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The Noble Fish

 

Listen to Elizabeth Bishop reading her poem, “The Fish,” as you read along.

Being raised by grandparents and great-grandparents, I was fortunate to spend summers at Lake Arrowhead. Before we had a boat of our own, we would rent little fishing motor boats. When I first read this poem, I thought to myself, “I’ve encountered this fish. I know its weary victory.” To this day, this poem remains a soulful favorite both for its tale and its technical wonder.

This 76 line poem consists of a 15 beautifully crafted sentences—count the end marks. There are no stanza breaks here. Only imagery that propels along on this journey with a fisherman on a lake. In the first four lines of the poem, the fisherman introduces us to the tremendous fish, first as a weight dangling from a hook in its mouth. Can you see the fish? Do you feel its weight? The word fast here means firmly fixed and is the perfect choice.

Next comes two short sentences—both about relinquishing the urge to fight—to throw us full force into the sight of the this fish who has seen this battle before. And the grunting weight is venerable—deserving respect.

Next comes a colossal simile. The skin of this fish is compared to ancient patterned wallpaper, once lively and lovely, hanging limply on a wall. Amazing. Does this help you see the dull scaly skin of this fish? And here the speaker gives us some texture to feel with the tips of our fingers: barnacles, sea lice, green seaweed.

And then we are peering at the gills, at once struggling for oxygen and presenting a sharp danger.

Next the fisherman (the speaker of the poem) considers the inside of this fish, comparing its flesh to tightly packed feathers, and its swim bladder to a peony. Are you seeing what he sees?

Now the fisherman looks into the large metalic eyes of the fish, and spews forth the most wonderful word in the poem—isinglass. This fish has old and scratched lenses that remind the fisherman of isinglass, a word he would most certainly be familiar with because it is a form of collagen obtained from the dried swim bladder of fish. If you’ve ever seen mica, dried fish bladders look similar. Maybe this is why isinglass can also refer to thin sheets of mica!

Here, with the eyes, we reach the turn of the poem, where the eyes of the fish courageously reach for the light, with a broodiness that causes us to root for it!  And the fisherman is with us, noticing the five hooks embedded in its mouth. This  battle weary fish is suddenly enobled in the eyes of the fisherman, and frankly in the eyes of this reader. Can you feel the tug at the line recalling the “strain and snap” that caused the crip in one of the lines dangling from the hook?

I stared and stared…” says the fisherman, and the battle is won with a rainbow promise.  

And the fish is set free.

 

The Fish, by Elizabeth Bishop

I caught a tremendous fish

and held him beside the boat

half out of water, with my hook

fast in a corner of his mouth.

He didn’t fight.

He hadn’t fought at all.

He hung a grunting weight,

battered and venerable

and homely. Here and there

his brown skin hung in strips

like ancient wallpaper,

and its pattern of darker brown

was like wallpaper:

shapes like full-blown roses

stained and lost through age.

He was speckled with barnacles,

fine rosettes of lime,

and infested

with tiny white sea-lice,

and underneath two or three

rags of green weed hung down.

While his gills were breathing in

the terrible oxygen

—the frightening gills,

fresh and crisp with blood,

that can cut so badly—

I thought of the coarse white flesh

packed in like feathers,

the big bones and the little bones,

the dramatic reds and blacks

of his shiny entrails,

and the pink swim-bladder

like a big peony.

I looked into his eyes

which were far larger than mine

but shallower, and yellowed,

the irises backed and packed

with tarnished tinfoil

seen through the lenses

of old scratched isinglass.

They shifted a little, but not

to return my stare.

—It was more like the tipping

of an object toward the light.

I admired his sullen face,

the mechanism of his jaw,

and then I saw

that from his lower lip

—if you could call it a lip—

grim, wet, and weaponlike,

hung five old pieces of fish-line,

or four and a wire leader

with the swivel still attached,

with all their five big hooks

grown firmly in his mouth.

A green line, frayed at the end

where he broke it, two heavier lines,

and a fine black thread

still crimped from the strain and snap

when it broke and he got away.

Like medals with their ribbons

frayed and wavering,

a five-haired beard of wisdom

trailing from his aching jaw.

I stared and stared

and victory filled up

the little rented boat,

from the pool of bilge

where oil had spread a rainbow

around the rusted engine

to the bailer rusted orange,

the sun-cracked thwarts,

the oarlocks on their strings,

the gunnels—until everything

was rainbow, rainbow, rainbow!

