Bibliography Franco, Betsy. 2008. Falling Hard: 100 Love Poems by Teenagers. Somerville, Massachusetts: Candlewick Press. ISBN 9780763634377 Review & Critical Analysis This collection of one hundred poems, edited by Betsy Franco, expresses love in its varying emotions, forms, and actions through the eyes of teenage poets. These poets, from all over the world are listed only by name and age. Franco collected the poems mostly via e-mail from a diverse group of teenage writers with a contemporary and refreshing perspective. Each poem is unique and engaging in a different way. Some poems are written with rhyme, others in free verse, still others in a form all their own. The subjects range from new love to heartbreak and every nuance of love in between. LGBTQ+ love is represented, as well. The authors do a wonderful job of using words and meaning to paint vivid pictures of what it is to be a teenager in (or out) of love today. The poems are very appealing and the theme is familiar to readers young and old. Due to the content and language of this book, readership is suggested for high school age and above. Reading the poems truly creates a sense of what it is like to be a teenager today. The poems range from serious to comical, stimulating the reader’s senses and connecting to the personal events and emotions experienced through love. This book definitely gives the reader a better idea and a clearer picture of what love feels like, looks like, and sounds like from a teen perspective. This collection features the poetry of one hundred teenagers from across the world. These teens come from diverse backgrounds with diverse experiences. Some are aspiring writers while others have never written before! Each poem is incredibly personal giving the reader a sense of the person who wrote it. Even with the diversity of authorship and emotion, each poem is consistently good. The quality of the writing of these young people is incredible! This book highlights a very talented group of young writers in a way that allows the reader to connect to the emotions they experience and feel in a meaningful way. Franco includes a table of contents, as well as an introduction, guiding the reader through the poems. She also includes credits and acknowledgements for this title. The poems themselves are arranged in the format each author submitted and featured in no particular order, allowing the reader to experience love from different perspectives and in different ways throughout the course of the book. Overall, this is an incredible collection of poetry written by teenagers about a topic that is familiar to all readers. The poems are unique, creative, and thought-provoking. This title will bring back memories and pull at your heartstrings one hundred times over! Spotlight Poem Love is Like the sweetness of honey falling from a bee hive. You have to be careful not to get stung. HECTOR JASSO, age 16 This poem, found on page 78, is short and sweet, but is vivid in its imagery. Readers can hear and feel the multiple meanings and relate to its clear message of the duality of love. To introduce this poem, I would read it aloud to the class. I would then have students pair up and discuss the effect the simplistic, yet vivid imagery has on the reader. As a follow-up activity, I would have students find other poems that depict emotions simplistically, yet vividly, or create their own poem to describe an emotion, be it love or otherwise, to include in their poetry journals.
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Bibliography Powell, Patricia H. 2017. Loving vs. Virginia: A Documentary Novel of the Landmark Civil Rights Case. Ill. by Shadra Strickland. San Francisco: Chronicle Books. ISBN 9781452125909 Review & Critical Analysis This beautiful verse novel documents the landmark civil rights case that legalized marriage between races. More importantly, it is the story of a couple who embarked on the arduous journey to have the right to be married and live where they chose as a couple, no matter the color of their skin. The poems in this verse novel are simple, yet incredibly emotional and deep. Each is written in free verse, varying in length. Some poems are pages long, while others are just a few lines. The perspective of each poem switches between Mildred (Millie) and Richard as their story evolves. The voices of each person are clear and consistent, creating different emotions. You can feel the love and desire between them, Richard’s anger at their situation, Millie’s fear while in jail, etc. Powell does an incredible job of creating a detailed scene for each poem in just a few short words. The reader is able to easily understand how each character feels, creating a lasting emotional connection to the Loving’s story. One of the most striking elements of the poetry in this verse novel is its historical connection. The experiences and topics covered have an incredible historical significance and can help readers develop a deeper understanding of this time in our nation’s history. Being that it is a verse novel, it is a much faster, and, in my opinion, easier read than a typical nonfiction title. The poems help the reader think and feel as if they were in the character’s shoes, creating an emotional connection that brings history to life. Even with the switching perspectives and length of time covered by this novel, the poems remain consistent and engaging. They stimulate a range of emotions that help the reader connect with the characters and more fully understand the social and emotional impact of living during this historical period. The voices of the characters are distinct and vulnerable, allowing the reader to walk in his/her shoes. Powell helps the reader to understand the legal and social context of the poems by providing inserts with pictures, quotes, and images of actual legal documents in the text. The poems are arranged in chronological order starting in the fall of 1952 and carrying through until June of 1967. The poems switch perspectives between Mildred and Richard, which is indicated in the title of each poem along with the date and sometimes the location in which that part of the story took place. Powell also includes an epilogue, a timeline, and a bibliography that includes all of the personal interviews she conducted, written material she used, and images included in the book. These images include snapshots of demonstrators, bus burnings, and even President Lyndon B. Johnson signing the Civil Rights Act. Powell also includes credits to the text excerpts and quotes she uses throughout the story. One of the most beautiful elements of this book are the illustrations created by Shadra Strickland. At the end of