Module 6: Poetry by Kids - Angst! Teen Verses from the Edge

Bibliographic Information
Karen, Tom. and Kiki (ed.). Illus. by Matt Frost. ANGST! TEEN VERSES FROM THE EDGE. New York, NY: Workman Publishing. ISBN: 9780613492744.

Summary and Analysis
Oh, the drama felt as a teenager! Sometimes overly dramatic, other times openly honest. This collection includes all the typical issues faced during those tough years: friends, drinking, insecurities, smoking, parents, and hurt feelings. Not only will teenagers find parts that speak to them, but so will some adults, especially those who are parents to teens or work with teenagers. Topics are easy to relate to as they are the focus of most days for a typical teen. Topics such as crushes, joys, disappointments, and identity are mentioned poem after poem - all of which are written by teenagers which is probably why they are straight to the intended point, or straight to a harsh statement. Difficult topics are not lightly addressed or phrased in a politically correct way as they probably would be had this been a collection of poems written by adults FOR teenagers. Instead, these are true thoughts from teenagers for teenagers. It really is a remarkable collection and there are some very good - and sometimes troubling - poems included. (I am requesting my public library purchase this title.)

Poems range from humorous and self confident speakers to sad and self loathing ones. Most question life, friends, themselves, or experiences with so many open ended questions thrown into the poetry that these are sure to strike a chord with any teenager who reads them. Some focus on very important issues (harassment) and feelings while others show the joy and silliness that can be found among friends and school and be expressed in poetry.

Highlighted Poem
The Whinings of a Lower-Middle Class White Girl

you're bitter
because I have money
from my parents
with their credit cards
bitter because
if I'm hungry - I eat
and if I'm cold,
I put on more clothing,
or go inside

because I can afford
to buy the stupid crap
it took you decades and
seconds to learn and make
because in all this,
I disrespect my parents
and in all this,
I think I am without.

yes, you see,
I am bitter too.
I am bitter
like the rest of my sort -
because my hips are too wide
and because
I don't have enough friends
or that one special person

yes, because I won't
be valedictorian
and also because
my parents divorced ...
and remarried
because I look at myself
and see something ugly
and no one else
has told me different

bitter
to the core
because I am
a stupid, sheltered
American tourist,
and we all want more
than what we have
or maybe it's just me
but goddamn,
do I wish I could
forget this adolescent nonsense.

Connections

Readers could find a poem focused on any emotion in this collection. If focused on two opposite feelings, a reader could then review the similarities and differences between these feelings to show that no matter the topic or poetry form, there are elements that are similar between different poems (such as feeling connected to poetry after reading it). Obviously this collection could lead teenagers to write their own poetry to create a class or personal collection. Other connections can be linked to this collection as well, such as finding poetry in other subjects. For example, in Chem 101 (Laboratory Love) all the typical feelings one experiences during a crush are rhymed with chemical elements and science terms. It is very clever and would act as an example for older children of how all topics can be portrayed in poetry - even chemical combustion.

Module 6: Janeczko Collection - Blushing

Bibliographic Information
Collected by Janeczko, Paul B. BLUSHING: EXPRESSIONS OF LOVE IN POEMS & LETTERS. New York, NY: Orchard Books. ISBN: 9780439530569.

Summary and Analysis

The poems included in this collection will be enjoyed by a novice to poetry or a collector of poetry. With poets such as Pablo Neruda, William Shakespeare, Rumi, Nikki Giovanni, and Robert Frost. It is a diverse collection of classic and modern poetry and sonnets and rhyme. Love poems can be the simplest of lines or the most detailed prose, yet result in the same feelings after being read. For this reason, love poems are often easy to relate to and are a type of poetry people often refer. This collection could stand alone on a bookshelf or be shared in a poetry section of a library and still find its value. By providing poems beyond the joys of love, Janeczko offers a truthful look at this topic - the happiness, the doubt, and the sadness.

The collection is divided by sections: The Beginning of Love, In Love, Alone in Love, The End of Love, Remembering Love. Giving the full spectrum of emotions felt during love, readers are likely to focus on whichever section fits their lives at that time. They are also likely to return to this collection when they have moved onto another experience with love. These sections are arranged in an appropriate order that many people will relate to or find the progression natural.

Highlighted Poems
To show the diversity of topics, here are poems focused on two perspectives in the experience of love.

Deep in Love
Bhavabhuti

Deep in love
cheek leaning on cheek we talked
of whatever came to our minds
just as it came
slowly oh
slowly
with our arms twined
tightly around us
and the hours passed and we
did not know it
still talking when
the night had gone

Coat
Vicki Feaver

Sometimes I have wanted
to throw you off
like a heavy coat.

Sometimes I have said
you would not let me
breathe or move.

But now that I am free
to choose light clothes
or none at all

I feel the cold
and all the time I think
how warm it used to be.

Connections
The diversity of poems in this collection offer many different possibilities for an educator or librarian. Readers will probably have an urge to write some type of love poem simply after reading this selection. Others could make it less about love by changing the focus from a person to a pet or object (say favorite food). Writing poetry needn't be taken too seriously, but could focus on emotions felt every day. That would make the topic one in which students could relate and enjoy the act of writing.

Module 6: Poetry and Fiction- A Sick Day for Amos McGee

A Sick Day for Amos McGee




Bibliographic Information
Stead, Philip C. Ills. by Erin E. Stead. A SICK DAY FOR AMOS MCGEE. New York, NY: Roaring Book Press. ISBN: 9781596434028.

