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

MODULE 4: SOCIAL STUDIES POETRY

1. BIBLIOGRAPHY
Rappaport, Doreen. 2008. LADY LIBERTY: A BIOGRAPHY. ill. Matt Tavares. Cambridge, Massachusetts: Candlewick Press. ISBN 9780763625306

2. BOOK REVIEW
This book begins in modern day New York City as the author, Doreen Rappaport, thinks about her grandfather and how he came to America on a boat from Latvia. Rappaport wonders aloud in the first poem in this book if her grandfather ever thought about how the Statue of Liberty came to be.

Following this poem are several other poems, all of which are written from the point of view of people who had a part in the Statue of Liberty's beginnings. These poems begin in the year 1865, when Edouard De Laboulaye, a professor of law in France, had the idea of giving America a monument as a gift for its one hundredth birthday. Next was a poem told by Auguste Bartholdi, who was the sculptor who made the monument that would come to be called Lady Liberty. Several other poems follow Bartholdi's, including Gustave Eiffel (the structural engineer), Charles P. Stone (the construction supervisor), journalists, a poet, and even a young girl. Each of these individuals were involved in some way with making the Statue of Liberty a reality.

The poems in this book do not rhyme. The poems are concrete and full of sensory images. The reader can almost see the "wood chips and sawdust litter the floor" as "white dust clings to the workers as they pour plaster over the wood." It is as if the reader can hear the "rapping and banging as the copper is pounded on the molds until the shapes are perfect." The reader can almost feel the workers' pain as "slowly each copper sheet is hoisted up with heavy ropes."

There is a proud tone to the poems in this book as "sidewalks, doorways, windowsills, and roofs bulge with people...A million Americans have come to welcome her" on Liberty Day, which was October 28, 1886.

Tavares' illustrations are a powerful component of this book. Tavares' paintings are incredibly detailed, from the faces of the people depicted to the magnificence of Lady Liberty. After the last poem, there is a page that is folded down. When the reader pulls it up, it becomes a vertical picture of the Statue of Liberty that is two pages tall.

Rappaport presents the Statue of Liberty and how she came to be, in a unique and imaginative way. Even the title, "Lady Liberty: A Biography", is a fresh new idea, as the statue is portrayed as if she was a living person, with a biography all her own. The poems in this book will be of interest to young readers. Instead of just learning the dry facts about the Statue of Liberty, readers are able to hear interesting stories of the people behind the making of Lady Liberty. Details such as the 13 foot deep, 91 square foot hole dug for Liberty's pedestal, the 89 foot tall, 20 foot thick metal skeleton, and the 354 steps up to Liberty's crown will surely add to the interest and amazement of young readers. Readers will learn about the symbols associated with Lady Liberty, such as the fact that "Her right foot is raised/Liberty walks/Freedom never stands still" and "a broken shackle and chain lie near her feet/America broke the links of slavery to fulfill its promise of equality for all."

The last poem in the book is told by Bartholdi, as he stands in Liberty's crown looking down at the enormous crowd below, waiting for him to unveil Lady Liberty's face. Readers will be able to feel Bartholdi's sense of pride and accomplishment as well as the excitement of the crowd below. The reader will also feel Bartholdi's sense of sadness as he wishes "if only Laboulaye were alive to see her."

In the back of the book there are pages of quotes from actual letters of people who wrote down their feelings as they saw the Statue of Liberty for the first time. After that, there is a page that lists the dimensions of the Statue of Liberty. Next, there is a timeline showing the critical events in the making of the Statue of Liberty. Following this is an author's note, an illustrator's note, a list of selected sources used in the writing of the book, a list of additional books about the Statue of Liberty, and the URL to the Statue of Liberty's official website.

