tag:blogger.com,1999:blog-52303118846098817862024-03-14T11:49:33.585-07:00Beneath the Jacket ReviewsTiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.comBlogger503125tag:blogger.com,1999:blog-5230311884609881786.post-70428053617059278142017-05-05T20:01:00.002-07:002017-05-05T20:01:10.862-07:00LS 5663.20 Review: Animal Ark by Kwame Alexander<div style="text-align: center;">
<b><span style="font-size: large;">Animal Ark: Celebrating Our Wild World in Poetry and Pictures</span></b></div>
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<b><span style="font-size: large;">by Kwame Alexander</span></b></div>
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<b><span style="font-size: large;">Photographs by Joel Sartore</span></b></div>
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<b>Bibliography: </b></div>
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Alexander, Kwame. <i>Animal Ark: Celebrating Our Wild World in Poetry and Pictures</i>. New York: National Geographic Society, 2017. Print. </div>
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<b>Poetic Elements: </b>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. </div>
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<b>Appeal:</b> 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. </div>
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<b>Overall Quality: </b>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. </div>
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<b>The Poets:</b> 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. </div>
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<b>Layout: </b>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. </div>
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<b>Spotlight Poem: </b></div>
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look into those eyes </div>
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full of secret</div>
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places to HIDE</div>
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and</div>
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PLAY.<br />
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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. </div>
Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com2tag:blogger.com,1999:blog-5230311884609881786.post-84763239812886941142017-05-05T18:16:00.000-07:002017-05-05T18:16:00.757-07:00LS 5663.20 Review: Falling Hard by Betsy Franco<div style="text-align: center;">
<b><span style="font-size: large;">Falling Hard: 100 Love Poems by Teenagers</span></b></div>
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<b><span style="font-size: large;">Edited by Betsy Franco</span></b></div>
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<b>Bibliography:</b></div>
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Franco, Betsy. <i>Falling Hard: 100 Love Poems by Teenagers.</i> New York: Candlewick Press, 2010. Print.</div>
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<b>Poetic Elements:</b> 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. </div>
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<b>Appeal:</b> 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.</div>
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<b>Overall Quality:</b> 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.</div>
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<b>The Poets: </b>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. </div>
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<b>Layout: </b>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. </div>
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<b>Spotlight Poem: </b></div>
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<i>The Perfect Guy</i></div>
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He gives me flowers,</div>
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Rings and notes,</div>
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Jewelry, makeup,</div>
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Other things.</div>
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I return the favors;</div>
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Anything for him.</div>
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I smile with joy--</div>
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No girl could ever be so lucky--</div>
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Until reality slaps me in the face.</div>
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It's fun to pretend, </div>
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But I must remember:</div>
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It's for her, not me.</div>
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(Valerie Garcia, age 16)<br />
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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. </div>
Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-1966267156382752722017-05-05T17:40:00.002-07:002017-05-05T17:40:28.609-07:00LS 5663.20 Review: Requiem by Paul Janeczko<div style="text-align: center;">
<b><span style="font-size: large;">Requiem: Poems of the Terezin Ghetto</span></b></div>
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<b><span style="font-size: large;">by Paul Janeczko</span></b></div>
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<b>Bibliography: </b></div>
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Janeczko, Paul. <i>Requiem: Poems of the Terezin Ghetto.</i> New York: Candlewick Press, 2011. Print.</div>
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<b>Poetic Elements:</b> 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. </div>
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<b>Appeal:</b> 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. </div>