Summary and Analysis
This 2011 Caldecott winner, focuses on the friendship between a zookeeper and the zoo animals. Each day Amos McGee catches a bus to go to his job at the zoo where he always makes time to visit his friends. With the elephant he plays chess, with the tortoise he has a race, he sits quietly with a shy penguin, wipes the rhinoceros' nose, and knowing the owl is afraid of the dark Amos sits and reads stories. On the day Amos stays home, the animals leave the zoo, catch the same city bus that usually brings Amos to them, and go visit Amos where they play chess, play hide and seek, keep him company, and read. At the end of the day, they all go to sleep in Amos' house. It is a surprisingly sweet story about friends being there for one another. The illustrations are muted in tone, but still offer color and are visually appealing. Amos McGee has some very detailed facial expressions while the animals have specific details without being too personified. They are done with woodblock printing techniques and also pencil.

Connections with Poetry

A Crossing Of Zebras



Bibliographic Information
Maddox, Marjorie. Ills. by Philip Huber. A CROSSING OF ZEBRAS: ANIMAL PACKS IN POETRY. Honesdale, PN: Wordsong. ISBN: 9781590785102.

Summary and Analysis

In this book of poetry the focus is on animals in their groups, packs, schools, and flocks. It offers creative assumptions of each animal group from hyper monkeys to orderly ants. Poems rhyme and use white space to better portray silly animals or to exhibit action between words. Poems differ between couplets and stanzas and humor and danger exhibiting animals differences and characteristics.

The illustrations are a scratchboard technique which gives them a unique textured feel. Both the poetry and the illustrations come alive in an original voice (or illustration) of a typical topic.

Highlighted Poem
A Charm of Butterflies

A charm of butterflies arrives each spring
and circles my backyard with rainbow wings.
I want to catch the beauty each one brings
and spread their joy to other living things.

Let's write a poem together. Yes, let's try
to re-create the charm of butterflies.
Let's celebrate in song. Let's dance their flight
and paint the way their wings reflect the light.

And later, when the trees are dark and bare,
we'll still have lots of butterflies to share.

Connections Between These Books

The connection between A Sick Day for Amos McGee and A Crossing of Zebras is this focus on animals, the always popular topic for children of all ages. In each book, the diverse personalities of different animals are described and shown through text and illustrations. Readers could discuss the different ways to focus on these characteristics by illustrations, as in A Sick Day for Amos McGee or by language as shown in A Crossing of Zebras.

Module 5: Sidman Poetry - Dark Emperor & Other Poems of the Night

Bibliographic Information

Sidman, Joyce. Ills. by Rick Allen. DARK EMPEROR & OTHER POEMS OF THE NIGHT. New York, NY: Houghton Mifflin. ISBN: 9780547152288.

Summary and Analysis

Sidman begins this collection with Welcome to the Night which puts the reader in the mood of both the secrecy of night, but the adventure that comes with the creatures of night. In between the rhyming poems are short paragraphs about the animal, which is a great mix to keep the reader's interest from page to page. All narrate a portion of night or animal that lives in the night. When focusing on these nocturnal animals, Sidman gives both a information education into these animals' characteristics as well as creative assumptions from the insect or animal's perspective by writing in first person. Poems share the same focus of night life in the woods and flow from page to page. The topics will appeal to young children even if they do not love insects, but the personification of these insects will help any reader feel a connection. Some are simple insights into the nightly life, while others seem to offer deeper meaning, such as the highlighted poem, Night-Spider's Advice.

Allen's illustrations are both dark and whimsical with the focus of night being portrayed in shadows or an evening glow. The focus sometimes is on the topic the animal is mentioning and other times the brightest image in the illustration, the night moon for example. Some illustrations are more camouflaged than others which really helps the reader imagine different parts of the night and the different animals that come out at certain times. The perspective changes from an above view for some insects and a below view for others which is interesting and whimsical, sort of an Alice in Wonderland view of the garden after she shrinks.

Highlighted Poem


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,
eat your mistakes:
that you 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
Poetry is often a difficult subject to get kids excited about. Whether due to inexperience with poetry or the challenges of interpretation, many children and adults seem to shy away from this genre. This book shows how poetry can be found in any subject matter and acts as a great example of how to introduce poetry from another subject. In this case, the link is between nonfiction and poetry. Many children prefer nonfiction, stereotypically boys prefer nonfiction over fiction and it would be a great link for a teacher or librarian to focus on subjects being expressed through poetry. Other subjects are also shown in poetry, such as biographies, science, and math. This brings together not only two forms of expression, but also the two sides of the brain, and perhaps will introduce a child to a writing style he or she has not experienced before. A great exercise would be to allow children to find a subject matter they love, such as dinosaurs, trains, or history and then encourage them to write about their favorite aspect in a poem.

Module 5: Hopkins Award Poetry - Jazz

Bibliographic Information
Myers, Walter Dean. Ills. by Christopher Myers. JAZZ. New York, NY: Holiday House. ISBN: 9780823415458.

Summary and Analysis
With the focus on jazz music and the feelings in stirs in people, this collection addresses main elements of poetry as well. Poems are descriptive, colorful (even with text alternating colors), and rhythmic. Fonts change to indicate different speakers which would assist in shared reading between children. Poems address influential jazz musicians, influential times in society, and the general influence of jazz music. Poems take on different tones and images through subject and writing style. In Miss Kitty repetition is smooth, much like a lyric, while Stride focuses more on the beat of jazz, much like a dance. These poems range in feeling and emotion. The emphasis is on sounds and color, whether changing color in text, illustrations, or unspoken color and flare that comes out in the poem.

Myers' illustrations are beautiful, colorful, and flow much like one would imagine jazz notes flowing through a room. They take on the style of elongated features that is often used in African American art and it makes these illustrations more adult than those typically found in children's books. This is not necessarily a bad thing as the illustrations flow with dancing people on a page or exaggerate the instruments and will help readers notice a different kind of style to this collection. This style can then be linked to the different style of music known as jazz. The poems are informative and are a great introduction to the genre.

