FALLING HARD: 100 POEMS BY TEENAGERS by Betsy Franco

BIBLIOGRAPHY:

Franco, Betsy (Ed.). 2008. FALLING HARD:  100 LOVE POEMS BY TEENAGERS.  Massachusetts: Candlewick Press.  ISBN 9780763634377

SUMMARY:

A collection of honest poems from teens.  They express the love hate relationship many experience during those short years of life.  First love can be felt through the poetic words of youth.  Heart aches shared as those first loves don't turn out as we once hoped and dreamed.  Curl up with this great book and be inspired by the hope of love, or comforted during heart breaks.  Find hope for new love as life goes on.

QUALITY & APPEAL:

Age Range:  15 and up

Older students will relate to the raw nature of the poems, and enjoy reading published poems from young adults like themselves.  They will enjoy the humor many of the poems express.  Real issues, real feelings are expressed and shared in many of the poems.  Passion, obsession, anger, and desperation are feelings that are shared.  Young adults will have many of their feelings validated as they read the poetic treasures this book holds.

Teacher will appreciate the authentic poetry found inside this book.  Students will be more engaged as they listen and interact with poetry that relates to them in one way or another.  Sharing the poems and allowing students to use them to inspire their own writing will help struggling students who might be highly intimidated to writing poetry.  Librarians and teachers should be cautious about their target audience's ages and the specific poems they use.  There are some mature subject matters and inappropriate language shared in some of the poems.  

SPOTLIGHT POEM:  (Excerpt from page 83)

THE PERFECT GUY

by Valerie Garcia, age 16

He gives me flowers,

Rings and notes,

Jewelry, makeup,

Other things.

I return the favors;

Anything for him.

I smile with joy --

No girl could ever be so lucky --

Until reality slaps me in the face.

It's fun to pretend,

But I must remember:

It's for her, not me.

CONNECTION:

• Share select poems with older students from Franco's poetry book.
• Read the above poem several times aloud to the whole group.
• Ask students to brainstorm their ideas of the "perfect guy" or the "perfect girl".
• Student will pick out 20-30 key words or phrases that describe their perfect guy/girl.
• They will create a Visual Poem using www.imagechef.com.
• Students will print their Visual Poem out and create a decorative background that reflects them and their poem.
• Select poems will be framed and entered into the local art show and put up for auction during school fundraiser.

LINKS:

• Jaylene Clark performing her poem, "Detrimental to My Success", found on pages 118-119
• http://youtu.be/-aQNktsy2uc

SCARUM FAIR by Jessica Swaim

BIBLIOGRAPHY:

Swaim, Jessica. 2010. SCARUM FAIR. ill. Carol Ashley. Pennsylvania:  Wordsong. ISBN 9781590785904

SUMMARY:

Come one!  Come all!  Buy your tickets to the creepiest fair in town.  Get goosebumps from the Ghoul at the Gate.  Join in with the dead and run for your life in the great Coffin Race.  Most of all, don't miss the wedding of the century.  Count Dracula is sending a personal invitation just for YOU!

QUALITY & APPEAL:

Age Range:  9 years and up
Grade Level:  4th grade and up

Students are going to love to spooky poems hidden inside this book.  They will eagerly read one after another.  Some will leave them laughing, running to share with a friend. While others will scare them or even gross them out.  The illustrations will add depth and meaning to the poems that students will enjoy examining.  They provide great visuals as they illustrate the poetic words each poem is expressing.

Teachers can share these poems throughout the month of October.  They serve as great poetry breaks during a day of learning.  They can be read over and over again for enjoyment, or analyzed, studying stanzas, rhyming, line breaks, tone, and mood.  This book is filled with spooky fun that students will enjoy and be engaged in during lessons.  They will definitely get into the Halloween spirit and learn a great deal about poetry along the way.

SPOTLIGHT POEM:  (Excerpt from page 17)

COFFIN RACE

There's no need to have a license.

There's no need to be alive.

The competition's stiff tonight,

'cause dead folks love to drive!

You'll see expensive models

plus some long-forgotten makes.

Reclining seats are optional,

but not a soul needs brakes.

The racetrack spirals downward

to the finish, and no wonder:

the winner gets a floral wreath

and parking six feet under.

CONNECTION:

Lesson for 4th grade and up:

• Share this and other poems from Swaim's poetry picture book.
• Allow student to reread and share their favorite poems in the Poetry Center.
• Ask students to choose one of their favorite poems from SCARUM FAIR by Jessica Swaim, and create their own spooky Halloween poem, using her poem as inspiration.
• Their poem must be 2-4 stanzas and contain some type of rhyming scheme.
• Students need to cite the source of their poem's inspiration on the bottom of their page.
• After students have written their poem and gone through the whole writing process (Revise and Edit), they will publish their poem in the Writing Center by either neatly rewriting their piece or by typing it their final copy.
• Students will attach their poem to an art piece that they created using multiple art supplies that are available.  The art should match the poem and help provide a visual for readers to see.  They can use Ashley's illustrations found in the book for inspiration as well.  
• Finished poems and art will be displayed in the classroom or around school.  

LINKS:

• SCARUM FAIR activities by author, Jessica Swaim
• http://www.jessicaswaim.com/scarum_files/Scarumguide.pdf
• 2012-2013 Bluebonnet Award Nominee
• http://texasbluebonnetaward2013.wordpress.com/scarum-fair/

FIREFLY JULY: A YEAR OF VERY SHORT POEMS by Paul B. Janeczko

BIBLIOGRAPHY:

Janeczko, Paul B., comp. 2014. FIREFLY JULY:  A YEAR OF VERY SHORT POEMS.  ill. Melissa Sweet. Massachusetts:  Candlewick Press. ISBN 978763648428

SUMMARY:

Experience the work of art and poetry as you walk through all four season of a year.  The words are few, but the imagery and sensory language used in the poems will land you right in the center of the season you are reading about. Experience the wonders and beauty of that season, savor the moments and the memories each poem brings.  Then, move on to a new season ...

