonetic patterns and those different from traditional grammar.

Connection to voice, identity, language, emotion, or perspective: This text connects to emotion and personal connection by celebrating things that are typically considered gross or silly. When students feel their experiences being validated, it encourages a sense of agency over language. This shows them that their unique voice doesn't always have to be in a formal or “professional” format.

Possible Classroom Use: Assign each student a different poem from the book and ask them to go through it and find one nonsense word and one sensory detail that stands out to them. Students will then share the name of their poem, and what they circled, allowing everyone to experience the different voices of the entire book through their classmates' personal selections.

Author: Nicholas Hollingsworth

Grade Level: Grades 3-6

Why I Selected It:

I selected this poem because it presents a relatable theme, strong love between two family members, in simple but powerful language. The imagery makes it accessible for students, while still allowing for deeper interpretation about growth, care, and emotional connection.

Connection to Voice, Identity, Language, Emotion, or Perspective:

I also selected this poem because it strongly supports emotion and personal connection by describing a mother’s love as warm, protective, and constant. Through imagery like “warm hands” and “safe and comforted,” students can feel the emotional connection between the parent and child. It also supports perspective, as readers are invited to see the world through the lens of a child growing over time and recognizing that love growing stronger everyday. The simple, descriptive language helps students explore how word choice creates feeling and meaning.

Possible Classroom Use:

I could use a discussion prompt asking how students know love is present without the author specifically saying "I love you" and allow students to try to write a poem about someone who makes them feel safe, using sensory details like this poem (touch, sound, feeling) like the poet does.

Author: Gary Gong

Grade Level: Grades 4-8

Why I Selected It:

I selected this poem because it is a powerful way for students to explore who they are and where they come from. The poem uses everyday memories, objects, and family details to show how identity is shaped over time, making it highly relatable and meaningful for students.

Connection to Voice, Identity, Language, Emotion, or Perspective:

This poem supports identity and voice by showing how personal experiences, family, culture, and memories shape who a person becomes. The repeated phrase “I am from…” allows the speaker to build a clear sense of self through specific details from their own life. It also highlights language and imagery, using sensory details (like sights, smells, and tastes) to bring memories to life. Additionally, the poem supports perspective, helping readers understand that everyone’s background is unique and important, while also encouraging students to explore where they are from and listen to others.

Possible Classroom Use:

I would have students write their own “Where I’m From” poems using a similar structure. Provide a scaffold (e.g., “I am from ___, from ___ and ___”) to help them generate ideas about family, traditions, objects, and memories.

Author: Shel Silverstein

Garde Level: 4-6

Why I selected it: 

I chose this poem because it’s a funny way for students to complete homework, but also allows students the opportunity to relate to the poem and their classmates and reflect on it. This poem also teaches students different structures of writing, and how the author of this poem had each word of the end of the sentence rhyme.

Connection to Voice, Identity, Language, Emotion, or Perspective:

This poem allows students to provide their own perspective on homework through the use of humor. In the beginning of the poem, the speaker is excited about having a machine complete all of his problems for him, but towards the end of the poem, we can see how the speaker is disappointed that the machine does not work. This allows students to provide their own perspectives on being disappointed with homework problems and how they have improved on them. The poem, being written from a kid’s point of view, also allows students to appreciate the lessons learned from the speaker and the value of hard work in dedication to trying things again if they don’t work the first time.

Possible Classroom Use:

The teacher can read the poem out loud to the class, highlighting the humorous effect and rhyming throughout. This will provide students with the support to understand that although the poem is funny, the message that the author is trying to portray still comes across. An activity that the teacher can do is split students up into groups and allow them to read the poem out loud in different ways, adding different character expressions. 

Author: Lewis Carroll

Garde Level: 7-8

Why I selected it: 

I chose this poem because, even though there are some parts that students might find silly, it helps them build language (decodable skills), encourages creativity, and allows students to develop critical thinking skills. I remember reading this poem in school, and although there were some words/parts that were hard to understand, it allowed us to be creative with the interpretation.

Connection to Voice, Identity, Language, Emotion, or Perspective:

This poem highlights language by displaying words that are invented (eg, “brillig” and “mimsy”), portraying to students that meanings can come from structure, sound, and context, not only definition. Through the use of language, students are able to build confidence and deeper language awareness. The poem also highlights voice through the narrator's storytelling. Despite there being nonsense words, the rhythm and tone of the story portray the style that the author is trying to convey, creating one that’s dramatic and a little bit ominous.

