Module 6 - ALA Winner & Poetry Selection

Bibliographic Citation

Stead, Philip C. 2010. A Sick Day for Amos McGee. Ill. by Erin E. Stead. New York: Roaring Book Press. ISBN 9781596434028.

Awards

2011 Caldecott Award

Review

This charming picture book highlights the life of zoo keeper, Amos McGee who is an elderly gentleman who has a deep affection for his job and the animals at the zoo. Each day he makes time to visit his friends and give them his full attention. He reads to the owl, plays chess with the elephant, sits with his penguin friend, and takes on the role of nurse for his runny-nosed rhinoceros friend. All of his genuine care and concern is returned when he finds himself under the weather and unable to go to work. His zoo friends hop on a bus and come to his rescue. In their efforts to cheer him up, they each play their favorite games with him, and provide him with things he needs: a handkerchief, his very own custom foot warmer in the form of a penguin, and a bedtime story. All of these things make Amos feel much better.

Poetry Pairing

Sweeney, Jacqueline. Ed. 2003. Poems About Friends. New York: Marshall Cavendish. ISBN 9780761415060. (No Image Available)

This delightful book of poetry about friends, written by America’s Children and edited by Jacqueline Sweeney pairs wonderfully with A Sick Day for Amos McGee in keeping with the theme of friendship. The poems in this book are filled with the feelings associated with friendship: the lack of having a friend, what it means to have a best friend, and how friends can help you on your saddest of days. “When I’m Really Sad/I feel like no one likes me./But one person likes me/and that person is Jennifer./I like her. She’s a girl./” Even when we are not at our very best, friendship is vital for our well-being. This book relays the message of the importance of friendships and how friendships can make each of us feel appreciated, important, and loved.

Poem Title

“When I’m Happy”
By: Tzamira Cotton, grade 2

I feel like a flower
that people take good
care of and they water me
and I just start to bloom
in the air like a blue
tulip.

Introduction or Follow-up Activity

Prior to reading A Sick Day for Amos McGee, I would talk to students about friendship and ask them what they think it means to be a friend. I would ask them to think about it in terms of writing a classified ad for a friend. What would they ask for, what are the most important things they look for in their friends? After having a brief discussion, I would read the 2011 Caldecott winner and ask what they noticed about the characters in the story. Hopefully they would recognize that friendship is a giving relationship from both parties involved. After our discussion, I would share some of the Poems About Friends written by children and ask if any of them have ever had similar situations or feelings. I would then invite students to write their own poems about a friend.

Module 6 - Paul Janeczko

Bibliographic Citation

Janeczko, Paul B. 2001. Dirty laundry pile: Poems in different voices. Ill. by Melissa Sweet. NewYork: HarperCollins Publishers. ISBN 9780688162511.

Review

Janeczko’s collection of 27 poems written in a variety of formats highlights animals, trees, crayons, and even clothing. These persona poems bring life to inanimate objects in a manner in which the reader may learn a new characteristic or develop a new perspective. “Crayon Dance…The cardboard ceiling lifts/Pickmepickmepickme, I pray/ The fingers do! They choose me, Sky Blue!/Hurrah! Hooray!/ As I am picked from the pocket/All colors whisper, “Good-bye, Pastel!/Be strong! Don’t break!/Enjoy! Farewell!”/… This selection will surely spark new feelings in students when they reach for their box of crayons. Sweet’s watercolor illustrations in full-page and double-page spreads add another layer of life to each poem. A wonderful book to use with older elementary students who are developing the skill of personification.

Poem Title

“The Vacuum Cleaner’s Revenge”
By Patricia Hubbell

I munch. I crunch.
I zoom. I roar.

I clatter-clack
Across the floor.

I swallow twigs.
I slurp dead bugs.

I suck the cat hair
From the rugs.

My stomach full
Of dirt and dust

I gulp another
Pizza crust.

A tiresome life-
All work, no play-

I think I’ll swallow you today!

Introduction or Follow-up Activity

This book of poetry would be an excellent tool to use for a collaborative teaching unit with classroom teachers who are focusing on the skill of personification. As an introduction to the lesson, I would gather some of the items that are featured in the book and have them on display for the students. After asking the students what each of the items have in common, I would then read the corresponding poems. After hearing a few selections the students will realize each item has its own voice. The teacher and I would explain that personification is giving voice to objects and we would then ask students to put on “the mask” that Janeczko refers to in his book, and select a new item in the room and write a poem. We would invite students to share their work with the class.

