Wednesday, February 25, 2009

Module 3: Poetry Break (Unusual Form) - Limerick

IRISH PEACE TALKS by Brian P. Cleary
(Found in: Cleary, Brian P. 2004. RAINBOW SOUP: ADVENTURES IN POETRY. Ill. by Neal Layton. Minneapolis, MN: Carolrhoda Books, Inc. ISBN 157505597X)

Children and adults alike will need to prepare themselves for some serious laughs prior to reading the poem IRISH PEACE TALKS. Brian Cleary includes this hilarious limerick in an interesting and comical poetry collection that also offers helpful descriptions and information about the various forms of poetry used throughout the book. According to Cleary, a limerick is a five-line verse that is usually funny and follows a specific rhyme pattern (Cleary 2004, 38). The rhythmic feel of limericks combined with the hysterical meaning of this poem are sure to appeal to readers of all ages. Cleary’s careful word choice and skillful manipulation of words and sounds add to the rhythm and readability of the poem. For example, readers will notice the sounds and cadence of the words “scrapin’” and “offa” as they read the poem aloud. Adding to the charm of IRISH PEACE TALKS is Neal Layton’s hilarious sketch-like drawing, which depicts a large and aggressive looking schoolgirl with pigtails intimidating a humorously tiny boy in a school hallway. The drawing is done almost entirely in black and white. The green clothes and bows on the frightening schoolgirl offer the only color in the illustration, drawing even more attention to the girl’s comically mean look. The cartoon, doodle-like quality of the illustration will undoubtedly intensify the appeal of this poem for children.

INTRODUCTION: Prior to sharing this poem with students, ask students if they know what a limerick is. Use Brian Cleary’s explanation of a limerick from RAINBOW SOUP or another source to inform students of the rhyming structure and humorous quality of limericks. After a simple and brief explanation of limericks, tell students that you are going to share a funny limerick with them today. This is an excellent poem for the reader to really act out with facial expressions and tone of voice, so have fun when you read this one!

IRISH PEACE TALKS
By Brian P. Cleary

There once was a schoolgirl from Galway,
Who said to her lad on a fall day,
“If I find you starin
At Maggie or Erin,
They’ll be scrapin’ you offa the hallway.”

EXTENSION: After the students stop laughing, consider allowing them to write limericks of their own. The Giggle Poetry website (http://www.gigglepoetry.com/) offers Bruce Lansky's excellent directions for how to write a limerick at http://www.gigglepoetry.com/POETRYCLASS/limerickcontesthelp.html. Neal Layton’s sketch-like illustration of IRISH PEACE TALKS may also inspire students to attempt illustrating their own limericks as well. Additionally, since humorous poems have the potential to really grab students’ attention, sharing a poem like IRISH PEACE TALKS with children is an excellent way to open the door to the world of poetry for them. Once children realize how much fun poetry can be, finding and sharing great poetry with them can be enjoyable for everyone. Direct students to the poetry section of the library and challenge them to find and share more limericks that they enjoy.

Friday, February 20, 2009

Module 2: Poetry Break - Douglas Florian

THE GORILLA by Douglas Florian
(Found in: Florian, Douglas. 2000. MAMMALABILIA. San Diego, CA: Harcourt, Inc. ISBN 0152021671)

This humorous poem can be found in a collection of short poems and paintings all about various mammals. Children will love the simple rhyming text of this poem, and Florian’s ability to create his own catchy words, such as the word “stilla,” give the poem a rhythmic feel that helps the words flow off the tongue with ease. Florian also skillfully utilizes line breaks and pauses in this poem to deliver the words at just the right time to be both humorous and easy to read. Both young and old readers will enjoy the poem’s abrupt transition from a serious reflection on gorillas to a comical warning about the dangers of gorillas. Additionally, Florian’s accompanying painting of a menacing gorilla pointing to the reader in a human-like fashion matches the poem perfectly and will add to the reader’s delight.

