Bibliography Crowe, Chris. 2014. Death Coming Up the Hill. Boston: Houghton Mifflin Harcourt. ISBN 9780544302150 Review & Critical Analysis This book, written entirely in haiku, is the moving story of seventeen-year-old Ashe and his experiences growing up in 1968 torn between two wars, the war in his home and the war in Vietnam. As Ashe struggles in the fight between his strict (racist) father and peace-activist mother, he also struggles to understand the war in Vietnam and cope with its effect on those he loves. In the end, Ashe is forced to make a difficult decision; choosing sides in the war at home or entering the fight abroad. This book does a fantastic job of bringing Ashe’s character and feelings to life in haiku. Even though there is no rhyme, there is definite rhythm to the words in each poem. Crowe uses realistic imagery and startling facts (like the number of soldiers killed each week in Vietnam) to bring the time and place of the story to life. The reader truly feels Ashe’s emotions as he struggles to comprehend his losses at home and in the war, fall in love for the first time, and make life-changing decisions to save his family. One of the most emotional parts of this book is Crowe’s dedication to the lives lost in Vietnam. The book is made up of 16,592 syllables, one for each U.S. soldier who died in Vietnam in 1968. Another poignant and emotional moment is the last stanza of the last poem, “I see Death coming / up the hill, and I am not / ready to meet him.” Death Coming Up the Hill is very appealing for young adult readers. Not only will they be able to relate to Ashe’s character as a young person during changing social and political times, many will be able to understand his feelings as his family is torn apart. For those who do not have this experience, the theme of first love may resonate as Ashe meets Angela. The theme of family is also evident in the way that Ashe feels about his mother and new baby sister, and his reaction to protect them at all costs. The most appealing aspect of this book, however, is its true life glimpse into 1968 through Ashe’s eyes. Crowe does an outstanding job of making the characters, setting, and plot believable seventeen syllables of haiku at a time. Readers will be drawn into Ashe’s life and struggles, and relate to his coming of age story. These haiku poems are consistent and emotional without being overly sentimental. The poems are organized with the Month and Year as the headers, as well as the week (e.g. Week 15) and a number. This number represents the number of soldiers killed that week in the line of duty in Vietnam. This is a touching reminder of one of the major themes and influences of this book. There is a table of contents at the beginning and a historical note and author’s note at the end. The historical note gives background to the Vietnam war and 1968 including how Crowe found the statistics for those killed each week. The author’s note tells more about where the idea for this book came from, the struggles he had writing it, and the meaning behind the numbers and the story. I enjoyed the historical fiction and haikus in this book. One of my favorite details is that the last two stanzas of the book are based on an actual letter written by a soldier in Vietnam before he died in the assault on Hamburger Hill. These words are incredibly emotional and tie the story up with a question, what happened to Ashe next? We will never know, but we are left with feelings that many people felt during that time; hope and fear. This story is an incredible work of poetry that will leave a lasting impression on any reader. Spotlight Poem April 1968 Week Fifteen: 363 As a kid, I dreamed of becoming a hero. War movies had taught me that the hero saved his buddies by diving on a live grenade, so in our childhood war games I always played that guy. Someday, I thought, my valor would earn me a Medal of Honor. Things changed when I got older and learned that real war is nothing like the movies. I started wondering if I had what it took to be a hero. Would I have the guts to cover a live grenade for my friends? Would I sacrifice my life for someone else? Sometimes that’s exactly what a guy doesn’t want to learn about himself. The thing is, there are all kinds of grenades in life; you don’t have to go to Vietnam to find them. I knew that. This poem, found on page 62, provides a great description of Ashe’s maturation as he starts to realize that life has all kinds of “grenades” to face. It’s also illustrates his “coming of age,” as he realizes his family is splitting up and things will never be the same again. I would introduce this poem to students by reading it aloud then reflecting on what Ashe meant when he said “The thing is, there are / all kinds of grenades / in life; you don’t have / to go to Vietnam to / find them.” I would discuss with the class what kinds of “grenades” he might be talking about. As a follow up activity, I would have the students reflect in their writing journals about a “grenade” they have had to face or what they would do if they had to face one of the issues Ashe is dealing with in this book/poem. They could even attempt a reflection in haiku! This book would also be a great literature piece to incorporate in conjunction with an American history class. Students would benefit from the youthful perspective of Ashe and relate to his feelings, emotions, and actions.