Module 6 - Naomi Shihab Nye

Bibliographic Citation

Nye, Naomi Shihab. 2005. A maze me: Poems for girls. Ill. by Terre Maher. New York: Greenwillow Books. ISBN 9780060581893.

Review

Nye pens her collection of 72 free verse poems to capture the attention of girls, especially girls who are transitioning into adolescence. The collection is neatly arranged in five sections representing the author’s own transition into adolescence. Many topics relating to the lives of girls are contained in this compact book. Worries that creep into the minds of young girls, and thrills such as a first crush are also included. “In the School Cafeteria…Your face makes me feel like a lighthouse/beaming across waves./We don’t even know one another./yet each day I am looking for your face./Walking slowly among tables, I balance my tray,/glancing to the side./You’re not here today./Are you sick?/… "

Poem Title

“Changed”

They said something mean about me
and didn’t notice it was mean.

So my heart wandered
into the rainy night without them
and found a canopy
to hide under.

My eyes started
seeing through things.
Like gauze.
Old self through new self.
My flexible body
went backwards
and forwards
in time.

It’s hard to describe but true:
I grew another head
with better ideas
inside my old head.

Introduction or Follow-up Activity

This book of poetry would be a perfect fit for a “Chat & Chew” lunch group book discussion time with a group of middle school-aged girls. The “Chat & Chew” format is one that is informal where students feel they have a safe environment where they are able to discuss their true feelings about books they are currently reading as a book club. Poetry has the ability to evoke many emotions for readers. Students who are encountering the transition into adolescence will surely find themselves in many of these poems. By understanding that others have had some of the same experiences, they will have the opportunity to develop an understanding of their feelings.

Module 5 - Poems for Two Voices

Bibliographic Citation

Hoberman, Mary Ann. 2005. You read to me, I’ll read to you: very short stories to read together. Ill. by Michael Emberley. New York: Little, Brown and Company. ISBN 9780316013161.

Review

Mary Hoberman creates twelve playful short-story rhymes for two voices to share. The color-coded texts of the couplets and quatrains show the specific lines each reader should read in pink or purple along with the blue text which calls for reading in unison. The poems cover topics from mice and cats to snowmen and snakes to talking on the telephone. These poems are sure to spare some friendly reading duels between friends as they share these delightful short stories. Emberley’s ballpoint pen and watercolor illustrations are nice companions to each page that will be sure to capture young reader’s attention.

Poem Title

“I Like”

"I like soda.
I like milk.
I like satin.
I like silk.
I like puppies.
I like kittens.
I like gloves.
And I like mittens.
I like apples.
I like pears.
I like tigers.
I like bears.
I like to slide.
I like to swing.
We don’t agree
On anything!......."

Introduction or Follow-up Activity

Mary Hoberman’s collection of “You Read to Me, I’ll Read to You” books are great for young readers. I would recommend using these books with first grade students and modeling how to read the poems with two voices by actually having the class split into two section and having each section read a color. After using this method to model the process for the whole class, I would divide the students into partners and pass out the books so they could enjoy reading the short stories together. Later, I would show the class that many poems can be read in parts even though they are not printed with two different colors of ink. I would pull some books from the poetry shelf and use a document camera to model reading a poem with two voices that is not color-coded. I would encourage the students to find a book of poetry they could share with their reading partner.

Module 5 - Lee Bennett Hopkins Award

Bibliographic Citation
Myers, Walter Dean. 2006. Jazz. Ill. by Christopher Myers. New York: Holiday House. ISBN 9780823415458.

Awards
Lee Bennett Hopkins Award, 2007
Coretta Scott King Honor Book, 2007

Review

Walter Dean Myers turns his written words into musical poems that chronicle the history of jazz in its early days in New Orleans. Christopher Myers uses black ink and bold acrylic colors to bring sound to each poem by creating movement within each illustration by means of curved lines, and also creating faces that express emotions captured by music. Fifteen poems take on the voice, rhythm, and beat as they rat-a-tat, slide, thump, and scat along each page. “Thum, thum, thum, and/thumming/I feel the ocean rhythm/coming/Thum, thum, thum, and/thumming/I feel the midnight passion/humming” After reading this “Bass” selection, click on the link from Audio File to listen, http://www.audiofilemagazine.com/dbsearch/showreview.cfm?Num=29749

Poem Title

Louie, Louie, How You Play So Sweet?