3. SELECTED POEM
The poem I selected was "written" by Joseph Pulitzer. I chose this poem because it is an excellent example of Rappaport's sensory images found throughout the book. It also presents some of the awe inspiring facts pertaining to the size of the Statue of Liberty. This book could be used to teach a social studies lesson about the making of the Statue of Liberty. The instructor could read the story aloud to the class. After reading, the students could discuss some of the things about it that made an impact on them, such as the great size, the amount of money needed to fund her making, and the endless hours the workers spent on making the Statue of Liberty a reality.

JOSEPH PULITZER
Publisher, New York World
New York City, August 1886

Liberty's skeleton in now anchored
to the pedestal,
bolted to huge girders
that protrude from concrete.
Eighty-nine feet tall, twenty feet thick,
and faced with granite,
the pedestal is more majestic than I had hoped.
I am humbled by my readers' generosity.
Many who have so little gave so much
to build this noble structure.
Liberty arrived in 214 crates.
On her trip across the ocean,
vicious storms buffeted the ship.
Labels fell off crates.
Pieces of her copper skin were shaken.
Many needed to be reshaped.
Slowly each copper sheet
is hoisted up with heavy ropes.
The workers sit on the crossbars,
fitting her copper skin to the skeleton.
When one piece doesn't fit,
they haul up another and try it,
then another,
until they find the right one.
The first piece of copper skin attached
to the skeleton is named "Bartholdi."
The second piece is christened "Pulitzer."
Each day she grows more beautiful.
I predict that those who once mocked her
will soon love her and understand
her power and significance.

MODULE 4: SCIENCE POETRY

1. BIBLIOGRAPHY
Lewis, J. Patrick. 2004. SCIEN-TRICKERY: RIDDLES IN SCIENCE. ill. Frank Remkiewicz. Harcourt Inc. ISBN 9780152166816

2. BOOK REVIEW
This book is a delightful way to help children learn about science. The entire book consists of poems written as riddles with the answers written underneath them upside down. These riddle poems are illustrated so that they look like they are written on pieces of paper that have been torn out of a spiral notebook.

Each of the poems in this book rhyme. The rhymes are natural and flow freely when they are read aloud. Consonance is used in addition to the rhyming in some of the poems. The tone of this book is one of humor. This book will surely evoke personal responses of laughter as children listen to the riddles and try to guess the answers. The book will appeal to children because they will enjoy trying to figure out the answers to the riddles. Each riddle is written in a clever way, which provides clues to the reader in both the title of the poem and the actual poem. Remkiewicz's humorous illustrations also provide clues to each riddle. One example can be found in the poem titled, "Shhhhhhhhhh", where the answer to the riddle is "sound." This poem is paired with an illustration of children playing music in a band.

This book reinforces science concepts in many areas including scientific discoveries (laser beam, electricity), scientists (Albert Einstein), planets, animals, and dinosaurs. Children will delight in exploring science through Lewis' riddle poems, while learning new science concepts and vocabulary at the same time.

3. SELECTED POEM
The riddle poem I selected from this book is titled "There's Something in the Water." I chose this poem because it illustrates Lewis' creative and unique way that he wrote each riddle poem, including clues in both the title and the poem itself to help children solve them. This would be an excellent book to use to introduce riddle poems to students. The instructor could read the book aloud to the class. After reading, the students could practice writing their own riddle poems. The poems could be made into a class riddle book. This activity could be done for a specific subject area, such as science, or just as a general book of riddle poems.

THERE'S SOMETHING IN THE WATER

Six letters in my name-
Though O, you must agree,
Is what I'm usually called-
It's all in my chemistry.

If H is mixed with me,
Every kid understands
Together we wash your face;
Together we wash your hands.

