LS 5663.20 Review: Animal Ark by Kwame Alexander

Animal Ark: Celebrating Our Wild World in Poetry and Pictures

by Kwame Alexander

Photographs by Joel Sartore

Bibliography: 

Alexander, Kwame. Animal Ark: Celebrating Our Wild World in Poetry and Pictures. New York: National Geographic Society, 2017. Print. 

Poetic Elements: When it comes to this specific book, the poetic elements are a bit lacking, mostly because the book focuses much more on the illustrations than on the poetry itself. When I first picked up this book as my selected poetry book for the module, I was excited about it. I am a fan of animals myself, and so I thought that the poems would be cute and about animals that I adore. The poems are written in haiku, which is fun and interesting because it is not something that you see very often. There is a little bit of rhyme, and the spacing and format of the poems can be very interesting as they move across the pages and photographs. Despite these things, the poetic elements were still a bit lacking in this book.

Appeal: Overall, this is not a book that I would typically pick up. As a middle school teacher, I usually stick to middle grade and young adult texts. Still, the title and cover were the first things I noticed, and I knew then that I did want to pick it up and give it a try. I believe that says a lot about its appeal upon a first view. Children and people of all ages will probably enjoy this book if they enjoy animals, though. While the amount of words in the poems are a bit lacking, the photographs will certainly appeal to readers as they are photographs like those that would typically be seen in National Geographic. Some students may be pleased that they are still getting poetry, but the text is limited in length and easy to understand.

Overall Quality: The quality of this book is quite good based on what it is supposed to be; a book full of beautiful photographs of animals that are endangered or struggling, and a few short haikus to go along with them. The illustrations really steal the show, though, so if someone is reading in hopes of getting wonderful poetry, they may not be satisfied with what this book has to offer for them. For a reader that wants a fun, quick read with beautiful photographs, they will be quite pleased with this book. They also get information about these struggling animals, which I found interesting as I made my way through the book.

The Poets: While I am not someone that reads a lot of poetry, at least when I am selecting books on my own, I certainly know who Kwame Alexander is. This is the second of his books that I have read this semester, and I reviewed one in an earlier module that I was quite pleased with, as far as poetry books go for me. He is a wonderful, well-known poet, and for that reason alone I believe that many people will pick up this book as well.

Layout: The layout of this book is typical for most picture books. There is a set number of pages that are filled with photographs and the brief poems, most of them occurring together on the same page. There is also a lot of extra information added onto the book. There is an introduction, as well as occasionally information about the animals featured in the photographs. The pictures are beautiful, and the way that the text forms around them is engaging and interesting as well.

Spotlight Poem: 

look into those eyes 

                      

                       full of secret

     

     places to HIDE

                    and

                         PLAY.

Like most of the poems in this book, there is not much to work with. Overall, formatting seems like it would be the best thing to cover with the poems in this book. Students could view and analyze the poetry, focusing on the formatting and spacing, and then determine why the poet chose to write the words in these ways. 

LS 5663.20 Review: Falling Hard by Betsy Franco

Falling Hard: 100 Love Poems by Teenagers

Edited by Betsy Franco

Bibliography:

Franco, Betsy. Falling Hard: 100 Love Poems by Teenagers. New York: Candlewick Press, 2010. Print.

Poetic Elements: This is another book where the poetic elements vary quite a bit depending on the page and specific poem. The interesting thing about this book is that the poets are all such very different people. The ages are varying in the teen years, and they are written by teens from every walk of life. Still, some of them are obvious much stronger in their writing of poetry than others. Some can add the elements and the emotion to their words, while others are still trying to tell their story through more emotion and imagery, and less like a report about what happened. There are some poems that rely on figurative language, line breaks, and interesting spacing. For the most part, they follow the typical stanza format, have punctuation only at the end of sentences, and do not rhyme very much. It is important to remember that these poems are by teens and not professional poets, so reading as critically as usual will not be as important here.

Appeal: One of the greatest appeals of this book is the fact that it is written by teenagers and not a professional writer that publishes books all of the time; sometimes being older and trying to remember how it was in their teen years so that they are relate able. Students should be able to relate to some of these individuals because they are actual teens, and they are talking about love and heartbreak in a way that will feel real because it is. It may even encourage students to write their own poems when they see that others have done so, and have been published. Another appeal is the language of most of the poems. There is not as much imagery as most poetry books typically have, so young readers will not have to spend a lot of time deciphering what the poet means. Instead, the stories are pretty clearly stated and understandable, making it a faster read.

Overall Quality: How one feels about the overall quality of this book will ultimately depend on the type of texts they enjoy reading. Some will really enjoy the fact that the poems are written by teenagers, especially young readers who will be able to understand and relate the stories they share. I did not fully appreciate this, as I did not find much depth in most of the poems, and I felt that a lot of the poems lacked much emotion and impact. I do not like being so critical of these particular poems, though, as I am thrilled that students are writing poetry and allowing it to be published. Overall, this is a book that most young people will enjoy picking up off of the shelves when looking for poetry, and I think that they will find the beauty and enjoyment in the texts.

