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I’ve got a shoe on my head
I’ve got a shoe on my foot
I’ve got a cloth on my head
I’ve got a cloth on my foot
I’ve got a brush…I don’t use
I’ve got a…neck I have choosed
I’ve got a earring that I don’t care
I’ve got a ring that I don’t spare
I’ve got a phone that ran out of known…that ran out of drone
I’ve got a blanket that has a canket
That doesn’t make any sense!
It’s just a silly song.
I’ve got a fan that has a ban
I’ve got a mirror that has a birror
I have a pictures that have a wictures
I have a house, got mouse, got a pouse
I have a shoe on my head
I have a shoe on my foot
I’ve got a house, I’ve got a brouse, I’ve got a touse
I’ve got a mouse
I’ve got a brush I don’t wear I don’t care I don’t share I don’t spare
In the classrooms I work in, kids and teachers often ask me why I don't teach them how to write poems that rhyme. Well, as Carl Anderson often says, meaning comes first. And I believe in that. I want kids to know that poems are powerful tools. We can use poems to describe objects and experiences. We can use poems to express ideas or feelings or to tell a story. I devote my teaching to meaning in poetry, because that is usually the part that kids and adults need more help with.
And yes, we can use poems to have fun and be silly too.