the book, Strickland explains the style of the illustrations and the background from which they came. She also gives some insight into how she went about creating them. These illustrations add a new, meaningful context to the story, and are placed intermittently throughout the book. This verse novel is an incredible work of history, culture, and art. It not only tells the personal story of the Lovings, but also includes important historical information that brings the story to life. Powell’s vivid imagery and well-developed characters create a deep emotional connection that engages the readers and keeps them reading, and hoping, for the outcome the Lovings deserve. Spotlight Poem MILDRED ONE MONTH LATER JUNE 1957 Mama says, “I guess you’re serious about that boy.” “Yeah, Mama, I am.” “Bring him round to dinner.” Richard comes for Sunday dinner – one o’clock sharp. Aunt Coree Johnson comes, most of my brothers are here. Mama boils chicken, collards, turnips. I slice bread we baked this morning. Garnet fries last year’s apples. And we have rice pudding for dessert. The cream is from our cow who I milked this morning, eggs laid by our chickens. Richard has sate here many times. But today we have on the checkered tablecloth because he is my special guest. The table is heaped with food, Sidney in a basket alongside me, family crowded around. Richard grabs my hand under the table, at the same time he slips the napkin off my lap, puts it on his. Still holding his one hand, I grab for my napkin. But he won’t let me have it. I can’t help but giggle – having our own conversation with no words under the table hidden by the cloth, while everyone else talks over the top of the table. This poem, found on pages 105-106, highlights the loving relationship between Millie and Richard. They belonged to a segment of society that did not see others differently based on the color of their skin, as shown by their touching story and this novel. It is hard to believe that the Civil Rights Act was signed only 53 years ago. Discrimination and prejudice still exist, but what the Lovings endured is almost unimaginable. I would introduce this poem to students by reading it aloud. After reading, I would introduce the story of the Lovings and the effect segregation and discrimination had on them and their relationship using other poems from the book. I would use these poems in context with a study of the Civil Rights Movement and Civil Rights Act. As a follow-up activity, I would have students find and collect poems from other people who were affected by discrimination and prejudice, or poems written about those peoples. As a class, we would create an anthology including a brief history of the time period and events surrounding each poem picked. This anthology could be included in the classroom or library collection for students, staff, and community to refer to and read in the future. Bibliography Janeczko, Paul B. 2011. Requiem: Poems of the Terezín Ghetto. Somerville, Massachusetts: Candlewick Press. ISBN 9780763647278 Review & Critical Analysis In his moving, historical poetry collection, Requiem: Poems of the Terezín Ghetto, Paul B. Janeczko recreates the lives of the Jews living in Theresienstadt. Hailed by Hitler as an artistic haven for Jewish artists, it was actually little more than a Czech way station for its residents as they made their way to the concentration camps and gas chambers. Janeczko recreates the lives of the people who lived there with moving poetry, beautiful illustrations (by the residents themselves), and characters who bring this place and the times in which they lived to life. Each poem, told from the perspective of different residents of Terezín, leaves a lasting emotional impact in very few words. Janeczko is able to bring the feelings and emotions of each character to life in a realistic and impactful way. You feel their sorrows, their anger, their joy, and their hope. You also feel the bone-crushing despair and fear that grips them as they see their friends and loved ones die or leave, never to return. The simple poems create a vivid picture full of language, rhythm, and sound that stick with the reader. The poems included in this book take on the perspective of multiple characters, most of which are based upon Janeczko’s research and are mostly fictional. Even so, each character is incredibly realistic, and in just a few lines, connects the reader to new experiences and emotions. The experiences of the characters, though foreign to most readers, are powerful, moving, and create connections to the feelings of oppressed peoples all over the world. The historical connections to the Holocaust and World War II, along with the intense emotional imagery are insightful and appealing to readers of many different levels. The overall quality of the poems and the book are very high and consistent. Each poem introduces a new perspective or event from the Terezín Ghetto. The poems cross many moods and emotions, leaving the reader feeling sad, angry, scared, defiant, sick, restless, and even hopeful. These poems truly bring to life what it was like for the people who lived and died in this place. Janeczko does a wonderful job of keeping alignment in the purpose of the poems while moving through the emotions and experiences of the characters. Even with the deep and emotional subject matter, a glimmer of hope and resilience shines through, leaving a lasting emotional impact on the reader. Each poem is titled with the character’s name and their identification number. The character then tells their piece of the story in a short, free verse poem. Along with the poems, Janeczko includes black and white illustrations, many of which were drawn in the Terezín Ghetto by the artists that lived there. These illustrations, credited at the end of the book, depict life in the Ghetto and the emotions the residents felt during their time there. Janeczko also includes an afterword with further information about the Terezín Ghetto, an author’s note with information about his research and motivation, and a list of selected sources for further reading and research. Also included is a list of foreign words and phrases used throughout the book with their origin and meaning, as well as art credits for the illustrations. The table of contents at the beginning of the book guides the reader and provides a quick glance at the characters in the book. This collection of poetry was an incredibly moving and memorable read. I especially loved how Janeczko was able to include such an array of emotion in so few lines. I was also impressed in the amount of research he conducted, as well as his inclusion of events and characters with deep cultural