The Poets: Again, one of the most interesting parts of this book is the fact that it is not written by a professional poet, or a group of such poets. These are teenagers that are of varying ages and that come from many different walks of life. The synopsis does a great job of detailing some of the different scenarios and situations these teenagers are involved with and live through, and in many cases you can see these things play out in the poems that they write.

Layout: The layout of this poem is similar to most books of poetry that are written that do not include any illustrations. The cover is vibrant and appealing, and the tattoo-like drawing will certainly draw the attention of young adults. The synopsis on the book jacket is well written and intriguing. When students open the book they will find a large Table of Contents, listing all of the included poems, as well as an introduction to the book. There are no illustrations in the book, so each poem follows one another. Some of the poems have titles on the page, some only have titles on the Table of Contents, and each contains the poets name and age after the text.

Spotlight Poem: 

The Perfect Guy

He gives me flowers,

Rings and notes,

Jewelry, makeup,

Other things.

I return the favors;

Anything for him.

I smile with joy--

No girl could ever be so lucky--

Until reality slaps me in the face.

It's fun to pretend, 

But I must remember:

It's for her, not me.

(Valerie Garcia, age 16)

These poems are great to use because students should be able to relate and better understand them as they do not have as much imagery and figurative language included. In this particular poem, the tone and mood change from the beginning to the end, so it would be a wonderful time to review these concepts and allow students to identify the tone and mood in each stanza, where the shift occurs, and why the writer included it. 

LS 5663.20 Review: Requiem by Paul Janeczko

Requiem: Poems of the Terezin Ghetto

by Paul Janeczko

Bibliography: 

Janeczko, Paul. Requiem: Poems of the Terezin Ghetto. New York: Candlewick Press, 2011. Print.

Poetic Elements: This book is a bit different than others of its kind. While all of the poems are written by the same person, in this case Paul Janeczko, they are each in the voice of a different character, which seems to add a lot of dimension to the overall story. The poetic elements vary depending on the specific poem. There are some pages where the elements are lacking, and one of the only ways one would know it was a poem was to see the format as it is written in stanza(s). On the other hand, there are pages that are chalk full of different elements from rhyme, line spacing, addition punctuation, and figurative language. It seems good to have a mix of the two as this way it does not seem to take away from the overall story, which should be the main focus in a book over such topics.

Appeal: The overall appeal of this book will depend a lot on each individual reader. As someone who enjoys reading books set in the time of World War II and is always curious to learn more about things that occurred in that point, I was drawn to this book as I looked through the list. Those that are not a fan of this time period or event, or that do not like raw, emotional texts may not be as inclined to pick up this book of poems after reading through the synopsis. The synopsis is well written, though, and the description of the importance of art and music could draw in more readers. The simple black-and-white illustrations are a great addition that may draw in readers who enjoy illustrations mixed in with their poetry.

Overall Quality: As far as quality goes, this book is fairly well done. There are some things that could be improved, but others may feel much differently about the book. That seems to be the thing about poetry, everyone views them differently. On the one hand, I enjoy how each poem is in the voice and tone of a different individual. It gives a large picture of what is going on in the Terezin Ghetto, looking at both Jewish citizens and Nazis standing guard there. On the other hand, this constant switching of characters makes it more difficult to sympathize and get to know any specific characters. While we may not be able to relate to the awful situation involved, there may be a quality of a certain character that we could understand, but we do not get enough of any one character to develop these feelings.

The Poets: Paul Janeczko is the sole poet of this book, and it does seem pretty obvious that this is the case. While the book is made up of many different voices, the writing style stays pretty consistent throughout the entirety of the novel. Janeczko seems to be pretty familiar and popular in the poetry realm, and I had even heard his name before this module, which says something as I am not up-to-date on my poets. From glancing at other books by him, it seems like his writing style remains consistent through the different stories.

Layout: The layout of the book seems similar to most prose novels that one would read. It contains a lovely cover picture with a synopsis on the inside jacket flap in order to draw in readers. It contains a Table of Contents that could very easily be chapters instead of titles, as in this case. From that point forward, there are not very many intriguing things about the layout. The poems follow one after another throughout the text, occasionally broken up by a black-and-white drawing to illustrate things being written about at that point. The layout is clean, but not necessarily eye-catching.

Spotlight Poem: 

Margit Zadok/13597

Papa didn't move.

He stood in the street

still as a lamppost

eyes locked on the nightmare

that had been his shop.

Windows smashed,

scattered glass winking in the sun,

the bottom half of his sign

Rosenberg's Fine Linens of Prague

blackened, burned. 

Delicate handkerchiefs 

now fallen white leaves.

Papa bowed his head

in prayer

or in despair--

I couldn't tell.

A white linen tablecloth 

edged with pink roses--

Mama's favorite pattern--

flowed like a bride's train

from sidewalk to curb to gutter.

