homework the poem

Homework! Oh, Homework!

 By Jack Prelutsky

Homework! Oh, Homework! I hate you! You stink! I wish I could wash you away in the sink, if only a bomb would explode you to bits. Homework! Oh, homework! You’re giving me fits. I’d rather take baths with a man-eating shark, or wrestle a lion alone in the dark, eat spinach and liver, pet ten porcupines, than tackle the homework, my teacher assigns. Homework! Oh, homework! You’re last on my list, I simply can’t see why you even exist, if you just disappeared it would tickle me pink. Homework! Oh, homework! I hate you! You stink!

 Summary of Homework! Oh, Homework!

• Popularity of “Homework! Oh, Homework!”: The poem ‘Homework! Oh, Homework!’ was written by Jack Prelutsky, a well-known children’s poet. Its first publication dates back to 1999, and it is acclaimed for its exceptional composition that underscores the triviality of homework. The poem speaks about how mad homework can make students. The funny tone of the poem illustrates the speaker ’s disgust, hatred, and revulsion for homework. The poem gained immense popularity on account of its universal appeal. The exasperated yet humorous mood added further to its rhythm and melody.
• “Homework! Oh, Homework!” As a Representative of Hatred : This poem is written from a child’s perspective who expresses his feelings related to homework. It begins when the speaker shows extreme hatred for homework and wishes to wash it away in the sink or to explode it into pieces. He dislikes homework so much that in the poem, he’d prefer to take a bath with a man-eating shark or wrestle a lion in the dark instead.. He further informs his readers that homework is the last on his list. He would rather be happy if it gets disappeared from his to-do list.
• Major Themes in “Homework! Oh, Homework!” Hatred, student life, and homework revulsion are the major themes of the poem. The poem centers on the feelings of a student who has gone mad because of the study workload. Knowing it is a compulsion and the demand of his education, he desires to get rid of it. He hates homework so much that he would instead perform some insane and crazy actions rather than doing his homework. It is through this funny poetic piece, the poet sheds light on the problems students face during their student life.

Analysis of Literary Devices Used in Homework! Oh, Homework!

literary devices allow the writers to bring variety and color to their simple poetic pieces. Jack Prelutsky also made this poem worth read with the excessive use of these devices. The analysis used in this poem is analyzed below.

• Assonance : Assonance is the repetition of vowel sounds in the same line, such as the sound of /o/ in “Homework! Oh, homework” and the sound of /oo/ in “would explode you to bits.”
• Alliteration : Alliteration is the repetition of consonant sounds in the same line, such as the sound of /h/ in “Homework! Oh, homework” and /p/ sound in “pet ten porcupines.”
• Apostrophe : An apostrophe is a device used to call somebody or something from afar. Here, the poet has used apostrophe to call homework a disgusting thing such as,

“Homework! Oh, Homework! I hate you! You stink.”

• Consonance : Consonance is the repetition of consonant sounds in the same line, such as the sound of /k/ in “than tackle the homework,” and the sound of /sh/ in “I wish I could wash you away in the sink.”
• Enjambment : It is defined as a thought in verse that does not come to an end at a line break ; rather, it rolls over to the next line. For example,

“I simply can’t see why you even exist, if you just disappeared it would tickle me pink.”

• Hyperbole : Hyperbole is a device used to exaggerate any statement for the sake of emphasis. The writer used this device by comparing the homework more difficult even than wrestling with a lion or man eating shark.
• Irony : Irony is a figure of speech in which words are used in such a way that their intended meaning differs from the actual meaning. The writer has used this device in the opening stanza of the poem while talking about the self-recognition, such as,

“ Homework! Oh, Homework! I hate you! You stink.”

• Imagery : Imagery is used to make readers perceive things involving their five senses. For example, “You’re last on my list”, “I wish I could wash you away in the sink” and “eat spinach and liver.”
• Metaphor : It is a figure of speech in which an implied comparison is made between the objects that are different. The poem shows the use of extended metaphors of homework, comparing it with several things that he hates the most in life.
• Personification : The poem shows the use of personification as the poet has personified homework, showing it having life and emotions of its own.
• Symbolism : Symbolism is using symbols to signify ideas and qualities, giving them symbolic meanings that are different from literal meanings. The poem shows the use of the symbols of “stink” and “giving me fits” as signs of anger and hatred.

