Birmingham, 1963

Weatherford, Carole Boston. 2007. Birmingham, 1963. Honesdale, Pa: Wordsong. ISBN 978-1-59078-440-2

In free verse poems accompanied by historic photos, Carole Boston Weatherford, through the voice of a fictional child speaker, recounts the bombing of a church in Birmingham, Alabama that claimed the lives of four young girls.  The book ends with four in memoriam poems for the four victims of the bombing.  

The poet uses a refrain of sorts "the year I turned ten" for the early poems that set the background for the events, and "the day I turned ten" to introduce the poems that describe the day of the bombing.  Names or lines from various traditional spiritual songs are interspersed throughout the poems, referencing the songs that are synonymous with the African-American community and the Civil Rights movement.  Sense imagery is used to convey the sights, sounds, and emotions as they would have appeared, sounded or felt to a child rather than an adult.  The poems are emotional in a way that will resonate with both adults and children and convey a sense of the tragedy, but despite the serious subject content are not overwhelmingly sad or manipulative.  The memorial poems about the four girls honor lives that were too brief.

Although the book has no table of contents or index, a note from the poet as well as annotations about the photographs provide a historical context for the poems.  The poems are not named individually which also makes them flow together as one long work.

Featured poem:

The day I turned ten,

I saw blood spilled on holy ground

And my daddy cry for the very first time.

What had those girls done to deserve this?

At supper, no one had much appetite.

Afterwards, Mama washed and I dried dishes

While she hummed "Nobody Knows the Trouble I Seen."

Although the poems describe events that take place elsewhere, most students in Little Rock are well-versed in the history of segregation and the Civil Rights movement because of the desegregation of Central High School in 1957.  Sharing this poem could lead to a discussion of what the students already know about the history of their own city and an extension of that knowledge to the efforts and movements in other cities during that era.

I Am the Book

Hopkins, Lee Bennett. 2011. I am the book: poems. Ill. by Yayo. New York: Holiday House. ISBN 978-0-8234-2119-0

This collection of poems selected by Lee Bennett Hopkins all center around the theme of books and reading. The thirteen poems, including one by Hopkins himself, demonstrate the broad gateway to learning and escapism that books provide readers.

The poems employ various devices to convey the richness of language and meaning.  Many employ rhythm or rhyme, and several use personification, making the book as active a participant in the action as the readers described in the poems.  In some cases, as with the titular poem the book is the speaker of the poem.  Though each poem in the book is distinct and meaningful standing alone, the selections blend together very effectively to create a cohesive collection.

Each of the short but meaningful poems contained in this collection are presented on a two-page spread and are accompanied by whimsical painted illustrations by Yayo that support and add meaning and interest to the poems.  Images of books are cleverly worked into the illustrations as boats, oceans, popsicles, and treasure chests among other things to signify the roles of the book in the lives of readers.  The table of contents, which lists each poems and author, provides access points into the text.

 At book's end, the reader is provided with short blurbs about each of the poets whose work is included in the collection.  Most of the poets are well-known contemporary poets, who have won awards and published works in various anthologies or in their own collections such as Karla Kuskin and Jane Yolen.  The book contains one poem by poet Jill Corcoran whose work had not previously appeared in a published anthology.  Most of the poems appear to have been written or copyrighted the same year as the book's publication, but some of the selections are older and have been previously published such as Karen B. Winnick's "Quiet Morning" and Beverly McLoughland's "When I Read."

Featured Poem:

Book

by Amy Ludwig VanDerwater

Buried in blankets
Book in my bed
Snuggled in story
By heart
In my head
I wallow in words
Chapter One
Til The End

Closing the cover
I sigh--

Good-bye, friend.

After sharing this poem with students, I would draw their attention to lines such as "snuggled in story" and "I wallow in words," which combine a concrete, physical action/verb with a object that cannot really receive that action.  I might also point out the last line that addresses the book as a person.  I would encourage the students to come up with other phrases or sentences to show an abstract concept like story could be paired with a physical action verb to create an image of strong interaction.

