MODULE 6: POETRY BY KIDS

1. BIBLIOGRAPHY
Adedjouma, Davida (editor). 1996. THE PALM OF MY HEART: POETRY BY AFRICAN AMERICAN CHILDREN. ill. Gregory Christie. New York: Lee & Low Books, Inc. ISBN 9781880000410

2. BOOK REVIEW
This book of poems was written by 20 African American children ranging from eight through fourteen years old. Each child contributed one poem to the book. In the front of the book is an editor's note from Davida, in which she describes the connotations associated with the word "black" both in the past and present and how there has been a positive change in attitude toward the word.

Each poem in this book begins with the word "black." Some of the poems rhyme, some use onomatopoeia, many use the same words and/or phrases repeatedly, and nearly all of the poems use metaphors to describe what "black" is. The word "black" is used in the poems to describe such things as culture, imagination, freedom, power, spirit, and the self. The poems in this book range from concrete to abstract. Bold lettering is used throughout the book to emphasize the important words found in each of the poems. The poems have a fluid rhythm that makes reading them appealing to both the ear and the tongue. The young authors of these poems present many unique and imaginative ways of looking at the word "black", none of them being negative. The poems in this book are sure to have an emotional impact on those who read it. This book presents poetry that will stimulate a sense of pride in readers who are of African American heritage and a sense of admiration from readers of other cultures. The tone of these poems is proud and the mood of these poems is positive.

Christie's illustrations add feeling and a sense of movement to the pages of this book. His illustrations imply fluid motion and are painted using rich dark colors. At times, the characteristics mentioned in the poems are exaggerated in the illustrations, such as in a poem that describes "black hands." The illustration that corresponds with this poem is one of a girl who has huge hands that are out of proportion to the rest of her body. Doing this adds a focus for the reader as to what the poems are emphasizing, both concrete and abstract.

3. SELECTED POEM
The poems in this book are not titled. The poem I selected was written by a twelve-year-old girl named Andreya Renee Allen. I choose her poem because it shows the reader the sense of pride and the positive attitude that she feels about being black. This book could be used as a way to teach children pride in their culture and positive self-esteem. The instructor could read the book aloud to the class. After reading, the students could discuss how they are the same and different in their culture, appearance, traditions, etc. The students could then write a poem which emphasizes their positive attributes and draw a self-portrait to go along with it.

Black is beautiful

Black is me

Black is the color

can't you see

that


blue is nice,

and orange is neat

But they can't compete

because


Black is beautiful

Black is me

Tall, dark, and wonderful

see!

MODULE 6: JANECZKO COLLECTION

1. BIBLIOGRAPHY
Janeczko, Paul B. 2005. A KICK IN THE HEAD: AN EVERYDAY GUIDE TO POETIC FORMS. ill. Chris Raschka. Cambridge, Massachusetts: Candlewick Press. ISBN 9780763606626

2. BOOK REVIEW
This book of poems was selected by Paul Janeczko. The collection of poems in this book is unique because there are examples of several different types of poetry depicted. On the top corner of the page for each new type of poetry, is the name of the type of poem. Written under each new type of poetry at the bottom of the page is the definition for each particular type of poem. There are twenty-nine different forms of poetry showcased in this book.

Some examples of the kinds of poems the reader will encounter are quite popular and will most likely be recognized by children, such as the Haiku, Limerick, and Couplet. Other examples of the kinds of poems that are not as well known and will most likely be new to most readers, are forms of poetry such as the senryu, the clerihew, and the triolet. This book will improve the readers' knowledge of and vocabulary used to name several different forms of poetry. The poems in this book vary in subject matter from animals to Edgar Allen Poe, and will be sure to stimulate a variety of emotions as well as the imaginations of the readers.

The poems in this book are presented in unique and creative ways by the many different authors, including Janeczko himself. The illustrations by Chris Raschka are brightly painted with what looks like watercolors. Some of the illustrations are more concrete than others, although readers will know what each drawing depicts. Raschka provides a clue at the top of the page above the name of each new poetic form listed. An example of this is an illustration of a cloud with a question mark inside it above the poetry form of a riddle poem.

In the front of the book, there is a table of contents, listing the type of poem and page where it can be found. After this, there is an introduction by Janeczko, explaining why there are different rules for different forms of poetry. In the back of the book there are additional "Notes on the Forms", where Janeczko explains each form of poetry found in the book in greater detail.