The topic of jazz is expanded upon by the amazing, and award honor, illustrations, which at times grab the reader’s focus more than the text. Each illustration is fitting and appropriate to the corresponding poem whether in peaceful relaxation as in Blue Creeps In or the intense focus of Piano.

Highlighted Poem

Twenty-Finger Jack

Well, the walls are shaking,
And the ceilings coming down
‘Cause twenty-finger Jack
Has just come back to town
The keyboard’s jumping,
and the music’s going round
and round
If he had any sense,
he left it in the lost-and-found
Here he go

Be ba boodie, be ba boodie, boo
Be ba boodie, be ba ba ba, boodie, boo

There’s a steady beat walking,
and the melody’s talking, too
If you ain’t moving.
there must be something wrong with you
My knees don’t like it,
but my feet just got to dance
My heels can’t follow,
but my toes will take a chance

Be ba boodie, be ba boodie, boo
Be ba boodie, be ba ba ba, boodie, boo

Drop your blues,
and throw away that frown
‘Cause twenty-finger Jack
has just come back to town

Connections

The imagery of this collection could be brought to attention for poetry lessons or art lessons. The poems offer the sounds of jazz as well as the emotions often experienced when listening to live music. Connections could be made to recordings of jazz with children writing what they feel when they listen to the music or draw what they hear in music or other poems. Children could also take their favorite poems and put them to songs like simple nursery rhymes tunes to see how words take on a different focus when used with song. Also, students could listen to popular music for poetry elements to bring the literary focus to modern music.

Module 5: Performance Poetry - Messing Around the Monkey Bars

Bibliographic Information
Franco, Betsy. Ills. by Jessie Hartland. MESSING AROUND THE MONKEY BARS. Somerville, MA: Candlewick Press. ISBN:9780763631741.

Summary and Analysis
This collection of read aloud poems begins with a note and illustration on how to alternate the lines between two speakers or say lines together. It introduces this book of poetry with more excitement due to this participation element. The text alternates between regular font, bold, or large bold so that the readers know if the line is to be spoken by reader a, reader b, or both (respectively). Poems have a lot of repetition, which would help a class aloud reading or a pair reading especially if one child is shy or a struggling reader. Therefore, these poems can be enjoyed in a variety of styles - reading alone, reading together, or reading as a class. Many of the poems only have one or a few words per line and this use of line breaks make each poem sound different as it is read. This is a great example of the different ways to write a poem and the use of line breaks and white space to signify messages and focus on rhyming and intent.

This collection takes on the silly tone of Shel Silverstein with making everyday tasks or events humorous. This will make Franco's poems very appealing to young audiences due to the familiar tasks and familiar feelings. It would also help exhibit how poetry can be found anywhere and may lead to some writing assignments for the readers. Hartland's illustrations are colorful, childlike, and they add to Fanco's words using the same humor and tone. This entire collection is visually appealing as well as linguistically appealing with the sounds of words being a continual source of entertainment. The poems are full of action and children will enjoy saying these words as well as the message of the poems as well.


Highlighted Poem
Jump Rope Jingle

Come on in.
I'll jump with you.
It's double fun
to jump with two.

Jump, jump,
spin around.
Jump, jump
slap the ground.


Turn to the east.
Turn to the west.
Choose the one
you like the best.

Jump, jump,
A, B,
C

Jump, jump
1, 2,
3

Turn in circles.
Keep the beat.
Feel the rhythm
in your feet.

Reader 1: regular font
Reader 2: bold
Read together: bold italics

Connections
I chose Jump Rope Jingle as the poem to highlight because it shows how Franco writes for shared reading alternating between voices and then bringing them together again. I also chose it because it was the poem that could easily transfer into a performance poem for a group of children. The actions of the poem (jump, slap, turn) could add motions to the poetry which would offer another level of enjoyment for students just learning to appreciate poetry. These poems are great for partner reading or class reading and as mentioned in our text, would be great for readers of different reading levels as the words are simple and most poems have lots of repetition. As the poems are all about school, friends, siblings, teachers, and other every day experiences to children, it would not be difficult for students to select a poem that spoke to them that they could deliver or rewrite and keep for their enjoyment.

Module 4: Biographical Poetry - Coretta Scott

Bibliographic Information
Shange, Ntozake. CORETTA SCOTT. Paintings by Kadir Nelson. Washington, D.C. Katherine Tegen Books. ISBN: 9780061253645.

Summary and Analysis
The text begins with a calm summer morning from Coretta Scott's childhood and covers her growing up and introduction into her adult life. Throughout the text her belief in equality and her focus on improving people's lives is present through the lines of text and the gorgeous paintings. It touches upon the civil rights movement with the Montgomery bus boycott and sit ins, which are subtle introductions to an important part of our history.

The style is free verse and flows like a long thought. This brief introduction into her life is told more as a story telling and less of a biographical passage, which fits not only with the words but with the message of hope and determination. Struggles are addressed and hardships shown, yet it is Coretta Scott's hope and faith that is the emotion the reader is left with. A few of the pages seem to jump to a different thought without an easy progression, but that is not enough to take away from this beautiful look into a special woman's life.

The paintings are more like images seen outside a window. Most are close up as if the reader is sitting with the subjects or is nearby. This makes the story of Coretta Scott's life more personable. The paintings are haunting, colorful, and the faces are large. In some the faces of Coretta and her siblings as children will be as large as the children reading the book. For those that want to know more about Coretta than is provided in the poem, there is a a biography and photo of her offered in the back of the book.

Highlighted Poem

Martin Luther King Jr. a young preacher
prayed for freedom
Coretta prayed
two minds attracted in prayer
yes they could do something
among the many
who thought moral power
would overturn Jim Crow
they prayed together
found joy
and were married

Connections
Biographical poetry offers an educational opportunity to showcase a significant person as well as important times of history. This text is no different. If educators are doing a lesson on biographies, poetry could be brought into it with similar texts. Or for annual events such as Black History Month, biographical poetry could be inserted to the theme as well. In addition, the cultural history of the eras portrayed in biographies offer a chance for teachers to expand on social studies or geography as well as a biographical focus.