Analysis of Poetic Devices Used in Homework! Oh, Homework!

Poetic and literary devices are the same, but a few are used only in poetry. Here is the analysis of some of the poetic devices used in this poem.

• Diction : The poem shows descriptive diction having metaphors, symbols, and hyperbole.
• Rhyme Scheme : The poem follows an ABCD rhyme scheme , and this pattern continues until the end.
• Repetition : There is a repetition of the verses “Homework! Oh, homework! /I hate you! You stink!” which have created a musical quality in the poem.
• Refrain : The lines occurring repeatedly at some distance in a poem are called a refrain . The verses, “Homework! Oh, homework! /I hate you! You stink!” are, therefore, a refrain.
• Stanza : A stanza is a poetic form of some lines. There are three stanzas in this poem, with each comprising a different number of verses.

Quotes to be Used

These lines are useful while talking about the things that one does not want to do intentionally.

“ You’re last on my list, I simply can’t see why you even exist, if you just disappeared it would tickle me pink.”

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Summary and Analysis of Homework by Allen Ginsberg: 2022

Introduction to the  poet:.

Irwin Allen Ginsberg was an American poet born on 3 rd June, 1926 at Newark, New Jersey, U.S as the son of an English teacher and Russian expatriate . He was one of the leading figures of the  Beat Generation  of the 1950s and the  counterculture that would soon follow. He vigorously opposed  militarism ,  economic materialism  and  sexual repression . One of the most influential writers of his time known as Beat Generation, he exemplified various aspects of the counterculture, such as his views on drugs, hostility to  bureaucracy  and openness to  Eastern religions . He came into the spotlight after the publication of “Howl and Other Poems” in 1956. “Howl” was a poem in the tradition of  Walt Whitman , and a protest of outburst and despair against a destructive, abusive society.The ‘Kaddish’ is one of his purest poem and he soon rose to fame. He undertook non violent protest against everything from Vietnam War to War of Drugs. There had been controversies against his homosexual relationship with many men, specifically his lifelong partner,   Peter Orlovsky . In 1986 Ginsberg was awarded the Golden Wreath by the  Struga Poetry Evenings  International Festival in Macedonia, the second American poet to be so awarded since W. H. Auden. He died surrounded by family and friends in his  East Village  loft in New York City, succumbing to  liver cancer  via complications of  hepatitis , on 5th April, 1997.

The poem “Homework” by Allen Ginsberg is a metaphorical poem speaking about the socio-political background, the economy, the corruption and various issues that surrounded the nations in that period. This poem reflects much upon the poet’s thought and his continuous anti – violent movements. Through his words and the strength of his writing, this poem distinctly reflects on the serious socio-political, economical, environmental, military unrests that the nations were facing.

Setting of Homework:

The poem is set at a period when the poet had been occupied with the Vietnam War. From United Nations to Iran, Africa, Asia were facing issues of corruption, war, sociological, political, military innuendo. The dramatic changes in the international front, the troublesome and disturbing situation that the world was facing were his concern. Though it seems that the poet was doing his laundry at his home, this poem actually concerned about the events of the nations. The poem, in it’s most wonderful form is a critical mockery with an increasingly developed willingness to bring forth goodness among various nations.

Style of Homework:

The poem is written in free verse.

Poetic devices in Homework:

Alliteration : “Rub a dub dub for Rocky Flats and Los Alamos.”  as the author repeats the ‘ub’ sound in “Rub a Dub Dub” is an alliteration used in the poem. Onomatopoeia: “Rub a dub dub” is an onomatopoeia used. Assonance : In the first stanza, “If ….Iran”  as he repeats the vowel I in  “If..I..I’d..Iran” assonance is used as a poetic device . Personification: “..squeeze out …state”  as Ginsberg gives the country a personal trait of being able to tell on other states when people have done wrong. Imagery: “I’d throw in …….in the jungle” as it gives us a visual of him cleaning the country and putting back animals and birds is yet an imagery. Hyperbole : Hyperbole is used repeatedly for exaggeration to indicate the urgency and desperation of situations: “Wash my dirty Iran” “Rub ……North Pole “ “Put the planet in the drier & let it sit 20 minutes or Aeon till it came out clean”. Metaphor: The whole poem acts as a metaphor to awaken our consciousness by stating that the poet wants to cleanse the world like he is doing the laundry in a washing machine.