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<b>Overall Quality:</b> 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. </div>
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<b>The Poets:</b> 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. </div>
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<b>Layout:</b> 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. </div>
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<b>Spotlight Poem: </b></div>
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<i>Margit Zadok/13597</i></div>
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Papa didn't move.</div>
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He stood in the street</div>
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still as a lamppost</div>
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eyes locked on the nightmare</div>
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that had been his shop.</div>
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Windows smashed,</div>
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scattered glass winking in the sun,</div>
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the bottom half of his sign</div>
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<i>Rosenberg's Fine Linens of Prague</i></div>
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blackened, burned. </div>
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Delicate handkerchiefs </div>
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now fallen white leaves.</div>
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Papa bowed his head</div>
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in prayer</div>
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or in despair--</div>
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I couldn't tell.</div>
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A white linen tablecloth </div>
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edged with pink roses--</div>
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Mama's favorite pattern--</div>
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flowed like a bride's train</div>
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from sidewalk to curb to gutter.</div>
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Papa stared at black boot marks</div>
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crossing it like sins.</div>
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A man and a woman walked from the shop</div>
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arms filled with linens. </div>
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"You!" Papa shouted. </div>
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"You cannot steal from me!"</div>
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The woman looked away.</div>
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The man smiled at Papa's rage.</div>
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"Know your place, Jew," the man snarled. </div>
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"Know your place."</div>
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As they walked off,</div>
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a napkin dropped from the woman's arms</div>
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falling to the ground</div>
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as noiselessly as snow. </div>
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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. </div>
Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-77677231707820726632017-04-14T19:50:00.004-07:002017-04-14T19:50:41.654-07:00LS 5663.20 Review: Seeing Emily by Joyce Lee Wong<div style="text-align: center;">
<span style="font-size: large;"><b>Seeing Emily</b></span></div>
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<span style="font-size: large;"><b>by Joyce Lee Wong</b></span></div>
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<b>Bibliography: </b></div>
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Wong, Joyce Lee. <i>Seeing Emily</i>. New York: Amulet Books, 2005. Print. </div>
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<b>Poetic Elements:</b> 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. </div>
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<b>Appeal:</b> 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.</div>
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<b>Overall Quality:</b> 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.</div>
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<b>The Poets:</b> 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.</div>
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<b>Layout:</b> 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. </div>
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<b>Spotlight Poem: </b></div>
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<b>THE KISS</b></div>
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It was after eight thirty</div>
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and the restaurant was still half full.</div>
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Mama refilled a family's water glasses</div>
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while I cleared dirty dishes from another table, </div>
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stacking them in a deep plastic bin. </div>
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I looked over toward the corner booth</div>
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and saw the dark-haired boy</div>
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pull a few bills from his wallet</div>