Possible Classroom Use:

The teacher can read the poem out loud to the class, highlighting the nonsense words and tone of the poem. As a class, students and the teacher can discuss the meaning of the poem and the definitions of the nonsense words, and they can be two words combined. An activity for the students could be to create their own poem with their own nonsense words with definitions and read it to the class.

Author: Mary Mapes Dodge 

Grade Level: Grades 3-5

Why I Selected It: 

I selected this poem because children are constantly growing. This poem is about eaglets who are eager to grow up quickly and fly. However, their mother warns them about flying from the nest too soon. 

Connection to Voice Identity, Language, Emotion, or Perspective: 

This poem connects to feelings of anxiety that children may face when leaving home and growing up. The poem also demonstrates themes of patience and maturity. Students can relate to the perspective of the eaglets who are eager to fly but understand that their mother is trying to protect them. 

Possible Classroom Use: 

This poem could be used in the classroom when students are eager to do something they aren’t ready for yet. This poem highlights the growth and potential children have while also thoughtfully explaining that there are things they aren't quite ready for. This poem could be used to show that trusted adults, guardians, teachers, etc. have their best interest and want them to be successful. 

Author: Joan Bransfield Graham 

Grade Level: Grades 1-3

Why I Selected It: 

I selected this poem because it incorporates math. As we learned in this weeks module poems can be implemented throughout instruction. So, I was interested to learn more about a math poem. 

Connection to Voice Identity, Language, Emotion, or Perspective: 

This poem connects to feelings of joy for the world around us. Furthermore, encouraging students to think about how the world is constantly changing, like when completing a math equation. The poem promotes a sense of connection to our environment.

Possible Classroom Use: 

This poem could be used in the classroom when teaching a math lesson while the seasons changing. This poem could be used in an interactive outdoors math lesson where students are adding, subtracting, dividing, multiplying things like flowers and leaves, while also taking notice of how they have changed.

Author(s): Kwame Alexander & Kadir Nelson

Grade Level: 3–6

Why I Selected It:

This poem is a powerful celebration of Black history, resilience, and excellence. Its rhythm, repetition, and declarative voice make it accessible to children while also inviting deep emotional and historical connection.

How It Supports Voice/Identity/Language:

The poem foregrounds identity and collective memory, giving students language to honor struggle and joy. Its vivid imagery and refrain structure help children feel the weight of each line and consider how poetry can speak truth.

Possible Classroom Use:

After a read‑aloud, students annotate moments of “triumph,” “struggle,” and “hope,” then write a short “undefeated” stanza about a community or identity they belong to.

Author: Shel Silverstein (selected poems)

Grade Level: 2–5

Why I Selected It:

Silverstein’s poems are consistently engaging for children because they blend humor, absurdity, and clever wordplay. They’re ideal for building fluency and encouraging joyful reading.

How It Supports Voice/Identity/Language:

The poems highlight how language can bend, twist, and surprise. They help children see poetry as a space where their own quirky ideas and imaginative voices are welcome.

Possible Classroom Use:

Choose one humorous poem and ask students: How does the poet use exaggeration or nonsense to make meaning? Then invite them to write a “silly‑serious” poem that uses exaggeration to express a real feeling.

Author: Laura Mucha

Grade Level: 3-4th

Why I Selected It:

I chose this poem because I am interested in poems that include emotions. Poems are a beautiful and interesting way to talk about emotions without having to be direct. This poem is also accessible and appropriate for elementary school students. The message about fears can connect to readers who are struggling.

Connection to Voice, identity, Language, Emotion, or Perspective:

Laura Mucha's poem highligghts the different kind of fears a person can have. Each line starts with "Fear of...". The fears range from spiders to strangers in the street. This allows readers to recognize that only people have the same fear as them. Many people in our society are too scared to open up about what they are afraid of, as some belive it might make them look less of a person. Through the use of the words fear and brave, the poem prodcues an amazing message that even though you are fearful, you can still be brave.

Possible Classroom Use:

This poem would be a great way to introduce a lesson about emotions and feelings. A teacher can have the stduents write down what they are afraid of on a peice of apaper, ( they do not have to say it ot show it), and discuss that we all have fears. This lesson can contribute to class disucssions about how everyone has their own fears and we can all be brave. The class can also define what being brave is.