Summary of Homework:

The poem deals with massive message about the world’s nationwide changes. On the international front, the reforms and issues in the world that had been faced by the nations was the imminent concern of the poem. The poem starts with the poet wishing to wash Iran. The first line itself amazes us with the transformation from the domestic affairs to the national thought. Yet, when we move through the lines we realise it is not only Iran but also the United States  that he wants to clean. He is concerned about the environmental hazards that the generation have been facing. Thus, he wants to regain the environmental counterpoise, the old environmental equilibrium. That is why he says : “put all the birds and elephants back in the jungle,” He also wants to cleanse the phenomenal water bodies that had been subject to pollution. As a matter of fact, all the air pollution, soil pollution and water pollution, he wants to clean them up. Rocky Flats Plant was a former  nuclear weapons  production facility in the  western   United States and Los Alamos is a town in Los Alamos County, New Mexico, United States that is recognized as the birthplace of the first atomic bomb. The love canal was supposed to be  a short canal between the upper and lower Niagara Rivers , to provide electricity. However, it became a dumping ground later that exploded after few years . When he mentions these he wants to get rid of these disastrous weapons and the man made events that had been harming the countries for a destruction leading to environmental tragedies taking lives of people, cause births with defects and mis balance the environmental equilibrium, disastrously. The acid rain that destroyed Parthenon’s magnificent marble relief frieze panels, chemically transformed into soft gypsum or dissolved the marvelous structure of Sphinx at Egypt, made of limestone. The blue sky , the white snowy clouds , the clean Mediterranean basin , Thames, Lake Erie are all the wonderful things that the poet wants to recover. The disastrous pollution and the corruption is something the poet wants to get rid of. Agent Orange is an  herbicide  and  defoliant  chemical. It is widely known for its use by the  U.S. military  as part of its  herbicidal warfare  program,  Operation Ranch Hand during the  Vietnam War  . The poet wants to wash out the Agent orange, too, that harmed the people of Vietnam. The following stanzas focus on the way the poet wants to change the nations, their corruptions, the wars that are caused. He wants to put the whole planet ‘in a drier’, this means, he wants to obliterate all the hazards, socio-political issues, wars and bring back harmony and peace in the planet.

Central Idea of Homework:

The central idea of the poem deals with the conveying of a message of political, economical, and military unrest in the international realm. The poet speaks of the worldly hazard that the nations are facing, leading to destruction of nature in the hand of mankind. With the developing era, the age old destruction brought by mankind on Mother Earth is something the human species should be ashamed of. Further, the effort of him desiring to cleanse the world stands as a suitable example of what the mankind must focus on: not his domestic affair but for the betterment of the world, for future generation. The amount of destruction we did is worth mending and not be kept for worse. This poem gives one the magnanimous ideas about the massacre caused by the human, to this remarkable creation, Nature.

Critical Analysis of Homework:

The poem describes how the poet would metaphorically cleanse many problems of the world in a metaphorical washing machine. The poem displays a good deal of humour, and its socio political points are thought provoking. The poem emphasises on the socio-political and environmental problems that the world faces. From cleaning the Amazon or the polluted Caribbean and Gulf of Mexico to the effort for maintaining the equilibrium of environment by putting back all the birds and elephants back in the jungle of Africa: the poet is trying to wash the pollution war and violence in the world. Throughout the poem, the various examples suggest that the poet is meaning to strike a chord in our heart making us aware of the ongoing torture that the world is confronting in the hands of mankind. He imbibes a sense in us how we, as humans, must be ashamed of our deeds that has put mother earth in such a devastating bearings. Through his act of cleaning he wants to launder the world and the whole poem stands as a metaphor to awaken us about our misdeeds on Mother Nature.

Tone of Homework:

The tone of the poem is more sincere that it initially seems to be. Though the first line states it is a poem that would be more of a domestic one soon we realise this poem has universal front. The tone from the beginning to the end is light hearted mixed with satires and a great sense of humiliation to the human species for our torture on Mother Earth. It acts as a metaphor for cleansing the world rather than being concerned about one’s domestic affair.