Module 4: Social Studies Poetry - The Brothers' War: Civil War Voices in Verse

Bibliographic Information
Lewis, J. Patrick. THE BROTHERS' WAR: CIVIL WAR VOICES IN VERSE. National Geographic Children's Books. ISBN: 9781426300363

Summary and Analysis

With photos provided by the Library of Congress, Table of Contents and introduction, and Bibliography in the back, this book provides a scholarly overview to a poetic representation of the Civil War. It is deeply moving and provides an insider's look at the trials of war, perspective of soldiers, hardships of those enslaved, and with each poem there is a photograph of someone from the era. These photographs at times speaking louder than words not only due to haunting stares but because they are photographs and not illustrations which provides the reader with a human look into the struggles of lives and those influenced by war. Children will not be able to read this book and not feel some form of respect or wonder to this era. They may be drawn to the young faces of soldiers, or the injustice of slavery, but they will be drawn to this text and these photographs.

With each poem comes a following paragraph which goes in detail about the subject in which the poem was focused. These educational paragraphs provide dates, statistics, and are a great way facts are linked to poetry. There is a variety to styles from rhyme to free verse to even dialect in the exchange between Letter from Home and Letter Home.

Highlighted Poem
The Raider

Against a barbarous slave trade,
I swore with my last breath
Twenty-one worthies, black and white
And unafraid of death,

Would take the Armory that night.
We fought outmanned, outgunned,
And could not hold the prize though we
Had permanently stunned

Savage bigots everywhere.
We swung for it, but Lee,
That vile coward, must accept
Responsibility.

Let all the hired guns of hate
Punish this old John Brown.
The dam they opened up will flood
With blood until they drown.

In truth I am a white man,
In sympathy a black.
But for this rope, I might have seen
Us win our freedom back.

Connections
The connections offered with this book to other texts, topics, or sources are limitless. One could address the history of the war, covering the historical elements and key figures, or one could address the personal side of this and find autobiographical accounts. In the back of the book is a timeline and map identifying capitals and major battles. This is a book of poetry focused on social studies providing any teacher or librarian with tools in which to expand upon the poems whether by focusing on locations, personal stories, facts, or the wonderful photographs.

Module 4: Science Poetry - Science Verse

Bibliographic Information
Scieszka, Jon. Ills. by Lane Smith. SCIENCE VERSE. New York, NY: Penguin Group. ISBN: 9780670910571.

Summary and Analysis
In this imaginative book, a student begins to hear everying as a science verse after his teacher said that if students listened, they would hear the poetry of science. The remainder of the book goes onto scientific poetry alluding to some very famous poems and songs such as "The Raven" by Edgar Allen Poe, "Casey at the Bat", "Twas the Night Before Christas", "It's raining, it's pouring". There is even a section titled "Why Scientists Don't Write Nursery Rhymes" which includes "Jack be nimble, Jack be quick. Jack jump over the combustion reaction of O2+ heat + fuel to form CO2 + light + heat +exhaust." In the end, he awakes in class no longer dreaming in science verse.

The poems are funny, clever, and entertaining. They would be enjoyed read silently or aloud. Words flow easily, sounds are comical, and science lessons emerge from colorful, light hearted poems. The final page offers observations commenting on allusions of Science Verse, but gives a bibliography of the original poems or nursery rhymes these scientific poems were referencing.

Highlighted Poem

Twink -

Thinkle-less, twinkle-less
Spot of black,
In the starry
Zodiac.

Sucking in all
Matter and light.
Turning sunshine
Into night.

Twinkle-less, twinkle-less-
LOST CONTROL!
Now we're trapped in
the black hole.

Connections
Sciene poetry would be fun to incorporate in the library whether in a display about science where biographies or scientists or explorers, nonfiction books, and poetry could all combine to show how one can learn about science from different formats. Also, a program could be designed around science with easy experiments (water experiments, making Gak (the oozy substance that students can stretch), or other child (and library) friendly, fizzy, colorful, surprising experiments.

Module 3: 2011 Poetry - Twosomes

Bibliographic Information
Singer, Marilyn. Ills. by Lee Wildish. TWOSOMES. New York, NY: Alfred A. Knopf. ISBN: 9780375867101

Summary and Analysis
These fifteen poems may be only two lines each, but are sweet and specific to the animal the poem is intended. Whether adding an animal trait, such as chameleons changing color, or a word pun ("Come leap with me and be my wife. You're the porpoise of my life." in Dolphins), these short poems are fun for children and adults alike, so the book appeals to all ages. While younger audiences will enjoy the funny rhymes that focus on love, the adults will catch the wittiness and puns. Poems have a natural flow with short, simple rhymes that are still clever. It evokes silliness and happiness in what appears as childlike rhymes, but are actually clever and knowledgeable rhymes. These love poems are consistent for each animal from around the animal kingdom and it will certainly put anyone in a loving mood, and possibly lead someone to spend some extra time with a pet.

The illustrations are cute and colorful, small and comical. It's a sweet little book that could be given to anyone of any age as Valentine's present or simply for the love of poetry.

Highlighted Poems
Caterpillars

"I'm finding a leaf. You're taking a bite.
Wait a few weeks and our hearts will take flight."

Porcupines
"Hugging you takes some practice.
So I'll start out with a cactus."

Connections
The poems are only two lines which would allow young children an example of poetry on a level in which they could grasp this genre. It also offers examples on a level in which a child could mimic. Five year olds can think of rhyming words and would possibly be able to take a trait from an animal they like and create a brief poem. This book would be a great introduction that would not make poetry intimidating or boring. It centers on the emotion of love, but also on the popular topic of animals. Both of these are elements a child can understand. Sometimes the explanations can be short and direct and the poems in Twosomes are short and clear examples of a type of poetry that all ages can understand.

