The first rule in teaching poetry to young children is read it aloud daily, first the teacher, then the kids. Have them learn favorites and share those favorites with the class. Make poetry an integral part of the curriculum. Integrate it into other topics. Studying weather because of Hurricane Katrina? Read Sandburg's "Fog" or Frost's poem about the crow shaking down the dust of snow.  

The Macaroon Moon contains several poems that are about weather conditions. Wanda Haan’s “Fog” on page 17 and “Mountain Laurel”  
on pages 22 and 23 are two of them. But the most appropriate poem to use in discussing a hurricane or tornado is “A Storm is Coming  
Up” on pages 4 and 5. The cut paper art by artist Donald Christensen for “A Storm is Coming Up” is shown with this article.  

Reading and Discussing “A Storm is Coming Up”  
Young children are capable of literary criticism, if only at a very simple level. It is more important to recognize the valuable skill-building  
nature of such reflection and discussion.  

Using focusing questions to encourage discussion among young students helps them to hear the poems clearly and refine their skills  
to listen for and respond to the poem’s message and emotion.  

Ask the following questions when discussing  “A Storm is Coming Up” in The Macaroon Moon:  
1. How did the poem make you feel?  
2. Did the poem make you see weather in a different way? How?  
3. Tell me a part of the poem that you liked/disliked and why.  
4. Which words helped you to see pictures in your mind?  
5. Did any part of the poem surprise you?  
6. Did the poem “A Storm Coming Up” help you to remember similar experiences from your life?  

If there are children in your class that experienced Hurricane Katrina personally, or the children have relatives or friends that experienced  
the storm, you may wish to omit question 6 above. It would be better for children to volunteer information about experiences than to put  
them on the spot because their experiences may be very sad, or to them, embarrassing.  

The First Reading  
After the first reading of the poem, the teacher can select one or two important teaching points that extend the children’s learning to a higher level. These points may be based on the teacher’s careful observations of children’s processing behaviors during reading. The teacher should use the opportunity to praise and prompt terms children used or neglected using to discuss during the first reading.  

1. Initiate a problem-solving activity. For example, on the unfamiliar usage of the word  ‘blink’ in the line, “A blink of lightning,” ask students  
why they think Wanda Haan used that word. Or ask what the poet meant when she wrote “My ears are full….” How can ears be full of  
anything except earwax?  
2. Show awareness of errors while students are reading the poem out loud. If a student mispronounces a word, it may interfere with his or  
her understanding of the stanza.  
3. Use known words or parts of words to solve unknown words. ‘Scarier’ in “Scarier weather you cannot buy” will probably be difficult to pronounce. But if not pronounced correctly, the student may not understand what is meant. And of course this line may bring up the question as to whether you can buy good or bad weather.  

After the First Reading  
Ask the students to go back to “A Storm is Coming” and to whisper-read the poem to themselves. Remind them to keep rereading the poem until you are ready to call the group’s attention again. As children begin to read the poem independently, monitor each child by listening for a few moments and observing his or her reading behaviors. Interruption of the reading should be kept to a minimum. Intervene only when a child might lose the meaning of the text or seem unable to read the poetry. Give prompts as needed when a child comes to a challenge that he or she is unable to overcome.  

Relating student emotions created by Hurricane Katrina to  “A Storm is Coming Up”  
Depending on what area of the country your class is located, this may be the most sensitive part of using this poem or any poem or prose  
to assist students to relate to the disaster. If it’s possible children in your class were housed, for example, in the New Orleans Convention Center as part of the 25,000 people who sought refuge there during the flooding, you as the teacher do not know what deprivations and emotions the children may have personally experienced. Hunger, thirst, anger and fear are possible. Being a witness to or being on the receiving end of violence is possible. A child who has gone through such an ordeal may have something to teach adults. The most  
disturbing result of their ordeal may be life long insecurities about their safety and the availability of reliable nourishment.  

The insecurities caused by Hurricane Katrina can have lasting consequences for children. Towards the end of “A Storm is Coming Up,” 
Wanda Haan wrote the lines,  

“I hope a rainbow  
Comes at the end.”  

Let children know that the future may hold a rainbow or many rainbows. Discuss possible positive experiences and consequences of Hurricane Katrina for their future. Explore children’s personal understandings. Reassure them that things will be better.   
Many things are being discussed now as a result of the hurricane. Better systems of containing water in those parts of the country below  
sea level, for example. Stronger building codes for houses, schools, stores and offices in those parts of the nation subjected to hurricanes and tornadoes. Better stockpiling and easier access of food and water for emergency use. Faster responses by civilian and military authorities to natural disasters. These would all be rainbows for people caught in future natural disasters. Discuss what children know about these subjects and ask if they have any suggestions to contribute to this rainbow of future safety for everyone.