meaning. Janeczko did not shy away from a subject that can be dark and heavy. In doing so, he created a piece of poetry that gives light to the plight of oppressed people through the voices of the Jewish men, women, and children who lived, died, and hoped in the Terezín Ghetto. Spotlight Poem Marie Jelinek / 17789 The doors of the cattle car rumbled, opened. We spilled onto the platform, eager even for snow and wind. We found floodlights barking dogs vile shouts from SS soldiers. Shoves and commands – “Line up! Hurry!” – were met with screams crying names called in darkness. Crammed through the Schleuse, where papers were issued and most of our belongings stolen, replaced with promises. Beasts of burden, we shouldered bundles of what pieces of the past we were allowed to keep as we joined the river of fear a current of shuffling feet, sobs, and whimpers that crept past dark mouths of archways and windows to Terezín. This poem, found on pages 7-8, depicts Marie Jelinek’s arrival at Terezín. The desire to feel fresh air is replaced by the fear and chaos of being herded toward the camp that would become her home, and very likely a gateway to the gas chambers. The emotion in this poem, from having belongings taken away, to possibly being separated from loved ones is palpable. This poem (and this collection of poetry) would be a wonderful complement to a social studies unit on World War II and the Holocaust. I would introduce this poem by first reading it aloud. After reading, I would ask students to share what emotions the poem depicted. What words did the author use to create an image in the reader’s mind? After reading and sharing, I would share other poems written about World War II and the Holocaust with the students, including poetry written by those who experienced it. As a follow-up activity, I would ask students to select a poem about this time period. Together, we would create an anthology of poems depicting the people, events, and emotions, as well as the effects each had to share with our school community. Bibliography Eleveld, Mark. 2003. The Spoken Word Revolution: Slam, Hip Hop & the Poetry of a New Generation. Naperville, Illinois: Sourcebooks MediaFusion. ISBN 9781402202469 Review & Critical Analysis This is a unique title that not only provides examples of spoken word poetry and encourages its performance, but also tells the history of performance poetry and describes its new generation, including slam poetry and hip-hop. Compiled from poets, writers, and artists across generations and styles, this is an incredibly diverse collection of engaging and modern poetry. Each poem included in this collection is unique in its elements. Throughout the collection, you can find poems that use figurative language to create dynamic emotions and images, poems with sounds and rhythm that transport you to a different time and place, and poems that leave a lasting emotional impact through these elements. Readers will find many poems that are appealing, especially with their hip-hop, rhythmic elements. Some of the poems are on the longer side, considering they are meant for performance, which may not appeal to all readers. However, included with this title is a CD of many of the poems performed by the artists that wrote them. This is great for readers who are interested in this type of poetry, but many not have the stamina to read them completely. The poems cover a wide range of topics and can help building knowledge of different life experiences through the lens of authors and poets from diverse and varied backgrounds. Even though the experiences of the authors may be different from the reader, each poem does a fantastic job of communicating and demonstrating different linguistic elements and personal experiences. The accompanying CD is a tremendous resource that further supports understanding of the poems as they are listened to aloud. Just like with any kind of poetry, hearing it read (or performed) by the author creates an entirely different experience than reading it yourself. You truly feel the emotions, feelings, and rhythm around which that author built the poem. The overall quality of the poems is consistent, with the editor and advisor selecting high-quality, relevant examples of this style of poetry. The poems reinforce the theme and purpose of the book with their strength and use in performance poetry. Each poem stimulates the reader’s emotions and feelings in different ways, while keeping a rhythm consistent with performance poetry. This collection features the poetry of many artists, including Patricia Smith, Tara Betts, Jeff McDaniel, Roger Bonair-Agard, Bob Holman, Regie Gibson, DJ Renegade, Jean Howard, Luis Rodriguez, Saul Williams, and many more. Each of these poets brings a different perspective and style to their poetry, creating a dynamic collection that captures the essence of performance poetry past, present, and future. The Spoken Word Revolution is arranged into six parts, including a prologue by Billy Collins, poet laureate, and an epilogue. There is also a section about the editors and the biographies of the contributing poets are included, as well. A table of contents, index, acknowledgements, and credits are also provided. There are several photographs of the poets performing their pieces, helping the reader to visualize the poets on stage. The included CD is a wonderful resource that allows the reader to hear poetry being performed, providing a guide for the rhythm and sound of this type of poetry. When looking for a title that included poetry for performance, this book immediately jumped out to me from our collection. It is one that is in constant rotation by our students, and one which they use to plan their own poetry and performances for our yearly Poetry Slam. Students will often select poems and pieces from this book to practice to gain familiarity with the rhythm and style of performance poetry. Even though it is a lengthy title, it is one that is easy to navigate and provides great resources for the history and origins of performance poetry, as well as its impact on our society and culture today. This is a title that I will continue to promote and share with our students. The powerful rhythm and language used within is appealing to young adults and encourages personal expression and poetry performance. I would definitely recommend this title for high school and up, as many of the poems contain mature themes and profanity. Spotlight Poem First Period half way through first period dust accumulated on the sweaty palm of my raised hand must be a centimeter thick by now as the chicken-legged teacher goes around the room defacing students homework from last night with