Module 3: Verse Novel - Zorgamazoo

Bibliographic Information
Weston, Robert Paul. ZORGAMAZOO. New York, NY: Penguin Group. ISBN: 9781595141996.

Summary and Analysis
Split between two worlds, this novel focuses on one human world of Katrina Katrell who is especially curious and clever and that of a world of personified animals who live beneath the humans. Katrina is adventurous while Morty, a Zorgle, is not. But when the Zorgles of Zorgamazoo disappear their worlds collide. While Katrina accepts a new adventure after escaping her caregiver, who calls in a doctor to perform a lobotomy, Morty reluctantly must go investigate the disappearance of the Zorgles of Zorgamazoo. As this due travels they meet a survivor from Zorgamazoo. The trio is later captured by the same flying creatures (actually machines) that took the citizens of Zorgamazoo. It ends up creatures and beasties from all around Earth have been captured by Dullbert Hohummer the third and locked up on the moon. Dullbert's home planet is loosing their energy resource - Tedium Steam - and in order to capture more, they need humans to have no excitement or imaginative experiences in their lives, as the energy produced by excitement blocks Tedium Steam. In boredom, the humans release dullness into the air, which Dullbert can collect and feed his planet. Thus, he is capturing mermaids, dragons, and Zorgles - all creatures that shock and amaze humans.

Through teamwork and Katrina's cleverness, the creatures are returned to earth by Dullbert after Katrina shows him that more power is released by humans when they are amazed or awed than bored. She convinces him this Enchantaium Gas is stronger than Tedium Steam. Therefore, Earth once again has their creatures of wonder and Katrina and Morty return to life with the Zorgles underground.

This verse novel would appeal to kids who like to read and enjoy a little creativity. Both the text and the plot are original, yet kids can relate to it. The language is funny and fast, which could be as enjoyable to read silently or aloud. In its 281 pages, the rhyming never stops, which only aids in the storytelling aspect of reading out loud.

The rhyming that remains throughout this verse novel is quick, clever, and enjoyable. The plot continues to move forward, which is impressive as the couplets vary in length and rhyming words. This book would appeal to younger audiences especially if read aloud as the tone resembles longer Dr. Seuss rhymes with invented words mixed in with real words. The fantasy of Zorgles and creatures add an imaginative element, while the evil Dr. LeFang and his "Cranial Puncturing Mincer of Mind" offer a serious tone and emotion in the middle of whimsical rhymes.

Language is enhanced by the occasional spiraling, bold, and various fonts used with the rhymes. The text is very visual and the overall story is creative and visual with creative sketches beginning each chapter.

Highlighted Poem

"Listen," she said. "I don't mean to pry,
but I'd sure like to give an adventure a try.
I always wanted to travel, to ramble and roam,
but old Krabby won't let me. She keeps me at home.
So this is my chance, I'm off on my own.
I can travel the world! Explore the unknown!"

Morty thought for a moment. He paced in a loop.
He went moping around in a sort of a stoop.
"Wait a second," he said. "Are you actually sure?
If you join me, who knows what we'll have to endure..."

"Of course!" said Katrina. "I could give you a hand.
I could help you to make it to Zorgamaland.
I'm good with a map and I'm quick on my feet.
Who knows? Perhaps we were destined to meet!"

Connections

Verse novels are probably new to most students, and even adults. They are a type of poetry that may be easier to understand than traditional poems as they have a longer plot that develops into a story that the reader has time to understand. If this was someone's introduction to the verse novel, it would be a great one. It could lead to writing exercise where a reader was asked to create a passage from their favorite novel into a verse novel. It would also open the readers eyes to a new type of literature, not only with reading juvenile and young adult books, but recognizing and appreciating a new form of poetry. These books would make for great reading aloud or audio books for children to hear the flow of poetry as well as experience poetic elements in a longer format than traditional poetry.

Module 3: Poetic Form - Zombie Haiku

Bibliographic Information
Mecum, Ryan. ZOMBIE HAIKU. Cincinnati, OH:F+W Publications. ISBN: 9781600610707.

Summary and Analysis

Mecum focuses on the form of haiku for this humorous, and at times grotesque, collection. It begins with a journal entry of a boy named Chris, possibly the last human, locked in an airport bathroom with "a journal, a pen, and an arm of a dead man who came alive and died again." Following the form of haiku, all poems are short with the 5 syllable first line, 7 syllable second line, and 5 syllable 3rd line pattern while at the same time telling a new scene from page to page. The pattern remains even as the main narrator turns into a zombie. The quality of these poems is high as they are definitely original, use language in a unique way, and leads the reader to imagine very detailed images and scenes.

These poems have a special audience. Their appeal is mostly in the grotesque topics of flesh eating zombies and decaying flesh, but even those readers who may not care for the images can enjoy the creativity and, at times, humor. They stimulate a variety of thoughts as the narrator's day began just like any other day, but then proceeds to get worse and more unusual. Teenagers and adults will both like these poems, though the gruesome details may lead to some not finishing the book.

Illustrations are more than sketches in this twisted book. There are blood splatters, photos of the living dead, hair folicles, and finger nails. In other words, this is a poetry book that draws the reader into the plot both with the text and the visual elements.


Highlighted Poem

Our group slowly thins.
One by one, we slip away.
off looking elsewhere.

Nothing left but bones
Blood stains each building corner
which some of us lick.

Down the empty streets,
my gurgles echo off walls
to which I moan back.