QUALITY & APPEAL:

Age Range:  6 years and up
Grade Level:  1st grade and up
Young students can learn about the four seasons we have in each year though the poems contained in this masterful compiled poetry book.  The selection of poems and the beautiful illustrations will appeal to all ages. The illustrations will catch the viewers eye and the catching poems will make them want to linger on that page as the words reinforce Sweet's artwork.

Educators will find this to be a jewel for any classroom or library.  The poems are short and can be used for quick poetry breaks.  Lesson can be created that center around using one of the gems as a mentor text for reading, writing, or to reinforce science concept.  Artist can express themselves using Sweet's work as a mentor art piece as well.  Students can work with watercolors and mixed medias like the illustrator did.

SPOTLIGHT POEM:  (Excerpt from pages 14-15)

LITTLE ORANGE CAT

by Charlotte Zolotow

Little orange cat,

you prowl

like a small tiger

(stalking what?)

in the field

of white daises

and shining buttercups.

CONNECTION:

Lesson for Pre-k-1st grade:

• Whole group/Circle Time:
• End of spring, beginning of summer, discuss summer and types of things student will see (flowers, dragonflies, etc.).
• Share the above poem with students, rereading it slowly several times while students study the illustrations.
• Discuss what the word "prowl" means.  
• Then, discuss what it means to "prowl like a small tiger".
• Allow students time to share their thoughts verbally.
• Then, allow students to show with their bodies what "prowl like a small tiger" means.  (Example:  Students slowly crawling around on their hands and knees.)
• Discuss that the word "stalking" means?
• Ask students to infer what the little orange cat might be stalking in the field.
• Art Center:
• Students will view pages 14 and 15 and create their own illustration of a little orange cat in a field of flowers.  
• Writing Center:
• With the help of the teacher, students will add to the poem by Charlotte Zolotow and say what they think the little orange cat is stalking in their newly created poem.  
• Students' art and poem will be displayed in the classroom or in the hallway with a blown up copy of pages 14 and 15 displayed in the center citing the source for their inspiration both artistically and for their poetry writing.  

DARK EMPEROR & OTHER POEMS OF THE NIGHT by Joyce Sidman

BIBLIOGRAPHY:

Sidman, Joyce. 2010. DARK EMPEROR AND OTHER POEMS OF THE NIGHT. ill. Rick Allen. New York: Houghton Mifflin Harcourt Publishing Company. ISBN 9780547152288

SUMMARY:

Slide on your night vision glasses to view the magnificent, creepy, and amazing world that exists when the sun goes down.  Like the owl, you can watch the night-spiders build their webs, bats flipping upside down with a full belly, and listen to the crickets sing.  After reading this book, you will never look at nighttime the same again.

QUALITY & APPEAL:

Age Range:  6 years and up
Grade Level:  1st grade and up
Students will learn about the wonderful, mysterious, and sometimes dangerous nocturnal animals of the night. The author's notes on the right side of the pages make a great addition as they add details and scientific concept information that goes hand-in-hand with the focus poem on the left hand side of the page.  In the middle, students will find a wonderfully dark illustration created by Rick Allen.  The illustrations bring the poem to life and create a visual for students to study, experience, and enjoy.

Teachers will want to add this informational book to their classroom library.  It is a great resource filled with poems that will aid in the learning of science concepts.  The illustrations are a great tool for teachers to use with their ELL students.  All students will thrive with the exposure to the rich vocabulary found within the pages.  Share Joyce Sidman's book trailer to engage students in the learning.  The sounds and visuals are amazing!  http://www.joycesidman.com/books/dark-emperor-and-other/book-trailer-dark-emperor.html

SPOTLIGHT POEM:  (Excerpt from page 16)

NIGHT-SPIDER'S ADVICE

Build a frame

and stick to it,

I always say,

Life's a circle.

Just keep going around.

Do your work, then

sit back and see

what falls in your lap.

Eat your triumphs,

seat your mistakes:

that way your belly

will always be full.

Use what you have.

Rest when you need to.

Dawn will come soon enough.

Someone has to remake

the world each night.

It might as well be you.

CONNECTIONS:

• Watch Joyce Sidman's book trailer.  (link above)
• Show students the book cover, and discuss the video they just watched. 
• Discuss what they could learn from reading a book like this.  (Discuss genre: expository/nonfiction/informational text; Discuss author's purpose:  written to inform)
• To engage students in the learning, let them watch Arachnids video found on www.brainpop.com
• http://www.brainpop.com/science/diversityoflife/arachnids/  (Need a subscription to view.)
• Discuss spiders and begin filling out a graphic organizer (KWL chart), filling in the "KNOW" section. After students have had time to think of questions, add those to the "WHAT I WANT TO KNOW" section.
• Slowly share Night-Spiders Advice from page 16 - Rereading the poem several times.
• Discuss the illustrations on both page 16 and 17.
• Then, read the notes on the right hand side of the page to learn more about spiders.
• Read the poem again.
• Discuss and fill in the "LEARNED" section of the graphic organizer.
• Allow students to create a spider diagram with sentence strips stating facts.  Have some sentences that do not fit or are incorrect in relations to spiders.  Students will need to read all sentences and glue only the ones onto their diagram that describe correct information or characteristics about spiders. 

Joyce Sidman's Reader's Guide:

• http://www.joycesidman.com/books/dark-emperor-and-other/dark-emp-rg.pdf

WATER SINGS BLUE: OCEAN POEMS by Kate Coombs

BIBLIOGRAPHY:

Coombs, Kate. 2012. WATER SINGS BLUE: OCEAN POEMS. ill Meilo So. California: Chronicle Books LLC. ISBN 9780811872843

SUMMARY:

Missing the sounds of the ocean?  Put down that seashell and experience ocean life through the artful words of Kate Coombs.  Raise those sails and glide through the pages to experience soaring seagulls, a love-struck sea urchin, jellyfish, jellyfish, and not-really-jellyfish.  Savor every word as the ocean whispers, "I was here, wasss h e r e, wasssss h e r e ..."