red pen graffiti that focuses more on missed commas than the content of the sentences he finally decides to acknowledge me “Mr. Derrig, why do I have a feeling that this is another one of your dumb comments. You constantly waste my time. Why don’t you just drop out or something?” why don’t I just drop out why don’t I just drop out! and it was at that moment that all statistics began to make sense to me statistics of children whose mouths water more for the many taste of society corner slanged penicillins than the cardboard texture of diplomas with pipes more important to fill than class requirements statistics of classes cut to avoid battlefields full of aggravated shrapnel from teachers with exploding tempers teachers with magnifying glasses at the end of pointers who feed off the brightness of surrounding students to singe holes in the esteems of those who need just a little more help than others I wanted to turn my shot-down hand into a fist I wanted to hit him ‘til he was incapable of speaking anymore but I didn’t want to become another number in overflowing manila folders of children arrested in school and we wonder why a gun seems to fit perfectly in the hands of this generation’s adolescents ladies and gentlemen I’m writing this poem to highlight that which has been stuck like gum underneath wobbly desks free from parental eyes only to mess the hand of those who have to sit there I’m writing this poem to speak for all the rows of children before me who remained voiceless in the cracks of school and its sound proof text books I’m writing this poem for all the children who have not yet been named the ones that will one day have to fill these rows I’ve been struggling in only to enter classrooms where they’ll be shot down for what they feel ladies and gentlemen the future of America is being crushed between the molars of power-hungry tyrants who think class rooms are boot camps and if we have any teachers in the audience I urge you to understand that the hand you grab the chalk with the hand you grab those red pens with the voices you speak with are oversized chisels and you must proceed to teach with caution for what you say and what you do is written in stone and if you chisel too hard these minds can crack “So what don’t you understand now, Mr. Derrig?” I just wanted to know if I could go to the bathroom This poem, found on pages 220-221, is written and performed by Kevin M. Derrig. It discusses a common feeling that many students share; a feeling of being judged, dismissed, and treated unfairly by their teachers. The way Derrig compares the teacher to a chisel and the student to stone is creative and paints a vivid picture in the reader’s mind. The themes of the poem are identifiable and understandable by students and readers of all ages. I would introduce this poem by playing the track from the included CD of Derrig’s poetry performance. After listening, I would ask the students what stood out to them. What phrases, words, language, etc. did the author use that painted a vivid picture in your mind? What is your take away from this poem? Do you agree with the author? Have you felt the same way? As a follow-up activity, I would encourage students to find a piece of performance poetry that speaks to them. They could then share it with the class (in print, video, or audio format) or perform it themselves. This would be a great way to introduce the idea of performance poetry and begin to form a foundation to eventually host a poetry slam for students. Bibliography Sidman, Joyce. 2010. Dark Emperor & Other Poems of the Night. Ill. by Rick Allen. Boston: Houghton Mifflin Books for Children. ISBN 9780547152288 Review & Critical Analysis This 2011 Newbery Honor book introduces the reader to the forest at night through an enchanting and mesmerizing collection of poems. Joyce Sidman is known for her outstanding poetry and this title does not disappoint! Each poem, accompanied by the illustrations of Rick Allen and a brief informational paragraph, engages the reader in a learning experience, deep in the woods at night. Each poem introduces a different element of nature and its behavior/characteristics at night. The subjects range from animals to plants to fungi, and are as descriptive as they are entertaining. Sidman literally takes the reader into the forest and brings the subject to life through words. You can smell the damp air, feel the ground beneath your feet, and see each subject in its natural habitat. Each poem has a different rhythm and feeling. Some rhyme, some use shape to convey meaning, and others play on lines and white space to create a different rhythm. Even though the poems range in their form, they all create a vivid picture that engages the reader and brings the subject to life. The poems in this title are mesmerizing! Sidman truly engages the reader in discovering each subject and brings its habitat to life. Even if readers have not visited the forest at night (or in day) or have never seen the subject of the poem, the language, accompanied by the beautiful illustrations paints an engaging picture that will keep the reader reading. The poems are easy to understand, and provide a great background for the habits and characteristics of nocturnal animals and forest plants. The poems maintain a consistent quality and present information in engaging ways. Each poem is accompanied by a beautiful illustration done through relief printing and hand colored with a water color called gouache. The illustrations bring each subject to life and can each stand alone as a true piece of art. The paragraph included with each poem describes the subject of that particular poem, providing further scientific and background information. For example, the spotlight poem below “Welcome to the Night,” is accompanied by a paragraph describing the characteristics of the raccoon that make it a successful hunter at night, as well as what food it may find hidden in the forest. The information accompanying each poem is specific to its subject and provides interesting and insightful information that may help the reader make important connections. The book also has a table of contents and a glossary to help readers better understand the specialized vocabulary in the book. The poems in this book are outstanding! They are reflective, interesting, and thought-provoking. From the various forms of poetry, to the engaging subjects, this is a book that lends itself well to sharing and use in the classroom for enjoyment and cross-curricular connections. Spotlight Poem Welcome to the Night To all of you who crawl and creep, who buzz and chirp and hoot and peep, who wake at dusk and throw off sleep: Welcome to the night. To you