Louie, Louie, how you play so sweet?
What have you heard, down on Bourbon Street?
“I heard London
Turned it black and blue
Heard Copenhagen
Played it my way, too
Heard a sad song
Swung it into joy
Heard a bad tune
Spanked it like a naughty boy.”
Louie, Louie, how you play so sweet?
What have you heard, down on Bourbon Street?

Introduction or Follow-up Activity

This picture book of jazz would be a wonderful introduction for a unit of study on biographies and famous African Americans. As noted in the book’s jazz time line, several famous African American musicians were instrumental in introducing jazz to the public. The poem shared above speaks of the great Louis Armstrong and his time spent in New Orleans. It would be interesting to read these poems and have the students locate music they feel would best fit each of the poems. Most students enjoy music and would like to listen to the various styles of jazz, or selections from the artists mentioned. This would also make a nice collaborative teaching unit between the librarian and music teacher.

Module 5 - Joyce Sidman Poetry

Bibliographic Citation

Sidman, Joyce. 2006. Butterfly Eyes and other secrets of the meadow. Ill. by Beth Krommes. New York: Houghton Mifflin. ISBN 9780618563135.

Review

Sidman uses the living setting of the meadow for the home of her eight pairs of poetry-riddles featuring plants and animals and other natural things found in the meadow. Written in a variety of styles, these poems provoke the reader to think about the descriptions more deeply. Their thoughts may be confirmed by reading the two-page spread that follows each pair of poetry-riddles as details are given about each poem along with the answer to each riddle. The scratchboard illustrations by Krommes capture the essence and of the meadow as if one is standing next to each flower, insect, or drop of dew. This is a nice mix or poetry, art and science.

Poem Title

Ultraviolet

The eyes of these flies
See more than we see
They love scarlet
Adore pink
Thrive on orange
Lap up yellow with
Long curled tongues
But their favorite
Extra-special secret
Color sprinkled on
Tiny wingscales
Like valentines
And painted on the
Most delectable blossoms
Like bull’s-eyes
That we can’t see
Because our eyes
Are not theirs
Is ultraviolet

What are they?

Introduction or Follow-up Activity

This delightful book of poetry riddles begs to be shared with students outdoors. Why not share these riddles while sitting together on a nice spring day. Read the riddles and have the students predict the animals described. Next, read the following two-page spread that provides the answers to the riddles along with more details on each animal. While referencing the setting of the meadow, plan a culminating project by having students sow wildflower seeds in an area surrounding the school. This area could later serve as a designated space for sharing poetry aloud.

Module 4 - Social Studies Poetry

Bibliographic Citation

Rappaport, Doreen. 2008. Lady Liberty: a biography. Ill. by Matt Tavares. Cambridge, MA: Candlewick Press. ISBN 9780763625306

Awards

Young Hoosier Book Award Nominee 2011-2012
Texas Bluebonnet Book Award Nominee 2010-2011

Review

Rappaport’s Lady Liberty is a beautifully illustrated picture book spanning the 20 project that connected two continents and the lives of many. Each first-person account gives voice to those who were instrumental in creating the Statue of Liberty and providing her a home in the New York harbor. The free-verse poems involved in this endeavor are arranged in chronological order and range from the statue’s sculptor, Auguste Bartholdi to Joseph Pulitzer who helped raise necessary funds for her pedestal, to the young girl, Florence De Foreest, who sent her two pet roosters to be sold for the cause, and many in-between. Rappaport reveals her own family’s connection to the statue as she speaks of her immigrant grandfather and his journey to America. Tavares’ artwork, in watercolor, ink, and pencil illustrations provide many spectacular views as each facet of the story of this iconic statue is unveiled. The back matter provides a recommended reading list and bibliography.



Poem Title


Joseph Pulitzer
Publisher, New York World
New York city, March 1885

(an excerpt from the poem)...

'..We have more than a hundred millionaires in this city
Who could write a check for the full amount.
But no one has.
I shall ask my readers to help.
They are not millionaires,
But I know they will care,
For they will understand her importance."


