Beautifully Drawn Illustrations, Engaging, Useful, Thoughtful, Well Structured | Reviews: “Sixteen poems turn into a trip through time with the people who invented some of the things that make our lives easier, better, and more enjoyable. Sidman manages to turn the voices of these people into narrative poems, just at the moment of creativity that is about to change the world.” School Library Journal, Susan Oliver “… Sidman commemorates the best-known achievements of dozens of inventors, from the World Wide Web's Tim Berners-Lee to the prehistoric person…Chavez's accompanying artwork gives face to each inventor, usually presenting each person smiling and in a casual pose. Celebrating that combination of creative insight and steadfastness that characterizes the successful inventor…” Booklist, John Peters Awards:
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Bibliography:
Sidman, J., & (2002).Eureka!: poems about inventors (K. Bennett Chavez, Illustrator). Brookfield, Conn.: Millbrook Press.
Sidman, J., & (2002).Eureka!: poems about inventors (K. Bennett Chavez, Illustrator). Brookfield, Conn.: Millbrook Press.
Reading Level: An AR score of 6.4 (6th grade) with an interest level of middle grades (4th grade-8th grade)
Suggested Delivery: Read a-loud (can be done over a couple of days or a week); students should have own copy of poem to enhance comprehension
Summary:
This is a collection of poems that is mainly about inventors and their creations. It is composed of three sections that cover a wide range of inventions and discoveries from the far past to recent history. Some of the inventions and discoveries covered are paper, clay, the first chocolate bar, radiation, the bra, and the World Wide Web. This book is great to use as an extension to an inventions unit as well as working with inferential comprehension.
This is a collection of poems that is mainly about inventors and their creations. It is composed of three sections that cover a wide range of inventions and discoveries from the far past to recent history. Some of the inventions and discoveries covered are paper, clay, the first chocolate bar, radiation, the bra, and the World Wide Web. This book is great to use as an extension to an inventions unit as well as working with inferential comprehension.
Key Vocabulary:
For this book, vocabulary is broken up for each poem. Therefore, there may be some overall duplication of terms.
“Prehistory”
Vessel (11): a container that is used to carry things
“An Evening Among Peach Blossoms”
Nightingale (12): a songbird who usually sings at night
Scholar (12): an intelligent person who has been educated
Lament (13): to feel regret or sorrow
“Winged Words”
Metal-Cast (14): using a mold to form melted metal into a specific shape
Vellum (14): using changed animal-skin to write on (usage is the same as paper)
“Wizard”
Cartographer (16): someone who makes maps
Cocks (16): a male chicken
Geometry (16): a type of math that deals with measurement and shapes
Divert (16): to redirect something
“Those Fabulous Frenchmen”
Hot-aired balloon (20): a type of aircraft that uses gas to float
Hydrogen (20): a type of gas
Aeronautic (21): the science of flight
“Food of the Gods”
Aztec (22): a group of Native Americans who lived in South America
Tchocolatl (22): chocolate
Goblet (22): a fancy cup
“Ode to Spode”
Vexation (24): to be irritated or annoyed
Pinnacle (24): highest point of success
“There is a Craving”
Silver-Nitrate (26): used in medical purposes such as a way to kill germs and to prevent children from going blind
Grime (26): dirt that is coving a surface and is difficult to remove
Tenements (26): an untidy and often over-crowded apartment building
“The Real McCoy”
Engineer (27): a person who is trained to design and construct engines and machines
Greased (27): to put grease on something to make it easier to move
“The Light- Ah! the Light”
Obelisk (37): A stone pillar with a pyramid on top
Poverty (37): not having a lot of money or things
Prejudice (37): an opinion of someone or something without knowledge of that person or thing
“The Length of Pink Ribbon”
Corset (38): a close fitting undergarment
“Cockleburs”
Burrs (40):a plant with tiny hooks that are difficult to remove from clothes
Stowaway (40): something that obtains free transportation
Microscope (40): an instrument that is used to look at really small things
Pincers (41): two limbs joined at one point that are used to grasp things
“Walt Tells It Like It Is”
Aerodynamics (43): a science that deals with the motion of gases such as air
Patent (43): the private right to an invention given to an individual by a government
“This is My Life”
Nobel Prize (44): an annual award given to a person for outstanding work in science
Microscope (44): an instrument that is used to look at really small things
Diligence (44): a constant effort to complete a task
Accolades (44): an award
“Enquire Within"
Enquire (47): to ask about
Deficient (47): to lack something
Revolution (47): a far-reaching change in something
Definitions are based off of dictionary.com
For this book, vocabulary is broken up for each poem. Therefore, there may be some overall duplication of terms.