who make the forest sing, who dip and dodge on silent wing, who flutter, hover, clasp, and cling: Welcome to the night! Come feel the cool and shadowed breeze, come smell your way among the trees, come touch rough bark and leathered leaves: Welcome to the night. The night’s a sea of dappled dark, the night’s a feast of sound and spark, the night’s a wild, enchanted park. Welcome to the night! This poem, found on page 6, is the first poem in this book. Sidman does an incredible job of using language to paint a picture! You can feel, smell, and hear all that is happening around you in the forest through the words she uses and the elements she describes. I would introduce this poem by reading it to my students in the dark. After reading, I would ask the students to draw a picture or write down what the felt, heard, smelled, or saw. I would have students pair-share, then discuss as a class what words Sidman used to create those feelings, sounds, smells, and sights. As a follow-up activity, I would use this poem in conjunction with a science unit researching nocturnal animals. After reading the poem, and providing students with access to multiple copies of this book, I would encourage them to create their own poem describing a nocturnal animal, its habitat, and/or its characteristics. Students could then compile their poems into a classroom anthology to revisit throughout the year. Bibliography Alexander, Kwame. 2014. The Crossover. Boston: Houghton Mifflin Harcourt. ISBN 9780544107717 Review & Critical Analysis In this Newbery Medal and Coretta Scott King Honor award winning verse novel, Kwame Alexander tells the story of 12-year-old, dread-locked, basketball loving Joshua Bell. Josh and his twin brother Jordan, better known as JB, own the court on their junior high basketball team. Their father, Charles “Chuck” Bell, was known as “Da Man” during his glory days in the European basketball league. With his coaching and their mother/assistant principal’s guidance, the two are an unstoppable pair on and off the court. Changes in their personal life begin to alter the relationship of the two brothers, leaving Josh to cope with being alone for the first time in his life. At the climax of the book, a game-changing moment turns the family’s world upside down and changes their lives forever. This verse novel utilizes a variety of poetic forms. There are rhyming couplets, free verse, and the most striking of all, poems that epitomize the rhythm, hustle, and movement of basketball. The poems range from the athletically driven, pulse pounding beats of basketball, to the simple, emotional thoughts of a boy becoming a young man. Alexander uses movement, font, white space, and sound to put you in Josh’s shoes in each poem. Even though the basketball theme is strong, including the “Basketball Rules” poems scattered throughout, the theme of family stands firmly at the center of the poems. This verse novel paints the portrait of a loving, supportive family who encourages their children to strive for success on and off the court. Readers will easily relate to these strong themes and feel the deep emotions that come with it. For example, as Josh struggles to cope with “losing” his brother to his first girlfriend, the reader can easily sense and understand his loneliness, frustration, and resentment. The use of basketball to relate life lessons and emotions is creative and intense, drawing the reader in and creating those experiences through moving poetry. The forms of poetry included in this novel vary greatly, but Alexander successfully keeps the quality consistent. The poems have a hip-hop and jazz, musical feel, creating a natural rhythm for the reader. Many of the poems feature movement, utilizing white space, font variety, and other poetic tools to create motion that is palpable. The poems range in emotion from funny, to angry, to heartbreaking. This novel truly gives the reader a complete and candid view of Josh’s world, family, and feelings. The poems are arranged chronologically into a basketball game. There is the “Warm-Up,” followed by four quarters, and then finally by an “Overtime.” This is an appropriate and inventive layout for a novel centered around basketball. Even the title is a play on the basketball theme. A “crossover” is a basketball move, but it is also indicative of the changes Josh and his family go through in this novel. Alexander does a fantastic job of creating a middle grade novel geared toward boys that is also highly relatable and well-written for any reader. The Crossover is a verse novel that, in my opinion, is a new classic. It is the perfect title for a student who loves sports or music, but is struggling to find a book to enjoy. The mix of poetry forms, written in Josh’s bold, yet realistic voice will speak to readers of all ages. This verse novel is moving, funny, and full of elements that intrigue and entice the reader. It is no wonder that this title won the Lee Bennet Hopkins Award in 2015. I will recommend this title for years to come! Spotlight Poem This poem, found on page 59, is a great example of how Kwame Alexander uses movement, white space, and different sizes/shapes of lettering to create movement. You can actually feel and hear Josh and JB (and their mother) talking, yelling, and playing hoops in this poem.
I would introduce this poem by first showing it to the students. Before reading it, I would talk about what they see. What do you notice about the lines, spacing, and use of bold/capital letters? Then, I would read it aloud, or if able to, find a recording of Alexander reading it aloud. After sharing the poem with the students, I would share a few more examples of this type of poem from the novel and discuss how the shape and lines create the movement and dialogue in the poem. As a follow up activity, I would encourage students to find other examples of poetry with movement to share with the class. I would also encourage students to choose an activity they enjoy watching or participating in and create a poem like this one to share with the class or in their poetry anthologies. Bibliography Hoberman, Mary Ann and Linda Winston. 