QUALITY & APPEAL:

Age Range:  4 years and up
Grade Level:  Pre-K and up
Student, itching for summer break, can take a trip to the beach anytime they want as ocean life springs from each page of this beautiful poetry picture book.  The mental imagery created by author, Kate Coombs, is amazing.  Mysteries from the deep ocean waters come to life through the illustrations created by So.  They are realistic and appealing. Students will enjoy getting to experience the ocean and the animals that reside there.  The poetic rhythm will draw them in.  Some poems will have them grinning from ear to ear, while others will leave them in AWW!

What a wonderful book to add to any classroom library!  This informational text brings science concepts to life.  The poetry aspects are used beautifully.  Teachers can used the enclosed poems to teach students about rhyming scheme, various types of figurative language, metaphors, simile, visualization, tempo, and to pause as needed to hear the full meaning of a poem.  The poems can be read separately over time exposing students to a wide variety of vocabulary.  Read poems slowly and savor each pebble of sand each poem has to offer young readers.

SPOTLIGHT POEM:  (Excerpt from book)

SHIPWRECK

Here lie the bones

of twenty trees,

lost far from home

under gallons of seas.

CONNECTION:

• Slowly read the above poem with young students several times while they can view the print.
• Choral reading - Read the poem in unison with the whole class to help increase fluency and to aid in word-to-word matching while reading and viewing text.
• Discuss items that might be found in the shipwreck.
• Make a list of objects as students share their brainstormed ideas.
• Add words to the list that rhyme with students' responses.
• Circle rhyming words and group them together.
• Guide students in creating a simple poem like the one above using rhyming words to create a ABAB rhyming scheme.

THE FRIENDLY FOUR by Eloise Greenfield

BIBLIOGRAPHY:

Greenfield, Eloise, 2006. THE FRIENDLY FOUR. ill. Jan Spivey Gilchrist. New York: HarperCollins Publishers. ISBN 9780060007591

SUMMARY:

Summer is upon us.  Everything is green.  Flowers are blooming, and so are friendships.  Meet Dorene, Drum, Louis, and Rae. Four friends who experience a wonderful summer together discovering new things as they explore their community.  Like all good things, they all have an end.  Join these four friends as they enjoy all that this magical summer has to offer.

QUALITY & APPEAL:

Age Range:  4 years and up
Grade Level:  1st and up
Students will connect with the youthful characters found within this book's pages.  The dialogue seen throughout the book is authentic in nature.  The setting and obstacles are common, and will be easy for children to relate to. The upbeat rhythm of the poems will keep students engage as they listen and interact with each one.

This is a great book to read and share with younger children who are dealing with relocating to a new community, dealing with the illness of a parent or loved one, or have issues with siblings.  Great discussions can be had before, during, and after reading this book.  With its multiple voices, a play like script, students could easily share poems through performances much like a reader's theater.  Gilchrist's illustrations bring the summer fun to life with bright and lively colors that match the actions of the free-verse poems.

SPOTLIGHT POEM:  (Excerpt from page 47)

GOODBYE TO GOODSUMMER

Drum:  The summer started out with one,

Dorene:  and now there are four, and even though 

one of us is far away,

Drum, Dorene, Louis:  we're still together.

We'll find some fall, winter

and spring things to laugh about,

Louis:  and our town will wait for us.

Drum, Dorene, and Louis:  So, goodbye for now, Goodsummer,

We'll see you next year.

CONNECTION:

Poem and Art:

• Read a few excerpts relating specifically to summer coming to an end at the beginning of the school year. 
• Allow students to discuss some of their favorite memories from their summer.
• After they share and discuss, guide students as needed to write their own summer poem, using one of the book's poems to mentor if needed.  
• Students will share their poems with the teacher and one or two peers to receive feedback.  
• They will then edit and revise as needed.  
• Students will complete their poem by publishing their poem, rewriting it neatly.  
• They will then add it to the bottom of a piece of construction paper. 
• Using Gilchrist's illustrations for inspiration, students will create their own illustration to match their poem, bringing their poem to life through art.  
• Display final poetry/art projects around the room or in the hallway.

Good Masters! Sweet Ladies! Voices From a Medieval Village by Laura Amy Schlitz

BIBLIOGRAPHY:

Schlitz, Laura A. 2007. GOOD MASTERS! SWEET LADIES! VOICES FROM A MEDIEVAL VILLAGE. ill. Robert Byrd. Massachusetts: Candlewick Press. ISBN 9780763615789

SUMMARY:

Travel back in time and meet a group of young people who are growing up in a medieval village. One of many characters, Pask has run away from his harsh ruler.  His goal, live in the village for one year and one day, and he will become FREE.  He finds refuge hiding in a kennel and survives by eating dog food.  As time goes by and the winter bares down bitterly, will he and the others survive ... read on.

QUALITY & APPEAL:

Age Range:  10 years and up
Grade Level:  5th grade and up
It is written in the form of monologues and dialogues.  This engaging format is perfect for students to "get into character" and perform their set part with interest and enthusiasm.  Village life emerges with each stanza and narrative thread that bind the characters to each other during this savage time period.  Bryd's illustrations help set the stage for each scene.  Students will gain knowledge from the illustrations as they study them and take on characteristics of their chosen character.

Educators will find this text to be a valuable teaching resource when educating students about this time period.  The historical notes that appear in the margins add depth and details to the message the author is trying to convey.  Schlitz, a librarian and historian, wrote this book specifically for students to perform.

SPOTLIGHT POEM:  (Excerpt from page 3)

HUGO

THE LORD'S NEPHEW

... I could smell my sweat, rank with fear,

and then -- it was like my dream --

the underbrush moved, and the sticks shattered.

I saw it -- bristling, dark as the devil,

huge as a horse -- and my bowels turned to water.

My uncle dismounted

and I did the same.

My legs were like straw,

and I walked.