Typical to the style of the Beats Generation, this poem is an ideally unconventional poem pointing out to the world crisis , and stands supreme of the era. Contributor: Bidisha Das  

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On Reading Allen Ginsberg’s “Homework”

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after an article in the New York Times 

It was in the Financial Section. On page 3, below the fold. A huge multi-national conglomerate is praised for an “innovative marketing program”

that washes dirty clothes and linens for free   after a disaster. This time it’s the tornado that tore through Joplin, but Loads of Hope

began after Katrina. When I think how hard and costly it was to wash everything we didn’t throw away after 9/11, my eyes

well up. To begin with, no water or electricity. It would be months before new machines arrived to replace those contaminated by dust.

Everything in closets, dressers, chests had to be hauled to a distant laundry. The sheer number of quarters it took, the fear that, no matter

how many wash, rinse and spin cycles,  our clothes would never be clean enough to put against skin. Allergic to perfumes

as I became after 9/11, I want to breathe in the Tide of cleanliness; to be one of the lucky, leaving our filthy belongings with strangers

to remove what they can of disaster and return them to us, clean, neatly folded, wrapped  in paper, bagged, and tied with a ribbon.

Copyright © 2022 by Andrea Carter Brown. Originally published in Poem-a-Day on September 12, 2022, by the Academy of American Poets.

Talking About New Orleans

Talking about New Orleans About deforestation & the flood of vodun paraphernalia the Congo line losing its Congo the funeral bands losing their funding the killer winds humming intertribal warfare hums into two storm-surges touching down tonguing the ground three thousand times in a circle of grief

Tuesday 9/11/01

Oklahoma City: The Aftermath

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Shel Silverstein

The homework machine.

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Other works by Shel Silverstein...

The waitress with the orange hair… I gulp my coffee– burn my mouth– g… I smear a streak of mustard down m… And the guy behind the register ta… And looks at me as if I’ve blown…

I’ll sing you a poem of a silly yo… Who played with the world at the e… But he only loved one single thing… And that was just a peanut-butter… His scepter and his royal gowns,

My skin is kind of sort of brownis… Pinkish yellowish white. My eyes are greyish blueish green, But I’m told they look orange in… My hair is reddish blondish brown,

In a pad with no heat, up on Sull… The last of the hipsters lay dyin’… Wearin’ his shades, so like no one… Like whether or not he was cryin’. All the junkies and loners

The baby bat Screamed out in fright, 'Turn on the dark, I’m afraid of the light.'

Dave McGunn was a surfin’ bum, ha… From Waikiki to the Bering Sea,… Now he hung offshore ’bout a mile… And his wild eyes gleamed as he sc… To ride the perfect wave.

It was Sat night at the slammer t… As they dragged in every freak fro… One by one they entered the cell a… Were all different but all seemed… They held me down and put it on my…

Oh the Crocodile Went to the dentist And sat down in the chair, And the dentist said, ‘Now tell m… Why does it hurt and where?’

Handsome guys get girls that are p… Other guys make it cause they’re c… But the only love I ever got I go… Yeah I drive down the street in a… Use hundred dollar bills when I l…

Have you heard of tiny Melinda Ma… Who ate a monstrous whale? She thought she could, She said she would, So she started in right at the tai…

Everybody says I’m paranoid they… They all smile to my face but they… They put poison in my coffee they… They put spiders in my tennis shoe… It’s hard to stop and figure out w…

An oak tree and a rosebush grew, Young and green together, Talking the talk of growing things… Wind and water and weather. And while the rosebush sweetly blo…

Whosever room this is should be as… His underwear is hanging on the la… His raincoat is there in the overs… And the chair is becoming quite mu… His workbook is wedged in the wind…

Inside everybody’s nose There lives a shar-toothed snail. So if youi stick your finger in, He may bite off your nail. Stick it farther up inside,

If you were only one inch tall, yo… The teardrop of a crying ant would… A crumb of cake would be a feast And last you seven days at least, A flea would be a frightening beas…

Loving. Healing. Touching.

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Homework Stew

Famous children poem, making homework stew is not quite what the teacher had in mind. this funny children’s poem shows what can happen when we mishear something. famous poet kenn nesbitt writes humorous poetry for children, and he served as the children’s poet laureate from 2013-2015..

I loved this poem because I loved how it said "I sprinkled up my book report". When at the end the teacher said "Your quite a chef but you get a F, I did not say homework stew, I said...