Introduction or Follow-up Activity


This beautifully researched picture book would be a great companion for many lessons. The story of Lady Liberty would connect well with lessons on immigration and also lessons on writing from various points of view. I would also like to use this book when teaching lessons on media and the impact media have on our lives. It is a great example of how stories in the New York World influenced Americans to donate money to raise funds for Lady Liberty's pedestal. Even in 1885, print media was influential. this is a good example, as noted in the personal narrative poem of Florene DeForeest, the young girl who sent her roosters to Joseph Pulitzer to be sold for the cause.

Module 4 - Biography Poetry

Bibliographic Citation

Nelson, Marilyn. 2005. A Wreath for Emmett Till. Ill. by Philippe Lardy. New York: Houghton Mifflin. ISBN 9780618397525

Awards

Coretta Scott King Honor Book 2006

Michael L. Printz Honor Book 2006

Review

Marilyn Nelson takes on a dual role of historian and poet as she reveals the memorial tribute to young African American, Emmett Till who was lynched at the age of 14 while visiting Southern relatives in 1955. In the foreword of the book, Nelson explains her style for the poem. It is written as heroic crown of sonnets. A sonnet is comprised of fourteen rhyming lines in iambic pentameter. The heroic crown of sonnets is a sequence of fifteen sonnets which are interlinked as the last line of the first sonnet is the first line of the following sonnet. The final sonnet is developed by using the first line from each of the preceding fourteen sonnets. This makes for an interesting pattern as readers learn of the horrific events leading to Emmett Till’s racially motivated death. The mood of the sonnets is one of anger, sadness, and grief as the haunting story is retold with no filters to protect the reader’s emotions. Lardy’s symbolism in the illustrations provides extended opportunities for the haunting mood to continue.

Poem Title

Your only child, a body thrown to bloat,

mother of sorrows, of justice denied.
Surely you must have thought of suicide,
seeing his gray flesh, chains around his throat.
Surely you didn’t know you would devote
the rest of your changed life to dignified
public remembrance of how Emmett died,
innocence slaughtered by the hands of hate.
If sudden loving light proclaimed you blest
would you bow your head in humility,
your healed heart overflow with gratitude?
Would you say yes, like the mother of Christ?
Or would you say no to your destiny,
mother of a boy martyr, if you could?

Introduction or Follow-up Activity

I would recommend this book of poetry to be used with high school students as an extension for a cross-curriculum unit with Social Studies. Sharing this book with students while discussing the Civil Rights Movement will help them to vividly understand many of the events which lead to the movement. It may also open a lens to students as they view current situations involving injustice among people in other countries, and the incidents of injustice still occurring within the United States.

Module 4 - Science Poetry

Bibliographic Citation

Shields, Carol Diggory. 2003. Science: Fresh squeezed!: 41 thirst-for-knowledge-quenching poems. Ill. by Richard Thompson. New York: Handprint Books. ISBN 9781593540050

Review

This book of poetry begs readers to explore the field of science as they gather information from the collection of forty-one poems written about earth and space science, life sciences, chemistry, and physics. Divided neatly into four sections, and bordered by a bright green page header, the poems provide factual information with a flair for humor. The headers reveal brief related facts or mnemonics to aid the reader in remembering. Thompson uses simple cartoon pencil drawings to enhance each poem and keeps with the green color scheme throughout the book. His drawing of the Pangaea clearly conveys to message from the poem "One world" as the young boy is backpacking across one big green continent. "Once upon a time/The world was truly one/the continents were crammed together-/I think that sounds like fun!/You could walk across Pangaea,/From Tahiti to Tibet,/Although there were no countries,/So it wasn't Tibet/Yet." These brief poems will surely be a hit with elementary students.

Poem Title

“Going Up”

Elevator going up-please step to the rear.
We’re stopping at each level of our atmosphere.
Level One-troposphere; lots of nice fresh air,
Rain, clouds, sunshine-weather everywhere!
Level Two-stratosphere; the air’s cold and dry,
(Watch out for ozone and aircraft flying by).
Level Three-thermosphere; hotter than a fire,
Level Four-exosphere; we can go no higher.
Hop out and view the satellites, orbiting around.
Step in now-this elevator’s on its way back down.