Mouth dry, palms wet,

one hand forward on the spear

and one foot ahead

(to fall would be death).

CONNECTION:

• Allow students to pick a character.
• Allow time for students to read and reread their part and prepare for the class reading, similar to a drama or reader's theater reading.
• Prior to the whole class reading (performance), discuss medieval society, their clothing, medicine, education, jobs, etc.  
• Whole class reading (performance)
• Writing prompt:  What kind of education did people receive during the medieval times?  Compare and contrast their education to your education you receive today.  Which one do you think is best and why?
• Students read their writing to a peer and discuss their thoughts and ideas.

Cesar: Si, Se Puede! Yes, We Can! by Carmen T. Bernier-Grand

BIBLIOGRAPHY:

Bernier-Grand, Carmen T. 2004. CESAR SI, SE PUEDE! YES, WE CAN! ill. David Diaz. New York: Marshall Cavendish. ISBN 9780761451723

SUMMARY:

Introduce students to an inspiring historical figure who grew up during the Great Depression.  Cesar was a  migrant worker who dropped out of school to help support his family.  Eventually, he grew into a great leader who fought for rights for his fellow farm workers. He helped improve the lives of a whole generation, and the positive effects can still be seen today.  This inspiring story is told through free-verse poems and unique imagery that brings history to life.

QUALITY & APPEAL:

Age Range:  9 years and up
Grade Level:  4th grade and up
Students will enjoy this interesting twist on a biography since it is written in free-verse.  Hispanic students will enjoy reading, hearing, and interacting with text that is partially in their home language. They will be engaged in the learning as they learn about Cesar.

Educators have diverse groups of students who fill their classrooms each day.  Each and everyone of them are unique individuals and special in their own way.  Differences should be celebrated. Embracing different cultures and their historical figures will help teachers model a positive attitude and show of respect as they encourage, value, and promote diversity within the classroom.  This poetry book is filled with reference tools that will help teachers and students locate a wealth of information.  It contains a Table of Contents, Notes, Glossary, Cesar's Life Story, and a detailed Timeline.  This informational poetry book would be a great addition to any classroom.  It can be used to support learning for both reading, writing, and social studies.

SPOTLIGHT POEM:  (Excerpt from book)

DEPRESSION

In the 1930's,

Cesar's tios and tias

--along with many other Americans--

lost their jobs.

What could Librado do but help them?

He let them have anything

they needed from the store.

They could pay him later,

when things got better.

But things didn't get better.

Before long, the store was empty.

Librado had no money to refill it

and lost the business in a bad deal.

But they still had Papa Chayo's rancho!

In the rancho,

Cesar and his brother Richard

slept on the pool table that

Librado had not been able to sell.

"Look!" Cesar told Richard,

pointing at the peeling plaster.

"There's a face over there.

And look in the corner, here's a rabbit!"

CONNECTIONS:

Research The Great Depression:

• Allow students to explore the below website while working in small groups.  Assign each group specific sections of the website to explore (Presidents, Timeline, Causes, Stock Market Crash of '29, First Hand Accounts, Helping the People, Pictures, Facts and Figures)
• http://library.thinkquest.org/03oct/01794/home_page.htm
• Groups will compile their researched information in a creative and clear manner, and prepare to present their project to the class.  
• Throughout the research days and presentation days, have poetry breaks and share some of the poems from Cesar Si, Se Puede! Yes, We Can! This will give students a different perspective of The Great Depression and inform them about a famous Hispanic historical figure who lived and survived this difficult time period.

A Strange Place to Call Home by Marilyn Singer

BIBLIOGRAPHY:

Singer, Marilyn. 2012. A STRANGE PLACE TO CALL HOME.  ill. Ed Young. California: Chronicle Books LLC. ISBN 9781452101200

SUMMARY:

Beyond the beauty of our earth are dangerous places.  The will to live is a powerful thing and truly defies reasoning.  Readers will learn about fourteen unusual animals who not only live in harsh conditions, but thrive to live another day.

QUALITY & APPEAL:

Age Range:  4 and up
Students will enjoy the playful illustrations.  The torn images constructed by Young are fun and inspiring to art-lovers who will be eager to emulate his work.  Young scientist will dive into the informational pages to learn about the unique animals that live in harsh environments.

Educators will find a variety of poetry structures that they can use and discuss with students:  a variety of rhyming schemes, cinquain, terza rima, triolet, and villanelle forms.  All could be used as a mentor poem and aid in students' poetry writing as they are inspired or as lesson objectives are assigned.  Research has shown boys tend to choose informational text over fiction novels.  Filling the classroom with rich informational text like this will help increase engagement from reluctant readers, such as boys.  Having informational text like this will allow teachers to integrate their content area teaching that will reinforce learning across content areas.  

SPOTLIGHT POEM:  (Excerpt from book)

FROZEN SOLID

(ice worms)

If wriggling in the richest earth,

If hiding under leaves and logs ...

If fastened to a coral reef,

If burrowed down in mucky bogs ...

If writhing in a swimming pool,

Or in a collie's water dish,

Or in a sparrow's concrete bath ...

If in the guts of cat or fish ...

If buried in the mud or sand,

If lurking in the deepest seas,

Why not beneath the glacial ice,

helped by their own antifreeze?

CONNECTION:

Read the above poem aloud as students view the poem.  Divide the students into small groups, assigning one stanza for each group.  Allow students time to reread their section of the poem, and brainstorm their ideas about how the ice worm can survive in the mentioned conditions within their stanza.  Students will research ice worms using expository books and through internet access.  Students will create a visual of their ice worm in its living environment to match their stanza.  They will list important facts found during their research, clearly labeling structures of the ice worm that enable this animal to adapt and survive in many locations. Groups will present their visual to the class, and share their interesting facts they found during their group's research.

After all groups have presented, students will write one page addressing the following writing prompts.