Papa stared at black boot marks

crossing it like sins.

A man and a woman walked from the shop

arms filled with linens. 

"You!" Papa shouted. 

"You cannot steal from me!"

The woman looked away.

The man smiled at Papa's rage.

"Know your place, Jew," the man snarled. 

"Know your place."

As they walked off,

a napkin dropped from the woman's arms

falling to the ground

as noiselessly as snow. 

This poem is the first one in the book, and I think that it is a strong one. This book overall would be great to use during a Holocaust unit for young adults, but this poem alone could stand to give a view of how things were at this particular time in history. There is a large amount of figurative language and imagery provided in this poem, so I would have my students read with those things in mind. They would then identify and illustrate these examples, before explaining what they mean and why the author would include them.

LS 5663.20 Review: Seeing Emily by Joyce Lee Wong

Seeing Emily

by Joyce Lee Wong

Bibliography: 

Wong, Joyce Lee. Seeing Emily. New York: Amulet Books, 2005. Print. 

Poetic Elements: This book is quite a bit different from the other two that I read and reviewed this module as it is a book in verse instead of being an anthology or collection of poems put together. As this is a book in verse, with a complete story, I feel as if the poetic elements are a little more limited than they are within an anthology when the poems are of different styles. This book does not offer very much rhyme, though the verse format allows the story to still read quickly. Despite not having much rhyme or differentiation in the stanzas and format, there is an abundance of figurative language and imagery throughout the book. Wong is very descriptive in her writing, which makes the verse format even more enjoyable.

Appeal: As far as appeal goes, I do believe it might be more unlikely for students to pull this book off of the shelf if they are choosing between different poetry books. Despite that, it would be a wonderful choice if students are looking for a book in verse. The cover could make a huge difference as well. The cover above is very appealing, but it is not the cover that the middle school I work at has in their library. Instead, the one I read is not quite as eye-catching, which could cause problems. Again, the amount of text and lack of spacing could be intimidating for students, which may not appeal to young or struggling readers as well.

Overall Quality: Overall, the story in this verse novel is wonderful. It is easy to relate to the character, and allows students to read a diverse story that they might not see in other available books. The story is well written, and the style is quite good. While the layout is not the most appealing, I do believe that the story will make up for this lack of spacing and differentiation of format throughout the novel.

The Poets: As this is a novel written in verse, Wong is the only poet of this book as she tells the complete narrative. While I have not read anything by Wong previously, just looking her up on Goodreads shows that she is not new to the poetry world, and that she has other interesting titles. I love that Wong brings her personal insight into her story, making it a diverse story that students will be able to relate to. It is wonderful to read stories from diverse authors and poets.

Layout: After reading this book after my other two choices this module, I was a bit disappointed by the format of this books. I do realize that it is a different type of poetry book; this one is specifically a story written in verse. Still, the fact that the stanzas all run together and have very little space throughout the book makes it a bit intimidating, and I fear it would be even more so for struggling readers. The "Chapter" headings do not stand out very well, either, making it a bit confusing as you are just flipping through the book. There is very little variation throughout the book, and no illustrations, which is a bit disappointing.

Spotlight Poem: 

THE KISS

It was after eight thirty

and the restaurant was still half full.

Mama refilled a family's water glasses

while I cleared dirty dishes from another table, 

stacking them in a deep plastic bin. 

I looked over toward the corner booth

and saw the dark-haired boy

pull a few bills from his wallet

and place them on the table.

As he and the girl stood up to leave, 

he gave her a smile. He placed

his hand on her shoulder, 

walking slightly behind her

as they headed for the door. 

The bells atop the door clanged

when the boy held it open,

and the girl glanced up, startled.

She made a face,

laughing at herself,

then looked up and smiled

at the dark-haired boy.

With one hand still on the door,

he moved his other hand

down to her back,

pulled her slightly closer

and leaned down

to give her

as kiss.

A plate slipped

from my fingers,

clattering loudly against

the other dishes in the bin.

Startled, I looked up

to see Mama's expression of surprise.

I straightened the plate

then said, "It didn't break."

Mama studied me for a moment

without speaking.

She looked as if she had more to say,

but she only said,

"Be more careful next time."

This would be a wonderful poem to use when students are writing about their own experiences as it is something that is incredibly relate able for students who are in their teenage years. They could note the tone and emotions used throughout the poem, and then mimic those things in their own poem or writing. 

LS 5663.20 Review: What the Heart Knows by Joyce Sidman

What the Heart Knows: Chants, Charms, & Blessings

by Joyce Sidman

Illustrations by Pamela Zagarenski

Bibliography:
Sidman, Joyce. What the Heart Knows: Chants, Charms, & Blessings. New York: Houghton Mifflin, 2013. Print. 