Answer: Oxygen (is written upside down in the book)

MODULE 3: FREE VERSE

1. BIBLIOGRAPHY
Worth, Valerie. 1994. ALL THE SMALL POEMS AND FOURTEEN MORE. ill. Natalie Babbitt. New York: Farrar, Straus and Giroux. ISBN 9780374302115

2. BOOK REVIEW
This book of poems is a collection of poetry written about simple and familiar animals and objects. Everyday objects like safety pins, pebbles, and keys and familiar animals such as frogs, cats, and robins come alive in a whole new way through Worth's use of similes, metaphors, and personification. Each poem is full of sensory images. The reader can almost see "The spotted frog...On a wet stone;...green with a luster of water on his skin", hear as marbles are "poured clicking, water-smooth, back to their bag", smell as garbage from "the stained, sour-scented bucket tips out...", taste "raw carrots...cool and hard, like some crisp metal", and feel "the fine invisible teeth of gentle grass" on bare feet.

Worth uses onomatopoeia as coat hangers "clash and cling" and crows cry "thaw, thaw, thaw!" to the melting winter snow. Worth uses language in unique and imaginative ways. For example, the poem titled, "clock" is written in a rhythm which simulates the ticking of a clock as it slowly ticks to a stop. In another poem titled, "flamingo", the poems are written in two vertical lines, simulating the bird's long thin legs. The poems in this book are naturally appealing to children. They have a natural rhythm and sound that is appealing when read aloud. Young readers will delight in seeing familiar objects and animals presented in a unique and imaginative way.

The book has a table on contents beginning with a page titled, "small poems", in which there are 24 poem titles and the page numbers where each poem can be found. After this page are pages titled, "more small poems", "still more small poems", "small poems again" and "fourteen more." On each of these pages is a list of poem titles and the pages where each poem can be found once again. There are a total of 113 poems in the book.

3. SELECTED POEM
The poem I selected from this book it titled "sun." I chose this poem because it is an excellent example of Worth's use of personification, metaphor, simile, and sensory imagery. This poem takes a familiar object and paints it in a whole new way.

This book of poems could be used as a way to introduce children to writing poetry about everyday things that are familiar to them, using imagery and poetic elements such as personification and metaphor. The instructor could read the poems aloud to the students. The students could then work together to choose one ordinary object in the classroom to write about. The students could brainstorm creative words that could be used to describe the object. The students could then work together to create a class poem about the object they chose. Afterward, the students could pick another object in the classroom and repeat the process, either with a partner or individually.

sun

The sun
Is a leaping fire
Too hot
To go near,

But it will still
Lie down
In warm yellow squares
On the floor

Like a flat
Quilt, where
The cat can curl
And purr.

MODULE 3: VERSE NOVEL

1. BIBLIOGRAPHY
Creech, Sharon. 2004. HEARTBEAT. New York: HarperCollins Children's Books. ISBN 9780060540234


2. BOOK REVIEW
The story in this poignant novel revolves around a twelve-year-old girl named Annie, as she deals with the changes happening in the life of her family. Each poem in this book is titled like a chapter. Each poem is written as Annie's thoughts in the first person point of view, as Annie relates the happenings in her life to the reader. Annie lives with her parents and grandfather, who is very ill and is suffering from memory loss, most likely Alzheimer's Disease. Annie is experiencing big changes in her life. She finds out that her mother is pregnant with a new life growing inside her, just as Annie's grandfather is slipping away a little more each day. Annie's thoughts on this contrast are illustrated in the poem titled, "Rooms", where "...it seems as if he is evaporating or shrinking disappearing-little pieces vanishing each day while the alien baby grows bigger and bigger multiplying cells...". Annie's favorite way to escape everything around her is to run barefoot for miles. She is often joined by her closest friend, Max, a thirteen-year-old boy, who has dreams of escaping the town to find something better in life.


This novel is filled with figurative language and sensory images. Onomatopoeia is used to describe such things as Annie's heartbeat as she runs ("thump thump"), autumn leaves as Annie runs through them barefoot ("crunch crunch"), and the heartbeat of Annie's unborn baby brother ("a-whoosh, a-whoosh). Symbolism is found throughout this book, which begins as Annie's art teacher gives her class an assignment to choose one apple and draw that same apple every day for one hundred days. Annie begins to see her apple as she sees her grandfather, as something shrinking and deteriorating a little more with each passing day.


