today you are a storm and I am your world
(what am I in your eyes?
which raw nerve did I rake? which hurt did I expose?)

they’ve scribbled out your silver linings
replaced them with pages of grey

it hasn’t helped

today you are a storm and I am your world

tomorrow you’ll be a ray of sunshine
or a swullocking sky
or a tsunami

I’ll still be your world

and that’s fine

they are

her stars
read and re-read

immense in their power

vast and
predictable

telling fortunes
spinning time

keeping quiet

her stars
out of reach

and inimitable

The ground is covered with snow.
   There is ice on all the plants
      like stone flowers.
                                                (by Darren)

The frost is cold.
   Spiky blades of grass
       crackle under your feet.
                                                  (by Peter)

The sky is black,
   the moon shines on the ice,
      the ice is silver.
                                                    (by Sarah)

The rain makes everything fresh,
   the plants and the grass are like gold,
      the air is sparkling with joy
                                                           (by Sharon)

The rain is coming down.
   Look outside, everything is wet.
      The leaves glitter with the rain on them.
                                                           (by Tracey)

Rain makes the roof top wet,
   the grass is all wet and soggy,
      and mum cannot do the washing.
                                                        ­    (by Lee)

Zoe was a clever girl, and I wasn't surprised when she wanted to try a haiku-style piece, but it was even cleverer than I had expected, with a correct syllable count and a delightful punch-line.

Slow-worm in the grass
looks at me with beady eyes
and puts its tongue out.

(Note: the slow-worm is a legless lizard that looks like a small snake, locally quite common in England.)
I love the suggestion that the creature is being cheeky by putting its tongue out, while we all know - don't we? - that lizards do this to smell the air around them.

Andrew was a rather dreamy 8-year-old boy of average intelligence.  I had explained what syllables are, and given examples, then asked the kids to write a short poem with 1,2,3,4,5,4,3,2,1 syllables, to make a diamond shape.  Several of them didn't get it, and counted words instead, or just made the lines look the right shape.  This was Andrew's effort.

Please
little man
sing me a song
the sweetest song
that has ever been
with a harp
or a fiddle.
Sing a song
about the beautiful princess
or the sad puppet
or the thunder giant.
Sing me a song.

Would any of you have told him he had it wrong?  He had started off with an idea of the shape, but then the poetry had taken over.  I told him it was a brilliant poem - because it was - and not to worry about the syllables.