LS 5663 Spring 2012: Responding to Poetry

Module 6:  Janeczko Collection

Bibliographic information:

Janeczko, Paul B., J. Patrick Lewis, and Tricia Tusa. Wing nuts: screwy haiku. New York: Little, Brown, 2006. ISBN: 9780316607316

Review:

Filled with figurative language, onomatopoeia and homonyms, Paul Janeczko’s WingNuts: Screwy Haiku, is humorous and clever. The metaphors, similes and overall playful language cause readers to think, connect and interact with vocabulary and explore words for meaning and even other words! This collection is a great tool to stimulate readers to look for associations within their expanding vocabularies. Janeczko refers to the poetry in this collection as Senryu, “the kissing cousins of Haiku” and explains that they “are poems of snickers and laughter”. In fact it can be almost impossible to distinguish Haiku from Senryu because the patterns and styles are the same but the differences lie in the poetry’s subjects and mood. Traditionally, Haiku are written about nature and do not include humor. Senryu are often funny and may be written about various topics. Without a doubt, this collection will make readers giggle. Janeczko, a well-known poet and compiler, has joined J. Patrick Lewis and Tricia Tusa in assembling this very entertaining and well written collection of unique poetry. The collection is arranged with one to two poems on two page layouts written by Janeczko or Lewis with Tusa’s ink and water color illustrations accompanying them. There is no table of contents, index or pagination included in the collection.



Highlighted Poems:

(1) On Ferris Wheel

I regret French fries, milkshake-

Those below agree.

(2) Freedom vanishes

As the babysitter arrives…

Kids are tied in nots.

(3) Grumpy bear growl

Blends with chirp of rusty hinge…

Mom and Dad snoring.

 

Introduction/Activity:

2-5th grade: point of view, homonyms, onomatopoeia



After reading WingNuts: Screwy Haiku, re-read these three poems. For the first poem, ask students to create a Haiku from the point of view of those on the ground below the Ferris wheel rider. For the second poem, ask students if they can write their own poem using a homonym. For the third poem, have students create a poem highlighting sounds or onomatopoeia.