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Second-grader Pheba wrote a small poem that tells in just a few words what her subject does and how she feels about it.

Jess uses his senses to describe winter in this poem.

Joey, the third-grade writer of this poem, uses personification when he says the smoke can “run up the chimney” and the “ashes dodge.”

Connor, a third grader, rhymes words in his poem about spring.

Nicholas, the fifth-grade author of this model, uses repetition effectively in a poem about a young Native American facing the realities of his time.

Fifth-grader Trista wrote this poem to give her readers an important message.

Seth, this model’s fifth-grade author, wrote a poem about a historical event and the reasons behind it.

Molly, the fourth-grade author of this short poem, tells us something about her favorite food.

Chloe, in fourth grade, uses a repeating phrase and rhyming words to give her poem rhythm.

The word pictures in this poem, submitted by fifth-grader Sarah, paint a dreamy image!

A response to literature can take many forms other than a book report. Sixth-grader Mark decided to respond in a poem patterned after the poetry he read in the Redwall series of fantasy books. (These stories are about peace-loving small animals who exhibit human characteristics in a medieval setting, facing day-to-day struggles of good versus evil, life versus death.) The author of the Redwall books never mentions where the “Badger lords” come from, so Mark created this fictional place called Limadastrin and describes how one would find it.

Seventh-grade poet Brittany invites her readers to share in a real experience.

Kevin, the sixth-grade author of this poem, effectively uses personification to paint a vivid picture of his backyard.

This poem addresses domestic violence. If you prefer not to read about that subject, please continue to the next model. Twelfth-grade writer Jessica’s words paint memorable images; her lines present realism without the aura of shame or blame.