Author: Joseph Coehlo

Grade Level: 2-3rd grade

Why I Selected It:

I chose this poem because firstly the title intriguied me and it discusses the use of paper on earth. It brings attention to and awarness to how we use paper and what would happen if everything was paper. The poem gives the readers insight into what would happen if certain objects/times in out live were paper.

Connection to Voice, Identity, Language, Emotion, or Perspective:

This poem references the over use of paper and it creates humour describing what would happen if our families were paper. The author uses langugaues we use on an everyday basis when using paper ( paper clips, foil, etc), this draws readers in and makes the poem interesting.

Possible Classroom Use:

The poem is introduced as a funny and entertaining as Ceohlo is talking about what if Christmas was made out of paper or dreams, however the fnal stanza talks about recycling. The stanza discusses recycling while pointing out that the world is not made out of paper but we can remember memories by "recycling". there are many play on words in this poem. I believe this poem could be used in the classroom for Earth day when discussing how important it is to recycle and save trees.

Why I Selected It:
I selected this poem because it explores fear in a way that is both honest and empowering for children.

Connection to Voice, Identity, Language, Emotion, or Perspective:
This poem invites students to show emotions and have different perspectives by showing them how the speaker names fears but also responds with confidence. It also invites discussion about how people experience fear differently.

Possible Classroom Use:
Students could discuss "what the speaker might actually be afraid of" Then students could create their own poems about something that scares them and how they face that fear. This would support both emotional expressions and reflections.

Why I Selected It:
I selected this poem because it is short and simple, but it is really meaningful. It speaks to the idea of listening to your inner voice, which is something students can relate to in their daily choices.

Connection to Voice, Identity, Language, Emotion, or Perspective:
This poem invites students to think about voice and identity. It shows how the speaker learns to trust themselves, even when others may try to influence them. It opens up conversations about making choices and understanding yourself.

Possible Classroom Use:
Students could discuss "What does the 'voice' represent in this poem?" As a follow-up, students could write about a time they listened to their inner voice or made an important decision.

Why I Selected It:
I selected this poem because it paints a picture of a place through sensory details. It feels warm and personal, which makes it easy for students to connect to.

Connection to Voice, Identity, Language, Emotion, or Perspective:
This poem invites students to think about identity and emotion by showing how memories, places, and small moments shape who we are. It also highlights imagery, helping students see how descriptive language and examples create feelings, expression, and meaning.

Possible Classroom Use:
Students could discuss "what specific words helped you picture this place and time?" Then, they could write their own poem about a place that is special to them using just sensory details.

Author: Shel Silverstein

Grade Level: 2-4

Why Selected: I selected this poem because I loved reading it growing up. It's great to be read aloud and for independent exposure to word play and spoonerisms. It also doesn't require a long attention span, as it's broken into shorter poems where a young reader can break down the meaning between stanzas quicker.

Connection to Voice, Identity, Language, Emotion, or Perspective: This poem supports language development because it invites young readers to hear mistaken words and how they relate to additional mistaken words. Hearing how sounds are swapped gives readers a unique opportunity to understand and enjoy word play, without feeling overwhelmed by inferential meaning or overly interpretive details.

Possible Classroom Use: This text could be used in the classroom as a periodic read aloud, maybe reading part of it each day before or after the school day begins/ends. I'm also thinking it could be an introduction to poetry, because the print concepts and use of stanzas is simplified for a younger audience. I think it's a great initial exposure and naturally engaging and silly too!

Author: Sharon Creech

Grade Level: 4-8

Why Selected: I chose this book of poems because it's an accessible read for all students. One doesn't have to be well-versed in poetic devices or interpretive strategies to take something away from this book and grow their knowledge of poetry. It's clever in how it naturally engages the reader with physical layout of stanzas, which support an underlying and relatable story for readers to follow. Overall, it's about trying something new and persevering.

Connection to Voice, Identity, Language, Emotion, or Perspective: This book of poems invites the reader to explore how poems can look, feel, and sound, while also telling a story. It invites students to think outside of the box and make predictions based on the small details within poems, and it's an emotional, yet relatable text for growing readers. As more of a literal person, it was a nice way of promoting a literal storyline, while also enhancing the text with poetic details and figurative interpretations. This story is also very emotional, as it's a boy learning to navigate the loss of his dog and trying something new in school he doesn't feel good at, creating an opportunity for students to empathize or relate to the main character, Jack.

