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.
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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. |
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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