This novel is sure to evoke a strong personal response in the reader. The reader will feel Annie's sense of relief as she finds out her mother "...does not have a deadly disease/instead she has a baby growing inside her...". The reader will be able to relate to Annie's sense of confusion as she looks through her grandfather's photo album wondering how he went from "...that boy/in that smooth skin/those skinny legs/that dark hair..." to the sickly old man sitting in the room with her. The reader will feel Annie's sense of sadness and loss as she describes being "infinitely, infinitely, infinitely sad that my grandpa does not have a whole long life ahead of him."


There are moments of humor in this novel as Annie learns how to use footnotes in her English class and proceeds to use them to note things in an amusing way throughout the rest of the story. An example of this is in Annie's thoughts about the girls' track coach, who wants to recruit her to the track team. Annie wants no part of it, preferring to run just for the joy of running free. The track coach is relentless in her pursuit of Annie. Annie's thoughts on the subject (after refusing her time and time again), complete with footnotes are illustrated in the poem titled "Shoeless." "I do so want to punch her (14)." The number 14 denotes a footnote. At the bottom of the page is the number 14 and the words "very very very much" as the footnote, explaining just how much Annie would like to punch the track coach. Humor is also found again through Annie's English class as her teacher instructs her class on how to use a thesaurus in order to help them to to build their vocabularies. Once again Annie's thoughts turn to the track coach as she "...detected a quantity of synonyms for angry-now when I run into the girl's track coach/I can say that she makes me/aggravated/annoyed/antagonized/bitter/displeased/
enraged/exasperated/furious...". The reader will also be amused as Annie's grandfather finds and takes a bite out of her homework (her apple), which Annie had to draw from then on with a bite taken out of it.


Creech writes in a way that will appeal to young readers. They will be able to identify with Annie's reaction to news of a new baby, the fear of losing a loved one, and the sudden shyness she begins to feel with Max, who she'd known all her life. The characters are believable and the story will touch the emotions of the reader. This novel is not for younger children. It is most appropriate for students who are twelve years old or older.


3. SELECTED POEM
The poem I selected from this novel is the last poem titled "One Hundred Apples." I chose this poem because it is both heartbreaking and hopeful at the same time. It depicts the symbolism found throughout the novel, which compares Annie's apple to her grandfather, as both slowly wither away. This novel could be used in a sixth grade class or older to teach students or talk to students about the process of growing older. It could be used to help those students who have a family member who is ill or dying. The book could be read aloud to the class. After reading, students could take turns discussing how the book made them feel and relate those feelings to their real life experiences. This could be a way to help heal those students who have lost a loved one or are going through a difficult time in their lives.


ONE HUNDRED APPLES


Grandpa and baby Joey and I
are looking through my apple folder.
Grandpa points out his favorites
as Joey gazes wisely
as if he understands
what he is seeing.
Grandpa reaches the ninety-ninth apple:
a slim core
eaten away
a narrow indented column'
with a dignified but bent stem
and pale flesh
browning the edges.
As Grandpa turns the page
to the one hundredth apple
I hear a small intake of breath.
He takes the baby's finger
and together they trace
the drawing:
a small shiny brown seed
tear shaped
elegant
both old and new
silent
and
full
of
secrets.

MODULE 3: POETIC FORM

1. BIBLIOGRAPHY
Clements, Andrew. 2007. DOGKU. ill. Tim Bowers. New York: Simon & Schuster Books for Young Readers. ISBN 9780689858239

2. BOOK REVIEW
This book contains a short story written in Haiku form. Since the story is written in Haiku form and is about a dog, Clements cleverly combined these two words to make the title, "Dogku." This book tells the touching story of a stray dog who ends up on the back porch of a family who take him in and give him a good home. The story is told with a sense of humor, such as when the family, while feeding the dog scraps of their breakfast under the table, decides to name him Mooch. The illustrations also add to the humor of the story as they depict Mooch getting into both the dirty laundry and the trash in the kitchen when he is home alone. The story is filled with sensory images, for example in the lines "Morning brings children. Hugs, licks, barking, and laughing" where the reader can see, hear, and feel the joy felt by both the children and their new dog upon meeting for the first time. This story evokes a strong personal response as the reader hopes that Mooch has found a permanent home in spite of his antics while he was home alone.