Introduction or Follow-up Activity

This poem highlights the levels of the atmosphere by taking readers on an elevator ride. Using the elevator ride serves as a mnemonic device to help students remember the levels as well as implementing the additional one, “Trolls Seldom Take Exams”, which is located on the upper page border. Reading poetry from this book would be beneficial for students who are reviewing for upcoming benchmark or State standardized testing which includes earth science and life science. I would recommend this book to the 5th grade teachers on our campus as a way to boost vocabulary knowledge with their students. Poetry that is factual, yet entertaining, is a fun additional teaching tool.

Module 3 - 2011 Poetry Book

Bibliographic Citation

Gibson, Amy. 2011. Around the world on eighty legs. Ill. by Daniel Salmieri. New York: Scholastic. ISBN 9780439587556

Review

In Amy Gibson’s first book of poetry, she takes us skipping across the continents to explore five regions as we learn of the animal inhabitants, when added together, have a total of eighty legs. Gibson’s witty use of wordplay is impressive as she weaves bits of information about each animal throughout the short verses. The watercolor, gouache and colored-pencil illustrations by Daniel Salmieri continue the humor found throughout the brightly colored pages. In addition to the sixty poems featuring popular and lesser known animals, there is a fantastic “Menagerie of Facts” located in the back. Here readers will find a list of animals in alphabetical order, a small picture of each animal along with one or two interesting facts. This would be a fun and entertaining book for young elementary age children.

Poem Title

Macaque
(muh-KAK)

Most monkeys
like it hot, but not
the Japanese
macaque.

He lives in snow
where cold winds blow,
for fur runs
down his back.

But coats of fluff
are not enough
when winter is
a doozy.

And so he hurries
when it flurries
into the
Jacuzzi.

Introduction or Follow-up Activity

This 2011 poetry book is a great one for cross-curricular connections. I would use this book as an introduction for a science lesson on animals. Prior to beginning the research process on specific animals, this would allow students to see where many animals live as it cleverly categorizes the animals in their native habitats within geographic regions shown on the maps of the end pages. Sharing poems from the book might entice students to research animals that are lesser known. What a fun and fabulous way to broaden students’ learning. After students complete their research, have them write a poem about the animal they studied and display their poems in the library.

Module 3 - Poetry Form - Haiku

Bibliographic Citation

Davidson, Mannis C. 2005. One leaf rides the wind: Counting in a Japanese garden. Ill. by Susan Kathleen Hartung. New York: Penguin Putnam Books. ISBN 9780142401958

Review

Although haiku is traditionally the least favored form of poetry among readers, this format is paired nicely for a counting book which features a young girl taking a walk through a Japanese garden. Footnotes at the bottom of each poem provide more information about the garden scenery shown in the accompanying illustration and its role in Japanese religion or philosophy. Each of the full page illustrations were created using oil paint glazes on sealed paper which was blotted to create many different effects. A favorite is the illustration of the koi pond in selection number 9 and also on the end pages. Davidson stays true to Haiku Japanese origins with the three line format with each having five, seven, and five syllables. The simplistic format allows the reader to focus on the nature of the message delivered. It is reminiscent of the harmony, purity, and tranquility that is symbolized through the traditional Japanese tea which takes place in the garden in selections six and seven. 6 Outside the teahouse\six wooden sandals gathered\neatly in a row. 7 On a lacquered tray\seven sweet surprises lie.\Hungry tummies growl.

Poem Title

9

Hoping for some crumbs,
they nibble at my fingers.
Nine glittering koi.

Introduction or Follow-up Activity

Almost all elementary schools celebrate cultures around the world. I think this book would be an excellent one to share with students during a multicultural study of Japan. I would read the book, then talk about the traditional Japanese tea ceremony. I would invite Japanese-Americans to perform the traditional tea ceremony for our students. If this is not possible, I would show a video clip of the traditional tea ceremony and I would then invite students to drink a cup of green tea and enjoy sweet cakes. After enjoying our tea, we would write a Haiku poem about our experience.