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and place them on the table.</div>
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As he and the girl stood up to leave, </div>
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he gave her a smile. He placed</div>
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his hand on her shoulder, </div>
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walking slightly behind her</div>
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as they headed for the door. </div>
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The bells atop the door clanged</div>
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when the boy held it open,</div>
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and the girl glanced up, startled.</div>
<div style="text-align: left;">
She made a face,</div>
<div style="text-align: left;">
laughing at herself,</div>
<div style="text-align: left;">
then looked up and smiled</div>
<div style="text-align: left;">
at the dark-haired boy.</div>
<div style="text-align: left;">
With one hand still on the door,</div>
<div style="text-align: left;">
he moved his other hand</div>
<div style="text-align: left;">
down to her back,</div>
<div style="text-align: left;">
pulled her slightly closer</div>
<div style="text-align: left;">
and leaned down</div>
<div style="text-align: left;">
to give her</div>
<div style="text-align: left;">
as kiss.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
A plate slipped</div>
<div style="text-align: left;">
from my fingers,</div>
<div style="text-align: left;">
clattering loudly against</div>
<div style="text-align: left;">
the other dishes in the bin.</div>
<div style="text-align: left;">
Startled, I looked up</div>
<div style="text-align: left;">
to see Mama's expression of surprise.</div>
<div style="text-align: left;">
I straightened the plate</div>
<div style="text-align: left;">
then said, "It didn't break."</div>
<div style="text-align: left;">
Mama studied me for a moment</div>
<div style="text-align: left;">
without speaking.</div>
<div style="text-align: left;">
She looked as if she had more to say,</div>
<div style="text-align: left;">
but she only said,</div>
<div style="text-align: left;">
"Be more careful next time."<br />
<br />
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. </div>
Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-15872926231547515462017-04-14T18:30:00.005-07:002017-04-14T18:30:56.844-07:00LS 5663.20 Review: What the Heart Knows by Joyce Sidman<div style="text-align: center;">
<span style="font-size: large;"><b>What the Heart Knows: Chants, Charms, & Blessings</b></span></div>
<div style="text-align: center;">
<span style="font-size: large;"><b>by Joyce Sidman</b></span></div>
<div style="text-align: center;">
<span style="font-size: large;"><b>Illustrations by Pamela Zagarenski</b></span></div>
<div style="text-align: center;">
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<div style="text-align: center;">
</div>
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<div style="text-align: left;">
</div>
<br />
<b>Bibliography:</b><br />
Sidman, Joyce. <i>What the Heart Knows: Chants, Charms, & Blessings</i>. New York: Houghton Mifflin, 2013. Print. <br />
<br />
<b>Poetic Elements:</b> 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.<br />
<br />
<b>Appeal:</b> 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. <br />
<br />
<b>Overall Quality:</b> 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.<br />
<br />
<b>The Poets:</b> 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.<br />
<br />
<b>Layout:</b> 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. <br />
<br />
<b>Spotlight Poem: </b><br />
<br />
<b>SONG OF BRAVERY</b><br />
<br />
This one's not a sure thing.<br />
I'm not bound to win.<br />
I don't think I'll ace it this time.<br />
I won't break a leg,<br />
make my own luck,<br />
or reach the stars.<br />
<br />
The sun is not shining on me today.<br />
The force is not strong.<br />
Before the day is out,<br />
I'll taste the grit of dust.<br />
<br />
Maybe I didn't do all I could.<br />
Or maybe I did<br />
but there were others who did more.<br />
Maybe I'll never know.<br />
<br />
But here I go--<br />
bones clicking quietly together,<br />
blood flowing dutifully<br />
from heart to hands and back again--<br />
here I go, stepping out<br />
through the door<br />
of my own shadow:<br />
into the glare of the arena<br />
to face the lions.<br />
<br />
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. Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-69618818177739250632017-04-14T17:12:00.003-07:002017-04-14T17:12:26.577-07:00LS 5663.20 Review: Poems to Learn by Heart by Caroline Kennedy <div style="text-align: center;">
<span style="font-size: large;"><b>Poems to Learn by Heart</b></span></div>
<div style="text-align: center;">
<span style="font-size: large;"><b>by Caroline Kennedy</b></span></div>
<div style="text-align: center;">
<span style="font-size: large;"><b>Paintings by Jon J. Muth</b></span></div>
<div style="text-align: center;">
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<div class="separator" style="clear: both; text-align: center;">
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<div style="text-align: center;">
<br /></div>
<div style="text-align: left;">
<b>Bibliography: </b></div>
<div style="text-align: left;">
Kennedy, Caroline. <i>Poems to Learn by Heart</i>. New York: Disney Hyperion Books, 2013. Print. </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<b>Poetic Elements:</b> 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.</div>
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<div style="text-align: left;">
<b>Appeal:</b> 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. </div>