3. SELECTED POEM
Since this book was made up of short Haiku's that tell a story, I selected two of them which illustrate Clement's sense of humor and knowledge of how dogs sometimes behave when left alone. Before the story is read, the instructor could ask the students what they think may happen when a pet is left alone in the house. After this is discussed, the students can listen to the story being read aloud to the class. After the story is finished, the students can compare their ideas about a pet being left home alone to what Mooch did when he was home alone in the story.

(There is no title for these Haiku's except for the title of the book, DOGKU).

The house is quiet.
No kids, no mom, and no food.
What's a dog to do?

Chew on dirty socks.
Roll around in week-old trash.
Ahhh...that's much better.

MODULE 2: FLORIAN POETRY

1. BIBLIOGRAPHY
Florian, Douglas. 2000. MAMMALABILIA. New York: Harcourt Inc. ISBN 9780152021672

2. BOOK REVIEW
This book of poetry contains 21 short poems about mammals. All of the titles of the poems begin with the word "The" and the name of the animal. There are many animals in this book that children will be familiar with such as a fox and a zebra. This book also includes animals that will most likely be new to children, and therefore expand their vocabulary and knowledge of animals. Examples of these include a lynx, ibex, and tapir.

The poems in this book are appealing to both children and adults. The tone of the poems is lighthearted and humorous throughout the book. All of the poems rhyme. The rhymes are natural and creative, such as in the phrase, "it's stilla gorilla", from the poem titled "The Gorilla." The poems have a natural rhythm and flow nicely as they are read aloud. There are clever, unique, and imaginative ideas in both Florian's poems and illustrations. One example of this creativity is in the poem titled "The Camel", in which the poem is written going up and down mimicking a camels humps. The illustrations add to the humor and appeal of the book. An example of this is in the poem titled "The Rhebok", where the Rhebok is depicted wearing Reebok tennis shoes. In some of the poems, the elements of alliteration, consonance, or assonance can be found. There is a table of contents in the front of the book, listing the title of each poem and the page where it can be found.

3. SELECTED POEM
The poem I selected from this book is titled "The Porcupine." I chose this poem because it is an excellent example of Florian's unique ideas, sense of humor, and creativity. In this particular poem, the words are written in a vertical half-circle, which looks like a porcupine's quills. This poem could be used to help students learn about mammals. After the poem has been read aloud to the class, the students could write their own short poems about mammals, including facts that they have learned from Florian's book or other discussions about mammals.

THE PORCUPINE

The porcupine
Can climb up pine.
On bark and leaves
It loves to dine.
The porcupine
Has porcupins
That sprout out from
Its porcuskin,
And if you touch one,
You'll complain:
The porcupine's
A porcupin.

MODULE 2: MULTICULTURAL POETRY

1. BIBLIOGRAPHY
Bruchac, Joseph. 1996. THE CIRCLE OF THANKS NATIVE AMERICAN POEMS AND SONGS OF THANKSGIVING. ill. Murv Jacob. BridgeWater Books. ISBN 9780816740123

2. BOOK REVIEW
This book is a collection of poems based on traditional Native American songs and prayers. The poems in this book describe the things that the Native American people are thankful for. Most of the poems center around nature. The earth, the weather, the animals, the plants, exist in harmony and in unison in these poems. The reader will be able to feel the deep appreciation and respect that the Native American people have for the environment and nature. The poems are written in a tone that is warm and respectful as things such as the rain, wind, and corn are depicted as things for which to be thankful. This way of praising and valuing everything in their lives, big or small, is unique to the Native American people. Familiar experiences and topics are presented in unique ways and allows the reader to begin to understand their value. There is a great deal of sensory images in the poems in this book as the reader can almost hear and feel things such as the wind and the rain. The reader will feel a personal response to the poems as he or she will feel the deep appreciation toward nature and every creature that inhabits it.