• What new information did you learn about the ice worm during your research and from the poem by Marilyn Singer?
• What kinds of personal (text-to-self) connections did you make during this lesson?
• What kinds of text-to-text connections did you make during this lesson?
• Discuss any other connections or thoughts that you have about ice worms.

Hurricane Dancers by Margarita Engle

BIBLIOGRAPHY:

Engle, Margarita. 2011. HURRICANE DANCERS:  THE FIRST CARIBBEAN PIRATE SHIPWRECK. New York:  Hary Hold and Company, LLC. ISBN 9780805092400

SUMMARY:

Gripping historical fiction novel written in verse.  Each word carefully chosen to convey a message of being lost and broken to finding the strength to move on and forgive.  Readers will experience this journey through the narrative voices of various perspectives linking together a story from slavery to freedom.  

QUALITY & APPEAL:

Age Range:  12 years and up
Grade Level:  7th and up
Readers will be drawn into this story as the author masterfully invokes thoughts, ideas, emotional connections, and sensory imagery with each turning of the page.  They will be rooting for young Quebrado as he finds his way to freedom.  Readers will enjoy the journey back in time, and through the span of about twenty years, in this well organized novel.  The various perspectives throughout the book add to the depth of connections and emotions the reader will feel towards its characters.

Using this type of historical fiction novel will help educators to inspire their students to read and research historical topics.  The interesting topic and journey the main character experiences will ensure engagement of all students.  Boys will especially be interested in the adventure this novel has in store for them.

SPOTLIGHT POEM:  (Excerpt from book - Pages 132-133)

YACUYO

As soon as I am alone

on a sunlit beach,

I shed all my old names,

both the gentle ones

given by my parents,

and the rough names

I received from my life

as a ship's slave

in hurricane season.

I choose the name

of a place -- Yacuyo,

"Far Light."

The name glows brightly.

It carries me galloping

on my sky horse

all the way back

to the sheltering forests

of high mountains

where I have friends

and a home.

I no longer feel

like Quebrado,

a broken place,

half floating isle

and half

wandering wind.

I am free

of all those old

shattered ways

of seeing myself.

I am whole.

CONNECTION:

Comparing historical fiction novels written in verse:

• Read another historical fiction novel written in verse with students.
• Suggestion:  INSIDE OUT AND BACK AGAIN by Thanhha Lai
• Read HURRICANE DANCERS by Margarita Engle in its entirety.
• Lead students through various types of discussions:
• Comparing:
• Main characters
• Setting
• Situations for leaving their original homes
• Their new found homes in the end
• Characteristics of each historical fiction novel written in verse
• Historical time period and events that are true from each novel
• Discuss various types of personal connections students made during each novel reading and how those connections are personally similar and/or different.
• Allow students to create a poster displaying their thoughts and ideas about both historical fiction novel, spot lighting each main character through the use of a heart map.
• Students participate in a gallery tour to view peers' posters, and give positive feedback using Post-It notes.

Research Caribbean pirate shipwrecks:

• Students work in small groups to research Caribbean pirate shipwrecks using various types of technology tools and nonfiction resources that are available.
• Students will work together to create a visual display of their choosing (using technology or creating a poster to display), and present their findings to their peers during whole class presentations.
• Students are encouraged to print and/or include visuals/pictures of facts they found during their research and include them in their display for all to see during whole group presentations. 

LINKS:

• Informational website to learn about Taino Indian Culture in Poerto Rico
• Educator's Guide written by author, Margarita Engle

The Arrow Finds Its Mark edited by Georgia Heard

BIBLIOGRAPHY:

Heard, Georgia, comp. (2012). THE ARROW FINDS ITS MARK:  A BOOK OF FOUND POEMS. ill. Antoine Guilloppe. New York: Roaring Brook Press.  ISBN 9781596436657

SUMMARY:

Words surround us everyday, everywhere we go.  This anthology is a collection of some of those words found on such items as an Oxi-clean detergent containers, SPRINT newspaper advertisement, and a computer drop-down menu to name a few.  Then, the words are reordered and modified, morphing them into a work of beauty to inspire young poets to find their own poetic voice in the world around them.

QUALITY & APPEAL:

Age Range:  8 years and up
Grade Level:  3rd and up
This book has many great features that the reader will enjoy.  Readers can find specific poems using the table of contents, and it also has a great introduction to the book on the inside cover that will help the reader better understand the book's concept.  Students will be drawn in by the books unique concept and humor.  They will find the language and structure of the poems appealing. Young readings and writers will find the language used throughout this book interesting, and will make many connections to its subject matter.

Educators can use this book to inspire their students to put on their "poetry glasses" to sharpen their "poet vision", and find that poetry exists everywhere.  Educators can plan for explorations to assist students in finding existing words and phrases from their surroundings to create refreshing new poems that they have a personal connection to.  Educators can use the poems in the book as a great modeling tool, and as a mentor text that will spark creativity in young writers.

SPOTLIGHT POEM:  (Excerpt from book)

NICKNAMES IN THE NBA

(Found by J. Patrick Lewis in All-Time Player Directory, Official NBA Encyclopedia)

The Mailman, The Admiral, The Answer, The Truth, The Pearl, The Glove, The Dream, The Sheriff,
The Goods, The Waiter, Big Ticket, Big Country, Big Smooth, Big Nasty, Big Baby, Big Fundamental,
Z, Zo, Rip, Bo, Tip, Lo, Stro, Cat, Doggie, Piggie, Goat, Snake, Bull, Horse, Sam I Am,
Tim Bug, Tin Man, Thunder Dan, Sir Dunks-A-Lot, Boom Dizzle, The Hobbit, Vinsanity,
Mt. Motumbo, White Chocolate, Vanilla Gorilla, Dollar Bill, Tractor, Scooter, Ukraine Train,
The Owl Without a Vowel, The Human Highlight Film, Durantula, Magic, Shaq,
Larry Legend, The Chosen One, His Airness.