A Funeral in the Bathroom

Dakos, Kalli. 2011. A funeral in the bathroom: and other school bathroom poems. Ill. by March Beech. Chicago, Ill: Albert Whitman & Co. ISBN 978-0-8075-2675-0

This collection contains poems all centered around an often-unsung center of life and learning--the school bathroom.  From the expected bathroom humor to the secrets of student life that take place away from teacher's observing eyes, the poems paint a comprehensive picture of school life.

The first poem in the collection "Bathroom Poems" describes a teacher who hangs poems on the walls and stalls of the bathroom causing the students to unintentionally read, experience, and learn poems encompassing a wide range of emotions and forms.  These bathroom poems are referenced in a few poems throughout the collection and seem to serve as the inspiration for the student-narrated poetry that fills the book.

Many of the poems employ rhyme or a strong rhythm which make them enjoyable to read or recite aloud.  The bathroom setting also lends itself to onomatopoeic words that describe the water-filled world.  Thankfully the poet limits most of the sense imagery in the poems to the sights and sounds rather than the smells of the bathroom.

At first glance, a book about bathrooms would appear to have all the slightly taboo appeal needed to draw in young readers.  One might expect the entire book to consist of potty humor and silliness, and while there are such poems in the collection, they are tempered by more serious or imaginative poems that depict the school bathroom as a place that is so much more than its humble purpose:  a place to hide, to seek comfort or solitude, a place to daydream or escape the mundane, a place to for students to be themselves.  Young readers will respond to the images and experiences depicted in these poems.

For the most part, the collection is formatted with one poem per page.  A few poems are long enough to take up an entire two-page spread, and a number of the shortest poems share a page.  No matter the length, each poem is illustrated by Mark Beech.  The simple but colorful drawings give as much life to the toilets and mirrors as to the students who appear in the poems.  Many of the illustrations help to further the humor of the poems but they are not crude, which is a fine line to walk given the subject of some of the poems.  Of course, not all the poems are humorous, but the Beech's drawings support the poems no matter the topic or meaning.  The table of contents at the beginning of the book provides access points to the forty-one poems that make up the collection.

With her background as an educator, it's not surprising that  Kalli Dakos finds inspiration for her poetry in the school setting.  In addition to this anthology, she has published more school related poems in If You're Not Here, Please Raise Your Hand and The Bug in Teacher's Coffee and Other School Poems as well as contributing poems to other school poetry anthologies such as There's No Place Like School:  Classroom Poems.  

Featured Poem:

Stuck in His Shoe

He didn't have
a single clue
when the toilet paper
stuck to his shoe.

And followed him
in a looooooooooong line
down the hall
past the office sign,

and right into
our spelling class,
where everyone

laughed

and laughed

and laughed!

The poem could be introduced by sharing a personal story of an embarrassing moment or by asking students to share embarrassing anecdotes.

Change of Pace

This semester, I'll continue this review blog for my Poetry class.  I'll be sharing reviews of poetry books as well as ideas for using poetry with children/students.  I might even link up to Poetry Fridays.

Since I have another excuse to keep blogging alive, perhaps I'll even manage to keep it going once grad school is over. (No promises, of course.)

Calamity Jack by Shannon and Dean Hale

Bibliographic Information:
Hale, Shannon and Dean Hale. 2010. Calamity Jack. Illustrated by Nathan Hale. New York: Bloomsbury.

Plot summary:
Jack sees himself as a criminal mastermind with more than his share of bad luck.  All of his plans and schemes seem to go awry or have unintended consequences.  In an effort to make his mother proud, he plans to quit his wicked ways after one final score.  When the beanstalk mishap results in the death of a giant, Jack must flee his home.  He returns some time later with his friend Rapunzel to discover that Shyport is under the control of Blunderboar the giant who may be in league with the ant people to keep the city under control.  With the help of Freddie, a journalist and collector of gadgets and Jack's old partner in crime Prudence the pixie, Jack and Rapunzel must put a stop to Blunderboar's reign and save Jack's mother, proving once and for all that Jack can live up to family expectations.