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Famous Poem

I cooked my math book in a broth and stirred it to a steaming froth. I threw in papers—pencils, too— to make a pot of homework stew. I turned the flame up nice and hot and tossed my binder in the pot. I sprinkled in my book report with colored markers by the quart. Despite its putrid, noxious gas, I proudly took my stew to class. And though the smell was so grotesque, I set it on my teacher’s desk. My teacher said, “You’re quite a chef. But, still, you’re going to get an F. I didn’t ask for ‘homework stew,’ I said, ‘Tomorrow, homework’s due.'” “Homework Stew” copyright © 2005 Kenn Nesbitt. All Rights Reserved. Published in When the Teacher Isn’t Looking . Reprinted by permission of the author. www.poetry4kids.com

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I loved this poem because I loved how it said "I sprinkled up my book report". When at the end the teacher said "Your quite a chef but you get a F, I did not say homework stew, I said tomorrow homework's due".

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My Teacher Ate My Homework

From the book Revenge of the Lunch Ladies

My teacher ate my homework, which I thought was rather odd. He sniffed at it and smiled with an approving sort of nod.

He took a little nibble — it’s unusual, but true — then had a somewhat larger bite and gave a thoughtful chew.

I think he must have liked it, for he really went to town. He gobbled it with gusto and he wolfed the whole thing down.

He licked off all his fingers, gave a burp and said, “You pass.” I guess that’s how they grade you when you’re in a cooking class.

 — Kenn Nesbitt

Copyright © 2007. All Rights Reserved.

Reading Level: Grade 4

Topics: Food Poems , School Poems

Poetic Techniques: Imagery , Irony , Narrative Poems , Onomatopoeia

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Students compose found and parallel poems based on descriptive literary passages they have read. Students first select a passage and then pick out descriptive words, phrases and lines. They then arrange and format the excerpts to compose their own poems. Students create found poems (poems that are composed from words and phrases found in another text) as well as parallel poems (original poems that use the same line structures as another poem, but focus on a completely different topic.) This process of recasting the text they are reading in a different genre helps students become more insightful readers and develop creativity in thinking and writing. Since students are primarily identifying nouns and verbs for use in their poems, the lesson also provides a relevant opportunity for a grammar review of these two parts of speech.

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One of the strongest ways to teach students about how poets and poetry works is to encourage them to write their own poetry. As Dunning and Stafford explain, the advantage of found poems is that "you don't start from scratch. All you have to do is find some good language and ‘improve' it" (3). These two teachers note that "poems hide in things you and others say and write. They lie buried in places where language isn't so self-conscious as ‘real poetry' often is. [Writing found poems] is about keeping your ears and eyes alert to the possibilities in ordinary language" (3).

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NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Prose passage chosen by student or teacher
• Model of Found and Parallel Poem
• Found Poem Instructions
• Love Found Poems Rubric
• Student Assessment Sheet for Found Poems
• Sample Found Poem

Preparation

• Choose a text for students to use as the source of their prose passages. You might use a book that the entire class has read recently, choose books that students have read in literature circles, or have students use books that they have read independently.
• Make copies or an overhead transparency of the Found Poem Instructions , Model of Found and Parallel Poem , Student Assessment Sheet for Found Poems , and Love Found Poems Rubric .
• Test the  Word Mover on your computers to familiarize yourself with the tool and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Student Objectives

Students will:

• select a particularly descriptive passage in a piece of prose fiction.
• identify significant words, phrases and sentences in the passage.
• arrange the excerpts into a found poem.
• compose a parallel poem, using the same structure as the found poem.

Session One

• Ask students to choose a prose passage from a text they have read. Have them focus on identifying a page or two that includes a lot of strong description or dialogue.
• Explain that the class is going to use the passages to compose original poems, called found poems and parallel poems.
• Pass out or display the Model of Found and Parallel Poem .
• Read through the passage and the two poems, pausing to explain the poetic form of each of the poems. You can provide more examples found in the links in the Resources section.
• Define found poems for the class as poems that are composed from words and phrases found in another text.
• Define parallel poems as original poems that use the same line structures as another poem, but focus on a completely different topic. Some words from the original poem are retained, but some words are replaced with new words.
• Ensure that students understand how the examples on the model sheet fit the two poetic formats.
• Pass out copies of the Love Found Poems Rubric , and have students analyze the Sample Found Poem using the criteria on the rubric.
• Step students through the process of composing original found poems, using the Found Poem Instructions .
• Introduce the  Word Mover and allow time for students to practice rearranging the words into found poems.
• For homework, ask students to return to the prose passage that they have chosen and use the Found Poem Instructions to write their own found poems for homework. Explain that students will compose parallel poems during the next session so they should have a completed found poem ready at the beginning of the next class.
• Ask students to be sure that they bring two copies of their found poem to the next session—one to share with peers, and one to use as they compose their parallel poems.