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Bibliography Brown, Skila. 2016. To Stay Alive: Mary Ann Graves and the Tragic Journey of the Donner Party. Somerville, Massachusetts: Candlewick Press. ISBN 9780763678111 Review & Critical Analysis In this brand new novel in verse, Skila Brown recounts the long and arduous journey of Mary Ann Graves and her family to California in 1846. They were part of the well-known and tragic Donner party that was stuck in the snow unable to cross the Sierra Nevada mountains into California. Mary Ann, the nineteen-year-old daughter of Frank and Elizabeth Graves and one of nine children, tells the story of their travels through the four seasons. The family’s initial hope and excitement quickly turns to worry and despair as they take the southern route, the Hastings cutoff, and winter comes early. Readers will cling to Mary Ann’s every word as she struggles to survive and save the family that she loves. Before reviewing the poetic elements of this novel, first we must address the historical accuracy of this novel in verse. Brown does an exceptional job of providing accurate historical information to help the reader understand the true story behind the poems. The novel begins with a newspaper notice from 1846 stating that the Graves family is moving west and wishing to sell their home and land. It also lists all of the family members which was a very handy resource throughout the reading of the book. Brown also includes a map of the family’s journey with their route and the typical northern route clearly marked for reference. An epilogue is also included that finishes out Mary Ann’s story, as well as an author’s note with detailed historical information. The photograph of Mary Ann, taken in 1879, truly brings her character to life, as does the list of all the members of the Donner party, with those who died clearly marked. Brown provides many specific details about her research and retracing of their journey, and also provides some insight into the rumors that surrounded the tragic outcome. Overall, this novel in verse is historically accurate as it walks the line between fact and historical fiction. The poems included in this novel take many forms, shapes, and rhythms. All are told from Mary Ann’s perspective and are full of emotion. From the initial excitement and hope of a new life in California, to the desperation she feels searching for Sutter Fort to retrieve help for her family, Mary Ann’s voice is clear, strong, and effective. There are many poems, especially as the family realizes the severity of their situation, that are so deep and emotional they are almost overwhelming. The language, imagery, and emotion of the poems is so vivid that at times I had to take a break and process how I felt. Brown does an incredible job of connecting readers to an incredible journey full of courage, perseverance, and hope. The varying shapes and rhythms of the poems is engaging and appealing. No two poems are quite alike, keeping the reader on his/her toes. Even though most readers (hopefully) will not have personal experience with the events of the story, every reader can connect with the feelings and themes in the story. The emotional response elicited by the poems, especially the ones about the importance of family, are sure to leave a lasting impact, both emotional and historical with the reader. The overall quality of the poems is consistent and interesting. The shape of the poems and the rhythm helps convey the feelings and changing mood of the story. Brown does an excellent job arranging the poems both on the page and in the sequential order of the Graves’ journey through the seasons. Even without illustrations, the reader is able to picture the scene, characters, and events clearly through the imagery and language used by Brown. The additional resources she provides, like the map, author’s note, and “Donner Party” section help the reader understand the historical context of the story and make deeper connections to the story and characters. Overall, this is a fantastic, historical fiction novel in verse that provides a lasting emotional impact for the reader. This is a book that I plan to book talk with our English classes this spring. Spotlight Poem Snow At home snow meant extra layers for walking to the barn, extra quilts on the beds, extra logs brought in to dry before they found their crackle in the fire. At home snow meant snow cream made with milk and sugar, sliding down a hill on wooden boards, time inside, more sewing, more mending, more stories. At home snow meant more time, more work, more layers, all to reach the barn, feed the animals each day. Here snow means snow snow means covered snow means silence snow means stuck snow means trapped snow means starving. Here it’s as if we’re the animals in the barn, the snow is too big, too wide, too much, and no one is coming to feed us. Soon the blanket of white will cover us completely. In the spring, when people cross through this land, with the blanket gone, what will they find underneath? In this poem, found on page 173, Mary Ann compares her old life to her new life and the fear she has for the future of her family’s journey. The happiness of the first three stanzas is quickly muted by the desperation of the last, especially “with the blanket gone / what will they find underneath?” Even though readers will not have had this same experience, the deep emotions and feelings of this poem are highly relatable. I would introduce this poem during a social studies unit on the Donner party or westward expansion. I would read it aloud and ask the students to discuss how the feelings in the poem changed. Even though this wasn’t the exact experience of all those traveling west, each person had an arduous journey in some way. After reading the poem, I would retrace the journey of the Graves family on the map using an interactive medium (e.g. a Google Expedition) so students could experience the environment the settlers experienced. Another follow-up activity, if time allowed, would be to encourage the students to compose a free verse poem about their “experience” on the trail or the experience of the settlers they have learned about. Bibliography Grimes, Nikki. 