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Asch, F. (1996). Sawgrass poems. San Diego, CA: Harcourt Brace and Company. ISBN: 0-15-200180-8
Genre: Poetry
Reading Levels: 1-4
Summary: All of the poems in the book feature a part of the Everglades. As one of Florida’s most diverse ecosystems, the Everglades house numerous species of plants and animals. With breathtaking photography, the reader can see a small part of the wondrous array of animals that call the Everglades home. It is the only place in North America where species of the temperate and tropical climates mix. These poems are an ode to the diversity and beauty of the Everglades, and features poems such as, “ In the Glare”, “If I had a Vulture” and “Who Cuts the Sawgrass”.
Activity: After reading the poems, have students select their favorite species featured in the poetry. Give them a short writing assignment in which they: explain why it is their favorite, how the poem shaped their opinion of the animal, and a defining trait of their plant/ animal. Would they want to own one of these plants/ animals? Would they be that plant/ animal for the day? If so, what would they do? In not, why wouldn't they be their animal/plant for a day?
Preferably, students should have class time to discuss their animals/plants with partners so students can compare answers with their classmates.
Original Activity by Ellen Bryce
Genre: Poetry
Reading Levels: 1-4
Summary: All of the poems in the book feature a part of the Everglades. As one of Florida’s most diverse ecosystems, the Everglades house numerous species of plants and animals. With breathtaking photography, the reader can see a small part of the wondrous array of animals that call the Everglades home. It is the only place in North America where species of the temperate and tropical climates mix. These poems are an ode to the diversity and beauty of the Everglades, and features poems such as, “ In the Glare”, “If I had a Vulture” and “Who Cuts the Sawgrass”.
Activity: After reading the poems, have students select their favorite species featured in the poetry. Give them a short writing assignment in which they: explain why it is their favorite, how the poem shaped their opinion of the animal, and a defining trait of their plant/ animal. Would they want to own one of these plants/ animals? Would they be that plant/ animal for the day? If so, what would they do? In not, why wouldn't they be their animal/plant for a day?
Preferably, students should have class time to discuss their animals/plants with partners so students can compare answers with their classmates.
Original Activity by Ellen Bryce