CONNECTION:

• Introduce lesson about using creative adjectives in students' writing using the above poem.  
• Introduce the topic with a picture or PowerPoint slide displaying famous NBA players.  
• Read the poem slowly in its entirety while students view picture or PowerPoint slide.  Allow them to jot down their ideas as to who each nickname might be referring to.  
• Provide a copy of the poem for each student, typed up in columns with a space by each name.  
• Allow students to work in groups to discuss, and use both technology and nonfiction books as reference tools to investigate the owners' of the nicknames.  After the allotted time, see which group got the most correct answers.  
• Then, transfer this learning into their own writing where they are describing a person, place, or thing.  
• Students will circle each time they mention or refer to their person, place, or thing in their first draft.  
• They will then use technology and a thesaurus as reference tools to come up with an expanded list of creative adjectives they can use in their writing to make it more interesting and fun.
• Students will add at least five creative adjectives in their second draft as they work through the writing process.  

LINKS:

• Georgia Heard's official website
• Great educational resources text listed here by Georgia Heard.

Follow Follow by Marilyn Singer

BIBLIOGRAPHY:

Singer, Marilyn. 2013. FOLLOW FOLLOW:  A BOOK OF REVERSO POEMS. ill. Josee Masse. New York:  Penguin Group. ISBN 9780803737693

SUMMARY:

A collection of poems that can be read from top to bottom or from bottom to top.  Each direction the poem is read, a different meaning, message, or view point is conveyed.  Like magic, the same words hold new meaning while maintaining the poems topic. The focus for this poetry pictures book centers around classic fairy tales with a sly twist.

QUALITY & APPEAL:

Age Range:  6 years and up
Grade Level:  1st and up
Marilyn Singer presents familiar fables and fairy tales in a fresh new way.  Readers will enjoy revisiting old favorites like THE THREE LITTLE PIGS, PUSS IN BOOTS, and THE GOLDEN GOOSE.  The language used in each poem is used in a unique way that leaves an impression on the read as ideas, descriptions, and emotions are conveyed.  The poems are organized and laid out in a clear and creative manner.  Each poem is represented creatively through Josee Masse's art.  The bright colors bring the characters to life.  On the opposite page, the poem is presented twice.  Once for the readers to read from top to bottom, and then again from bottom to top.  Readers will eagerly want to read additional poems to experience Singer's creative craftsmanship.

Educators will find the poems within this book a refreshing tool to engage students in their learning.  The poems and the creative way they are presented will be appealing and memorable to students.  Most will be familiar and remind them of childhood experiences, making them a perfect fit for the engagement phase of lessons to activate background knowledge on a topic or subject. To clarify poem topics, the book includes an informational section in the back where each poem is discussed.

SPOTLIGHT POEM:  (Excerpt from book)

READY, STEADY, GO!

(Read TOP to BOTTOM - Hare's POV)

That ridiculous loser!

I am not

a slowpoke,

Though I may be

the smallest bit distracted,

I can't be

beat,

I've got rabbit feet to

take me to the finish line.

(Read BOTTOM to TOP - Tortoise's POV)

Take me to the finish line!

I've got rabbit feet to

beat.

I can't be 

the smallest bit distracted.

Though I may be

a slowpoke,

I am not

that ridiculous loser.

CONNECTION:

Use the above poem to introduce students to one of Aesop's fables, THE TORTOISE AND THE HARE.

• View 1934 Disney video to engage students in the lesson.
• Disney 1934 "The Tortoise and the Hare" video (8:25 mins.)
• Discuss and create an anchor chart displaying characteristics of fables:
• Short story
• Animals as main characters who take on human characteristics (talking, walking, wear clothes, live in houses, etc.)
• Personification
• Usually one problem
• Ends with a lesson or moral
• Provide a copy of the above poem for each student.
• Read Marilyn Singer's poem, READY, STEADY, GO!, in its entirety.
• Then re-read the Hare's section only.
• Discuss this section of the poem and how the punctuation clarifies the POV of the Hare, and identify the types of fable characteristics found in this section of the poem.
• Re-read the Tortoise's section.
• Discuss this section of the poem and how the punctuation clarifies the POV of the Tortoise, and identify the types of fable characteristics found in this section of the poem.
• Re-read the poem in its entirety once again.
• Discuss the moral or lesson this fable is conveying.
• Provide other fable text for students to read, discuss, and identify fable characteristics while working in a small group.
• Groups will create a poster to present their group's story, the fable characteristics found, and a self-created poem that can be read from top to bottom AND bottom to top using Singer's poem as a mentor text.
• Groups will hang up their poster and participate in a gallery tour to view their fellow peers' work.
• Students will leave positive feed back using Post-It notes.
• Assess individual student's comprehension during a final unit test that include and compares fables with other types of genres that have been discussed, such as fairy tales.

LINKS:

• Companion book to MIRROR MIRROR:  A BOOK OF REVERSIBLE VERSE by Marilyn Singer
• Link to Amazon
• Meet the author
• Youtube video - Interview with Marilyn Singer

Words with Wings by Nikki Grimes

BIBLIOGRAPHY:

Grimes, Nikki. 2013. WORDS WITH WINGS. Pennsylvania: WordSong. ISBN 9781590789858

SUMMARY:

Welcome to the fictional world of Gabby.  To escape the angry words of her home, her days are spent daydreaming.  The imagination is celebrated through this outstanding novel written in verse.  The words are few, but full of power, meaning, and spirit of hope for a different life.

QUALITY & APPEAL:

Age Range:  8 years and up
Grade level:  3rd grade and up
Educators will be inspired by this novel as a loving and patient teacher assists young Gabby in capturing her daydreams, putting them down on paper, and inspiring new dreams. The power of the imagination and of words is remarkably demonstrated in this wonderful piece of poetry.  The layout of this novel will be beneficial to any reader as the Table of Contents and titles guide the reader.

The language the author uses speaks for and to every daydreamer with its vivid sensory details and rhythm that helps the reading escape with Gabby.  Students, daydreamers or not, will be drawn in and inspired by the melody of Grimes' words as they are so beautifully chosen and written.