Poetic Elements: Poetic elements are shared consistently throughout this book, and it was very exciting to read through each poem and see what it was going to offer; whether it was going to be like the previous, or a style all of its own. It was often the latter, each having its own distinct style. Rhyme is something that was fairly consistent throughout the book, and I did appreciate this. Poetry books seem to read faster when they rhyme, and it does seem easier for young or struggling readers. Figurative language is also something that is spread throughout the book often. There is an abundance of similar, metaphor, and personification, but there is also some onomatopoeia sprinkled around if the reader is looking for it. Many poems are also very distinct in their format and stanza length. Some are very short, one extended sentence, while others fill nearly a whole page. This variation adds to the overall quality of the book.

Appeal: One of the best things about this book is its whimsical nature, especially when it comes to the illustrations. They are a bit abstract with bright colors, and while the pictures may not necessarily go along with the text of the poems, they do draw the eye and encourage the reader to continue turning the page. The fact that some of these poems are meant to be chanted or read in choral reading style, seems like it would draw appeal to the book as well. Several of the poems are very short, which will appeal to young readers who may feel intimidated by poetry, especially when it comes to a complete book of poetry. The format and spacing of stanzas adds another level of interest to the pages as well.

Overall Quality: The overall quality of this book is quite good. While this is a collection of poems, it is not necessarily an anthology, since all of the poems are written by Sidman. All of the poems are well written, though some are more appealing and interesting than others as you continue throughout the book. The only disappointing thing is that some of the poems in each section do not seem to go together incredibly well, while takes away from the overall effect of the book. Still, the poems are well written, and Sidman has a style that keeps readers intrigued as they flip through the pages.

The Poets: Joyce Sidman is the sole poet of this book, and from my research, she has several other poetry books published. In fact, this is not the only book that she had collaborated with Zagarenski on. This is the first book that I have read by Sidman, but she has wonderful reviews online. I look forward to reading more of her work in the future as well as I really did enjoy her style of poetry throughout this book.

Layout: The layout of this book is great because Sidman provides information for the readers alongside all of the poems. She has separated the book into sections based on topic and the strategy that could be used to read those provided poems. Sidman provides definitions and introductions, which can be very valuable to readers. Each set of pages includes only one poem as well as a full page illustration to accompany it. This makes the book less intimidating for younger or struggling readers.

Spotlight Poem: 

SONG OF BRAVERY

This one's not a sure thing.
I'm not bound to win.
I don't think I'll ace it this time.
I won't break a leg,
make my own luck,
or reach the stars.

The sun is not shining on me today.
The force is not strong.
Before the day is out,
I'll taste the grit of dust.

Maybe I didn't do all I could.
Or maybe I did
but there were others who did more.
Maybe I'll never know.

But here I go--
bones clicking quietly together,
blood flowing dutifully
from heart to hands and back again--
here I go, stepping out
through the door
of my own shadow:
into the glare of the arena
to face the lions.

This poem was chosen because I really liked the title and the overall tone and feeling of the poem, something I believe that my students could relate to. There is a large amount of imagery and detail in the poem, and this is something that students could annotate and determine the purpose of. 

LS 5663.20 Review: Poems to Learn by Heart by Caroline Kennedy

Poems to Learn by Heart

by Caroline Kennedy

Paintings by Jon J. Muth

Bibliography: 

Kennedy, Caroline. Poems to Learn by Heart. New York: Disney Hyperion Books, 2013. Print. 

Poetic Elements: As this book is a poetry anthology, the poetic elements can vary quite a bit between the poems throughout the book. Some of the poems have clear rhyme scheme, which makes them easier to read compared to some of the others included. There is a lot of figurative language and imagery throughout the book, which is nice to see even with so many varying poets represented. Punctuation is another element that varies a great deal throughout the book, which can be very interesting for the reader. Some poets seem to follow the ideal rules of punctuation throughout their poem, while others have very little punctuation, sometimes simply a period at the end. While some elements are more sporadic than others, it is clear that the book offers many poetic elements to its readers.

Appeal: While this specific anthology has fairly good reviews online, I do believe that there are certain aspects that will appeal to young readers, while there are factors that may not as well. The illustrations throughout the book is one of the greatest appeals the anthology offers to readers. The watercolor illustrations are beautifully done, and help to match the tone of each of the poems incredibly well. If nothing else, the illustrations cause the reader to continue flipping the pages to see what colors await them. Some of the poems are difficult, though. Some of them are by very famous poets, and are from quite some time ago. Because of this, the language and wording may cause some issues for students. Some of the poems are also quite long, which could be very intimidating for young readers.

Overall Quality: The quality of the book is quite good. It is clear that Kennedy put a lot of thought and effort into this anthology. This was not her first collection, and after some criticism of her first anthology, it looks as if Kennedy took some of her readers' advice and improved upon her poem selection for this book. That does mean that some poets are included that may not have been otherwise, and some of these are the poems that I do not believe will necessarily interest young readers. The book is well put together, and the flow is quite nice. Overall, it is a good reader for those who already enjoy poetry, but I am not sure a hesitant poetry reader would choose this off of the shelves.