The poems in this book do not rhyme. Some of the lines repeat in some of the poems making an appealing rhythm when read aloud. The illustrations add to the appeal of this book as Jacob paints his pictures using rich colors in mostly browns, greens, and blues, which correspond to the colors of the earth, grass, and sky.

This poem book begins with a note to the reader where it is revealed that the poems in this book are based upon traditional Native American songs and prayers. Written under each poem, is the name of the Native American tribe and location that the poem is based upon.

3. SELECTED POEM
The poem I selected from this book is titled "The Circle of Thanks." I chose it because it depicts the theme of the book overall in that the Native American people give thanks for everything that is important in life such as the earth, nature, animals, and people.

This book could be read as part of a Thanksgiving lesson. After reading it aloud to the class, the students could write a short poem about something that they are thankful for and share it with the class.

THE CIRCLE OF THANKS

As I play my drum
I look around me
and I see the trees.
The trees are dancing
in a circle about me
and they are beautiful.

As I play my drum
I look around me
and I see the sun and moon.
The sun and moon are dancing
in a circle about me
and they are beautiful.

As I play my drum
I look around me
and I see the stars.
The stars are dancing
in a circle about me
and they are beautiful.

As I play my drum
I look around me
and I see my people.
All my people are dancing
in a circle about me
and my people, they are beautiful.

MODULE 2: NCTE AWARD POETRY

1. BIBLIOGRAPHY
Grimes, Nikki. 2001. STEPPING OUT WITH GRANDMA MAC. ill. Angelo. New York: Orchard Books. ISBN 9780531303207

2. BOOK SUMMARY
This book of 20 short poems by Nikki Grimes tells the story of a ten-year-old girl and her relationship with her undemonstrative grandmother. The story begins as the girl gets to know her grandmother who lives far away and did not see her much until she was ten years old. The poems begin with the granddaughter feeling like she couldn't do anything right in the eyes of her grandmother, who is a perfectionist. The poem titled "Sharp Tongue" says it all as the granddaughter is told "Don't sit there!", "Don't touch that!" and the like. There is a touch of humor in this poem as the young girl mutters "Don't breathe!" to herself as well as an insight into her hurt feelings as she confides to her mother "Then how come there are teeth marks in my heart?" This was said after her mother tried to explain to her that her grandmother was "all bark."

The relationship between the girl and her grandmother grows throughout the book as the grandmother teaches her about how to live a respectable life in spite of being poor. The granddaughter learns about perfume, setting the table correctly, shopping for quality clothing, and other things the grandmother believes a young girl needs to learn. As the story progresses, the grandmother becomes more affectionate with her granddaughter as she (as quoted in the poem "Radio City" by the girl) "grabs my hand sticks it in the warm well of her pocket and holds it there what seems like forever."

Each of the poems in this book is written from the point of view of the ten-year-old granddaughter as she begins to build a relationship with and to understand her grandmother. The black and white illustrations by Angelo add to the appeal of the book. Some of them depict the grandmother and granddaughter, while others humorously show their personalities, such as the drawing of a gloved hand and duster in the poem titled "Neat Freak."

Most of the poems in this book do not rhyme. The rhythm of the poems is smooth and appealing as the poems are read aloud. There are poems that have the elements of consonance, assonance, and similes throughout the book. Many of the poems evoke sensory images, such as in the poem titled "Sharp Tongue" where "Grandma's kitchen floor is shiny as ice." The book is filled with familiar childhood experiences that children will be able to relate to. The poems tell a story that will stimulate emotions and cause the reader to think about or remember their grandmothers in a sentimental way.