2009. The Tree That Time Built: A Celebration of Nature, Science, and Imagination. Naperville, Illinois: Sourcebooks, Inc. ISBN 9781402225178 Review & Critical Analysis This anthology of poems focuses on the natural world with an emphasis on environmental awareness. Containing over 100 poems divided into nine sections, each author’s voice is distinct and unique, conveying a message that will help readers connect to the natural world, science concepts, and increase their awareness of environmental changes and conservation. The poems are written by a multitude of poets from classic to contemporary. Everyone from Walt Whitman to Robert Frost to Jack Prelutsky, and even Hoberman herself, are featured within the pages. The poems also vary greatly in form. From free verse to rhyming to concrete and everything between, readers will never tire of the same format over and over. The poems also run the gamut from very serious and emotional, to light hearted and humorous. Even with the variety of poets and styles of poetry, the anthology remains focused and shares its message in a compelling and easily accessible way. There is literally a poem for everyone! The nine sections of this book organize the poetry into like categories. There are familiar elements to each category, as most readers will have experienced the natural world in some way, shape, form, or fashion. Fossils, insects, trees, evolution, and even conservation are just some of the topics represented. These topics may seem straight forward, but the poetry has a way of creating a depth of feeling and emotion within each poem. This anthology leads readers to better understand the natural world, make connections to it, and understand the importance of conserving it. The anthology begins with an introduction that discusses Charles Darwin, his studies, and his theory of evolution. It also discusses how poets and scientists are alike and the methods behind creating an anthology. Suggestions for reading the poems (aloud, to a friend, again and again) are given to guide the reader into the text. A table of contents and index, as well as a glossary help guide the reader through the text, as well. Hoberman and Winston also include a section “About the Poets” with biographical information about each poet, and “About the Compilers” with their background information. Another interesting feature is the included page of “Permissions” where the compilers cite their sources. This is important in an anthology, giving credit to the original poets and showing responsible use of their work. The “Suggestions for Further Reading and Research” is a great resource to guide students in further inquiry about the text. The compilers arranged the anthology into nine sections, each with an introduction giving background information, sharing some important vocabulary, and connecting back to Charles Darwin and his research. This helps the reader build some of his/her own background before they embark on each section. There are also footnotes scattered throughout, providing more information about the subject of a particular poem, its history or background, and sometimes, information about the poetic form. These footnotes are a wonderful way to guide readers and present important information in the context of each poem. The copy of The Tree That Time Built I read also included a CD with readings of forty-four selected poems from the anthology, many of which are read by the poet him/herself! This is another wonderful feature that can help readers connect to the poems in a new way, building a deeper understanding and connection to the text. Overall, this was a wonderful anthology that kept me reading, and listening, for hours. This would be a wonderful resource to use in conjunction with science curriculum to provide added opportunities for poetry enrichment. Spotlight Poem This poem, found on page 50, has a footnote that explains that it is a shape, or concrete poem. It is meant to look like an evergreen tree. According to the footnote, this form of poetry dates back to the third century B.C., and is even present in Lewis Carroll’s Alice’s Adventures in Wonderland. This form of poetry is one that students can easily make connections with and visualize. The suggestions in this poem are meant to be interpreted and related to our life.
I would introduce this poem to students by displaying the shape on the board without words. I would ask students to predict what this poem is about. After sharing their predictions, I would show the poem with the words and read it aloud. After reading, I would ask students to share with a partner the message the poem is trying to convey. What life lessons does the author want us to take away? As a follow up activity, I would have students choose an element in nature and write a shape/concrete poem using relevant vocabulary to help visualize the concept. This would be a great activity to complete in conjunction with any unit of study in science. From anatomy to geology to astronomy, students can use this form of poetry to share concepts in highly visual and relatable ways. Bibliography Engle, Margarita. 2006. The Poet Slave of Cuba: A Biography of Juan Francisco Manzano. Ill. by Sean Qualls. New York: Henry Holt and Company. ISBN 9780805077063 Review & Critical Analysis This lyrical biography of the poet slave of Cuba, Juan Francisco Manzano, gives the reader a glimpse into his life and the struggles of Cuban slaves in nineteenth century. Through verse, Engle is able to effectively create the world that Manzano lived in full of emotion, color, struggle, and hope. The free verse poems in this title are haunting and powerful. Each poem conveys so much emotion, it is overwhelming at times (in a good way). Engle is able to transport the reader back to the nineteenth century to see and feel the same things as Manzano. The poems cover the perspectives of multiple characters, including Manzano’s mother and father, Doña Beatriz (his original owner), La Marquesa de Prado Ameno (the woman who inherits him), Don Nicolás (La Marquesa’s kind son), and the Overseer. Through these characters, Manzano’s story comes full circle, shedding light on the struggles of Cuban slaves. Slavery is not an experience most readers will have faced. This book, however, has the power to transport the reader into nineteenth century Cuba and lead you through the experiences of Manzano with a lasting emotional effect. The history of Cuba and its struggles with freedom will resonate with middle grade and young adult readers, as they read about Manzano’s incredible intelligence and talent, and how it was suppressed by his cruel owners. Even with all of the emotional and physical pain he endured, Manzano never let his voice be silenced. This is a testament for readers to the personal strength, endurance, and love Manzano had for his art. The poems are very consistent, even with the change in character/perspective. The poems are sequenced to tell the story of Manzano’s life from his childhood to his escape to Havana and freedom. The book does not finish his story, encouraging the reader to research and find out more. Engle includes a historical note at the end of the book with further information about Manzano, why she was inspired to