The Poets: One of the great things about this anthology is the variation between poets included. Some of them are from a very long time ago, while others are much more recent. Some are very well known, while others I had not heard of before reading their poem in this book. This allows students to see a mix of different poets and their style, which can be very beneficial. Some of the better known poets include Langston Hughes, William Shakespeare, Robert Frost, and Lewis Carroll. Lesser known poets include Jeff Moss, Countee Cullen, and Linda Sue Park. One of the poets I was most excited to see featured was Gary Soto. I teach several of his short stories to my middle school students every year, and they just adore his stories and style.

Layout: The layout of this book is also very intriguing. Kennedy has separated the poems into different sections based on the topic, which is great for students who are interested in certain topics, and perhaps not in others. Kennedy also provides an introduction to the book as a whole, as well as each of the different sections. It is intriguing to see her views and why she included each topic. The poems vary in length, but each page is set up similar to one another. One of the best additions to the book is the First Line Index. If a student knows how a poem begins, they can search for it this way, which is not something seen often in poetry books.

Spotlight Poem: 

Liberty

Janet S. Wong

I pledge acceptance 

of the views,

so different, 

that make us America

To listen, to look, 

to think, and to learn

One people 

sharing the Earth

responsible 

for liberty

and justice 

for all. 

It is wonderful that this poem is a play on the Pledge of Allegiance, which is something that our students repeat everyday in school. As this book is meant to be poetry that students can learn and remember, it would be interesting for students to memorize this different views of a familiar pledge. Students could discuss the differences, and what the poet means by them. 

LS 5663.20 Review: The Tree That Time Built by Ann Hoberman & Linda Winston

The Tree That Time Built: A Celebration of Nature, Science, and Imagination

by Ann Hoberman & Linda Winston 

Bibliography: 

Hoberman, Ann & Winston, Linda. The Tree that Time Built: A Celebration of Nature, Science, and Imagination. New York: Sourcebooks Jabberwocky, 2009. Print. 

Poetic Elements: The wonderful thing about this book is that it is a poetry anthology and offers different things for readers who enjoy different kinds of poetry and poetic elements. Some of the poems are longer and full stories, while others are shorter and focus more on the rhyme scheme and figurative language. Sensory details and other poetic elements really vary between the different poems and pages, so it is difficult to say that only certain elements are included. Some poets clearly focused on the voice and emotion of their poems, while others wanted to focus on making them fun and enjoyable. It is interesting seeing this variety in the book.

Appeal: The topics found within this book will most likely interest students to at least pick up the book and give it a try. Science is a popular subject with young adults, and this book is full of poems that discuss different science and nature elements from stars to tunnels. This book will appeal to young readers because most of the poems are short and easy to digest. Longer poems still only extend across two adjacent pages, so it is not overwhelming when one picks up the book and looks through it. Some of the poems are more emotional, but most are fun and require students to use their imagination and understand personification.

Overall Quality: The quality of this book is quite good, especially when it comes to anthologies. I do prefer to read these types of anthologies when I want to read poetry for enjoyment, and this book certainly met that need for me. The poems do not always work together very well when it comes to topic or style, but that does make it interesting for the reader. They are not sure what they might read next, so they continue to flip through the pages.

The Poets: This anthology includes an abundance of poets, some that are very well known, while others I had not heard of before (of course, they may be very well know as well, I have made it clear that I am not very knowledgeable about poetry). Each poet has their own clear style that they bring to the book, making each page different than the last.

Layout: The layout of the book varies a lot as well as it is an anthology. While all of the poems work together well enough and the illustrations pull it all together cohesively, things are still very different. Some poems are short and compact like the spotlight poem, while others spread across two pages, have several stanzas, and are surrounded by relevant illustrations. The poems vary in length and format, some being spaced out to add to the text within.

Spotlight Poem: 

"Birth"
by Langston Hughes

Oh, fields of wonder
Out of which
Stars are born,
And moon and sun
And me as well,
Like stroke
Of lightning
In the night
Some mark
To make
Some word
To tell.

Lesson Idea: The format of this poem is one of the most interesting things about it. It is short and easy to understand, so it allows students to focus on the length of the lines, capitalization at the beginning of each line, and limited punctuation. Students can determine why Hughes would write the poem this way, and then try to replicate the format with their own poem.

LS 5663.20 Review: Wicked Girls by Stephanie Hemphill

Wicked Girls: A Novel of the Salem Witch Trials

by Stephanie Hemphill

Bibliography: 

Hemphill, Stephanie. Wicked Girls: A Novel of the Salem Witch Trials. New York: Balzer & Bray, 2010. Print.