The book has a table of contents in the front, which list the name of each poem and the page where it can be found.

3. SELECTED POEM
The poem I selected as an example from this book is titled "Fences." I chose this poem because it describes the relationship between the granddaughter and grandmother in this story. This poem makes it clear to the reader that below the grandmother's tough exterior, there is a heart full of love for her granddaughter. The poem also lets the reader know that the young girl understands her grandmother and knows how much her grandmother loves her in spite of her undemonstrative ways.

This book could be introduced as a way to talk about families. The instructor could ask students about their family members and ways they are alike and different. The book would then be read aloud to the students. After reading, the students could have a discussion about their families and pick one member of their family to write a short poem about to share with the class.

FENCES

When I visit Grandma Mac
She usually snaps at me
To wipe my feet
On the welcome mat
So I don't dirty her rug.
There are no hugs,
No "Come here, sugar."
Just "Well, are you
Coming in or not?"
Her cold words
Used to make me shiver
Though never enough
To chase me away.
Then, after a while,
I'd notice how a light
Switches on in her eyes
Every time she sees me.
And I'd catch her
Sneaking money inside
My purse or pocket
So I could find it later
Like buried treasure.
And, more than once,
I saw her eyes
Bathe me with pride.
So I figure
Grandma's chilly words
Aren't brick walls
Made to keep me out.
They're more like picket fences
With gaps wide enough
For me to squeeze through-
All I have to do
Is try.

MODULE 1: AFRICAN AMERICAN POETRY

1. BIBLIOGRAPHY
Hughes, Langston. 2009. MY PEOPLE. photographs: Charles R. Smith Jr. New York: Simon & Schuster. ISBN 9781416935407

2. BOOK REVIEW
In this poetry book, Hughes uses metaphors to compare the beauty of the African American people to things in nature that are also beautiful. Although the book is short and consists of only one poem, the meaning is deep. The reader gets to see both through Hughes' words and Smith's photographs, how the African American people hold a unique beauty that is their own. The photographs depict African American people of different ages, genders, moods, and skin tones, showing the reader how each person is unique and alike at the same time.

The book begins by comparing the beauty of the night to the faces of the African American people. The poem allows the reader to predict what the next metaphor will be, after understanding the first comparison. The poem does not rhyme, but has a distinct constant rhythm throughout which appeals to the ear as it is read aloud. The tone of the poem is one of both awe and pride as Hughes ponders the beauty of the African American people. This book evokes a strong personal response as the reader is able to understand the beauty of the African American people from just a few words and photographs.

3. SELECTED POEM
This book contained only one short poem, describing the beauty of the African American people, so just a few lines from the poem will be found below. I chose these lines because they are the first lines of the poem. These lines introduce the metaphors throughout the poem, which compare the beauty of nature with the beauty of the African American people. This book would be an excellent way to introduce cultural differences with students of any age. The instructor could have a discussion with the students on ways that people are alike and different. This book, along with other books about different races and cultures could be read aloud to students to celebrate cultural diversity and to understand how humans are alike and different. After reading, the students could draw themselves and write a short poem about how they are unique.

MY PEOPLE

The night
is beautiful,
so the faces
of my people.

MODULE 1: HOPKIN'S COLLECTION

1. BIBLIOGRAPHY
Hopkins, Lee Bennett. 2003. ALPHATHOUGHTS ALPHABET POEMS. ill. Marla Baggetta. Honesdale, Pennsylvania: Wordsong Boyds Mills Press, Inc. ISBN 9781563979798

2. BOOK REVIEW
This poetry book is an alphabet book of 26 poems, beginning with the letter A and ending with the letter Z. The poems in this book do not all rhyme, in fact, most of them do not. Some of the poems feature alliteration, others feature consonance, and many evoke sensory imagery. The rhythm of the poems in this book is consistent and inviting throughout, as a letter is presented, followed by a word beginning with each letter, ending with a short poem that is one sentence long describing each word.