And I let the fish go.

 

~Kimberly

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The Wonder of Collective Nouns

Collective nouns name a group of people or things.

Whoever came up with the concept of collective nouns had some serious fun! From an army of frogs to a zeal of zebras, these aren’t ordinary-performing nouns. For each group of animals from A to Z, An Erst of Bees: A Wild Alphabet of Collective Nouns features a gorgeous illustration and a sweet, poetic verse to make the creatures come alive. 

For example, did you know that a group of kittens is called an intrigue? Or I bet you can’t guess what a knot refers to—a group of toads! The collective noun for peacocks seems especially fitting: an ostentation. 

Language doesn’t have to be boring. When we take time to examine its quirks, English can dazzle us! So take the time to be dazzled and read An Erst of Bees!

 

~Claire S.

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Ars Poetica for April

A poem about “what-is-a-poem” is an Ars Poetica.

 

Sometimes a poem is as small as a list.

Sometimes it encompasses all the words we need.

Sometimes a poem is restless buttons  in a jar.

But always,

a  l  w  a  y  s

a poem

is translucent,

waiting to unfurl

its magic.

 

~Kimberly Bredberg

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What’s an ABCeDarian?

Of course how I stumbled upon this concept is poetry. The ABCeDarian is actually a very, very old form where every line, or each stanza starts with the first letter of the alphabet, depending on which alphabet is being followed—obviously not always English.  There are many examples in ancient Hebrew, and skipping forward to the middle ages, Chaucer, of course wrote his own, “An ABC” which is a translation of a French prayer modified onto an English ABCeDarian.

Fast forward think Dr. Seuss and his ABCs from 1963 where those two yellow dogs meander through the alphabet. For me, the desire to bridge the lofty poetic form with the likes of Dr. Seuss is HUGE.

Poetry begins in sound. The sounds of language. In English there are 44 distinct sounds—phonemes—created by the 26 letters in our alphabet. So with little ones, we begin here. But here’s the thing: please, PLEASE, let’s be more creative than the tired old ABC song!

We are very excited to be releasing a slew of ABCeDarian project for primary students on Print Shop. Right now we have a sneak peak, P is for Pumpkin, up for FREE. And this FREE offering won’t be FREE forever, so download while the offer stands. Come summer, we will be dropping an entire alphabet of projects—our ABCeDarian offering!

And we don’t envision the ABCeDarian theme being limited to little ones.  Think sentence writing, word games, poetry and so much more! When it comes to the ABCs the possibilities are limitless.

“My alphabet starts with this letter called yuzz. It’s the letter I use to spell yuzz-a-ma-tuzz. You’ll be sort of surprised what there is to be found once you go beyond Z and start poking around,” so says Dr. Seuss.

~Kimberly

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Sentences are Poetry!

How do we get students excited to write a sentence?

I’d start the lesson with this whopping fact:

Every year more than a SEPTILLION snowflakes fall on Earth.  Hundreds of inches of snow falls on the Sierra Nevadas here in California alone! Septillion is a cardinal number—a “quantity”—that’s represented by the numeral 1 followed by 24 zeros. One septillion is a very BIG number!

I’d follow this with some smaller, yet still amazing facts:

Snow is made up mostly of air:

Fresh snow contains a bunch of trapped air, which is why it feels light and fluffy. 

Snow is frozen water:

Snow is simply water vapor that has frozen into tiny ice crystals in the clouds. 

Snow can fall even when it’s not very cold:

As long as there is enough moisture in the air, snow can fall even at temperatures slightly above freezing. 

Snowflakes are six-sided and unique:

Depending on the temperature and humidity, and because each falls through the air differently, they have unique patterns and six-sided shapes—needles, columns, and plates.

Close the lesson with another BIG fact:

The biggest snowflake, recorded in the Guinness Book of World Records back in 1987, was found in Montana. The snowflake was 15 inches in diameter and 5 inches thick! That’s one BIG snowflake! I’d likely mock up a way to help them see this fact:

Next, I would read some wintry books. Here are some favorites:

The woodland animals were all getting ready for the winter. Geese flew south, rabbits and deer grew thick warm coats, and the raccoons and chipmunks lay down for a long winter nap. Come Christmastime, the wise owls were the first to see the rainbow around the moon. It was a sure sign that the big snow was on its way.