write this book, and a few examples of his poetry, both in Spanish and translated into English. The historical information and poetry examples complete the picture of Manzano’s life, and leaves a lasting emotional and social impact on the reader. The illustrations, by Sean Qualls, complete the story of Manzano’s life through their brilliant depiction of emotion, suffering, and hope. The black and white artwork scattered throughout the book complements the story and brings the image of Manzano and the other characters to life. The historical/biographical information presented in this book is both compelling and unnerving. Before reading this book, I had no background information about slavery in Cuba. I was overwhelmed with emotion while reading about the way Manzano was treated by his owners. The stories of the brutal beatings, punishments, and treatment he endured are disturbing and incredibly sad, yet there is hope in the way that Manzano endured, continuing to create poetry and teach himself to write. Manzano’s endurance and eventual freedom stands as a testament to human strength and endurance. This is a book that I hope to share with students for years to come, especially when tied to social studies and biographical studies. Spotlight Poem Juan Almost free more or less just imagine: I am not allowed to go out alone or step into the kitchen where maids and cooks speak of indecent things but in all other ways I am free more or less I tidy his chair, his desk, his books I give him a haven where he can study I long to write so I use my new coins to buy quills and fine paper for tracing his words Secretly I practice penmanship syllables symbols letters that scatter strange, wondrous meanings across the wide world I even copy the titles of paintings until I am caught then I pull out some sewing and begin to mend At night when everyone else is asleep I take a stub of candle and copy the intricate verses of poets whose long noble names are enclosed in thick books I write and rewrite and recite every dream along with a few simple rhymes of my own This poem, found on pages 131-132, is told from Juan Francisco Manzano’s perspective about his “almost” freedom. This poem takes place when Manzano is living with and working for Don Nicolás who treats him with kindness and fairness, unlike his previous owners. During this time, Manzano begins to read and write more poetry feeling his almost freedom, knowing that he can create without the fear of punishment. I would introduce this poem to students in conjunction with a biographical study of poets. In the history of poets and poetry, there has been much persecution and fear over the power words have to create change (and rebellions). I would read this poem to students and discuss with them what it means for Juan to be “Almost free / more or less.” This is a great poem and topic to help students connect to the struggles of African Americans during the Civil Rights Movement. After reading and discussing, I would read a poetry excerpt from Brown Girl Dreaming, an autobiographical verse novel by Jacqueline Woodson. After reading I would have students break into groups and compare the emotions of both poems. How are the characters similar and how are they different? How can you compare their situations? Leading students to make connections between similar struggles of different characters in different time periods can create a unique opportunity for learning about the history of oppression and social struggles. Bibliography Hesse, Karen. 1997. Out of the Dust. New York: Scholastic Press. ISBN 9780590360807 Review & Critical Analysis Karen Hesse’s well-known historical verse novel, Out of the Dust, combines history, fiction, and poetry seamlessly, transporting readers to the Dust Bowl ravaged Oklahoma and into the home of 14-year-old Billie Jo Kelby and her family. The free verse poetry of this novel has a simple rhythm that easily conveys the voice of Billie Jo. Hesse uses Billie Jo’s youthful, innocent voice to create a vivid image of what living on a struggling farm during the Dust Bowl was like. She paints a picture with words that enables the reader to see the layers of dust that cover the house, the dying wheat in the field, and the beautiful piano that Billie Jo and her mother love to play. This imagery, along with Billie Jo’s distinctive voice, creates an emotional impact on the reader. You feel her family’s struggle as they try to keep the dust at bay and produce enough wheat to survive, you feel Billie Jo’s passion as she comes alive at the piano, and you feel the family’s despair as her mother and baby brother pass away. The poems in this book bring the history of the Dust Bowl to life. Even young readers will be able to put themselves into the story and relate to Billie Jo and her feelings throughout the book. Even though Billie Jo’s experiences may not translate to every child, it is an engaging and entertaining way to help students understand the Dust Bowl and its effects on our country. It relates the history of this time in a way that is impactful and relevant for child and adult readers alike. The poems are consistent in their format and effectively stimulate many different emotions and responses. Throughout the story, I found myself laughing, crying, and hoping for the best outcome for Billie Jo and her family. Hesse is able to vividly, yet appropriately, address major issues such as the death of Billie Jo’s mother and Billie Jo running away in a way that even younger readers can understand. The poems are arranged in chronological order through the seasons and each poem has the date at the end. This helps the reader sequence the events easily. This poetry book is well-thought out and arranged in a way that makes it easy and engaging to read. This free verse historical fiction novel leaves a lasting impact on the reader and would make a great supplement to a historical study of the Dust Bowl. It is easy to read, emotional, and incredibly engaging for readers of all ages. This is a book I will recommend for years to come! Spotlight Poem Migrants We’ll be back when the rain comes, they say, pulling away with all they own, straining the springs of their motor cars. Don’t forget us. And so they go, fleeing the blowing dust, fleeing the fields of brown-tipped wheat barely ankle high, and sparse as the hair on a dog’s belly. We’ll be back, they say, pulling away toward Texas, Arkansas, where they can rent a farm, pull in enough cash, maybe start again. We’ll be back when it rains, they say, setting out with their bedsprings and mattresses, their cookstoves and dishes, their kitchen tables, and their milk goats tied to their running boards in rickety