3. SELECTED POEM
The poem I selected was in the form of a riddle poem. I chose this poem because it is an excellent example of one of the forms of poetry found in the book that children will enjoy. This poem does not have a title and the author is listed as Anonymous. This book could be used in many different ways since there are so many different forms of poetry found in it. The instructor could read the entire book of poems and then ask students which type of poem they would like to explore further. The instructor could then help the students memorize the rules for that particular type of poem or write the rules somewhere where students can refer to it as they write. An example of something students will most likely enjoy is the riddle poem. Students could then practice writing their own riddle poems.

The beginning of eternity

The end of time and space,

The beginning of every end,

The end of every place.


Answer: the letter "e"

MODULE 6: SERIOUS POETRY

1. BIBLIOGRAPHY
Heard, Georgia. 2002. THIS PLACE I KNOW: POEMS OF COMFORT. ill. Eighteen Renowned Picture Book Artists. Cambridge, Massachusetts: Candlewick Press. ISBN 9780763628758

2. BOOK REVIEW
This book of serious poetry has poems written by several different gifted poets. Each of the poems in this anthology were selected by Georgia Heard. The poems in this book are poems of comfort, meaning that the poems in this book are written in a way that will help the reader heal after a loss or tragic event.

The poems in this book are a mixture of concrete and abstract. Some of the poems rhyme and some do not. Each of the poems has a natural rhythm that is appealing when read aloud. Many of the poems may be difficult to read aloud in spite of this, because of their emotional impact on the reader. These poems are written from the heart, with the intent to help heal, and in that process, may cause tears as the reader feels their emotional impact. This book of poems is almost sure to get a strong emotional response from the reader. Readers may cry, remember, and feel acceptance and hope as they read the poems found in this anthology. The poems are full of sensory images that the reader can almost see, such as trouble flying out of the house through an open window. The reader can almost feel how it would be to take a swim in "the skin shivering sea" and hear as "a warbler sings its familiar song and coyotes howl in disconcerting harmony."

The poems are naturally appealing to children, especially those who are seeking comfort after some type of loss or heartbreak. The poems that are more abstract may be hard for younger children to understand, but there are poems in this book that are appropriate for even the youngest children.

The illustrations in this anthology are beautiful. Each illustration adds to the emotional impact of the poems. The subject matter and the style of the artists vary from the colorful and busy New York City scene painted by Chris Raschka to the extremely detailed black and white drawing of a young girl flying high in the sky with a flock of geese by Matt Tavares.

The book begins with a Table of Contents, which lists the name of each poem, its author and illustrator, and the page where it can be found. Following the Table of Contents is a page titled, "A Note from the Anthologist." On this page, Heard explained that the original idea behind the anthology "was to comfort children in the aftermath of 9/11." In the back of the book, is a page titled, "About the Illustrators", which offers a short biography of the life of each of the illustrators featured in this anthology. The last page of the book is titled, "Acknowledgements." This page lists the titles of the books that the poems featured in the anthology were taken from, along with publication and copyright information.

3. SELECTED POEM
The poem I selected from this anthology is titled "Stars", written by Deborah Chandra. I chose this poem because it is a wonderful example of a poem which has an emotional impact on the reader. Most readers will find this poem difficult to read without tears welling up in their eyes because it is so completely moving. This poem has the power to help a child heal after a loss. It tells the child that it is okay to cry and that he or she is accepted and loved no matter what happens. This poem is simple, but says so much. This book of poems would be extremely useful for parents, teachers, school counselors, or therapists as they try to help children who have experienced a loss in their lives. The poems could be read individually to each child who needs comfort and understanding. After reading, each child could talk about how they are feeling and why they are hurting. In doing this, hopefully they will begin to heal.

STARS

I like the way they looked down from the sky

And didn't seem to mind the way I cried.


And didn't say, "Now wipe away those tears,"

Or, "Tell us, tell us what's the matter here!"


But shining through the dark they calmly stayed,

And gently held me in their quiet way.


I felt them watching over me, each one-

And let me cry and cry till I was done.

MODULE 5: FREE CHOICE

1. BIBLIOGRAPHY
Sidman, Joyce. 2009. RED SINGS FROM TREETOPS: A YEAR IN COLORS. ill. Pamela Zagarenski. Boston: Houghton Mifflin Harcourt. ISBN 9780547014944

2. BOOK REVIEW
This book of poems by Joyce Sidman introduces each season of the year by using colors. Some of the poems in this book rhyme, some have consonance, and all of the poems are full of sensory images. Each poem allows the reader to see, hear, smell, taste, and touch color in a whole new way. The reader can see as "Red squirms on the road after rain", hear as "White sounds like storms", smell and taste as "Yellow melts everything it touches...smells like butter, tastes like salt", and feel as "Pink prickles warm fingers against cold cheeks."