Module 3 - Verse Novel

Bibliographic Citation

Spinelli, Eileen. 2007. Where I live. Ill. by Matt Phelan. New York: Dial Books. ISBN 9780803731226

Awards

Children’s Crown Gallery Award Nominee 2009-2010
Illinois Bluestem Book Award Nominees 2010-2011
Utah Beehive Book Award Nominees Children's Poetry 2008-2009
Texas Bluebonnet Award Nominee 2009-2010


Review

Spinelli’s verse novel, written in first person, depicts the life of Diana, a grade school student, who loves astronomy, Scrabble, writing poetry, and spending time with her best friend, Rose. She loves the yellow house where she and her family live, spending time with her little sister, Twink, protecting the bird nest in the wreath on the family’s front door. Diana finds herself winning a poetry contest at school and Twink is confused because “Twink Responds to My Sun Poem” It\doesn’t\rhyme.\ Spinelli uses her main character to explain “My Reply to Twink” A poem\doesn’t\have to rhyme.\ (Every\time.)\. Spinelli uses a free verse format, to tell the story of Diana and her family’s move to live with her grandfather as a result of her father’s job loss and her grandfather’s ailing health. Spinelli cleverly uses Diana’s attendance at a poetry workshop to subtly convey poetry writing tips to readers. Phelan’s perfectly placed pencil drawings extend the emotions of Spinelli’s poems of joy, sadness and excitement. Children experiencing similar situations as Diana will find this verse novel comforting and enjoyable to read.

Poem Title

“The Poetry Workshop”

Mary Elmore DeMott—
short blond hair,
green eyes,
swooshy red dress,
ballerina slippers—
begins.
She tell us:
be brave,
be messy,
write what we feel,
tell the truth,
love who we are,
share,
keep a notebook,
take it everywhere,
open our eyes
and our hearts.


Introduction or Follow-up Activity

This story is one that many students are able to relate to through their own experiences of moving away, or having a close friend move. Often there are students in our school who move during the school year and their classmates become upset. Sharing selections from the book with younger students could help them through the process of losing their friend, and even spark them to write a poem about their friend, or the things they enjoyed doing with their friend, much like Diana and Rosie. I have found this particular book one that is well liked by readers at our school who are reluctant to read chapter books. The verse novel format is less intimidating for these readers and they feel a great sense of accomplishment when completing the book.

NCTE Award Poetry

Bibliographic Citation

Esbensen, Barbara J. 2003. Swing around the sun: poems. Ill. by Cheng-Khee, Chee, et al. Minneapolis, MN: Carolrhoda Books. ISBN 0876141432

Review

NCTE’s 1994 Award Winning Poet, the late Barbara Esbensen’s previously published book (1965) which celebrates the seasons is brought to new life with a new crew of illustrators for each of the four seasons. “Swing Around the Sun: Poems”, features five rhyming poems filled with metaphors for each season. The mossy green watercolors of Cheng-Khee Chee take readers through the spring season as “Umbrellas” make their appearance in the rain … “/Under my umbrella-top,/Splashing through the town,/I wonder why the tulips/ Hold umbrellas/ Up-side-down!”. Moving to the summer season, Janice Lee Porter uses acrylic paintings and curving lines to convey visual meaning for “Fireworks”, and “Yellow” which speaks of the sun, dandelions, and pears. Artist Mary Grand Pré ushers in the fall with muted colors of the spooky season of “Halloween” and “Prediction” which leads readers to think about what changes winter will bring. Caldecott winning artist Stephen Gammell creates the winter landscape with a mix of icy white and hues of blue that seem to bring the chill that come with “First Snow” “/Snow stars fall/On faces and hats;/ They twinkle the ears/And the fur of our cats. / They fall and they spin/In the cold, black night-/Pointed and sparkling, /White! White! White!”

Poem Title

"Discovery"

Within its polished universe
The apple holds a star,
A secret constellation
To scatter near and far.

Let a knife discover
Where the five points hide;
Split the shining ruby
And find the star inside!

Introduction or Follow-up Activity

Each fall, our first grade students visit the library to complete a unit study on the seasons. In the past, I have used a book by Gail Gibbons titled, “The Season’s of Arnold’s Apple Tree” which highlights how the apple trees at Arnold’s family farm change throughout each of the four seasons. The book also features a section on how apple cider is made and this is usually our culminating activity. Sharing poems from each season from Esbensen’s book would add another level to our unit study. When cutting the apples to make the cider, it would be especially appropriate to share the poem, “Discovery” to point out the secret star hidden inside each apple.