Connections

Instead of focusing on the theme (zombies), which would probably not be age appropriate for most groups, one could teach haiku or on the transforming of the narrator. Other methods would be to choose a theme and have all the students write a haiku based around that theme. Thus creating a class anthology. I also really enjoyed how this can provide a great example to the variety of poetry out in the world. It needn't all be nature poems or contemplating poems, but sometimes they are simply entertaining and a fun read. It would be difficult to find someone who says they don't like poetry to not enjoy poetry a bit more after reading this book.

Module 2: Florian Poetry - Zoo's Who

Bibliographic Information
Florian, Douglas. ZOO'S WHO. Ills. by Douglas Florian. New York, NY: Harcourt, Inc. 978-0152046392.

Summary and Analysis
This collection features poems that are short, sweet, and to the point. Animals are described in funny rhymes, educational lines, and short stanzas. Common knowledge is shared as well as a few possibly unknown facts. Florian takes a visual element with his writing to include a dip or curve in a word with shaping the letters which children will find amusing in pattern. While most poems rhyme in small sentences, there seems to be a rhythmic pattern specific for each animal. Each poem takes on stereotypes of animals (or what we imagine the animals to be like). In the case of The Tortoise this is seen with pauses in the poem that seem to portray a slow motion, much like how the tortoises move. These poems would be short and simple enough for any child to memorize over time if read. The poems flow in ones mind or off of one's tongue if read aloud. They are comfortable to read and to say.

Douglas Florian also illustrates the corresponding painting with each poem. They are often simple, yet fitting for each. What is a hidden gem in each is that he incorporates other types of art in his paintings - clippings, typed words, and partial pictures which, along with the poems, makes every page unique and stimulating. With the illustrations and entertaining poetry, this collection is quality for parents and children.

Highlighted Poem
The Tortoise

Patience.
Persistence.
The will to endure.
The tortoise
Has taught us
All this
And more.

Connections

This collection could easily be incorporated in different elements of a school day or library program. First, writing brief poems about animals or reptiles may provide a child with not only a poetic experience, but as most kids like animals it would also provide the opportunity for read aloud poems or repeat poems. This would encourage the social aspect of poetry that is often neglected. Another way to incorporate this collection into a lesson plan or program would be to focus on Florian's paintings of using mixed media. Children could create their own paintings or collages of any subject and write a poem of their art. It would still be inspired by Florian, but it would be a different way to focus on this poet, showing students that there is more than one way to appreciate poetry.

Module 2: Multicultural Poetry - Dizzy in Your Eyes

Bibliographic Information
Mora, Pat. DIZZY IN YOUR EYES. New York, NY: Alfred A. Knopf. ISBN 978375843754.

Summary and Analysis
This collection is about love - the good, the bad, and the unreturned all focused on the teenage years (remember the drama?). Alternating between points of view, the reader is aware of the gender of the speaker at times and other times the reader will not know if the point of view is that of a young man or woman. Some poems ask questions that could be asked by both teenage boys and girls, all dwelling on confusion, curiosity, and insecurities. The thoughts are age appropriate for a young adult book and at times even for adults. The ideas are relative to contemporary problems and times, while the topic of love is, of course, timeless. The focus of love varies among love for people, love for freedom, and love for relatives, but the sense of joy is felt in most poems. The writing also alternates from short five line poems, to a list, to a poem with indended spaces and blank spaces. The variety of writing style indicating the variety of love.

Plots focus on secret cruches, first kisses, hand holding, want, and insecurities. In other words, the poems are perfect for first glances, first loves, and first heartbreaks. From the commonness of crushes to the excitement of something new, the various feelings of love are mentioned throughout the collection with lines such as "Do boys really imagine all of us without clothes/ What if no one wants to touch me because I'm too fat" from Doubts and "No one has ever felt like this. Ever" from Hands. The emotions evoked are fitting for the age in which this collection was intended. While teens will read through most of these poems easily, they will also be introduced to a variety of different poetic formats.

An added element to Mora's collection is that the poems are always on the right page, no continuation on the back but onto the next right page. This leaves the left side available to the visual of grey patterns; however, there are left sided pages that sometimes offer definitions of elements of poetry. This allows the reader to learn a poetic term (English or Japanese) and style then having an example on the next page (the right one). She also uses the occassional Spanish word to illustrate the speaker or someone sharing a memory. In Conversation/Conversacion the Spanish is one half of the conversation between an American boy and a Spanish speaking girl as they meet. The poetry in this collection covers most elements of love, but the important part of this collection is that they cover the elements of love from how teenagers think of love.

Highlighted Poem
Mora offers definitions of different poetic terms and then writes a poem using the element as an example. In Dear ______, she offers a Letter poem.

I write what I can't say out loud.
I'm trying not to think about you, but
I can't resist.
My mind drifts to your slow smile,
how it moves
from your lips to your eyes-
or is it the reverse? How it lifts me
from my ordinary self.

Do you ever want to hold my hand?

When we're talking, and others join us,
when you laugh with them, I feel tangled
up inside, angry. I struggle not to be rude.
I want to be alone with you.
I love our aloneness.

When I listen to music, I imagine
slow dancing with you, and you whisper
into my hair, "You are my one true love,"
and I smile
and know
why people write music and paint
and dance, lifted as if they can fly,
because this ache
crashing inside
needs to be free.
Sometimes, love
becomes a melody
others hum for years.

Connections
Obviously this would open the door for teenagers to write and express themselves. However, as most teens do not want to openly announce their inner thoughts that project would be better used in a journal format. Instead, teens could have the opportunity to write any poems of love. As with this collection, they could write about the different types of love focusing on friendship or paternal if they have not experienced, or do not feel comfortable writing about romantic love.

Module 2: NCTE Award Poetry - X.J. Kennedy and The Forgetful Wishing Well

Bibliographic Information
Kennedy, X.J. THE FORGETFUL WISHING WELL. Ill. by Monica Incisa. New York, NY: Athenuem.0689503172 (only original ISBN given).