INTRODUCTION: Since young students love riddles and guessing games, ask them the following riddle prior to reading THE GORILLA to them: “What mammal lives in Africa, can weigh more than 400 pounds, loves to eat fruit, and might use its fists to beat on it chest whenever its upset?” As the students begin to guess that the answer is a gorilla, tell them that they are in for a treat because they are going to hear an excellent and funny poem about a gorilla.

THE GORILLA
By Douglas Florian

A gentle giant
Blessed with grace…
It’s stilla
Gorilla—
Don’t get in its face.

EXTENSION: The rhythmic qualities of this poem make it a perfect poem to have students read out loud as a group, perhaps with drums or clapping hands to keep the beat (a slower beat for the first two lines, then a faster beat for the remainder of the poem). Also, this poem would pair very well with either a nonfiction book about gorillas, such as GORILLAS by Seymour Simon, or a picture book about gorillas, such as GORILLA! GORILLA! by Jeanne Willis. Both of these books mention the potentially softer side of gorillas in addition to their fearsome qualities, which might lead to a good discussion about how scary (or not so scary) gorillas really are. Of course, students might like to paint their own versions of a menacing gorilla, too!

Module 2: Poetry Book Review – Multicultural

POEMS TO DREAM TOGETHER by Francisco X. Alarcon

(Alarcon, Francisco X. 2005. POEMS TO DREAM TOGETHER = POEMAS PARA SONAR JUNTOS. Ill. by Paula Barragan. New York: Lee & Low Books Inc. ISBN 9781584302339)

In this amazing bilingual collection of 17 poems shared in both English and Spanish, Hispanic American poet Francisco X. Alarcon offers readers of all ages comfort, peace, and a strong message of the importance of dreams and family through the emotional world of poetry. The poems center around the theme of dreams and range in emotion from serious and thoughtful to silly and funny. For example, one of the more thought-provoking and insightful poems of the collection is NIGHTMARES:

NIGHTMARES
By Francisco X. Alarcon

sometimes
dreams

that ignore
or exclude

the dreams
of others

become
nightmares

In NIGHTMARES, Alarcon displays his talent to make readers truly examine the world they live in. On the other hand, he is also skillful at conveying the lighter and more humorous side of dreams in DAYDREAMING:

DAYDREAMING
By Francisco X. Alarcon

daydreaming –
another way
of brainstorming

The poems do not rhyme, and Alarcon carefully arranges the words of the poems into small sections of text, using spaces between sections that help contribute to the meaning of the poems. Interestingly, Alarcon uses capital letters and punctuation marks very sparingly throughout the book, allowing the reader to really focus in on the small chunks of text without distraction.

The use of figurative language is also present in some of the poems as Alarcon compares people to his surroundings in nature. For example, a simile is the perfect way to celebrate individual differences in THE SAME:

THE SAME
By Francisco X. Alarcon

we are all
the same

like pebbles
in a riverbed

each of us
so different

Sense imagery is also prevalent throughout the collection, with Alarcon’s words evoking rich images of nature, food, and life. In FAMILY GARDEN, readers can almost smell the mint herbs and feel the earth in their hands as Alarcon describes his family’s garden where “the sun shines green smiles.”

Paula Barragan’s vibrant and joyful illustrations capture the loving and comforting essence of the poems. The colors used throughout the book are enchantingly bright and cheerful, and Barragan does an amazing job of portraying the contagious peace and comfort brought about by Alarcon’s poetic dreams. This is a collection that will appeal to dreamers of all ages.

Thursday, February 19, 2009

Module 2: Poetry Break – NCTE Award Poet

DESEGREGATION by Eloise Greenfield
(Found in: Thomas, Joyce Carol, ed. 2003. LINDA BROWN, YOU ARE NOT ALONE: THE BROWN V. BOARD OF EDUCATION DECISION. Ill. by Curtis James. New York: Hyperion Books for Children. ISBN 0786826401)