Analysis:
Jack narrates the graphic novel in boxes of text that fill in the gaps of dialogue and drawing, describing the capers of his childhood and his descent into a life of petty crime.  Fantastical creatures and characters from traditional literature appear throughout the story.  In fact, Jack will be known to readers as the folktale character who climbed a beanstalk to steal from a giant.  Rapunzel has had a haircut but keeps her long locks to use as tools or weapons as needed.  The blending of familiar characters into a new and inventive story adds interest.

Visually the story is vivid and full of movement, and the appearance of the characters gives an impression of their nature, attractive heroes and heroines with the bad guys disfigured or misshapen.  The varying sizes of the panels enables the illustrator to show fine details or to convey the size and magnitude of the scenes and characters.

Reviews & Awards:
Junior Library Guild Selection
2011 YALSA Great Graphic Novel
SLJ Best Comic for Kids 2011
Horn Book review: "The swashbuckling plot shines in the graphic-novel format... this steampunk-flavored fairy tale will appeal to boy-, girl-, reluctant- and eager readers alike."
Kirkus Reviews:  "something for everyone... Readers will relish this gleeful mix of fairy tale, adventure and romance."

Connections:

• Display with other graphic novels that draw from traditional literature including Rapunzel's Revenge, Cinderlla:  the Graphic Novel, and Trickster: Native American Tales:  a Graphic Collection
• Engage students in creating their own graphic re-tellings of familiar stories.
• Explore the steampunk elements of the illustrations and make connections to other examples of steampunk motif in books and movies.
• Other books by the author:

Hale, Shannon. 2003. The goose girl. New York: Bloomsbury.

Hale, Shannon. 2004. Enna burning. New York: Bloomsbury.

Hale, Shannon. 2005. Princess Academy. New York: Bloomsbury

Hale, Shannon. 2006. River secrets. New York: Bloomsbury

Hale, Shannon. 2007. Book of a thousand days. New York: Bloomsbury. 

Hale, Shannon. 2009. Forest born. New York: Bloomsbury.

The Fault in Our Stars by John Green

Bibliographic Information:
Print:
Green, John. 2012. The fault in our stars. New York: Dutton Books.
Spoken Recording:
Green, John. 2012. The fault in our stars. Read by Kate Rudd. Grand Haven, MI: Brilliance Audio.

Plot summary:

Sixteen-year-old Hazel Lancaster has known since her diagnosis of thyroid cancer three years ago that all the prodding, poking, medicines and treatments are only able to buy her a bit more time.  There is no cure for her.  As a result, she seeks to maintain a distance from most people in her life.  Her closest friends besides her parents are books, but when she meets Augustus Waters at a teen cancer support group, the two are immediately drawn to each other.  Gus, who is in remission from the bone cancer that took one of his legs, understands Hazel and seems to be able to look beyond her illness to see her as she is.  Bonding over Hazel’s favorite novel, Gus and Hazel make contact with the book’s reclusive author which leads to a European adventure before tragedy strikes. 

Analysis:

Green draws upon his personal experiences as a hospital chaplain to paint a frank and emotional portrait of young cancer patients living under a death sentence.  The characters of Hazel, Gus, and their friend Isaac provide another perspective to the bravery-and-battle mentality that is so often used to describe the terminally ill in fiction as well real life.  The authentic portrayal of teenagers who are sometimes scared, sometimes hopeless, and often struggling with so many of the big questions and identity issues that all teens face while also being forced to come to terms with their own mortality creates a powerful story that will challenge both teen and adult readers.  The adults in the novel are also realistically drawn as well-meaning, earnest supporters who unintentionally make things worse as often as they make them better. 

Most of the story is set in Indianapolis with a portion taking place in Amsterdam.  Whether describing the local haunts that Hazel and Gus visit or the more exotic sights and sounds of the Netherlands, Green’s descriptions are vivid, placing the reader into the story effectively.

The humor, honesty and sometimes gritty realism of the treatment of a sensitive topic is what makes this book so powerful.  In the audio version, Kate Rudd’s vocal talents bring the characters, especially Hazel, to life.  The breathless emotion of the dialogue is a continuous reminder of the struggle for oxygen that is Hazel’s constant companion. Augustus and Hazel’s banter is handled deftly in the audio version with enough distinction in the character voices to highlight when the speaker shifts but is not overdone or heavily dramatic.

