Genre: Poetry
Grade Levels: K-2
Themes: Dinosaurs,
Major Award: N/A
Summary- This book goes through many different types of dinosaurs and some facts about them. It starts with an opening poem describing the age of dinosaurs and closes with a poem about the end of dinosaurs. One of the poems is titled “Stegosaurus”. Under the title, there is a more descriptive name that some may choose to call it - a “roof lizard.” This poem discusses the stegosaurus’ diet, body, and brain size.
Personal Response- This poem was so fun and funny. The last two lines actually made me laugh out loud when they said its brain is smaller than a plum and that it is dumb. I loved the rhymes that the author used like stegosaurus and herbivorous. I also really liked the image and how crazy the dinosaur looks if you look at his face.
Other Info- The lines in this poem starts with one tercet and is followed by three couplets that all rhyme. Having the poem broken up into these rhyming sections really helps the poem to flow smoothly when reading aloud. The first two lines could just be written as “Stegosaurous” and “Herbivorous”. However, the author decided he wanted each syllable, especially the third to be stressed, so the wrote it out as “Ste-go-SAUR-us” and “Her-bi-VOR-ous.” This not only tells the reader to stress each syllabus but to stress the third one even more. The flow of those two lines would be much different if the author wrote it out without any dashes. To add some humor to the poem, the author also emphasizes the lst word, dumb, by putting it in all caps and putting the b backward. This also changes the flow by having the reader emphasize the word dumb.
Reader response/Classroom Connection -
1) This poem could be shown to students with the last word of each line of a couplet missing. Because the lines rhyme and the words are fairly predictable, students could be asked to try and come up with a word to fit in the poem. This could help them in learning rhymes and also making sure they are comprehending to the point where they can predict that word.
2) Students could get into groups and each be given a different dinosaur poem. They could then be asked to find some when to represent the poem as they read it to the class. They could choose to act it out, draw a picture or pictures of what is going on, or any other visual representation.