Multicultural Poetry

Bibliographic Citation

Wong, Janet S. 1999. Behind the wheel: poems about driving. New York: M.K. McElderry Books. ISBN 9780689825316

Review

Wong uses driving as a metaphor for life in her collection of 35 free verse poems that teenage drivers and those soon to be drivers will find themselves relating to. Wong shows her humorous side in “Short Sighted” which discusses the plight of a height challenged driver’s education student. “They’ve never had someone so short/ in driver’s ed,/ so they didn’t know what to do/when my foot didn’t touch/ the pedals./ Stuck a thin block/on the brake/so my legs could reach./ If only they could stretch me enough/ so I can see/ where I’m going-/” Wong’s more serious side is shown in such selections as “Send Me a Signal” and “Stuff” where subtle messages of care and concern are sent to young drivers from parents or anyone with an interest in their life.

Poem Title

“Need to Read”

need to read
to pass the test

scratch
those signs unto my brain

merge
yield
steep grade

read the handbook
read it again
read it again

sleep on it

dream those signs
dream

the license is mine

Introduction or Follow-up Activity

To introduce Wong’s book, “Behind the Wheel; Poems about Driving”, a discussion with students about their thoughts on their pending driving test would reveal their feelings. Are they confident? How did they prepare? Are they scared and filled with anxiety? After discussing their feelings, have a student read “Need to Read”. Ask if any of them feel the same way. Next, have another student read the selection “Insurance” to see if they are hearing these same words from their parents, “You need insurance/You need insurance/You need insurance…/” Find out what other things they have on their minds are they prepare for this milestone in their lives. Is there a poem that matches those feelings? If so, have a student share it with the group.

Florian Poetry

Bibliographic Citation

Florian, Douglas. 2003. Bow wow meow meow: it's rhyming cats and dogs. Orlando, FL.: Harcourt Children. ISBN 0152163956

Review

Douglas Florian uses his innate ability to capture the essence of man’s best friend along with some furry felines in his brightly illustrated collection of twenty-one short poems sure to appeal to young elementary age students. The mix of concrete poems and rhymed couplets are each featured on a two-page spread with an accompanying watercolor illustration. Florian’s use of whimsy and humor make this book one that students will want to read over and over again. With each reading, something new may be discovered. In “The Dachshund”, Florian reveals that this canine is more than just a dog, he is a mode of transportation…”Short up front/and short behind/ but so long in-between/ the fleas all ride/ upon my side/ in my s t r e t c h limousine.


Poem Title

"Dog Log"

Rolled out of bed.
Scratched my head.
Brought the mail.
Wagged my tail.
Fetched a stick.
Learned a trick.
Chased a hare.
Sat in a chair.
Chewed a shoe-
Table, too.
Got in a spat
With a cat.
Buried a bone.
Answered the phone.
Heard a thief.
Gave him grief.
Time to creep
Off to sleep.

Introduction or Follow-up Activity

Florian’s poetry book would be a great pairing with the 2010 Bluebonnet Award Winning book, “Help Me Mr. Mutt!: Expert answers for Dogs with People Problems” by Janet Stevens, illustrated by Susan Stevens Crummel. In this book, Mr. Mutt, the doggie counselor, or canine version of Dear Abbey, provides advice for his fellow canine friends as they encounter problems with their humans or the dreaded feline of the house. Florian’s poem, “Dog Log” focuses on what goes through a dog’s mind in the course of a day, much like the letters sent to Mr. Mutt asking for advice. As an introduction to this piece, I would ask students if they own a dog, and if so, if they have they ever wondered what their dog is thinking. This could spark a creative poetry writing activity as students develop a poem about their pets. Our campus has a “bring your dog to work day” for all teachers and staff. This would be a great day to share Florian’s book of poetry along with the Bluebonnet award winning book.

Module One - Introducing Poetry - School Poetry

Bibliographic Citation:
Dakos, Kalli. 1995. If You’re Not Here, Please Raise Your Hand: Poems About School. Ill. by G. Brian Karas. New York: Aladdin Paperbacks. ISBN 0689801165.

Review

Dakos creates the ultimate atmostphere for her collection of poems focused on life at school through her choice of words that fill readers heads with images of "all things school". She leaves no ground uncovered as she explores everything from unfinished homework to show-and-tell with a worm. The imagery found in "The Mighty Eye" is sure to leave one quivering in their shoes if they ever encountered a teacher with an evil eye. The pencil sketch by Karas, accompanying this poem and those scattered throughout the book add a bit of detail. The collection of 38 poems is sure to be a hit with elementary aged students as they can easily find themselves making connections with the poems.