Poetic Elements: When I think of novels in verse, this is the ideal format that I intend to see when I open the cover. Page after page of poems separated into several stanzas, figurative language, imagery, and no illustrations. The format of the novel is something that stands out as a poetic element as it contains stanzas of various sizes. Some are short and to the point, while others are longer and more detailed. In addition, there is quite a bit of dialogue throughout the poem as well, which adds to the characters and plot. This book is very plot and story driven, focusing more on these things rather than figurative language and symbolism. Hemphill still does a wonderful job of painting the events vividly for the reader.

Appeal: Despite the events taken place a very long time ago, I do believe that this is a book that will appeal to young readers, whether or not they are interested in verse novels or the Salem Witch Trials. The characters are a group of girls between the ages of eight and eighteen, and they could certainly be seen as their version of "Mean Girls." The characters that you love to hate, and young adults seem to enjoy these characters as well. While the text can seem intimidating, it reads quickly and is interesting. Another appealing element is that the poems alternate between the voices and point of views of all of the different girls, and their stories all intertwine together to form the intriguing events. Even more appealing is the fact that the book is based off true events, though the majority has been fictionalized because no one quite knows why the girls did what they did.

Overall Quality: The overall quality of the book is quite good. While I do wish that the poems were spread out a bit more, and that some illustrations were added, the story is an interesting one. The fact that it is based on true events make it even more interesting to readers. Hemphill does a wonderful job of creating her own views of the girls and making it believable. The details and imagery are wonderful, and certainly keep the reader flipping through the pages, even if they may not have been interested in the Salem Witch Trials beforehand.

The Poets: Stephanie Hemphill is another poet and writer that I knew very little about being reading this book, but it is clear that she has rave reviews. It is also clear that she did her research when it came to writing this novel. She is not afraid to admit that her research came up with a lot of dead ends, so she had to fictionalize a lot of the story. Despite this, the story is incredibly believable for the time, making the read that much more enjoyable.

Layout: The layout of this book is its most disappointing element, in my own opinion. Based on the topic and story, something much more interesting could have been done in terms of format. A lot of text has to fit into the book, and it is already lengthy, I understand. I do believe that more readers would choose to pick up the book if it did not seem like it was just text and illustrations were added. This could have added to the story, perhaps adding some historical photographs.

Spotlight Poem: 

"SALEM"
January 1692

Silent, not even the twitter
of insects. The wind stills
against a distant sky of clouds.
The cold is gray and fierce,
bitter as a widow at the grave.
The trees' bare bony fingers
point crookedly
toward Heaven or Hell
or worse than that, toward nowhere.

Winter days
wear long as the ocean shore,
governed by a god
harsher than windstorm hail
and more punishing than the waves
that break ships in two.

There are rules to follow here,
one righteous path
thrashed down through the woods.

Lesson Idea: This would be a wonderful poem to use when reviewing figurative language. The best way to teach figurative language is to allow students to find these things in a poem and then determine why the poet would include them. Students could highlight examples within the poem and then determine why Hemphill included them and what they add to the story and poem.

LS 5663.20 Review: How I Discovered Poetry by Marilyn Nelson

How I Discovered Poetry

by Marilyn Nelson

Bibliography: 

Nelson, Marilyn. How I Discovered Poetry. New York: Dial Books, 2014. Print.

Poetic Elements: One of the most interesting things about this book of poetry is that it did not follow many of the typical elements you would find in a poetry book. The book consists of fifty non-rhyming sonnets that are written about events that occurred in Nelson's life from the ages of four to fourteen. While the books are true stories of what occurred in her life, Nelson admits in the Author Note that she preferred to think of the girl in the poems as "speaker" instead of as herself, which seems to tell us even more about Nelson as a person and writer. The poems are short and mostly contained to one page, often to only one stanza as well. If it were not left aligned, it would simply read like a prose story being told, such as in a memoir. The imagery and figurative language does fall in line with that of poetic elements, though. 

Appeal: With this particular book, I believe that there are certain elements that will appeal to young adult readers, but there are also some elements that I believe might turn them away from reading the book. Overall, the character or speaker is very relateable. Students may not have been through the exact same experiences, but they may think of instances from their own past that is similar, especially since Nelson is describing her childhood and adolescent years. Civil rights is a topic that seems to draw interest of young readers as well, perhaps because they cannot quite believe that the world use to be this way, and they always seem to have many questions. The format of the book may turn some readers away, however. The stanzas are typically long and not spaced out.

Overall Quality: The overall quality of this book is quite well. Unlike poem picture books that tell one poem in a thirty-two page book, this book incorporates a complete story made of several different sonnets, and adds whimsical illustrations to add to the overall effect of the words. The story is very well written, and is by far the best part of the book. For readers who are not interested in poetry, this narrative will keep them engaged and interested in what happened next in Nelson's life, especially as the location changes throughout her childhood. As far as poetic elements, it does not offer what one might expect to see, and so poetic quality may be a little lacking.

The Poets: Marilyn Nelson is the singular poet of the book, and she does a wonderful job weaving her story into verse. Nelson seems to be someone who is a well known author, though not always for poetry. This was my first experience with her writing, however. Because the story is based on Nelson's childhood, she is able to tell the story incredibly well while also weaving in a wonderful amount of detail and imagery.