This serious and touching poem is found in a collection of stories, poems, and personal reflections surrounding the Supreme Court decision to desegregate public schools in 1954. The language of this poem is thoughtful and moving, allowing the reader to easily empathize with the speakers in the poem. Eloise Greenfield’s word choice is very significant throughout the poem. For example, the word “nightmare” is used as an adjective to describe the faces and voices confronting the speakers as they enter the school. Additionally, Greenfield’s powerful message of the children saving the country will resonate with both children and adults. Line breaks and pauses are skillfully used throughout the poem, such as the word “now” being isolated at the very end of the poem. The separation of the word “now” from the rest of the text seems to emphasize the significance of this time in history as well as the crucial and immediate need for change. Curtis James’ illustration accompanying this poem is done in beautiful pastel artwork and depicts a small group of young African American children huddled together, concern flowing from their facial expressions. Like Greenfield’s carefully chosen words, James’ artwork does a good job depicting the weight of the situation as well as the isolation these students must have felt entering a desegregated public school for the first time. Amazingly, just as Greenfield portrays hope in the final lines of the poem, James also manages to portray the comfort and strength these students must have gathered from each other in his illustration.

INTRODUCTION: Prior to reading the poem, ask students to create a diary entry or draw a picture of a time when they felt isolated (such as moving to a new school or going someplace where they do not know anyone). Allow volunteers (only those students who are comfortable doing so) to share their experiences and discuss how they felt in these scary situations.

DESEGREGATION
By Eloise Greenfield

We walk the long path
lined with shouting
nightmare faces,
nightmare voices.
Inside the school,
there are eyes that glare
and eyes that are distant.
We wish for our friends.
We wish for our old,
laughing selves.
We hold our heads up,
hold our tears in.
The grown-ups have said
we must be brave,
that only the children
can save the country
now.

EXTENSION: After reading the poem, define the word “desegregation” as a group and discuss. Lead students in a discussion of how the poem made them feel, and ask students to make connections between the poem and the diary entries or pictures they created prior to listening to the poem. Additionally, this poem would be an excellent poem to have students read chorally as a group. Hearing the poem read out loud by the whole group may have a very powerful effect on students and may help drive the meaning of the poem home for them.

Thursday, February 5, 2009

Module 1: African American Poetry Book Review- Nikki Grimes

WHEN GORILLA GOES WALKING by Nikki Grimes

(Grimes, Nikki. 2007. WHEN GORILLA GOES WALKING. Ill. by Shane Evans. New York: Orchard Books. ISBN 9780439317702)

Nikki Grimes offers a good mix of many different types of poems in this poetry book about a girl named Cecilia and her beloved cat, Gorilla. The nineteen poems included in this book seem to be arranged in chronological order, following Cecilia’s journey from first getting Gorilla through a series of adventures and experiences with the cat. The poems vary in both length and style, and while many of the poems rhyme, not all of them do. For example, the poem IN THE MIRROR packs a powerful punch in a short poem that does not rhyme:

IN THE MIRROR by Nikki Grimes

Gorilla gazes
into a puddle. Does she
know she’s beautiful?

Many of the poems in this book convey Cecilia’s love and affection for her cat in a way that animal lovers of all ages will easily relate to. Grimes skillfully uses a combination of rhythmic language and imagery in some of the poems. For example, in the poem GORILLA, Grimes states, “She has no tail./ She’s rain-cloud gray./ I love that cool cat/ more each day.” Some of the poems are humorous and upbeat like the poem JEALOUS, in which the jealous and demanding nature of Gorilla is described so perfectly that cat lovers of all ages will laugh out loud. On the other hand, some of the poems take on a significantly more emotional and sad tone, such as COMFORT, which describes the day Cecilia’s best friend (also named Cecilia) moves away:

COMFORT by Nikki Grimes

My best friend
packed my heart
and moved away.
Gorilla raised a paw
and pet me.
I think I cried
a dozen times
that day.
Gorilla drank my tears
and let me.

Grimes also injects a hint of culture into some of the poems by describing Gorilla’s collar that is painted like an African flag in PAINTED COLLAR and mentioning Gorillas’ affinity for “soul food” in LITTLE MISS FUSSY.

