FLIGHTS OF FACT AND FANCY
Students develop appreciation for poetry, review information about aviation
history and look at flight from an impressionistic, romantic and historical
Students read poetry related to flight and compose their own poems (or
younger students might draw a picture relating to a poem).
Reference materials, poetry books, paper, pencils, art supplies.
Have each student find a poem that deals with some aspect of
flight (e.g., impressions and feelings about flying, bird flight, kite-
flying, airplane flight). Some examples by famous poets appear on
the following pages.
Have each student read the selections aloud to the class after
Lead a discussion about the different styles of poetry and how
some of the elements of these poetic styles are represented in the
poems students have been reading (e.g., narrative, haiku, rhyme,
Have each student select a poetry form, then write a poem related
to flight or flight history in that poetry form. Supply a few lines
for inspiration, if appropriate.
Have the students read their own poems aloud to the class.
Have each student make a poster to illustrate his or her poem. The
posters may be displayed on a bulletin board.
Help the students compile a book of their own poetry on flight, design the
front and back covers and then bind the book.
San Diego Aerospace Museum
Da Vinci's Ornithopter
Wilbur Wright and Orville Wright
Said Orville Wright to Wilbur Wright,
"These birds are very trying.
I'm sick of hearing them cheep-cheep
About the fun of flying.
A bird has feathers, it is true.
That much I freely grant.
But must that stop us, W?"
Said Wilbur Wright, "It shan't."
And so they built a glider, first,
And then they built another.
—There never were two brothers more
Devoted to each other.
They ran a dusty little shop
And bought each other soda-pop
And praised each other's daring.