Reviews & Awards:

 New York Times bestseller & NYT Book Review Editor's Choice

Starred review, Booklist:  “ . . . his [Green’s] best and most ambitious novel to date . . . a triumph.”

Kirkus Reviews, starred review:  “A smartly crafted intellectual explosion of a romance.” 

School Library Journal, starred review:  “An achingly beautiful story.”

Connections:

• Share John Green’s author interview that is included in the audio version of the book or have students explore Green’s website for further insight and discussion of the novel including a section in which Green answers reader questions about the book (http://johngreenbooks.com/questions-about-the-fault-in-our-stars-spoilers/).
• Ask the students to write letters or email for a favorite author as Gus and Hazel did and encourage them to share any responses that they may get.
• Ask students to think about their own funeral or write their own obituary.
• Other books by John Green

Looking for Alaska (2005)
An Abundance of Katherines  (2006)
Paper Towns (2008)
Will Grayson, Will Grayson (2010, with David Levithan)

When You Reach Me by Rebecca Stead

Bibliographic Information:
Stead, Rebecca. 2009. When you reach me. New York: Wendy Lamb Books.

Plot Summary:
Miranda is a twelve-year-old latch-key kid living in New York City who finds herself in the midst of a mystery.  Although the story begins in April of 1979, much of the narration is a recollection of the events of the previous fall and winter.  It was then that the strange homeless man showed up on the corner, that her best friend Sal stopped speaking to her after being sucker-punched on the street, that she began receiving anonymous notes from someone who seemed to know the future before it happened.  It's up to Miranda to decipher the meaning of the notes, to help her mother prepare for an upcoming appearance on the game show The $20,000 Pyramid, to navigate the new relationships in her life, and to wrap her head around the concept of time travel so she can help prevent a horrible tragedy.  

Analysis:
Most of the chapter titles in the novel are an homage to the categories found in the Winner's Circle in the old Pyramid game show, and it's clear that Miranda's obsession with her mother's success on the show is influencing even the way she is remembering and organizing the events of the recent past.  This device complements the style of the novel, a blending of current events and flashback descriptions, that often reads as a conversation with the mysterious author of the notes--but not actually the letter she is supposed to be writing the stranger.

The tumultuous friendships of the young characters in the novel will resonate with young readers, friendships that dissolve or disappear, unlikely alliances that form, and the odd mixture of companionship and competition that seems to define adolescent girls.  Miranda's relationships with the other adults in the novel demonstrate both her independence as she often speaks or deals with them as equals but also her innocence as she still longs for parental care that her single mother cannot always provide.  The development of Miranda's compassion as the story progresses is a sign of her increasing maturity.

Although the concept of time travel is introduced fairly early in the narrative, it is not immediately apparent that this realistic story will eventually take a turn towards the fantastic.  Miranda is drawn in to a discussion about her favorite novel A Wrinkle in Time with schoolmate Marcus, who assures her that though time travel is feasible, the book doesn't accurately depict it.  Miranda can't wrap her head around what Marcus is telling her, yet her inability to make sense of it continues to haunt her until it becomes clear that Marcus's theory is essential to figuring out the meaning of her anonymous notes.  The novel is a wonderful blend of a historical picture of late 1970s New York, an authentic coming-of-age story, and a fantastic exploration of time.  

Awards & Reviews:
2010 Newbery Medal Winner
2010 Boston Globe-Horn Book Award for Fiction
2009 New York Times Notable Book for Children
Starred review, School Library Journal:  "unusual, thought-provoking mystery"
Booklist, starred reviews:  "the characters, children and adults, are honest bits of humanity no matter in what place or time their souls rest"

Connections:

• Use in book club with A Wrinkle in Time to discuss the connections between the two stories and understand how Stead was influenced by L'Engle's work.  
• Have students build a model of Miranda's neighborhood as she and her classmates build their model Main Street.
• Lead a discussion about time travel as it appears in other books and movies, comparing the different views of time as a concept or the ability of the traveler to change the past, present, or future.  Encourage students to write their own time travel stories.
• Other books by Rebecca Stead:

First Light 2007

Liar & Spy  2012

Both published by Wendy Lamb Books