Shane Evans’ colorful illustrations will engage children and offer a variety of humorous depictions of Gorilla and her emotions. The illustrations skillfully offer readers entertaining visual extensions of the poetry without overpowering the language in the poems. The front cover of the book, which features a close-up illustration of Gorilla with shiny silver whiskers and a shiny silver tag on her collar announcing the title of the book, will attract readers to pick up and explore the book.

WHEN GORILLA GOES WALKING would make a perfect introductory book to poetry for children due to the variety of poems included in the book and the fact that it will appeal to the millions of children who enjoy reading books about pets. The poems are basic enough to be accessible to even young children, yet the word choice leaves room for many layers of meaning. Cecilia’s love for Gorilla can easily be felt throughout all of the poems in the book. However, as young readers read and reread the poems in this book, they might also discover that Cecilia’s descriptions of her cat could also be reflections of some of Cecilia’s own qualities.

INTRODUCTORY ACTIVITIES:
*Prior to reading this poetry book, invite children to write or draw what they like about their own pets or pets they wish they could have. As a group, discuss pets and why they can be important to their owners.
*Ask children to brainstorm a list of qualities about cats and to share personal stories and experiences they've had with cats. Then, tell them that they are about to meet a very cool cat named Gorilla before sharing the poetry with them.

EXTENSION ACTIVITIES:
*Have children create a card for a pet they know (either their own pet, a friend’s pet, or a class pet). Encourage children to use words in their cards (possibly in the form of poems) that convey how they feel about the pet.
*Ask children why they think Cecilia named her cat Gorilla. Discuss as a group why Gorilla might be a fitting name (or even a not-so-fitting name) for this cat (refer back to the poems as needed for descriptions of Gorilla's qualities).

Wednesday, February 4, 2009

Module 1: Poetry Book Review - Hopkins Anthology

HOOFBEATS, CLAWS & RIPPLED FINS: CREATURE POEMS edited by Lee Bennett Hopkins

(Hopkins, Lee Bennett. 2002. HOOFBEATS, CLAWS & RIPPLED FINS: CREATURE POEMS. Ill. by Stephen Alcorn. New York: HarperCollins Publishers. ISBN 0688179428)

In this unique anthology, Lee Bennett Hopkins compiles 14 poems inspired by Stephen Alcorn’s fascinating animal portraits. Alcorn’s illustrations are highly detailed with intricate details and borders. The artwork makes use of a unique technique that incorporates astounding detail, begging readers to intently pore over the amazing representations of some of children’s favorite animals. Paired with the intense illustrations are engaging and equally intense poems. In fact, this anthology offers readers of all ages an interesting combination of poetry and art. The illustrations could stand alone to tell each animal’s story, but so could the poems. Together, the language and art make a powerful statement that will captivate readers.

Each double page offers a poem paired with a corresponding illustration for a specific animal. Each double page uses a different rich, earthy color as a background for the poem’s text. This anthology includes poems by some of the more familiar children’s poets, such as Kristine O’Connell George and Karla Kuskin. Some of the poems rhyme and some do not, contributing to a good mix of different styles of poetry. There does not appear to be any particular order to the arrangement of the poems, but a table of contents at the beginning of the book offers some organization.

The language focuses on the animal’s movements and qualities, making the poems deeper and more complex than some other animal poems. The moods of the poems vary from lighthearted in HERE’S FROG to more thoughtful in FULL MOON AND OWL. Some of the poems make interesting and playful use of the layout of the words on the page. For example, HERE’S FROG uses arches to arrange the words on the page, resembling either the rounded back of a frog or the arch he makes when hopping. Similarly, the poem PORCUPINE playfully displays its words in the shape of sharp quills. Font sizes also play a role in many of the poems, with larger fonts emphasizing and giving more power to important words. For example, in CAMEL, the words “lumpy,” “bumpy,” “fantastical,” and “bombastical” are typed with a larger font size. Additionally, the color of the text and the separation of text into columns make an interesting visual representation of an indecisive cat’s movements and behaviors in IN AND OUT. Sophisticated descriptions of the animals’ movements are consistent throughout the anthology and will have readers feeling the experience as if they are the animal they are reading about.