Session Two

• Arrange students in small groups and have them share their found poems with one another.
• Encourage students to compare the poems to the criteria on the Love Found Poems Rubric .
• As groups work, circulate among students, providing feedback and support as appropriate.
• When students have completed sharing their poems, reconvene the class.
• Return to the Model of Found and Parallel Poem and read through the two poems. Add reminders of the definition of the parallel poem form.
• Have students put one copy of their found poems away and keep out the one that they will use as they work on their parallel poems.
• Ask students to read through the found poem and identify words and phrases that provide specific information. Have students underline these content words.
• Since students will primarily be looking for nouns and verbs, provide a grammar refresher on the two parts of speech if appropriate.
• Once they have identified the content words, ask students to copy the words and phrases that are NOT underlined on to a new sheet of paper. In place of the content words, have students draw blanks, creating a template for their parallel poem in a fill-in-the-blank format.
• If resources allow, you might make additional copies of these templates for students to use. If they are working on a computer, have them print more than one copy.
• Have students choose a different topic and create a parallel poem by filling in the blanks on their templates. Allow more than one try so that students can play with words until they get poems that they like.
• For homework, ask students to prepare polished copies of both of their poems for peer review. If possible, you may ask students to provide a photocopy of the passage from the original prose text for your comparison.

Session Three

• Review the  Love Found Poems Rubric and discuss any questions students have about the expectations for the activity.
• Pass out copies of the Student Assessment Sheet for Found Poems .
• Discuss possible feedback that would be appropriate on the Assessment Sheet, pointing out the connection between the categories on the rubric .
• Arrange students in small groups, and ask them to read their poems aloud to each other one-by-one. Alternately students can work in pairs.
• Ask group members to use the Student Assessment Sheet to provide feedback on the effectiveness of one another's poems and then to share the assessments.
• As students work, circulate among class members, providing feedback and support as appropriate.
• Once everyone has finished, gather the class and generally discuss the feedback that students have received and any questions that they have about their poems.
• If desired, you might invite volunteers to share drafts with the whole class.
• In the remaining time, ask students to revise their poems, taking into account the feedback they received.
• Ask students to submit their work at the end of the session or at the beginning of the next class.
• Try the ReadWriteThink lesson Alliteration in Headline Poems for another way to create found poems.
• For additional discussion of found poems, tap the student examples in " Found and Headline Poems " from Getting the Knack: 20 Poetry Writing Exercises by Stephen Dunning and William Stafford.
• Use this lesson as a book report alternative. Ask students to choose descriptive passages from two or three key moments in the text and then compose found and parallel poems from those passages. Add a reflective piece where students explain why they chose the passages they did.

Student Assessment / Reflections

• Evaluate students’ found poems using the Love Found Poems Rubric . In your comments, draw connections to the discussion of the poem formats and the practice poems that students have written. If desired, compare your comments to those students receive on the Student Assessment Sheet for Found Poems .
• Calendar Activities
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• Student Interactives

Word Mover allows children and teens to create "found poetry" by choosing from word banks and existing famous works; additionally, users can add new words to create a piece of poetry by moving/manipulating the text.

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Homework Poems

Homework poems from famous poets and best beautiful poems to feel good. Best homework poems ever written. Read all poems about homework.

BEST POEMS ABOUT HOMEWORK

Chaos ruled OK in the classroom as bravely the teacher walked in the nooligans ignored him his voice was lost in the din ...

School, School, School, A school is not so cool We're here 5 days a week 8 hours a day. ...

Homage to Kenneth Koch If I were doing my Laundry I'd wash my dirty Iran ...

My pants could maybe fall down when I dive off the diving board. My nose could maybe keep growing and never quit. Miss Brearly could ask me to spell words like stomach and special. (Stumick and speshul?) ...

Homework! Oh, Homework! I hate you! You stink! I wish I could wash you away in the sink, if only a bomb ...

For my poems, my friend Valsa George has a hunger. She’s over fifty, but, compared to me, she is younger. She suggested I write about ‘the advantages of being old’. It’s a challenge, but, Valsa, on this idea you have sold...... ...