Layout: The layout of this book is quite different from other verse novels that I have read throughout this semester. First of all, the poems are written in one long stanza instead of being separated up into smaller ones. The pages contain one poem with some sort of small illustration that is relevant to the text on that page. Overall, the layout looks fairly similar to a prose novel opposed to verse.

Spotlight Poem: 

"How I Discovered Poetry"
(Clinton-Sherman AFB, Oklahoma, 1959)

It was like soul-kissing, the way the words
filled my mouth as Mrs. Purdy read from her desk.
All the other kids zoned an hour ahead to 3:15,
but Mrs. Purdy and I wandered lonely as clouds borne
by a breeze off Mount Parnassus. She must have seen
the darkest eyes in the room brim: The next day
she gave me a poem she'd chosen especially for me
to read to the all-except-for-me white class.
She smiled when she told me to read it, smiled harder,
said oh yes I could. She smiled harder and harder
until I stood and opened my mouth to banjo-playing
darkies, pickaninnies, disses and dats. When I finished,
my classmates stared at the floor. We walked silent
to the buses, awed by the power of words.

Lesson Idea: As this is the poem where the title is the main focus, it seems like a wonderful one to use with the class. We could read it as a class and then decide how this one poem might relate to the whole story, and why the poet chose this as the title of the whole book, where it may just be one part of her story. Students can also discuss characterization of our speaker based on her behavior, responses, and environment. 

LS 5663.20 Review: Loving vs Virginia by Patricia Hruby Powell

Loving vs Virginia

by Patricia Hruby Powell

Bibliography: 

Powell, Patricia Hruby. Loving vs. Virginia: A Documentary Novel of the Landmark Civil Rights Case. New York: Chronicle Books, 2017. Print. 

Poetic Elements: One of the great things about this book, is that though it is written in verse, it does not necessarily always feel like poetry. Because of this, this was my favorite book of the three throughout this module. One of the greatest poetic elements of this book was the fact that the story flowed so effortlessly, making it very easy on the reader to focus on the story instead of getting bogged down with syllable count or odd breaks in stanzas. There is still an abundance of figurative language throughout the text, a majority of which is metaphor, which does seem to be very common in verse novels. Another elements that is very apparent is that of emotional drive and imagery. The reader is immersed into Richard and Millie's story through the stanzas, and it makes it very easy for the reader to feel everything that they feel, from their love and joy, to the fear and heartache. 

Appeal: Overall, I do believe that this is a book that will appeal to young readers because it still has a lot of issues that they are dealing with today. Civil Rights are talked about in school, and it would be wonderful for students to have excerpts from this verse novel in order to better understand how things actually were at that point. Unfortunately, students would probably be able to relate some modern situations to things happening in the book as well. I believe that part of the title is an appeal as well, at least it was to me as a reader. I am not sure I had ever seen the term "documentary novel" and it has me intrigued right away. At the young adult age, students are just beginning to fall in love for the first tie as well, so they will be able to relate to those feelings and emotions shown throughout the poetry in the novel. 

Overall Quality: The overall quality of this book is incredibly well done. It is clear that Powell knows what she is talking about, giving the reader the instinct to trust what she is saying and simply sink into the story. It is very satisfying to get a large overview of the characters' lives, even before the time that they could together, and then throughout their time together as they deal with prejudice just from being together and creating a family. Not only does this book bring about a large amount of emotions, but it is also a wonderful learning experience for readers. There are so many things to learn from a story like this, and the verse format seems to make it run more smoothly. 

The Poets: Powell is the only poet of the book, though she is not alone in bringing this book to life. Shadra Strickland's illustrations really help to bring the story to life. Again, my students are much more willing to read a book of poetry if it is not just pages of text and nothing else, and this book gave them those things. Powell did a wonderful job giving a complete story throughout all verse, and keeping the reader engaged throughout the entirety. 

Layout: The layout of this book is wonderful in that it is not made up solely of the verse poetry. That is a large part of the novel, yes, but there is so much more than that. Powell has included the illustrations be Strickland, quotes by other well-known individuals, and photographs and court documents to accompany events as they occur in the story. There verse itself is made easy to read because the flow is steady, stanzas are a bit longer, and it seems to read more like prose with dialogue than like most other verse novels. I do believe this layout made it easier for myself as a reader, and that it would benefit younger readers as well. 

Spotlight Poem: 

“Then blinding light right in

my eyes.

I’m ready to scream

but Richard

spooned behind me

must have woke up

and pulled me tight

into his body--

which stops the scream.

Then a cruel voice

right over me says,

‘Who’s that woman

you’re

sleeping with?’

I can’t see who’s speaking

what with the light in my

eyes.

He’s talking to Richard,

of course.

Richard says nothing--

not sure he’s

even truly awake.

He just pulls me

tighter still.

‘I’m his wife,’ I say.