The unique look of this anthology combined with its high interest animal poems will appeal to children and adults alike. The poems are generally easily understood, yet the language used is interesting enough to captivate children and entice them to read and reread this collection.

INTRODUCTORY ACTIVITIES:
*Before sharing the poem with children, select one of Stephen Alcorn’s animal portraits to show them. Ask the children to help you brainstorm a list of characteristics for that animal, striving for a variety of interesting words and phrases.

*Or, spark children’s interest by playing an animal guessing game prior to sharing the poems. Call out one word characteristics of an animal one at a time until students guess which animal you are thinking of. Give children a turn to think of their own animals for others to guess, too!

EXTENSION ACTIVITIES:
*After sharing the book with children and reading the poems out loud, have students select a favorite animal. Invite students to draw portraits of their own favorite animals and brainstorm a list of words and phrases that could describe the movements and qualities of their favorite animals. Students could then be encouraged to transform the words they chose into their own poems. Volunteers could share their creations with the class.

*Each individual animal poem in this anthology would also pair well with a nonfiction book about each specific animal. For example, the poem EASY LIVING would pair well with a book about cows, such as Julie Murray’s COWS. Or, the poem SHE LIKES TO HIDE would pair well with Adele Richardson’s FISH. After reading and discussing a poem, children might like to learn more about that particular animal and compare the poem’s representation of the animal’s qualities with actual facts about the animal.

*Since this anthology can leave readers feeling like they are the animals in the poems, it might be fun to encourage young children to create physical movements to represent some of the animals portrayed in the book. For example, children could try strutting like a rooster or ambling like a camel, using the words in the poems as guides!

Tuesday, February 3, 2009

Module 1: Poetry Break - School/Library/Books

GOT THE POWER by Brod Bagert
(Found in: Bagert, Brod. 2008. SCHOOL FEVER. Ill. by Robert Neubecker. New York: Dial Books for Young Readers. ISBN 9780803732018)

This lighthearted and rhythmic poem tells the story of a young child's journey into chapter books and the search for the perfect book. The poem takes the child full circle, from fear of chapter books to sheer joy at finding an exciting chapter book that begs to be read. This poem is fairly simple, yet it is perfect for young children who will easily identify with the fear of trying new things and expanding their reading selections. Brod Bagert's careful word choice will evoke images of books that children may have read before (such as "magic bean" and "evil queen"), further personalizing the poem for them. Additionally, kids will love Neubecker's colorful illustration of a child reading a book on a fire-breathing dragon's back, and this illustration adds to the imaginative quality of the poem.

INTRODUCTION: As students come into the library, tell them that the "perfect" book is hidden somewhere on the library shelves. Ask them to think about what they think the perfect book would be for them, and possibly encourage them to write down (or illustrate for younger students) what the perfect book would be (or would look like). As a group, brainstorm some qualities that would make the perfect book (expect a variety of responses since everyone's tastes are different).

GOT THE POWER
by Brod Bagert

Last year I thought I had it made
But now I’m just a bit afraid,
The biggest step I ever took—
I’m going to read a chapter book.

But now the problem’s plain to see,
I need a book just right for me,
It’s sitting somewhere on this shelf,
I’ll have to find it by myself.

Here’s one about a cattle ranch.
Here’s one about an avalanche.
Here’s one about a magic bean.
Here’s one about an evil queen.

I’ve searched this bookshelf through and through
And here it is! Can this be true?
A dragon book! A flying beast!
This book is going to be a feast!

Yes, now I’ve really got it made,
And I am not a bit afraid.
I’VE GOT THE POWER! Yes-sir-ee.
I found the perfect book for me.

EXTENSION: After reading the poem out loud to students and discussing the poem, follow up with a discussion on what makes the perfect book (remind students that everyone might have completely different perfect books). Share your own personal perfect book and tell students why it is the perfect book for you. Then, tell students, "You've got the power!" as you challenge them to go to the library shelves to find their own perfect books today!