This book is naturally appealing to children. The tone is lighthearted and the illustrations are warm, rich, and bold. Most of the poems depict familiar experiences and items that are written about in interesting and unique ways. Hopkins uses language in unique and imaginative ways to present children with new ideas and understandings. A few of the poems have vocabulary that may be difficult for young children to understand without adult guidance such as the letter O for ornithologists. New words such as these will help to expand the vocabulary of the young readers of this book. There is no table of contents or index in this book. Since the poems are arranged alphabetically and the book is not long, there is no need for them.

3. SELECTED POEM
The poem I chose from this book was the poem titled "J." I chose this poem because it illustrates how Hopkins can take a familiar object and write about it in an imaginative and unique way that children identify with and appreciate. This poem is also one that evokes sensory images as the reader can almost taste it. This book could be used with very young students as a way to introduce the alphabet. As a warm up activity, the instructor could say a letter and the students could name something beginning with the letter. Then the poem could be read aloud to the class. After reading, the children could try to remember what each of the letters in the book stood for.

J
Jelly
A jolly peanut-butter playmate

MODULE 1: SCHOOL POETRY

1. BIBLIOGRAPHY
Dakos, Kalli. 1999. THE BUG IN TEACHER'S COFFEE AND OTHER SCHOOL POEMS. ill. Mike Reed. HarperCollins Publishers, Inc. ISBN 9780060279400.


2. BOOK REVIEW
THE BUG IN TEACHER'S COFFEE AND OTHER SCHOOL POEMS is a book of poems written by Kalli Dakos and illustrated by Mike Reed. This book is a collection of 23 short poems revolving around a typical school day, beginning with a welcoming poem titled "Good Morning", accompanied by Reed's clever illustration of a school with a smile on its face. The windows on the front door are the eyes, and the steps leading up to the door curve into a smile, as the school welcomes the reader to school and the poems inside the book. The book ends with a poem titled "The School Bell", illustrated with a picture of children counting down the seconds to the end of the school day.


Dako's poems are naturally appealing to children and focus on topics and experiences that are familiar to them. The language is simple and written in a way that is entertaining as well as easy to read and understand.


The tone of the poems in this book is lighthearted as most of the poems are humorous. Children and adults will laugh at some of the familiar situations they encounter or have encountered in school such as a "hot" lunch that is already cold, a bee in the classroom, and a math test gone wrong. The poems in this book rhyme and have a rhythm that flows from one poem to the next. The poems rhymes are natural and sound appealing when read aloud. The meanings of the poems in this book are concrete and easy for young readers to understand. Onomatopoeia is used frequently to vividly illustrate the feelings and/or actions depicted in the poems. Many poems in this book provoke sensory images such as the line "Some purple paint, I'd like to drink" from the poem titled "Schools Get Hungry Too", which is sure to evoke "yucks!" from the readers. Some of the poems give a different insight into what is normally thought of, such as the poem titled "Gym", which is written from the perspective of the basketball hoop. The book contains a table of contents in the front, which lists the title of each poem and the page where it can be found in the book.

3. SELECTED POEM
The poem I selected from this book is titled "Cold Dog on a Tray." I chose it because it is something that every child who has ever eaten a school lunch can relate to. This poem is one of many in this book that tell the humorous story of the everyday adventures of going to school.

As an introduction, the students could talk about the everyday things that happen at school. The poem would be read aloud to the class, making sure to emphasize the humor found in each one. The students could then talk about other silly things that might happen in school and write short poems of their own about their ideas to share with the class.

COLD DOG ON A TRAY
I've been waiting
So long on this tray,
I'm not a hot dog,
I'm a COLD dog today.

LS 5663 Poetry for Children and Young Adults

This post, and the posts of poetry reviews I will be writing after this, are for my Poetry for Children and Young Adults course (LS 5663 Section 20) at Texas Woman's University.