2017. One Last Word: Wisdom from the Harlem Renaissance. Ill. by Cozbi A. Cabrera, R. Gregory Christie, Pat Cummings, Jan Spivey Gilchrist, Ebony Glenn, Nikki Grimes, E. B. Lewis, Frank Morrison, Christopher Myers, Brian Pinkney, Sean Qualls, James Ransome, Javaka Steptoe, Shadra Strickland, and Elizabeth Zunon. New York: Bloomsbury. ISBN 9781619635548 Review & Critical Analysis In her latest poetry collection One Last Word, NCTE Award Winner Nikki Grimes takes a fresh look at the poets of the Harlem Renaissance. Using the “Golden Shovel” poetry form, Grimes creates new poems out of lines, stanzas, and even entire poems from this era by notable African American poets. The poems both old and new will resonate with readers and create a thought-provoking collection full of diversity and beautiful verse. This collection is laid out in three parts. Grimes begins and ends the book with an original poem introducing the inspiration for the collection and closing it in a fulfilling manner with the narrator’s voice coming full circle. Grimes first presents a classic poem from the Harlem Renaissance by numerous notable African American poets including Langston Hughes, Gwendolyn Bennett, Georgia Douglas Johnson, Jean Toomer, and more. She then takes a line, stanza, and in some cases, the whole poem, and creates an original golden shovel poem from those words. Each of these poems builds on the themes of the book and gives the reader a unique perspective on diversity, racial equality, oppression, and numerous other ideas from a more modern perspective and voice. Each poem, whether new or old, is engaging and carefully chosen or produced for its quality and appeal for the audience. Grimes does an excellent job not only organizing the collection, but also providing background and structure to the collection. There is a table of contents, and a preface, Harlem Renaissance section, and author’s note where Grimes gives detailed background information about herself, her writing, the Harlem Renaissance, and its influence on her as a writer, poet, and person. Grimes also includes an introduction to the golden shovel poetry form with examples and explanation of why she enjoys writing poetry in this challenging and artistic way. Another wonderful feature of this book is the resources included at the end. Grimes includes poet and artist biographies, acknowledgements, a detailed list of sources, and an index. All of these elements work together to provide readers with a rich background for the poems, as well as further information to explore the authors, illustrators, and themes included in the book. The rich artwork provided by artists and illustrators like Javaka Steptoe (son of John Steptoe), Christopher Myers (son of Walter Dean Myers), Cozbi A. Cabrera, and even Nikki Grimes herself, provide a rich and colorful context to each poem. These talented, modern African American artists have added a layer of depth to each poem in their creation of a work of art to accompany it. The poems included in this collection work together to create an emotional impact the reader will carry for a long time to come. Each poem is carefully selected or crafted and conveys a message of courage, strength, and hope. Even readers who are not African American will identify with these themes and feel the strength of the message behind them. Even though the poems have similar themes and ideas, they differ in their rhythm, sound, and language. Poetry lovers will find pieces that evoke stunning visuals, as well as poems that draw out deep emotions. The mix of old and new poems is engaging and is appealing to readers, especially after reading Grimes’ introduction to the golden shovel form. Overall, One Last Word is an emotional, impactful, and creative collection that is sure to resonate with readers for years to come. Grimes has set herself apart as a powerful voice in poetry, as well as an outstanding African American poet. This is a collection that should be included in collections everywhere! Spotlight Poem This poem, found on page 32, is the golden shovel form created from Georgia Douglas Johnson’s poem Calling Dreams. This poem spoke to me for many reasons including how it addresses the hard work it takes to achieve our dreams. This is a theme students can relate to as they begin to explore their calling for the future and create the pathway that will them there.