Poem Title

"Poor Substitute"

Gretchen has taken Freddy’s chair,
Andrew’s desk has no one there.

Sally was fighting for Tommy’s space,
She won the battle and took the place.

Daryl is working at Jennie’s desk,
And Joe just finished Maria’s test.

Substitute teacher, you’d better beware,
Alicia just plopped in the teacher’s chair.

Introduction or Follow-up Activity
As the librarian I would share this poem with my students at the beginning of school. I would ask them if they have ever had something like this happen with a substitute. I would talk to them about showing respect for our substitutes and remind them that they are representing themselves and our school to others whenever a substitute is in our building. I would talk to students about ideas for other poems that might be written about things that happen at school.

Module One - Introducing Poetry - Hopkins Collection

Bibliographic Citation
Hopkins, Lee Bennett. 2003. Alphathoughts. Ill. by Marla Baggetta. Honesdale, PA: Boyds Mill Press. ISBN1563979799

Review
Hopkins masterfully uses a mix of short verse-like poems to describe each letter of the alphabet. Although the verses are very short, many pack a heavy load of meaning such as "Nachos" (A crunch of culture within one nibble). The tone used in many selections throughout the book will find readers having an emotional connection to specific letters, especially those involving friends, reunions, and teachers. The vibrant colors in the illustrations by Baggetta complement the selections.


Poem Title

P
“Pencils”
Magical
implements
waiting
for
stories
poems…
to
pop out
from
head
to
lead

Introduction or Follow-up Activity
I would read the entire “Alphathoughts” book to my students; however I would choose to focus on the poem for the letter P entitled, “Pencils.” I like the personification used by Hopkins as he compares pencils to writers with stories and poems popping out of their heads waiting to be written down using the lead from the pencils. I think this poem would be a great ice breaker to use with a class. After reading the book, return to this poem, pass out pencils to each student and ask them what their pencil is waiting to write. If working with beginning poetry writers, perhaps use some poetry starters and introduce students to poetry websites that can help them with rhyming words.

Module One - Introducing Poetry - African American Poetry

Bibliographic citation

Grimes, Nikki. 2006. Thanks a million. Ill. by Cozbi Cabrera. China: Greenwillow. ISBN 9780688172930.

Review

Author Nikki Grimes encompasses the power of the two simple words: thank you, as she expresses the many faces of gratitude through this marvelous collection of sixteen poems. She uses a variety of poetry forms including haiku, verse, and a rebus throughout the collection. Each poem is beautifully illustrated with acrylics by Cabrera in a manner that adds to the visual depth of each selection. Young readers will find themselves connecting with many of the poems through their emotions and senses. “Dear Teachers” speaks of a young boy “who only hates math/ ½ as much/ as he used to”, and “The Lunchroom” depicts a day in the life of a new student and his first day in the lunchroom, “If no one will sit next to me/why should I even care?/Oh, wait! Here comes a boy.” Another touching poem is “Dear Author” which details how a young reader found comfort in the character of and author’s book after the death of her own father, “..She was also drowning deep inside/Some nights, I’d crawl between the pages/of that novel and hide for hours./The two of you made all the difference/I just thought you’d want to know/…”. This is a wonderful collection and would be a nice addition to a school’s character education program.

Poem Title

“Shelter”

I wish these walls were ours,
I wish this bed were mine,
that dinnertime meant just us three,
my brother, mom and me.

I wish I had a room
that I was forced to clean.
I’d gripe to my best friend, then say,
“Come to my house and play.”

Things could be worse, I know.
At least, I’m not alone.
My mom and brother hold me tight
when I cry late at night.


Introduction or Follow-up Activity

I would pair Grimes collection of poems with the book, “A Chair for My Mother", written and illustrated by Vera B. Williams, which is the story of a little girl and her mother who lose all their belongings. They sacrifice and save just to get a new comfortable chair, something that gives them comfort for which they are very thankful. As an introduction, I would ask students what material and non-material things they are most thankful for and why. Similar to the characters in Grimes’ poem, “Shelter”, we could find ourselves in their shoes with only each other. Would we still have an attitude of thankfulness if we had no material things? This discussion could lead to a writing activity where students could express their thoughts on what they are most thankful for in the form of a poem, song lyrics, a rap, or a short story.