Onomatopoeia is also used to add to these sensory images as "Red swells on branches bent low. Red: crisp, juicy, crunch!" Personification is found throughout this book as each color is made into a being of its own. "Black holds secrets in summer", blue is "humming, shimmering, snoozing in the lazy haze", and "In the winter woods, Gray and Brown hold hands."

The poems have a rhythm that is pleasing to the ear when read aloud. Many of the poems are abstract and may not be understood by younger children. This book would appeal to readers of all ages, even the youngest children, with the proper adult guidance. Children of all ages will delight in Sidman's unique and imaginative choices of words mixed with color, used to illustrate each season of the year.

The richly painted illustrations add to the appeal of the book. Each color is emphasized in the picture next to the poem describing that particular color. Each color word is also highlighted in the appropriate color each time it appears in the poem. The scenery and animals illustrated by Zagarenski are beautiful and detailed. Examples of this are the detail and motion of the falling leaves depicted in the picture for the "green" poem about the fall and the frog's webbed feet and curled tongue in the "gray" poem about the summer. The only criticism I have about this book is Zagarenski's illustrations of the people. I did not find the young girl depicted in each scene or any of the other human characters appealing. Instead, I found them to be just the opposite, looking almost creepy.

3. SELECTED POEM
The poem I selected is the second poem of the poems in the book about summer, depicting the color, red. I chose this poem because it is a wonderful example of Sidman's ability to evoke sensory images along with personification, so that the reader is able to experience the color, red, in a unique and imaginative way. This book could be used as an introduction to writing poems about colors. The book could be read aloud to the class. After reading, the students could practice writing their own poems about colors.

Red darts, jags,
hovers;
a blur of wings,
a sequined throat.

Red whispers
along my finger
with little
beetle feet.

MODULE 5: HOPKINS AWARD POETRY

1. BIBLIOGRAPHY
Myers, Walter Dean. 2006. JAZZ. ill. Christopher Myers. New York: Holiday House. ISBN 9780823415458

2. BOOK REVIEW
This book of poems written by Walter Dean Myers was written in a way that brings jazz to life. Most of the poems in this book rhyme and all of them have a strong repetitive rhythm and beat, much like the music of jazz itself. There is a combination of poems that are concrete and abstract in this book. The poems are written in a way that is appealing to the ear when read aloud. The poems are full of sensory images and onomatopoeia, as the reader can almost hear as the saxophone "goes screa-min, goes screamin', goes screa-screa-screamin' to the moon", the bass "thum, thum, thum, and thumming" and "strings crying like midnight widows."

The tone of the poems in this book is one of pride. The mood is joyful and upbeat in the majority of the poems. A few of the poems reflect a more somber mood, such as the poem titled, "Blue Creeps In", which is a poem about the music of the blues. Another more sombre poem is titled "Good-Bye to Old Bob Johnson", as music is played at a funeral march.

This book begins with an introduction by Walter Dean Myers, where the history of jazz music is explained to the reader. At the end of the book, there is a "Glossary of Jazz Terms." Following the glossary is a "Jazz Time Line", where the important developments in the history of jazz are highlighted.

3. SELECTED POEM
The poem I selected is the first one in the book titled "Jazz." I chose this poem because it is an excellent example of a poem that has a rhyme, rhythm, and a beat that makes the reader feel almost like dancing. This poem also illustrates the pride felt in many of the poems found in this book. This book could be used in a music class to introduce the music of jazz to students. The instructor could read the book aloud to inspire the students to want to hear how jazz music sounds. After reading, the students could listen to jazz music and be inspired to write their own poems about jazz.

JAZZ

Start with rhythm
Start with the heart
Drumming in tongues
Along the Nile
A black man's drum
Speaks
LOVE
Start with
RHYTHM
Start with
the HEART
Work songs
Gospel
Triumph
Despair
Voices
Lifted
From the soul

MODULE 5: PERFORMANCE POETRY

1. BIBLIOGRAPHY
Harrison, David L. 2000. FARMER'S GARDEN: RHYMES FOR TWO VOICES. ill. Arden Johnson-Petrov. Honesdale, Pennsylvania: Wordsong Boyds Mills Press, Inc. ISBN 9781563977763

2. BOOK REVIEW
The poems in this book were written to be read aloud by two or more readers. Each poem rhymes in a natural way that is easy to read aloud. The poems in this book tell a story about a dog that talks to other animals and plants he meets in Farmer's garden. The dog asks each creature about his or her experience of being in the garden, which is the part to be read aloud for the first voice or group of voices. Each creature replies to the dog's question, telling him of their life in Farmer's garden, which is the part of the poem to be read aloud by the second voice or group of voices. Examples of some of the animals and plants the dog meets are a butterfly, mouse, bunny, strawberry, corn, and carrot.