“Prehistory”
Vessel (11): a container that is used to carry things
“An Evening Among Peach Blossoms”
Nightingale (12): a songbird who usually sings at night
Scholar (12): an intelligent person who has been educated
Lament (13): to feel regret or sorrow
“Winged Words”
Metal-Cast (14): using a mold to form melted metal into a specific shape
Vellum (14): using changed animal-skin to write on (usage is the same as paper)
“Wizard”
Cartographer (16): someone who makes maps
Cocks (16): a male chicken
Geometry (16): a type of math that deals with measurement and shapes
Divert (16): to redirect something
“Those Fabulous Frenchmen”
Hot-aired balloon (20): a type of aircraft that uses gas to float
Hydrogen (20): a type of gas
Aeronautic (21): the science of flight
“Food of the Gods”
Aztec (22): a group of Native Americans who lived in South America
Tchocolatl (22): chocolate
Goblet (22): a fancy cup
“Ode to Spode”
Vexation (24): to be irritated or annoyed
Pinnacle (24): highest point of success
“There is a Craving”
Silver-Nitrate (26): used in medical purposes such as a way to kill germs and to prevent children from going blind
Grime (26): dirt that is coving a surface and is difficult to remove
Tenements (26): an untidy and often over-crowded apartment building
“The Real McCoy”
Engineer (27): a person who is trained to design and construct engines and machines
Greased (27): to put grease on something to make it easier to move
“The Light- Ah! the Light”
Obelisk (37): A stone pillar with a pyramid on top
Poverty (37): not having a lot of money or things
Prejudice (37): an opinion of someone or something without knowledge of that person or thing
“The Length of Pink Ribbon”
Corset (38): a close fitting undergarment
“Cockleburs”
Burrs (40):a plant with tiny hooks that are difficult to remove from clothes
Stowaway (40): something that obtains free transportation
Microscope (40): an instrument that is used to look at really small things
Pincers (41): two limbs joined at one point that are used to grasp things
“Walt Tells It Like It Is”
Aerodynamics (43): a science that deals with the motion of gases such as air
Patent (43): the private right to an invention given to an individual by a government
“This is My Life”
Nobel Prize (44): an annual award given to a person for outstanding work in science
Microscope (44): an instrument that is used to look at really small things
Diligence (44): a constant effort to complete a task
Accolades (44): an award
“Enquire Within"
Enquire (47): to ask about
Deficient (47): to lack something
Revolution (47): a far-reaching change in something
Definitions are based off of dictionary.com
Before Reading Strategy:
Eureka can be used as a spring board for a unit on inventors. Since the collection has some less thought of inventions, inventors, and discoveries have the students name some famous inventions, inventors, and discoveries they already know.
Make a chart on what they have in common. For example, you can have a list for technological inventions, every day discoveries, and scientific discoveries. There are two ways you can do this. One, you can create the categories beforehand and ask students for inventions, inventors, and discoveries in each categories. (This method would cut down on time, but also has the potential to limit student thinking.) Or you can ask for various famous inventions, inventors, and discoveries. Then, once students run out of ideas (or after a set amount of time) put the ideas into categories. (This method will take more time, but will allow students to think of ideas you may not create a category for.)
Once this activity is completed give a short introduction to the book. You can start off saying “Now, I want to read a poem (or poems) about some not as often thought of inventions and discoveries. Some of these are used almost every day. One poem we will read is about chocolate and the internet.”
This activity will assist students in connecting prior knowledge. By connecting prior knowledge students will be more engaged and want to know what some of the not often thought of inventions and discoveries. By starting off your introduction with two household items (chocolate and the internet), you will have students waiting for those poems. So, they will be more likely to be listening/reading closely.
OR
If you think this idea will take too much time in our classroom you can do a simpler introductory activity. Start off with listing some of the common inventions and discoveries on the board. Then, have students raise their hand if they use them at least once a week. Once you have this data, explain that these items are inventions and discoveries that someone in the past thought of or found. For the next couple of days, you will be reading poems from a book full of discoveries and inventions used every day. Some of the items from the book you could use are paper, bowls (clay poem), read a book (connection to the printing press), chocolate, dishwasher, and the internet.
This simpler activity will create a personal connection to the poetry. Therefore, students will be more likely to listen/read closely.
As a side note, before each poem look at the title and illustrations as a class. Then, discuss what the poem may be about based off of these observations. This will use students critical thinking skills.
Eureka can be used as a spring board for a unit on inventors. Since the collection has some less thought of inventions, inventors, and discoveries have the students name some famous inventions, inventors, and discoveries they already know.