Summary and Analysis
The 88 pages of poetry offered in The Forgetful Wishing Well focus on the people, hardships of growing up, and animals. Some poems focus on these ideas in real life while others are whimsical, made up ideas. The book is divided into sections: Growing Pains, Creatures, People I know, Family Matters, Wonders, In the City, and All Around the Year. Aspects are so unique in the made up scenarios or creatures that at times the poems seem to be from two extremes, which makes it all the more appealing as the reader is on a journey back and forth with reality.

Written in 1985, the poems will still entertain an audience today. Their creativity, wonder, and (for some) realism will hit upon a memory or dream for most readers. The lengths vary, which lets the reader have a break between the longer poems and most poems are brief, diverse, and alternate between rhyming and story telling. In the section of "People I Know" creative names are used to cover diverse types of people, but each poem offers similar stories.

Monica Incisa illustrated each section's title page. With sketches made of a black pen they appear both quick and thoughtful. She chose a poem from each section to illustrate, representing the whole collection. With Wonders it is a boy with a fishbowl on his head, commical,but also telling of of how reading provides nourishment to the mind of a child much like food to the fish in the fishbowl.

Highlighted Poem
Flashlight

Tucked tight in bed, the day all gone,
I like to click my flashlight on,
Then climb in under with my feet
And shine a moon out through the sheet.

I'll throw a circle on the wall,
Move close up to it, make it small,
And then yank back and make that moon
Blow up-an instant light-balloon!

Each flashlight battery, slid out,
Looks piglike with a silver snout
And like two pigs parading, they
Need to line up and look one way.

Ben Franklin with a kite and key
Attracted electricity,
But they must not be also-rans
Who put up light in little cans.

Connections

As this collection is divided in topics in which we can all relate, it would provide an opportunity for children to write a poem about different aspects of their lives. For anyone who finds poetry difficult to understand or difficult to write this would give the chance to try different approaches to writing. One never knows which type of voice they will use for creative expression until it is tried. Kennedy's poems offer the variety of expression.

Module 1: African American Poetry - Hip Hop Speaks to Children

Bibliographic Information
Giovanni, Nikki (ed). HIP HOP SPEAKS TO CHILDREN. Ill. by Kristen Balouch, Michele Noiset, Jeremy Tugeau, Alicia Vergel de Dios, and Damian Ward. Naperville, Ill.:Sourcebooks, Jabberwocky. ISBN: 9781402210488

Summary and Analysis
The collection presented is a combination of many authors, such as (but not limited to) Mos Def, Gwendolyn Brooks, Eloise Greenfield, Tupac Shakur, Maya Angelou, Queen Latifa, Langston Hughes, Kanye West, and Nikki Grimes. Each poem offers an inner thought or celebration. When Gwendolyn Brooks offers "Aloneness", Nikki Giovanni offers "The Girls in the Circle". Whether looking for solitude and reflection or celebration and humor, this is a mix of thought, form, rhythm, and voice. Perhaps one of the best elements about this book is the audio CD that comes along with it which offers certain tracks of poetry being read by the poet. Most rhyme and have clear rhythm probably due to the careers of many of the writers: poets, rappers, singers. This collection shows that poetry is everywhere, especially around those in the arts. In the 65 pages of poetery provided, there are various topics, emotional responses, structures, lengths, and tone. This collection includes poems about people, relationships, music, and life. The added bonus is having both the text and the audio of Dr. Martin Luther King, Jr.'s "I Have a Dream" speech provided.

In addition to the poetry, art, and audio, there are brief biographies on the authors, singers, leaders and a brief introduction and a table of contents. This book is far more than entertaining hip hop, but is an exhibition of art and powerful words. Breaking away from the open minded reviewer for a moment, I will state my personal view that this collection is needed in libraries, both public places and personal homes and it will soon be added to mine.

Speaking of art, the illustrations could be in a book alone with no words as each picture is frame-able, love-able, and enjoyable. There are messages of hope, perseverance, childlike whimsy, and dreams offered. Some illustrations are focused on the voice of the poem focusing on children while other illustrations focus on the neighborhood or imagery suggested in the poem. With so many to choose from it is difficult to find a favorite poem or illustration.

Highlighted Poem
I considered "People Equal" by James Berry, "It's Love" by Jill Scott, and "Books" by Eloise Greenfield, but the one that stuck with me the longest was "The Rose That Grew from Concrete" by Tupac Shakur. It is below:

Did u hear about the rose that grew from a crack
in the concrete
Proving nature's laws wrong it learned 2 walk
without having feet
Funny it seems but by keeping its dreams
it learned 2 breathe fresh air
Long live the rose that grew from concrete
when no one else even cared!

I liked this poem for the message, the simple idea yet powerful meaning. It evokes emotion, at least to me, and a sense of hope. Rooting for the underdog or unsupported, it is nice to think of something living to see its dream when no one seemed to care. The illustration accompanying the poem is just as powerful as it doesn't focus on an actual rose, but on a young girl with a rose on her shirt who is looking up, hopefully, in the busy city street, just holding onto her dream.

Connections
The audio CD that comes with the book allows for many discussions. First, the poetry itself can be discussed for issues raised, the hopeful and the less hopeful. Secondly, how amazing for children (adults even) to hear the poems as they were intended - from the poet's own voice! Poetry is a personal expression and this book and CD allow for readers to read the poem to themselves, interpret the poems as they would, and then to hear the poet's version. Perhaps the interpretations are different? If so, this would allow for a closer study on rhythm or vocabulary chosen. It would also allow the opportunity for children to practice reciting poetry. This collection would bring fun into a study of poetry, which most adults wish they had as children.