The poems have a definite rhythm as each of them is written in a rhyming question, answer, question, answer form. The poems have an appealing sound when read aloud. The language in the poems will be understood by young children. Many of the creatures will most likely be familiar to most children. The poems are consistent in quality throughout the book. The tone of the book is lighthearted, humorous, and friendly. This will appeal to children of all ages. Most children will enjoy participating in reading the poem in pairs or small groups, each group taking the part of either the dog or the creature the dog is speaking to.

Johnson-Petrov's adorable illustrations will be enjoyed by young readers. The smiling faces of the corn, strawberries, and other plants makes the fact that they talk back to the dog (and that the dog is talking) believable. The pictures of the animals such as the mole digging a tunnel and the worm eating the dirt add amusing and interesting facts about these animals to the story that young children may not have known before.

3. SELECTED POEM
The poem I selected from this book is titled, "Worm." I chose this poem because it is an excellent example of a poem in this book that illustrates Harrison's sense of humor and also shows an example of the friendly conversations between the dog and the creatures that he meets in Farmer's garden. This book could be used with students to practice choral reading. The instructor could read the part of the dog, while the students could read the part of the animals and plants the dog meets in the garden. After reading, the students could each write a poem of their own for two voices, which continues the conversation between the dog and their ideas of who he will speak to next in Farmer's garden.

WORM

Worm, worm
What do you eat?

Delicious dirt
is such a treat!

Why do you wiggle
and squiggle and squirm?

It's ticklish business
being a worm.

MODULE 4: BIOGRAPHICAL POETRY

1. BIBLIOGRAPHY
Shange, Ntozake. 1983. ill. Kadir Nelson. ELLINGTON WAS NOT A STREET. New York: Simon & Schuster Books for Young Readers. ISBN 0689828845

2. BOOK REVIEW
This book consists of a single poem in which the author, Ntozake Shange, reminisces about her life as a child whose family was close friends with many now-famous African American men. Some of the men who were often at Shange's childhood home that are spoken of in this book are Duke Ellington, Dizzy Gillespie, and Paul Robeson.

The poem in this book does not rhyme, but there is a rhythm that makes the poem flow smoothly when it is read aloud. This poem is written in an abstract way and may be difficult for younger children to understand. The tone of this poem is a mixture of pride and sadness, as Shange writes "it hasn't always been this way." The sense of pride comes from the knowledge that these men who were guests in her childhood home went on to do great things and to be recognized for their achievements. The sense of sadness comes from the fact that these men, as well as herself and all of the people of African American heritage of Shange's time, had to struggle to overcome racism to achieve their goals. Hence the lines, "it hasn't always been this way", "Ellington was not a street", and "Virgil Akins was not the only fighter."

This poem evokes a strong emotional impact in the reader as it is realized how unfairly African Americans were treated in the past and the adversity that they had to overcome. The poem evokes sensory images as the reader can "see" Dizzy Gillespie's hair before it turned gray and "hear" W.E.B. DuBois speaking to Shange's father about politics while Shange slept nearby. These images are enriched even more by Nelson's beautiful illustrations, full of detail, painted in rich dark colors. These pictures, along with the poem, tell the story of a young Ntozake Shange "growing up in the company of men." The book begins with an illustration of a crowded street with the focus on the street sign, which reads Ellington St. This illustration begins the idea of the entire poem beginning with the lines "it hasn't always been this way/ellington was not a street."

In the back of the book, there are two pages on which there is a short biography about each of the eight men and the one band that are written about in the poem. Some of the names will most likely be familiar to most readers, while some of them are less well known. Examples of this are Duke Ellington, who was a well known jazz composer and Dr. Kwame Nkrumah, who was a not very well known president of Ghana. Young readers will be exposed to the names and accomplishments of several important African American men by reading this book, and may want to explore their lives further because of this introduction.

3. SELECTED POEM
This book consists of only one short poem, so a few lines are selected below. I chose the lines that make up the first stanza of this poem. I chose them because they illustrate how times have changed for the African American people. It also shows how Shange's life as a child was warm and safe in her home in which some very important men were frequent guests. This book could be used during Black History Month as an example of several famous African Americans and their struggle to be seen as equals in society. After reading the poem aloud, students could discuss how things have changed for the better for African Americans and what things still need to be improved. This lesson and poetry book would be best used with students in sixth grade and above.

it hasn't always been this way
ellington was not a street
robeson no mere memory
du bois walked up my father's stairs
hummed some tune over me
sleeping in the company of men
who changed the world