I would introduce this poem to students by reading it aloud accompanied by the original poem by Johnson. I would then ask students why they think Grimes chose the line “The right to make my dreams come true,” from Johnson’s poem. How does that line fit in with the new golden shovel poem Grimes creates from it? This could lead into a writing assignment or discussion about a time the student has worked hard to achieve a goal or dream. I would also introduce the concept of a golden shovel poem and challenge students to create their own from a poem of their choice. This will be a challenge, but also a great opportunity for learning and creativity for my students. Bibliography Florian, Douglas. 2009. Dinothesaurus: Prehistoric Poems and Paintings. Ill. by Douglas Florian. New York: Antheneum Books for Young Readers. ISBN 9781416979784 Review & Critical Analysis Douglas Florian’s Dinothesaurus is a funny and factual collection of poetry about a subject near and dear to the hearts of children (and adults) everywhere; dinosaurs! Through these twenty poems, Florian brings different dinosaurs to life, highlighting their unique qualities and characteristics in humorous and engaging ways. The twenty poems included in this collection are silly and entertaining, yet also contain enough factual information to be educational in quality. All of the poems are short and rhyme, which is perfect for the attention span of young children. Each poem highlights a different dinosaur and contains elements of fact and elements of fun. Some poems are downright silly to read out loud, but nonetheless contain interesting information about the dinosaur. The illustrations add to this feeling. Florian uses mixed media to create the dinosaur and adds whimsical details including silly hats, jewelry, construction machines (to demonstrate size), and even people into the scenes. The natural rhythm of each poem is appealing to young readers, as is the short format and expression included in many poems. Florian does a wonderful job of using punctuation and bold words to help the reader emphasize certain phrases and create feeling in each poem. He also uses advanced vocabulary, like stupendous, tremendous, colossal, titanic, etc., which builds vocabulary and helps stimulate the imagination of the reader. The topic of dinosaurs is, of course, appealing, and the use of illustrations, rhythm, silliness, etc. enriches the reader’s experience. The overall quality of the poems is consistent and creates a wonderful collection readers are sure to love. The poems are arranged one per each two-page spread, and each poem includes a guide on how to pronounce the dinosaur’s name and the name’s origin. The collection begins with an introductory poem, The Age of Dinosaurs, and ends with a poem titled The End of Dinosaurs. These two bookend poems are the logical beginning and end with a mixture of poems relating to specific dinosaurs sandwiched in between. Florian includes a table of contents, as well as a “glossarysaurus,” which includes a brief summary about each poem/dinosaur. He also includes a guide to dinosaur museums and fossil sites and a selected bibliography for further reading. I thoroughly enjoyed reading this title aloud with my young children. They repeatedly asked me to go back and read specific poems again and again. This is a great title to introduce young children to engaging, interesting poems on a specific topic. This is a title I will continue to return to and share with my students in the future. Spotlight Poem Barosaurus BAR-oh-SAW-rus (heavy lizard) I’m higher than five elephants. I’m longer than most whales. My giant neck is balanced by My forty-three-foot tail. A tail that is my weapon. It swings from side to side. From nose to tail I’m ninety-feet-- Hey kid, ya wanna ride? This poem, found on pages 22 and 23, is accompanied by an amazing mixed media representation of a barosaurus with a child riding on its tail. Florian even included a ladder to the dinosaur’s back in the illustration! This poem was one that my children especially loved due to its ability to convey the characteristics of the barosaurus clearly in a very visual way. The quantifiable dimensions are ones that even young children can envision, creating a realistic picture of a barosaurus for the reader. I would introduce this poem to students by reading it aloud and having them visualize the barosaurus in their minds. After reading, I would ask them to recall some of the words that helped create that image. This book would be a great resource to use as an introduction to a science unit on dinosaurs. Students could research a dinosaur, use mixed media art supplies to create an image of the dinosaur, and then write an original poem about it. These poems could be used as a way to share the students’ learning on a variety of dinosaurs with the school community. Bibliography Mora, Pat. 2010. Dizzy in Your Eyes: Poems About Love. New York: Alfred A. Knopf. ISBN 9780375843754 Review & Critical Analysis Dizzy in Your Eyes is a collection of fifty poems written by Pat Mora. Each poem is written from the point of view of a unique narrator. The narrators are both boys and girls, each experiencing different moments centered around love. Mora includes many different types of poetry and defines many of the different types to help the reader better understand the poetic forms. This is a very interesting, teen-centered collection of poems about an emotion that takes on many shapes; love. Each poem is unique and tells a “love” story from a different narrator’s perspective. From the boy who leaves flowers on the windshield of the girl he likes, to the poem “Old Love” which reflects on the heartbreak of watching a grandparent lose their life-long love, these poems run the gamut of “love” emotions. There is hope, joy, anger, and heartbreak. There are even poems that reflect on the love of family and friends. Some of the poems have rhythm and rhyme, while