Possible Classroom Use: This text can be used in the classroom to analyze how a character changes over time, what themes can be present throughout a series of poems, and overall ability to expose students to poetry that doesn't need to be hard or challenging to interpret. It is a natural vessel for discussion and individual reflection, and I think this text would work best in a classroom where students may not be as eager to read much, but are interested in gathering meaning from text.

Why I selected it: This collection of poems was one of my favorites while growing up. They were perfect for young kids, and I could relate to them. Since they were so quick it was easy to read and keep my attention. They have creative illustrations throughout and engaging.

Connection to voice, identity, language, emotion, or perspective: This book increases kids want to read and learn. It is very helpful for students to play with words, rhythm, and imagination. It is helpful for kids to see that poetry doesn't have to be serious or "boring".

Possible classroom use: I could have the students pick their favorite poem from the book and act it out in front of the class. This can help them practice reading aloud, expression, and interpreting texts.

Why I selected it: These poems were made to be read by two people which helps them be very engaging for children. I loved these poems when I was growing up, and thought it would be perfect for students

Connection to identity, language, voice: The way the poems are structured can help students work together, build their fluency, and listening skills. Students must be paying attention to know when it is their turn, and can help them learn more about their partner.

Possible classroom use: I would have students pair up with another and have them preform the poems in front of the class. This can help them build their confidence by working with another person, talking in front of the class, and helping with their listening skills of their peers.

Author: A. A. Milne

Grade Level: 3rd-4th Grade

Why I selected it: Winnie the Pooh has been a beloved collection of poems for me since I was a kid. There is always an interaction between characters, with new and interesting words and terms that will excite all learners, and cute visuals.

Connection to Voice, Identity, Language, Emotion, or Perspective:

Winnie the Pooh is a very common example when you think of motivational quotes. For this reason, I think Winnie the Pooh can be a great tool for finding motivational texts for students that encourage a positive mindset and help them through tough times or even hard assignments.

Possible Classroom Use: This can be a great text for helping other students encourage each other to keep trying and help shift thier mindsets when they get sad or scared. Students can also use the characters as examples for emotions and channel them during certain activities, like being calm like Eeyore, or think like Rabbit, or be Silly like Tigger, etc. This can be a fun way to get kids in the right mindset for learning, playing, or the overall energy you want to see in the classroom.

Author: Shel Silverstein

Grade Level: 3rd-5th

Why I selected it: Shel Silverstein was my first introduction to poems as a child, and I saw a world of whimsical stories with even crazier visuals, but every poem I could read and enjoy!

Connections to Voice, Identity, Language, Emotion, or Perspective: There are so many ways you can write poems, and Silverstein does just that. In this poem, specifically, he uses similes to describe and compare things. Students can write just about anything in a poem, and everyone can understand or relate to it in some way. Silverstein encourages the whimsy in writing, and if students can see that being modeled in writing, they are more likely to be more expressive and have more fun engaging in writing.

Possible Uses in the Classroom: Kids could make a class poem book with entries done in a similar style to Silverstein, black and white, whimsical words, and wacky drawings to accompany them. This can let students be as silly as they want and be rewarded for making such fun and creative work like Silverstein.

Author: George Lynn

Grade Level: 4th-8th Grade

Why I Selected It: This poem is commonly used in classrooms because it invites students to reflect on their personal histories, family traditions, and lived experiences in a meaningful and structured way.

Connection to Voice Identity, Language, Emotion, or Perspective: It strongly supports voice and identity because students use the poem as a model to express who they are and their unique backgrounds. It also highlights imagery and descriptive language, helping students connect memories to sensory details.

Possible Classroom Use: Writing connection: Have students write their own “Where I’m From” poems. Discussion prompt: How do our backgrounds shape who we are?

Author: Langston Hughes

Grade Level: 5th-8th Grade

Why I Selected It: This poem is short but powerful, making it perfect for teaching about interpretation and deeper meaning while also connecting to themes of hope and perseverance.