SPOTLIGHT POEM:  (Excerpt from page 63)

PLANETARIUM

David's mom

takes him on a trip

to the planetarium.

I know because

I get to go!

We lean back in our seats,

feel the dark wrap round us

like Saturn's rings,

and hold our breaths,

staring up at a night sky

speckled with starlight

and bigger than

all our dreams

slung together.

Can't wait to see

what drawings

David will do.

Me, I gather new words

like moon rocks,

souvenirs I get to keep

long after we leave.

CONNECTION:

Educators could share this poem during science lessons about planets.  Would be wonderful to share before a trip to a local planetarium as well. Slowly read through the above poem several times to allow students to experience the thoughts and feelings shared by the author.  Discuss the end of the poem, where Gabby talks about "...gather new words like moon rocks..." 

• In conjunction with the science lesson, allow small groups to brainstorm characteristic of a chosen planet.  
• Allow students to expand on their adjectives using a thesaurus.  
• Students, using PLANETARIUM as a mentor text, and "gather new words like moon rocks, souvenirs ... to keep ..."
• Students, working in their small group, create a poem using their old and new adjectives describing their chosen planet.
• Students neatly write their newly created poem on a poster.
• Students creatively decorate their poster illustrating key terms and topics found within their poem creating a visual that matches their poem.
• Display posters for all to see.
• Allow students to do a gallery tour to read, view, and experience their peers' poetry and artistic work, offering positive feedback on post-it notes.

LINKS:

• http://www.poetry4kids.com/blog/news/words-with-wings-by-nikki-grimes/

Dinothesaurus: Prehistoric Poems and Paintings by Douglas Florian

BIBLIOGRAPHY:

Florian, Douglas. 2009. DINOTHESAURUS. New York: Atheneum Books for Young Readers. ISBN 9781416979784

SUMMARY:

Take a giant step back in time into a world filled with carnivores, herbivores, spinosaurous, and of course T-rex.  With each turning of a page, another dinosaur will come to life through Florian's comical and informative poems.  The illustrations are unique and interesting as each extinct animals characteristics are displayed for the viewer.


QUALITY AND APPEAL:

Age Range: 6 years and up
Grade Level:  1st grade and up
Students will enjoy learning about each extinct animal and will marvel at the detail each illustration depicts. Both young and old will find the punctuation tools useful as they try to say each dinosaur's name.  The author also has simpler names in parenthesis.  Each poem is pleasing to the ear with rhythm and meaning, as truths are spoken and on visual display.

Educators will find the table of contents and the Glossarysaurus useful tools when searching for key topics to share and discuss with their students.  Each page has clear label and titles that will guide the user through the book to find and enjoy factual information as the author presents it.

SPOTLIGHT POEM:  (Excerpt from pages 36-37)

SPINOSAURUS

SPY-no-SAW-rus  (spine lizard)

What kept the Spinosaurus warm

When it was colder then the norm?

Spines much like a solar panel.

(And long underwear of flannel.)

CONNECTION:

The poem, SPINOSAURUS, could be shared during science lessons where various types of energy are being discussed, as well as prehistoric animal units.  Students will enjoy the short, catchy, and funny poem about the Spinosaurus.  To reinforce the ideas of solar energy, teachers guide their students through this fun and interactive lesson.

• Students work in small groups to design and create a solar oven using various types of items such as a box, black paper, and some type of reflective material like foil and mirrors.  Groups should be creative in their designs to capture as much heat as possible.
• Students choose from a variety of possible items to cook in their solar oven:  egg, cookie dough, or s'mores.  
• On a hot and sunny day, allow groups to test their solar oven by attempting to cook their chosen food.  Students should monitor the progress of their food as the light from the sun is reflected onto their design.  

Reinforce the learning about solar energy and solar panels by sharing the SPINOSAURUS poem again. Discuss how this animal's spine could have kept it warm during cold seasons.

LINK:

• http://youtu.be/o7H_tWezh9A

Yum! MmMm! Que rico!: Americas' Sproutings/Haiku by Pat Mora

BIBLIOGRAPHY:

Mora, Pat. 2007. YUM! MMMM! QUE RICO!. ill. Rafael Lopez. New York: Lee & Low Books, Inc. ISBN 9781584302711

SUMMARY:

With each turning of the page, readers' mouths will water as they learn about various types of foods and their origins. Mora crafts this fabulous collection of haiku to celebrate native American foods. Viewers will enjoy the magnificent artwork from Lopez as they view the playful colors that add to the enjoyment and celebration of each of the fourteen different types of foods.


QUALITY & APPEAL:

Age Range:  4 years and up
Grade Level:  Pre-K and up
This book would be a wonderful tool to introduce children to various types of foods.  Readers will learn how chocolate is made, why tomatoes are considered a fruit, and how huge the largest pumpkin ever grown weights.  The illustrations throughout the book feature multicultural characters that are bright and appealing.  The haiku poems use creative sensory language that capture both feelings and imagery.  Each poem has a catchy rhythm that will appeal to readers of all ages.  Great mentor text that children can use to explore syllables as they create their own haiku.

Educators will find this book a useful tool for their classroom as they introduce topics such as haiku, various types of food, celebration of colors, and art.  Great discussions on many levels will be inspired by the pages of this wonderfully playful book.  Readers will be ready for a yummy healthy snack after each reading.

SPOTLIGHT POEM:  (Excerpt from book)

PAPAYA

Chewing your perfume,

we taste your leafy jungle.

Yum!  Juicy tropics.

Side note about Papaya:

Papaya, also known as tree melons,

are believed to have originated in

southern Mexico and Central America.

When ripe, the fruit is juicy and sweet.

Shaped somewhat like a pear,

a papaya can weigh as much as twenty pounds.

CONNECTION:

To extend the learning before, during, or after reading INSIDE OUT AND BACK AGAIN by Thanhha Lai, teachers can share the poem PAPAYA, the side notes, and the beautiful illustrations on the two pages it is presented on.  This would be a wonderful addition to Lai's historical fiction novel that is written in verse. Students will enjoy seeing a visual of a papaya fruit.  