others use detailed imagery to create an emotional impact. The mixture of styles and emotions from multiple perspectives is interesting and engaging for the reader. Mora does a tremendous job mixing different styles and forms of poetry to create an incredibly diverse and unique collection of poems. Even though all the poems center around love, the different forms keep the reader on his/her toes. Each time Mora introduces a new or unique poetic form, like an ode or anaphora, she defines it so that the reader has a better understanding of the origin and form of the poem. Mora even includes a few poems in English and Spanish! This information extends the reader’s understanding and helps him/her connect with this new poetic idea. Overall the quality of the poems is consistent and, even with various forms and emotions, they are able to stay on topic. Maintaining the theme of love could present a challenge to many poets, but Mora does a tremendous job of producing high-quality poetry reflecting the many aspects of love. In her note to the reader at the beginning of the book, Mora explains the meaning behind the book and poems, as well as her use of multiple forms of poetry. She also discusses that she wrote these poems for choral reading, duets, and to be used with music. Another interesting anecdote is that she views the book as a “cycle of love.” From first love, to heartbreak, to finding love again, this book has every love emotion imaginable! Dizzy in Your Eyes is a work of poetry that will take you back to the way you felt the first time you fell in love. These poems, written specifically for teens, are engaging, interesting, and relatable for readers of all ages. This title is a great addition to a high school or young adult poetry collection. Spotlight Poem Mundo de agua Sliding into blue pool swirl of my other world, recurring rhythm: breath, stroke, kick, wet home Stretching into my breath I reach beyond myself, earth-sounds muffled, water and I alone Racing, I gasp, we gasp, then cheer our team on, hoarse from the hunger, all our practice, we’re one. This poem, found on page 109, is a cinquain. A cinquain is a five-line stanza or poem, often written in five unrhymed lines of 2-4-6-8-2 syllables. This poem immediately caught my attention with its vivid imagery. In just a few short syllables and lines, Mora is able to translate the feeling of swimming in a race. The words are used to create a definite feeling that draws you in and builds into the climax of the race. I would introduce this poem to students by reading it aloud, having them visualize the poem and its incredible imagery. After reading, I would have the students reflect on how the poem made them feel and what they visualized by sketching a picture. I would then ask the students to discuss the words that stood out and created that feeling. After our discussion, I would give the students a copy of the poem. I would tell them about this poetic form and the rules for it. If time allowed, I would give the students an opportunity to experiment with writing a cinquain of their own. Bibliography Woodson, Jacqueline. 2014. Brown Girl Dreaming. New York: Nancy Paulsen Books. ISBN 9780399252518 Review & Critical Analysis Brown Girl Dreaming is an autobiographical collection of poems that tells the memories and stories of author Jacqueline Woodson’s life growing up. As Woodson recalls her childhood, writing in free verse, she also describes the joy she found in writing and what led her to become a writer. This book won many awards including the National Book Award, the Coretta Scott King Award, the NAACP Image Award for Outstanding Literary Work in Young Adult Fiction, and was also a Newbery Honor book. The free verse poems that make up this title have a natural and enjoyable rhythm to them. Woodson is able to tell the story of her life, starting as a baby in Ohio, with incredible imagery and emotion. Even though the poems are short, so much feeling is packed into each one. Woodson includes an author’s note at the end that describes her journey to retell these memories and stories, adding to the realism in each poem. As Woodson tells of her childhood in the South and the changes that were taking place during the Civil Rights Movement, you are transported to that time and place. The same happens as she describes her neighborhood in New York, her friend Maria, the Puerto Rican food she ate, the way writing made her feel, her love for her grandfather, and much more. This title is a powerful example of how poetry can create a story with vivid imagery and great emotional impact with just a few words. Even though Woodson’s life experiences may not be familiar to all readers, there are identifiable moments in each poem. The way she describes living in two worlds as a child is not only interesting, but really brings to light the struggle for true freedom that black families in the South felt. The words move the reader and transport you to that time and place. You can feel the red dirt and see it swirling at her feet, you can hear her grandfather’s voice singing loudly down the street, and you can smell the honeysuckle after a Southern rain storm. Woodson stimulates emotions and feelings that help readers connect to the poems and people in them. This book is arranged in five parts with an author’s note at the end. A family tree is also included to help the reader keep track of the characters and how they are connected. The arrangement allows the reader to flow through