Connection to Voice, Identity, Language, Emotion, or Perspective: It supports emotion and personal connection because students reflect on their own dreams and goals. It also encourages interpretation and perspective-taking through the use of metaphor and symbolism.

Possible Classroom Use: Discussion prompt: What happens when people give up on their dreams? Writing connection: Students write a poem about a dream or goal they have.

Author: J. Patrick Lewis

Grade Level: Elementary

Why I selected It: 

I selected it because it’s a fairly short poem while still following a basic rhyming structure that makes poems more recognizable to children. Additionally, I think the subject matter talked about in the poem is a good one to teach to children, and the poem talks about it in a simple but beneficial way. I think the historical aspect of this can tie into a history lesson as well, and can help explain how men and women didn’t always have equal rights. 

Connection to Voice, Identity, Language, Emotion, or Perspective:

I feel like this poem really gives a "voice" to a major turning point in history. It shows how identity isn’t fixed and how girls can see themselves as athletes just as much as boys once the rules catch up. The language is simple, but the shift from "Atta boy!" to "Atta girl!" is such a powerful way to show a change in perspective. It captures that feeling of triumph and fairness that kids really resonate with.

Possible Classroom Use:

I would use this for a "then vs. now" discussion. I'd ask the students, "Why do you think the author mentions the president signing a law? How does that change the 'mood' or importance of the poem compared to a poem just about playing a game?" This helps them see how poetry can document real-world change.

Author: Jack Prelutsky

Grade Level: Elementary (2nd to 4th grade)

Why I selected It: 

I think this is a funny poem that children will be able to relate to and find more enjoyable than other poems out there. Additionally, it can be explained to older students as an ode, introducing them to poetry's subcategories in a simple, comfortable way. It also seems as though it was written from a child's perspective, using a child’s voice, making it more relatable to more students. 

Connection to Voice, Identity, Language, Emotion, or Perspective:

This poem is all about emotion, specifically the grumpy, dramatic kind. It taps into a shared student identity where everyone has felt overwhelmed by schoolwork at some point. The language is so fun because it uses hyperbole (like wrestling a lion or washing homework down the sink) to express a very relatable perspective. It shows kids that poetry doesn't always have to be "serious"; it can be a way to vent your frustrations with a sense of humor.

Possible Classroom Use:

Since this is essentially a "complaint poem," I’d have students write their own version about something else they find annoying, like "Chores!" Oh, Chores!" or "Bedtime! Oh, Bedtime!" It’s a great way to practice using descriptive, exaggerated language to show how they feel.

Author: Kenn Nesbitt

Grade Level: 2nd

Why I selected it:

I selected this poem because of its fun and humorous tone that makes it easy for 2nd graders to connect with. Many students have experienced trying their best at something but not always succeeding, so the poem helps them see humor in mistakes. The rhythm and playful language also make it engaging for young readers and great for practicing fluency.

Connection to Voice, Identity, Language, Emotion, or Perspective:

connects strongly to voice and emotion because the speaker shares their feelings in a humorous and confident way, even while describing something they are not good at. It can help students think about how everyone has strengths and challenges, which supports conversations about identity and self-acceptance.

Possible Classroom Use:

I would use this poem as a read-aloud or shared reading activity to model fluency, expression, and tone. Students could discuss how the speaker feels about “almost” catching things and then write their own short poem about something they are “almost great” at. This would support voice in writing while helping students make personal connections.

Author: Kenn Nesbitt

Grade: 2nd

Why I selected it:

I selected this poem because it is funny, clever, and encourages students to really think about what the speaker is saying. The idea of a character calling himself a liar grabs students’ attention right away and makes them want to figure out what is true. It is a great way to get 2nd graders engaged in close thinking while still enjoying playful language.

Connection to Voice, Identity, Language, Emotion, or Perspective:

This poem strongly connects to voice and perspective because the speaker has a unique personality that comes through in just a few lines. Students can explore how the speaker’s words create confusion and humor, while also thinking about trust, honesty, and how perspective changes meaning. It also supports conversations about identity because the speaker defines himself through one personal trait.

Possible Classroom Use:

I would use this poem to teach perspective and inferencing. Students could discuss whether they believe Dexter and explain their thinking using evidence from the poem. As a follow-up, they could write their own short “tricky speaker” poem where the reader has to decide what is true. This would help students practice voice, word choice, and perspective in writing.