• To expand on both books, students could have the opportunity to taste papaya.  
• They could then discuss the fruit's characteristics using their five senses.  
• Then, using Mora's poem PAPAYA as a mentor text, students can create their own haiku about papaya.
• Create their own illustration, inspired by Lopez's work to display along with their self-created poem.
• Student participate in a gallery tour to view and discuss their peer's haiku creation and their illustration.

LINK:

• http://www.teachingbooks.net/book_reading.cgi?id=2192&a=1

Poetry for Young People by Maya Angelou

BIBLIOGRAPHY:

Angelou, Maya. 2007. POETRY FOR YOUNG PEOPLE. ill. Jerome Lagarrigue. New York: Sterling Publishing Co., Inc. ISBN 9781402720239

SUMMARY:

This inspiring compilation of Dr. Maya Angelou's work includes twenty-five of her thought provoking poems.  Each captures the reader's emotions from cheerful and spirited to superior poems that will invoke pride.

Series:  "Poetry For Young People"

QUALITY & APPEAL:
Age Range:  8 and up
Grade Level:  3rd and up
Great discussions are inspired by each of the twenty-five poems found in this beautifully illustrated picture book.  Students will be able to examine how imagery can be use to represent many poetry elements as well as themes, ideas and the voices from history.  Various types of connections can be made with each poem and share with others for deeper connections than the personal text-to-self connections that students find easier to make.

Educators and readers will find a table of contents, index, and poem titles (headings) for easy access to specific poems found within the book's pages.  The high quality of Dr. Maya Angelou's work may be unfamiliar to today's 21st century audience.  Use the valuable poetry breaks throughout the learning day to introduce a new group of learners to her inspiring and thought provoking words that will stimulate their thoughts and emotions.

SPOTLIGHT POEM:  (Excerpt from pages 34-35)

CAGED BIRD

by Maya Angelou

...But a caged bird stands on the graves of dreams

his shadow shouts on a nightmare scream

his wings are clipped and his feet are tied

so he opens his throat to sing.

The caged bird sings

with a fearful trill

of things unknown

but longed for still

and his tune is heard

on the distant hill

for the caged bird

sings of freedom.

CONNECTION:

This poem would be a perfect addition to the Harriet Tubman:  What Was Her Greatest Achievement? Data-Based-Questioning Mini-Q.  During discussions about Harriet Tubman risking her life to be a conductor and assist other escaped slaves reach freedom, this poem could be read slowly to enrich the discussion with thought provoking imagery.  The poem can be revisited at the end of the Mini-Q for additional connections as students prepare to write their essay conveying their thoughts and opinions of what her greatest achievement was. 

Students work in groups to create their own poem expressing the thoughts and feelings they have about Harriet Tubman and her miraculous success in escaping slavery, but also her brave and selfless years she helped others reach freedom and start new lives outside of the "cage". Students will share their poems with the whole group and add them to their final essay.  

Amazing Faces by Lee Bennett Hopkins

BIBLIOGRAPHY:

Hopkins, Lee Bennett. 2010. AMAZING FACES. ill. Chris Soentpiet. New York: Lee & Low Books Inc. ISBN 9781600603341

SUMMARY:

Amazing Faces is an anthology.  The various poems were selected by Lee Bennett Hopkins to express the universal emotions people feel from very diverse backgrounds.  Poem authors include Lee Bennett Hopkins, Janet S. Wong, J. Patrick Lewis, to name a few.


QUALITY & APPEAL:

Wonderful book to enrich a diverse community classroom where all feel welcomed, safe, and acknowledged.  Students from various backgrounds will enjoy seeing and hearing words, phrases, and pictures that symbolize "home" to them.  Students will be drawn in by the beautiful artwork of Chris Soentpiet.  The familiar childhood experiences, no matter the cultural background, will bring students together as they share their thoughts, ideas, and feelings about the many interesting topics found within this inspiring book.  Great discussions from the poems that will extend and enrich each students' insight and knowledge about themselves, the fellow students in their classroom, and the world around them.  Stimulating students in such a meaningful way will expand their imagination and their overall learning.

Educators will enjoy this picture book's poems as they are consistent in their high quality.  Each poem and illustration consistently reinforces the purpose of the book.  

SPOTLIGHT POEM:  (Excerpt from poetry picture book)

ABUELA

by Patrick Lewis

Her face, a lacework of courage;

Her brow, brown as settled earth;

Her chin, worn thin, a point of pride;

Her cheeks, soft antiques of the sun;

Her smile, a profile in mischief,

Latina, abuela, she is everyone

Of us come from otherwhere,

Happy to call another stratosphere 

Home.

NOTE:  abuela:  grandmother

CONNECTIONS:

After reading ESPERANZA RISING by Pam Munoz Ryan, share this powerful poem with students to introduce an author's study.  Students work in small groups researching the author Pam Munoz Ryan, focusing in on key information related to the novel ESPERANZA RISING.  Students will create an informational poster, citing their sources.  They will present their group's information to the class and display their posters.  After all presentations, students will revisit the ABUELA poem and begin brainstorming ideas to create their own poem about their grandmother.  Students will create their own poem, and go through the whole writing process to revise, edit, and publish their work.  Their final publication will have a picture (one drawn by the student or a photograph brought from home) attached and displayed for all to see with the original ABUELA mentor poem in the center of the display.

Question and Answers with author Pam Munoz Ryan:  https://www.scholastic.com/esperanza/popups/authorqa2.htm

AWARDS:

• Texas Bluebonnet Masterlist
• Starred Review by Publishers Weekly
• Best Children's Books of the Year by Bank Street College of Education
• Great Lakes Great Books Awards Nominee by Michigan Reading Association

LINKS:

• Activities:
• http://www.rif.org/documents/us/Amazing-Faces_All.pdf
• http://www.soentpiet.com/amazing.html