cages, setting out for California, where even though they say they’ll come back, the just might stay if what they hear about the place is true. Don’t forget us, they say. But there are so many leaving, how can I remember them all? April 1935 This poem, found on page 160, is a poignant reminder of the transience of the Dust Bowl from the perspective of young Billie Joe. She watches people leave without any real knowledge that they will find something better elsewhere. She watches them pack up all they own, leave behind their farms and lives, and head out in to the unknown. I would introduce this poem to students by reading it aloud, encouraging them to close their eyes and visualize what they hear. After reading, I would ask them what they saw, and depending on the age of the students, have them draw a picture of what stood out to them. As a follow-up activity, I would have students imagine they are leaving their home behind in search of a better life and they can only bring necessities with them on their journey. These items would have to fit in their car along with their family. I would ask students to describe what they would bring, either through writing or through a picture, and discuss why they chose those items. Bibliography Sones, Sonya. 2016. Saving Red. New York: HarperTeen. ISBN 9780062370280 Review & Critical Analysis While volunteering to count the city of Santa Monica’s homeless population, Molly Rosenberg encounters a young girl with red hair and becomes obsessed with finding her family and reuniting them before the holidays. Her new friend, Red, however, does not want to share this information with Molly. Despite this, the two girls discover that they have more in common than they realize and form an unlikely friendship that ends up changing both of their lives. This novel is written in free verse. Even without rhyme, there is a rhythm and cadence to the story. The way the lines are written bring Molly’s voice to life, and you can almost hear her voice in your head. Sones paints the scene in Santa Monica vividly through Molly’s perspective, including the emotional scene of how she feels and what she thinks. Even though the story is told through Molly’s perspective, the poems also paint a clear picture of Red and the mental health issues she is dealing with. This verse novel does a terrific job of using poetry to bring several mental heath disorders to life: post traumatic stress disorder, anxiety, manic depression, and schizophrenia. It does all of this without being too heavy or dark. The issues are discussed plainly and directly, with the effects of each clearly displayed through poetry. This leaves a lasting impact on the reader and brings awareness to these illnesses. The free verse is appealing for young adult readers and makes the book more accessible. The page is not overcrowded with text, and even though the experiences of the characters may not be familiar to all readers, the themes of the book definitely are. One of the major themes of the story is family. Molly is struggling with the disappearance of her brother, while Red is struggling with her mental illness preventing her from reuniting with her family. Both girls, from very different “sides of the tracks” realize that they have much more in common than they thought. Two other highly identifiable themes are young love and self discovery. Both Molly and Red transform throughout the book, becoming more aware of who they are and what they must to do to fix the things in their life that have gone wrong. The greatest lasting emotional impact of this novel is in its straightforward, no-nonsense handling of mental illness. Using a subject that could be very controversial, especially in a young adult novel, Sones brings mental illness to life in a realistic way. From Molly’s anxiety and her service dog, Pixel, to the voices that guide Red’s decisions and actions, Sones handles each in a way that is refreshing and much needed. These illnesses do not detract from the story they actually enhance it. Each girl learns to open up, and finds an appropriate and necessary way to deal with the issues they are experiencing. In both situations, Molly and Red both mature and “face their demons” in an age appropriate and impactful way. Each poem is consistently written in Sones’ signature style. She is amazingly able to bring the voice of these characters to life in less lines than most regular novelists use. That is truly an art! As the moods and emotions of the characters change, the tone of the poems change and it is clear in the rhythm of each piece. The book is arranged in chronological order following the story of Molly discovering Red, finding her, attempting to help her, and eventually saving herself in the process, too. At the end of the book, Sones includes an author’s note in which she describes where the idea for this novel originated. She also includes resources for help for anyone experiencing homelessness or mental illness or those who may know someone who is. Overall this is a wonderful work of realistic fiction in verse. Sones has written yet another novel that is incredibly appealing to young adult readers. Her inclusion of characters with mental illness and a character experiencing homelessness is a wonderful way to open up dialogue and address these issues with young adult readers in a new way. Spotlight Poem Until Today Until this very minute actually, I was under the impression that when you forgave people you did it to make them feel better. Now I see that it works the other way around: forgiving people makes you feel better. Or maybe… Oh, I don’t know… Maybe it makes both of you feel better. This poem, found on page 406, follows Molly’s mother’s apology for not being there for her. This is a feeling that all of us have experienced, yet Molly finds the strength to forgive her mother and makes the realization that forgiveness feels differently than she expected. I would introduce this poem to students by first having them remember a time they had a disagreement with someone they cared about. I would then read the poem aloud and have them think about that same disagreement. Were they able to forgive the other person and move forward? As a follow up activity, I would have students reflect through writing on this time. I would encourage them to write a free verse poem about their experience and whether or not they were able to forgive the other person. |
AuthoRMy name is Mrs. Scott and I'm a secondary Media Resource Specialist (librarian) in Texas. This blog was created as part of my graduate coursework at Texas Woman's University. All reviews and opinions are my own. Archives
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