Here we’d think about winter taking place in the natural world. We’d explore the four seasons, focusing in on winter.  As the animals watch fall slipping away and prepare for winter, students will follow, learning important information along the way.

No one thinks one or two snowflakes will amount to anything. Not the man with the hat or the lady with the umbrella. Not even the television or the radio forecasters. But one boy and his dog have faith that the snow will amount to something spectacular, and when flakes start to swirl down on the city, they are also the only ones who know how to truly enjoy it.

Now it would be time to write: “This wonderful book begins with three short sentences.”

The skies are gray.

The rooftops are gray.

The whole city is gray.

These sentences have one word in common: gray.

 We have set the stage, ignited curiosity, and offered some really intriguing fodder. Now I’d get into the lesson:

There are four types of sentences:

Declarative sentences give, or declare, information.

Imperative sentences give commands, make requests, or implore.

Interrogative sentences ask questions.

Exclamatory sentences express strong emotions.

Here I’d pull out another book. This one is a book of poetry, but not just any poetry,  these poems are focused on the tenacious birds who stay put in wintry conditions.

We will read several poems together, learn about specific birds, then we will focus in on the blue jay. We will read about the blue jay in the appendix at the back of the book before focusing in on the poem. We will learn that these birds store up to 100 seeds and nuts per day in preparation for winter. We will learn about its tricky ability to hide the store and locate it easily when needed. We will learn about courtship and nest building and the raising of baby jays. This and more. And then we will read the poem.

First we will notice that the poem is two stanzas. Then we will notice something wonderful: All four types of sentences are woven here! We read aloud. As we read we hear the tight rhythm, we hear the perfect rhyme. Isn’t poetry grand?

But now it’s time to craft some snowy sentences, and before the magic slips away, I’d remind my students: Sentences are POETRY!

I would help my students get started (you can too!):

I’d write on the board: In winter…

I’d ask: “What next?”

The student might write:

In winter, animals are hungry.

I ask: Which animals?

In winter, chipmunks and owls and deer are hungry.

I ask: What will they do?

In winter, chipmunks and owls and deer are hungry, so they collect and store food away for the coming snowy days.

Now that is a sentence,” I say to them! That is a sentence that is like a poem:

In winter

     chipmunks and

          owls and

               deer are hungry,

so they collect

and store food away

for the coming

snowy days.

 

 

~Kimberly

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Giving Wings to Haiku of Stars

Feeling crafty?

The best ideas begin with a book.

“Based on Eric Carle’s recollection of his grandmother’s way of drawing a star (directions included), this seemingly simple story also provides insights into an artist’s private world of creativity.” I remember reading Draw Me a Star aloud to my children again and again.

Building upon our last post: Haiku of Stars, why not craft a star to “house” the haiku. Hey, why not give it wings?

Little star in the night

glowing light, floating high

in a cobalt sky.

~Aylen

I wonder if there

are different types of vibrant

stars in other cosmos?

~Jude

Looking up into

the sky, something brilliant,

something like a giant star.

~Claire

 

~Kimberly

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Haiku of Stars

Did you know you can see 20 quadrillion miles away? That’s how far it is to the very brightest star in the sky, Cygnus. And, did you know every single star you see in the night sky is bigger and brighter than the sun? Our sun, after all, is a dwarf star. That’s right a dwarf!

So what has this got to do with poetry?

Everything! That’s what!

Learning to write well does not happen by learning the rules. No! Learning to write well is rooted in wonder. And what is more worthy of our wonder than the 200 billion trillion stars in the universe?   That is an unfathomable number, right? On any given clear night, we humans can only see around 2,000 stars.  So let’s press into curiosity and consider what 200 billion trillion actually means. Seeing only 2,000 of the 200 billion trillion stars is like looking at a single speck of sand compared to all the grains of sand on the beach! This should make us marvel.

Now, back to crafting haiku, it all begins with a single 16 to 18 syllable sentence. This one is 17 syllables:

Words are like stars spilling a symphony from the night’s indigo stage.

Next, break the sentence into three lines:

Words are like stars spilling / a symphony from the night’s / indigo stage.

Finally, polish the sentence into haiku form:

Words are like stars spilling

a symphony from the night’s

indigo stage.

Enjoy the following singular sentences shaped into haiku form:

Looking up into

the sky, a twinkling star was

winking down on me.

~Ayela

Looking up in the

sky, dazzling stars illuminate

the darkness of night.

~Elias

I wonder if there

are different types of vibrant

stars in other cosmos?