Make a chart on what they have in common. For example, you can have a list for technological inventions, every day discoveries, and scientific discoveries. There are two ways you can do this. One, you can create the categories beforehand and ask students for inventions, inventors, and discoveries in each categories. (This method would cut down on time, but also has the potential to limit student thinking.) Or you can ask for various famous inventions, inventors, and discoveries. Then, once students run out of ideas (or after a set amount of time) put the ideas into categories. (This method will take more time, but will allow students to think of ideas you may not create a category for.)
Once this activity is completed give a short introduction to the book. You can start off saying “Now, I want to read a poem (or poems) about some not as often thought of inventions and discoveries. Some of these are used almost every day. One poem we will read is about chocolate and the internet.”
This activity will assist students in connecting prior knowledge. By connecting prior knowledge students will be more engaged and want to know what some of the not often thought of inventions and discoveries. By starting off your introduction with two household items (chocolate and the internet), you will have students waiting for those poems. So, they will be more likely to be listening/reading closely.
OR
If you think this idea will take too much time in our classroom you can do a simpler introductory activity. Start off with listing some of the common inventions and discoveries on the board. Then, have students raise their hand if they use them at least once a week. Once you have this data, explain that these items are inventions and discoveries that someone in the past thought of or found. For the next couple of days, you will be reading poems from a book full of discoveries and inventions used every day. Some of the items from the book you could use are paper, bowls (clay poem), read a book (connection to the printing press), chocolate, dishwasher, and the internet.
This simpler activity will create a personal connection to the poetry. Therefore, students will be more likely to listen/read closely.
As a side note, before each poem look at the title and illustrations as a class. Then, discuss what the poem may be about based off of these observations. This will use students critical thinking skills.
During Reading Strategy:
Using the “Hear Ye! Hear Ye!” note taking activity, have students take active notes during the reading of the poetry. Here is an example to help you get started:
Using the “Hear Ye! Hear Ye!” note taking activity, have students take active notes during the reading of the poetry. Here is an example to help you get started:
At the end of each poem, stop and give students a chance to ask any questions they had during the reading of the poem. It will also serve a chance to clarify any confusing information.
This activity can be used as a spring board for the group research projects. Students can use their questions, comments, and keywords as a starting point for their research.
This form of note taking will actively engage students in the reading as well as help develop their ability to monitor their comprehension. Thus, increasing students chances of understanding the poem (and consequently the invention).
This activity can be used as a spring board for the group research projects. Students can use their questions, comments, and keywords as a starting point for their research.
This form of note taking will actively engage students in the reading as well as help develop their ability to monitor their comprehension. Thus, increasing students chances of understanding the poem (and consequently the invention).
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Documents from: Jacobson, Jennifer and Dottie Raymer. The big book of reproducible graphic organizers: 50 great templates to help kids get more out of reading, writing, social studies & more. New York: Scholastic Professional Books.
After Reading Strategy:
After reading, put students into groups. Then have each group chose (or randomly assign) an invention to research. This research would expand upon the poem. (So, the students would not be looking up random information about a different invention by the same inventor.) For example, students could research what mental illness the inventor of the World Wide Web had. Some other things students could research are when the invention happened and the importance of the invention. If you have time, you can have the students give a short presentation.
If you don’t want the same groups to working on the same poem, you can include inventors briefly mentioned in the section “A Light Interlude.” While this will not expand upon a poem, it will give the students more expose to inventions/discoveries.
By having the students go more in depth with the poems they will learn more about the invention/discovery. They will also be more likely to retain this information. By giving a short presentation, students are locking in the information even more than simply researching and writing. Also, with presentation the students will learn more about all the inventions, not just their own. As an added bonus with the presentation students will be working on their public speaking skills as well as their communication skills.
After reading, put students into groups. Then have each group chose (or randomly assign) an invention to research. This research would expand upon the poem. (So, the students would not be looking up random information about a different invention by the same inventor.) For example, students could research what mental illness the inventor of the World Wide Web had. Some other things students could research are when the invention happened and the importance of the invention. If you have time, you can have the students give a short presentation.
If you don’t want the same groups to working on the same poem, you can include inventors briefly mentioned in the section “A Light Interlude.” While this will not expand upon a poem, it will give the students more expose to inventions/discoveries.
By having the students go more in depth with the poems they will learn more about the invention/discovery. They will also be more likely to retain this information. By giving a short presentation, students are locking in the information even more than simply researching and writing. Also, with presentation the students will learn more about all the inventions, not just their own. As an added bonus with the presentation students will be working on their public speaking skills as well as their communication skills.