A seated statue of himself he seems. A bronze slowness becomes him. Patently The page he contemplates he doesn't see. ...

I started on my homework but my pen ran out of ink. My hamster ate my homework. My computer's on the blink. ...

They never teach you this at school; they'll try to teach you reading, writing, 'rithmetic in their own instructed ways; ...

Ricky was 'L' but he's home with the flu, Lizzie, our 'O,' had some homework to do, Mitchell, 'E' prob'ly got lost on the way, ...

You "adults", you exasperate me with your evasions and delays. You're going to have to change some of the ways that you behave. ...

The Homework Machine, Oh, the Homework Machine, Most perfect contraption that's ever been seen. ...

is what we called her. The story was that her father had thrown Drano at her which was probably true, given the way she slouched through fifth grade, afraid of the world, recess ...

Now I was hangin' round Nashville writin' songs and playin' 'em for all of the stars Watchin' 'em laugh and hand 'em back livin' on hope and ...

I was then a young boy of ten. Was doing homework, before the afternoon game. The door was closed but the window open, When I nearly finished, came a surprise, sudden. ...

Why do I hate my homework? It is a pest like a brother Or a sister of another It is like a very boring book ...

Ever since I set foot in school for my new academic year It looks like luck has abandoned me My bus came late to pick me up for school So guess who is punished, me! ...

You know that if there was one thing, That you could take from school, It wouldn't be art or math or history, It would be work. ...

It is the fortune of poeple that the shadows of our futures do not lie heavy ...

I am looking for a past I can rely on in order to look to death with equanimity. ...

NEW POEMS ABOUT HOMEWORK

dad flew back home adventurous trip done it's New Year's day, all of us accept loads of gift he brought with pleasure, came to our grandparents celebrated birthdays the first Sunday, uniform on materials packed second week to school we rear, weekend steam bath so relaxing bedroom warmth like blanket it wrap, wanted to express at will on the drawing book mom forbade, homework only for my brothers am bored what to do I fell asleep, missed few classes stayed indoors under the weather season still cold, family gathering Gashe's birthday livened up holiday celebration, grandchildren surround mixed with some running around fun filled house, Gash Afework lifelong friend has come full circle such blessed man, baby grand passed around moments to treasure she grasps, watching amazing videos of baby Nawa days how entertaining, five years four months old today keep on being outstanding! ...

When I was little, my stepfather and I would be outside, coloring the driveway with chalk or throwing a frisbee and he'd stop and say, "I'm gonna go stir your mama up." He'd go in the house, coming out minutes later with my mom hot on his heels, waving her arms and haranguing his retreating back. She couldn't see the big grin on his face as he approached me, "It's good for her heart, " he'd say, chuckling and resuming whatever we were doing, "We've got to keep her on her toes." He's a master of dolorous mischief. ...

We will never use mobile phone and other screen While in car, family, meal, and homework routine. ...

Fields of wild flowers in summer bloom, turquoise skies and trees of oak and beech which I fought the imagined enemy's from, I was Geronimo fighting off the 7th calvary, flying off arrows in all directions. That afternoon I was a commando in my dugout hole with a midden bin lid to hide in winning World War 2 with my pals George and James, when I got home I had my supper and a bath and I was Michael again with homework to do for Monday morning. Michael Cochrane © ...

Equations, Simultaneous! ! ...

E is for effort Required at school Hardly accepted But gthe scirge of the fool ...

........ Mrs. Blangleberger, ma'am, sir. ...

Hey! Are you waiting forthe holidays If yes, then don't worry as they are very near Here comes are new session, here comes May But, what is this fear which drives you away ...

Miss can miss her class, But she does not miss her home-work. ...

Writing a poem is not about bringing some words together to create some charming sentences. It's so much deeper than that. Writing poetry is a bridge that allows people to express their feelings and make others live every single word they read. Poetry is to educate people, to lead them away from hate to love, from violence to mercy and pity. Writing poetry is to help this community better understand life and live it more passionately. PoemHunter.com contains an enormous number of famous poems from all over the world, by both classical and modern poets. You can read as many as you want, and also submit your own poems to share your writings with all our poets, members, and visitors.

Homework Poets

Homework poets from members.

Delivering Poems Around The World

Poems are the property of their respective owners. All information has been reproduced here for educational and informational purposes to benefit site visitors, and is provided at no charge...

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