Woodson’s life in chronological order with titles for each part that tie to the overall idea of that section. The quality of the poems remains consistent, each poem adding another piece to the puzzle of Woodson’s life. This book was a fantastic read that I will share again and again with students. The rich imagery, colorful characters, and engaging writing creates an experience that transports you back in time, walking the journey of Woodson’s life alongside her. This book is a true treasure of poetry! Spotlight Poem When I Tell My Family When I tell my family I want to be a writer, they smile and say, We see you in the backyard with your writing. They say, We hear you making up all those stories. And, We used to write poems. And, It’s a good hobby, we see how quiet it keeps you. They say, But maybe you should be a teacher, a lawyer, do hair… I’ll think about it, I say. And maybe all of us know this is just another one of my stories. This poem, found on page 229, was one that I really connected with. So often in life, the people around us, even those we love, half-listen to our dreams and suggest others in their place. When students speak to me about their plans for college and life, I whole-heartedly try to support them and encourage them to follow their heart. This is an idea and a feeling that most of us have experienced. Whether we were five and wanted to be a princess, or twenty-five and wanted to be a writer, we have all shared our dreams with others without reinforcement or with negation at some point in our lives. I would introduce this poem to students by first having them write their biggest dream on a piece of paper just for themselves. I would read the poem aloud and reflect/discuss how other people influence our dreams and ideas of what we can accomplish. I would then have students think of a time this has happened to them, look at their dream on their paper, and brainstorm ways that they can support the dreams and ideas of others while achieving their own. Bibliography Hopkins, Lee Bennett. 1995. Been to Yesterdays: Poems of a Life. Ill. by Charlene Rendeiro. Honesdale, Pennsylvania: Wordsong. ISBN 1563974673 Review & Critical Analysis This book of poetry is a memoir of Lee Bennett Hopkins' childhood. Growing up in the 1950s, he faced painful events like his parents’ divorce, living in near poverty, and having an unstable home life. Through it all the love and memory of his grandmother and his desire to be a writer, kept young Hopkins going. These poems are emotional and full of personal, deep stories. Even though this title was published in 1995, the depth of its emotion speaks volumes to Hopkins work and provides a background that only enhances his success as a writer. Each of the poems in this book follow the story of young Lee Bennett Hopkins’ life. They are full of meaning and emotion, leaving a lasting impact on the reader. The book starts off with “Smile,” depicting the happy family of five having their picture made. The family packs and moves, and eventually Hopkins’ parents divorce, leaving his mother to care for him and his two younger siblings. The rhythm and rhyme is simple, but meaningful, creating a clear picture of the feelings Hopkins carried with him through his childhood, including the sadness he feels looking at his weary mother and missing his loving grandmother. The poems feel natural and are short enough to keep the reader’s attention while still creating a very vivid picture of Hopkins’ childhood. Even though the experiences in the poems may not be familiar to all readers, Hopkins does a wonderful job of using language and imagery that creates a realistic feeling. I kept returning to the “twenty-nine cent butter dish” from “Woolworth: Downtown Newark,” the gift Lee so greatly desired to give his mother. Every reader can relate to that feeling, desiring so greatly to make someone you love happy. Lee also learns about the power of words from his grandmother in “Clutching.” This book touches on multiple themes including racism, poverty, and death. Lee Bennett Hopkins is considered to be one of the prolific writers/editors and experts on poetry for children. This collection of poems by Hopkins himself is a powerful memoir. They are arranged in a way that tells the story of his childhood in an accessible, yet deeply personal way. Another feature of this book is the simple illustrations provided by Charlene Rendeiro that are used throughout the book. Hopkins also includes an index of all the poems at the end. Overall, this book is a wonderful memoir and collection of poems that tells the story of Lee Bennett Hopkins' childhood. As much as I enjoyed this title, the cover art is unappealing for young readers, as are the illustrations throughout. I understand the importance of Hopkins’ picture on the front, but it is just not enticing and does not match the wonderful, deep poems inside. If a reader can overlook that one small detail, a treasure of a memoir awaits, full of turmoil, heartbreak, and hope. Spotlight Poem JUST When everything seems to go along just fine Life comes by and throws you its line. This poem, on page 30, is very striking. Everyone can relate to this feeling and can draw on an experience that reflects this. It is short and simple, but the simplicity of the lines is not lost on the complexity of the feeling underneath. I would introduce this poem to students be reading it aloud. I would then give students a copy of the poem so they can see the simplicity of Hopkins’ lines. I would use this poem to discuss with students a time when life threw them a curveball. I would then read them the poem, “To,” found on page 62, where Hopkins ends his book by saying “To make this world a whole lot brighter, when I grow up I’ll be a writer.” Even when negative experiences happen to us, we can cling to our hopes and dreams. I would ask the students to reflect on positive ideas that can help them through times when they feel discouraged. Bibliography Koertge, Ron. 2001. The Brimstone Journals. Somerville, Massachusetts: Candlewick Press. ISBN 9780763617424 Review & Critical Analysis In The Brimstone Journals, Koertge uses the perspectives of fifteen different students from the Branston High School Class of 2001 to tell the story. Told in six parts, the story follows the students as they deal with family, relationships, finding their identity, and finding themselves. Branston High School, nicknamed “Brimstone” in reference to fire and brimstone (i.e. Hell), has its fair share of drama with this senior class. The poems are short and simple, the longest poem covering two pages and the shortest only one line. Koertge uses free verse to allow his characters to share their thoughts in a journal format. There is no formal organization to how the story is told. The poems jump from narrator to narrator at random. Each narrator does have a distinctive voice, and even though the poems are short, the background and feelings of the narrators comes through clearly. The narrators range from Boyd, the white supremacist neglected by his alcoholic father who is planning a school shooting to Meredith, the “easy” girl at school who sees college as her chance to start over to Tran, who is trying to live up to the expectations his Vietnamese immigrant parents have for him. Each of the fifteen narrators bring up thoughts and feelings that teenagers will easily relate to. The most striking part of this novel in verse is the controversial topic of school shootings. Boyd, one of the narrators, is planning a shooting throughout the book, creating a list of those he plans to kill, and recruiting other narrators to join him. This topic may be sensitive for younger readers, so the recommended audience for this title would definitely be high school. Even with such a sensitive topic in the background throughout the book, Koertge does a wonderful job of building tension and resolving the story in a satisfying way. As I mentioned before, the poems are laid out, journal style, and switch from character to character. Even though there are fifteen narrators, all of their stories blend together to create tension and it was interesting to see the different stories begin to intertwine as the story developed. Even though the arrangement is random, it is easy to follow once you begin reading. Koertge includes a list of the characters/narrators at the beginning of the book, which can be used as reference while reading. One caution I would make for readers, besides the topic of school shootings, is that the book contains a lot of cursing. As a high school librarian, this doesn’t surprise me, but it could cause some readers to be taken aback. I would make sure to assess the level of the student’s maturity before recommending this book. The Brimstone Journals was an entertaining and thought-provoking read. It provides insight into the inner workings of a teenager’s mind and allows the reader to easily immerse themselves into the story. It moves quickly and will keep the interest of high school age readers who can easily connect to the characters and will find the major topics and themes of the poems interesting and engaging. Spotlight Poem Tran In my religion, we believe in ghosts, people who cannot go on to paradise, but cannot be reborn either. Hungry ghosts have insatiable appetites and thirst nothing can satisfy. Buddhist hungry ghosts are ugly, with skinny necks and bloated stomachs. American ghosts are attractive but still insatiable: Damon longs for greater strength, Rob for more conquests, Neesha for revenge, Kelli for autonomy. Even Joseph, who seems so virtuous, craves recognition. And me? Haunted by my father’s memories, I am an anthology of ghosts. This poem, found on page 37, was one of my favorites for many reasons. I really liked the way Tran described the “ghosts” of his classmates and himself. It made me stop and think about what others see in us based on the way we act around them. I also appreciated that Tran summarized some of the key characteristics of the other narrators, even if it is just a handful of them. My favorite part of this poem is the last line “I am an anthology / of ghosts.” It is a great summarization of Tran’s character and the pressure he feels to live up to his father’s expectations. I would introduce this poem with students by first having them read it silently. I would then read it aloud and ask students what they thought Tran meant when he said “American ghosts are attractive / but still insatiable.” What does he mean when he says they are insatiable for those intangible things? What examples have they seen of the “ghosts” of these characters so far in the book? As a further reflection, students could write in their reflection journals about what “ghosts” they feel follow them. This would also be a great poem for our peer mentors to use when opening dialogue with new students. |
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
April 2017
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