Inferential Comprehension Writing Activity:
After reading, have the students chose one invention from the poems. To prevent students from choosing only one invention have a cap on each invention or put each invention into a hat (include multiples that are equal to the number of students in your classroom) that the students draw from. Then, have each student write a paragraph on what impact they think the invention had. Make sure to include reasons and evidence from the poem. For example a student could write “Paper impacted the world because now there was a cheaper object to write on. This is evident when the lady from the poem wants something cheaper than silk to write on.”
This activity will enable students to really think about what they read. This activity will have students work on their writing skills as well as their inferential comprehension. Inferential comprehension will be used when the students take evidence from the poem and apply that to an impact the invention/discovery had. So, now they are no longer just reading the poem they are actively engaging with the poem and apply that knowledge.
After reading, have the students chose one invention from the poems. To prevent students from choosing only one invention have a cap on each invention or put each invention into a hat (include multiples that are equal to the number of students in your classroom) that the students draw from. Then, have each student write a paragraph on what impact they think the invention had. Make sure to include reasons and evidence from the poem. For example a student could write “Paper impacted the world because now there was a cheaper object to write on. This is evident when the lady from the poem wants something cheaper than silk to write on.”
This activity will enable students to really think about what they read. This activity will have students work on their writing skills as well as their inferential comprehension. Inferential comprehension will be used when the students take evidence from the poem and apply that to an impact the invention/discovery had. So, now they are no longer just reading the poem they are actively engaging with the poem and apply that knowledge.
Electronic Resources:
This website can be used as a resource for learning more about Johannes Guttenberg (the inventor of the first movable printing press). It can be used by the group who is researching this invention or by the teacher as background knowledge.
http://www.hrc.utexas.edu/exhibitions/permanent/gutenbergbible/#top/html/3.html
This website can be used as a teacher resource for anticipating questions from students. It is a site where people can submit questions that may or may not be answered by a scientist. This link will take you directly to the archive section that has the questions broken up into subjects. One of the questions asked under the “General Science” subject is a question relating to hot air balloons ability to float. The answer can be useful for teachers who read the poem “Those Fabulous Frenchmen” because students are liable to ask about how a hot air balloon can float.
http://www.newton.dep.anl.gov/archive.htm
This website can be used as a resource for learning more about Johannes Guttenberg (the inventor of the first movable printing press). It can be used by the group who is researching this invention or by the teacher as background knowledge.
http://www.hrc.utexas.edu/exhibitions/permanent/gutenbergbible/#top/html/3.html
This website can be used as a teacher resource for anticipating questions from students. It is a site where people can submit questions that may or may not be answered by a scientist. This link will take you directly to the archive section that has the questions broken up into subjects. One of the questions asked under the “General Science” subject is a question relating to hot air balloons ability to float. The answer can be useful for teachers who read the poem “Those Fabulous Frenchmen” because students are liable to ask about how a hot air balloon can float.
http://www.newton.dep.anl.gov/archive.htm
Resources:
Dictionary.com - Free Online English Dictionary. (n.d.). Dictionary.com - Free Online English Dictionary. Retrieved August 29, 2013, from http://www.dictionary.com.
Jacobson, Jennifer and Dottie Raymer. The big book of reproducible graphic organizers: 50 great templates to help kids get more out of reading, writing, social studies & more. New York: Scholastic
Professional Books.
Newton. (n.d.). NEWTON Ask-A-Scientist - Archive Search. Ask a Scientist!: DOE Office of Science. Retrieved August 29, 2013, from www.newton.dep.anl.gov/archive.htm.
The Gutenberg Bible. (n.d.). Harry Ransom Center. Retrieved August 29, 2013, from The Gutenberg Bible. (n.d.). Harry Ransom Center. Retrieved August 29, 2013, from http://www.hrc.utexas.edu/ exhibitions/permanent/gutenbergbible/#top/html/3.html.
Dictionary.com - Free Online English Dictionary. (n.d.). Dictionary.com - Free Online English Dictionary. Retrieved August 29, 2013, from http://www.dictionary.com.
Jacobson, Jennifer and Dottie Raymer. The big book of reproducible graphic organizers: 50 great templates to help kids get more out of reading, writing, social studies & more. New York: Scholastic
Professional Books.
Newton. (n.d.). NEWTON Ask-A-Scientist - Archive Search. Ask a Scientist!: DOE Office of Science. Retrieved August 29, 2013, from www.newton.dep.anl.gov/archive.htm.
The Gutenberg Bible. (n.d.). Harry Ransom Center. Retrieved August 29, 2013, from The Gutenberg Bible. (n.d.). Harry Ransom Center. Retrieved August 29, 2013, from http://www.hrc.utexas.edu/ exhibitions/permanent/gutenbergbible/#top/html/3.html.