The additional information on the poets would allow for further discussion not only on the topic that poetry is everywhere, but also discussion into who these people are. This would introduce readers to such great names as Langston Hughes and Maya Angelou as well as give them familiar people who may make poetry seem cool and fun, such as Queen Latifa and other rappers and actors.

Module 1: Hopkins Collection - City I Love

Bibliographic Information
Hopkins, Lee Bennett. CITY I LOVE. Ill. by Marcus Hall. New York, NY: harry n. abrams, inc. ISBN: 9780810983274.

Summary and Analysis
City I Love is both a visual and poetic gem. Each page acting as a stamp to a passport, the reader is taken on a world tour of fabulous cities. On the inside cover is a world map indicating which cities are covered in case a parent or teacher cannot recognize the intended focus, but most will be easily recognizable due to clever illustrations.

Each page brings a new city, images of landmarks and people, as well as memories of seasons to the reader. The illustrations introduce a new place or welcome the reader to one that he or she will recognize with a simple landmark in the background. Whether one reads the text or looks at the illustrations first it does not matter since visual elements are given equally by Hall's illustrations or Hopkins' words. Each poem is visual, rhythmic, and seems to represent each city's personality to the fullest. These poems do not need figurative language to send their messages, but act as an announcements on a street corner or as a peom read aloud in a poetry jam in the same cities they showcase. The poems trickle off the tongue ("City") or purposefully pause between words to focus on the heat or rhythm (such as the rocking feel in "Mother's Plea") which gives them a great quality. Hopkins uses great rhythm in each poem which is why this book would be a great "listening" book used in classrooms or homes to allow children to hear poetry.

Highlighted Poem
HYDRANT

I wonder
whether

pouring
roaring
gushing
rushing
water

spouting
form our
corner hydrant

flows
from here-

goes
so far-
to cause lazy Venetian gondolas
to bob and float

as easily as our homemade
wooden-popsicle-boat.

City I Love

Connections
Since there is a variety of poems, one could focus on these differences to introduce the variety of writing elements that fit the poetry category. For instance, some poems rhyme while others do not. Some seem to tell a story with lots of words that take up large portions of the page while others conclude after the 13th word. Students could talk about these differences, while focusing on the theme that these all share: the love of a city. In the end, each child or teen could write a poem on their favorite city, aspect of that city, or if they have never traveled they could write about their favorite aspect of the city in which they live.

Module 1: School Poetry - The Brimstone Journals

Bibliographic Information
Koertge, Ron. THE BRIMSTONE JOURNALS. Cambridge, MA: Candlewick Press (2001). ISBN: 9780763613020.

Summary and Analysis
The poems alternate between 15 teenagers focused on school, relationships, hobbies, parents, the world, and the future. Crushes, anger, insecurities, sex, God, and friendship are repeating themes, but every few pages it gets back to guns. Whether one is thinking of violence, holding a gun, reporting the inhumanity in the world, it is reoccurring as are racist thoughts, religious ones, and lots of judgment. The teenagers share many qualities, mostly confusion and a loathing of homework, but the feelings of insecurity are found in most of them. Each passage seems more conversational or that of a journal entry than a traditional poem, which means it is far more likely to appeal to a teenager. One of the styles that makes this seem it could be real teenagers talking is Neesha's entries which take on the shorthand of text messages. Though when she presents a personal poem to the class, it is perfectly phrased, grammatically correct, and exhibits a strong voice. It was a passage that was unique as it interrupted the flow of the collection and was when someone stood up to the racist student who was making "the list." It was a different tone from her point of view as well as the overall tone. There are not rhymes or flowing stanzas, but simply a voice coming out with a message.

The book is divided by parts, each leading up to a possible school shooting, building friendships, and stress. As each poem alternates between perspectives, the reader can find stereotypes, fear, loneliness, and confusion as to why they or someone else is treated how they are treated. The reader finds that even the strongest, most arrogant person has insecurities, and those that appear "perfect" are not. Insecurities are a similar thought from the jock, to the rich new kid, to those picked on: the nerds, the overweight, and the minorities. With each point of view, the reader learns more about that person and quickly understands people are not what they seem and everyone has issues.

Some poems evoke more emotions, specifically the ones focused on violence, self loathing, molesting, and fear. Yet there are always a few hopeful passages as budding relationships deepen and friendships form between people who are opposite in heritage, background, socioeconomic status, but share a love of music, for example.

Highlighted Poem
This is a Lester passage. Lester is the overweight, picked on boy who is befriended by the guy who is planning "the list" for his school shooting. Lester is also the boy who tells the cops and keeps the shooting from happening.

"I'm in the cafeteria the other day
and I'm thinking how tired I am of eating
by myself.

Kitty's more pathetic than I am. At least
I eat what I buy. Joseph with his beard looks
like one of those bushes he's trying to save
from evil land developers. Sheila is crying
about her girlfriend who's all over Damon.

I figure, What the hell. Sit with Meredith.

Turns out she is really pretty nice. I mean,
she's smart and funny and she talked to me
like I was worth talking to.

I know her reputation, but what about Rob?
He keeps score and he's called a stud.

Meredith sleeps with a few guys and she's a slut.

Anybody called her that while I was around,
I wouldn't even tell Boyd. I'd put the hurt
on him myself."

The Brimstone Journals, page 83.

Connections
As these poems are similar to journal entries of teenagers, teens would likely relate to at least one of the characters entries. They could write an entry about their school, classmate, teacher, struggles, or everyday teen angst. They could also expand on something mentioned in one of Koertge's poems if too shy to create their own. Because each poem offers a different perspective (jock, shy teen, bully, etc), it would help the readers consider different personalities and what it is like to be that kid at the school. Perhaps a discussion focusing on the poem least like oneself would not only get a conversation of poetry started, but would also begin a conversation about tolerance and kindness. This would provide students the opportunity to not only think about someone else's point of view, but to try and write in another voice.