It makes me feel brave.

I’m his wife.

Richard lifts onto

his elbow,

takes his arm away

from me

to shield

the light

from his eyes.

Richard points to the marriage certificate

framed on the wall

behind us.

Beam of light leaves our faces

to shine on the certificate--

so I can see it’s Sheriff Brooks

and two deputies--

but I already knew that.

‘Not here she ain’t,’

says the sheriff.

‘Come on, get dressed,

let’s go.

I scurry up the stairs,

pull on yesterday’s dress.

The whole house is awake--

Mama, Daddy, Otha, Lewis, Garnet--

no one says a word.

They don’t dare.

Mama watches me go off

with the white men.

Get in their car.

Go to jail.”

There are many wonderful things that could be pointed out with this specific poem, but I think that it would be a great poem to use as a text to practice inferencing before students actually read more of the text or research the case and story. They would have to infer who is at their house at the middle of the night, why they are asking those questions, and the overall situation. Then we could continue reading so they can understand what is actually happening, and determine if their inferencing was correct. 

LS 5663.20 Review: Crank by Ellen Hopkins

Crank

by Ellen Hopkins

Bibliography: 

Hopkins, Ellen. Crank. New York: Margaret K. McElderry Books, 2004. Print. 

Poetic Elements: The wonderful thing about a book of verse such as this is the extent in which the poetic elements can change, even when it is still covering the same story. The sound an rhythm of the story can change greatly from page to page based on the format of the poem and what Hopkins is trying to accomplish with that specific part of the novel.The one thing that Hopkins seems to really focus on throughout the entire novel is sensory language and emotional impact. Throughout the entirety of the novel, it is possible to imagine and see the story play out in the reader's head because of how detailed Hopkins was in her writing. As for emotions, it is a roller coaster as we deal with Kristina, who also happens to be Bree in certain parts of the book.

Appeal: This book will appeal to students, but it seems to be in a different way than a lot of other verse novels will accomplish. Of course, there is the possibility that readers will be able to relate to things that the protagonist is dealing with throughout the story. The story line and events are intense, but it is not unlikely that others her age know about these topics. For those who may not be able to relate, it could appeal to readers in a different way. As humans, we often find interest in reading about these types of topics; for instance, in this particular novel the character becomes very invested in crystal meth, or "crank." Even for readers who have not experienced this, and do not plan to, we tend to like to read about such things. 

Overall Quality: The overall quality of this book is quite good. Hopkins has quite a bit of experience writing novels in verse, and certainly has a great number of the available to readers, almost all of them about difficult topics like the one covered in this novel. Not only does this story lend itself to be an emotional experience for readers, but it also gives the opportunity for growth and education. Perhaps the reader can relate, and they see things in themselves that they need to work on or change by reading Kristina's story. Perhaps it is a cautionary tale for those who may be tempted to go down a similar road. No matter the situation, it will certainly have an effect on readers. 

The Poets: As stated, Ellen Hopkins is known for her ability to write books in verse. She is the lone poet of this book, and she does a wonderful job making it seem like multiple poets could have pieced the pages together due to the differing formats and layouts of the included poems. Hopkins has an abundance of verse novels published, leaving other books available for readers to pick up if they want to read something similar. 

Layout: For me as a reader, one of the most intriguing things about this novel is the layout or format in which it follows. By this, I mean that it does not seem to follow any sort of format at all. Each time the page is turned, the reader does not know what might greet the. There are several pages where the poems are formatted in a very simple manner. Stanzas with straight lines and very little rhyme. On other pages the layout is unlike anything I have seen, with words aligned in all directions and the text making interesting shapes across the page. If the story was not enough, these interesting formats keep the story moving as well. 

Spotlight Poem: 

   I went to my dad's in June, met Adam
        the very first day. It took some time
          to pry him from his girlfriend's grasp.
             But within two weeks, he introduced
               me to the monster. One time was all
                  it took to want more. It's a roller-
                    coaster ride. Catch the downhill
                       thrill, you want to ride again,
                         enough to endure the long,
                           hard climb back up again.
                           In days, I was hooked on
                         Adam, tobacco, and meth,
                       in no particular order. But
                     all summer vacations must
                    end. I had to come how to
                    Reno. And all my new bad
                   habits came with me. It was
                  a hella speed bump, oh yeah.
                 Until I hurt for it, I believed
                 I could leave the crystal behind.
                 But the crash-and-burn was more
                 than I could take. When the jet landed,
                  I was still buzzed from a good-bye binge.

Of course, this is one poem from the text (among many others) that you would want to make sure was appropriate for the age of children working with. The book is not at all appropriate for the students I teach, so I just chose a poem I thought would be interesting to use. There is an extended metaphor, and I would be interested to see if students can not only identify it, but explain why it is there. After that, they should be able to determine why the poem is formatted the way that it is. They should be able to discover it moves with the character, based on her feelings and actions.Then, I would have them write a poem in which they change the format based on what they write about.