~Jude

Looking up in the

night sky, you will see small stars

but they are fiery.

~Jackson

Little star in the night

glowing light, floating high

in a cobalt sky.

~Aylen

Looking up into

the sky, something brilliant,

something like a giant star.

~Claire

Little star in the sky,

your shimmering glow

was shinning so bright.

~Emma

Far away Cygnus, bright

star, radiant pearl in the night

sky illuminates ’till it dies.

~Rowan

Looking up to the dark sky,

I began to see the glowing

bright Big Dipper.

~Kate

When I see the stars

at night, I wonder at the

brilliance of the sky.

~Brynnan

Thank you Mrs. Kontos (Walla Walla Homeschool consulting, WA) and your terrific students. Wonder-FULL. Simply wonderful. Congratulations to these student writers who courageously brought shape to an idea with pencil on paper.

~Kimberly

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Let’s Write a Leaf Haiku

Matsuo Bashō wandered by foot through medieval Japan and kept a diary of his journeys—prose woven with haiku.

There is sublime simplicity in this poet’s observations:

Autumn moonlight—
a worm digs silently
into the chestnut.

Haiku are the little powerhouses of the poetry world! They are a fun challenge involving the best of word play mixed with a little finger counting to get the syllables just right!

Here’s a little lesson to help you get started:

1. Haiku poems consist of a three-line stanza that has a total of 16-18 *syllables written in the following pattern:

Line 1: 5ish syllables
Line 2: 7ish syllables
Line 3: 5ish syllables

*Slight variations in syllabication is appropriate as this helps the poet maintain the “one thought in three lines” rule.

2. Haiku poems like photographs, capture moments in time. The “haiku moment” snaps a scene for the reader to experience.

3. Haiku poems were originally written as introductions to much longer works of poetry and should be written as one thought in three lines.

Ready to write?

A great way to begin haiku is with a short descriptive sentence:

Beautiful old maple tree, your autumn leaves are floating to rest at the foot of your trunk.

Count the syllables—this one has 22 total—about 5 too many!  Next, break your sentence to a lovely little haiku.

Beautiful old maple tree, your autumn leaves are floating to rest at the foot of your trunk. Now the sentence is 19 syllables, ready to break into the three-line haiku:

Beautiful old maple

your autumn leaves are floating

to the foot of your trunk.

 

Here’s another: In autumn leaves of the Silver Maple turn ruddy and breezily fall.

Count the syllables—this one is  17 syllables. Perfect! Break it to haiku:

In autumn, leaves of

Silver Maple turn ruddy

and breezily fall.

 

Go for a walk. What is your neck of the woods like during fall?  Collect some fallen leaves in a basket. Make simple observations. Begin with a sentences and move to haiku of autumn. Write away!

 

~Kimberly

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The BEST Sentences are Poetic!

This poem is a call to ACTION:

   to see light through the color slide,

   to listen for the sound of the hive,

   to watch the mouse wander its way through the maze of the poem,

   to feel around in the dark for a light switch,

   to waterski and wave at the author who is standing at the shore

   (patiently smiling, I imagine).

This poem is also a REMINDER:

   to NOT tie the poem to a chair and to NOT torture a confession out of it.

 

Deconstructing poems to shreds of rudimentary grammar and mechanics, rhythm and rhyme scheme, always distracts the reader from the ability of poetry to resonate a wonderful thought provoking idea!

Reading poetry aloud helps us listen for the lovely sounds of language.

Reading poetry on the page helps us see the way words work together and empowers us to write splendid, strong sentences.

This poem, as example, is comprised of four sentences. FOUR—count them. Each begins with a capital letter and ends with a mark—four beautifully simple sentences broken into bite-sized fragments. Here, Billy Collins demonstrates how words are woven to phrases, phrases to complete ideas in the form of a sentence.  Furthermore, when a poem is written to help us consider just exactly what a poem is, well that poem is a an ars poetica (click through to learn a little more).

Listen to Billy Collins narrate this wonderful poem here.

 

~Kimberly

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Shakespeare + Haiku

Bravo for Shakespeare + Haiku!

Thank you Hadleigh R. for submitting these amazing haiku highlighting our Shakespeare words: watchdog, moonbeams, yelping, and clangor!

We’re so glad our December Giveaway inspired your poetic voice.

And, Congratulations, we are sure Shakespeare would be proud that you carried on his appreciation of the singular specificity of words!