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<div style="text-align: left;">
<b>Overall Quality:</b> 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. </div>
<div style="text-align: left;">
<b><br /></b></div>
<div style="text-align: left;">
<b>The Poets:</b> 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. </div>
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<div style="text-align: left;">
<b>Layout: </b>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. </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<b>Spotlight Poem:</b> </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<b>Liberty</b></div>
<div style="text-align: left;">
<i>Janet S. Wong</i></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
I pledge acceptance </div>
<div style="text-align: left;">
of the views,</div>
<div style="text-align: left;">
so different, </div>
<div style="text-align: left;">
that make us America</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
To listen, to look, </div>
<div style="text-align: left;">
to think, and to learn</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
One people </div>
<div style="text-align: left;">
sharing the Earth</div>
<div style="text-align: left;">
responsible </div>
<div style="text-align: left;">
for liberty</div>
<div style="text-align: left;">
and justice </div>
<div style="text-align: left;">
for all. <br />
<br />
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. </div>
Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-15419070810624476202017-03-24T19:14:00.002-07:002017-03-24T19:14:07.415-07:00LS 5663.20 Review: The Tree That Time Built by Ann Hoberman & Linda Winston <div style="text-align: center;">
<b><span style="font-size: large;">The Tree That Time Built: A Celebration of Nature, Science, and Imagination</span></b></div>
<div style="text-align: center;">
<b><span style="font-size: large;">by Ann Hoberman & Linda Winston </span></b></div>
<div style="text-align: center;">
<b><span style="font-size: large;"><br /></span></b></div>
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<div style="text-align: center;">
<b><span style="font-size: large;"><br /></span></b></div>
<div style="text-align: left;">
<b>Bibliography: </b></div>
<div style="text-align: left;">
Hoberman, Ann & Winston, Linda. <i>The Tree that Time Built: A Celebration of Nature, Science, and Imagination</i>. New York: Sourcebooks Jabberwocky, 2009. Print. </div>
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<div style="text-align: left;">
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. </div>
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<div style="text-align: left;">
<b>Appeal:</b> 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. </div>
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<div style="text-align: left;">
<b>Overall Quality:</b> 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. </div>
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<div style="text-align: left;">
<b>The Poets:</b> 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. </div>
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<br /></div>
<div style="text-align: left;">
<b>Layout:</b> 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. </div>
<div style="text-align: left;">
<b><br /></b></div>
<div style="text-align: left;">
<b>Spotlight Poem: </b><br />
<br />
"Birth"<br />
by Langston Hughes<br />
<br />
Oh, fields of wonder<br />
Out of which<br />
Stars are born,<br />
And moon and sun<br />
And me as well,<br />
Like stroke<br />
Of lightning<br />
In the night<br />
Some mark<br />
To make<br />
Some word<br />
To tell.<br />
<br />
<b>Lesson Idea:</b> 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. </div>
Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-51819801152614666692017-03-24T18:47:00.002-07:002017-03-24T18:47:45.185-07:00LS 5663.20 Review: Wicked Girls by Stephanie Hemphill<div style="text-align: center;">
<b><span style="font-size: large;">Wicked Girls: A Novel of the Salem Witch Trials</span></b></div>
<div style="text-align: center;">
<b><span style="font-size: large;">by Stephanie Hemphill</span></b></div>
<div style="text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
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<div style="text-align: center;">
<br /></div>
<div style="text-align: left;">
<b>Bibliography: </b></div>
<div style="text-align: left;">
Hemphill, Stephanie. <i>Wicked Girls: A Novel of the Salem Witch Trials.</i> New York: Balzer & Bray, 2010. Print.</div>
<div style="text-align: left;">
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<div style="text-align: left;">
<b>Poetic Elements:</b> 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. </div>
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<br /></div>
<div style="text-align: left;">
<b>Appeal:</b> 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. </div>
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<div style="text-align: left;">
<b>Overall Quality:</b> 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. </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<b>The Poets:</b> 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. </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<b>Layout:</b> 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. </div>
<div style="text-align: left;">
<b><br /></b></div>
<div style="text-align: left;">
<b>Spotlight Poem: </b><br />
<br />
"SALEM"<br />
January 1692<br />
<br />
Silent, not even the twitter<br />
of insects. The wind stills<br />
against a distant sky of clouds.<br />
The cold is gray and fierce,<br />
bitter as a widow at the grave.<br />
The trees' bare bony fingers<br />
point crookedly<br />
toward Heaven or Hell<br />
or worse than that, toward nowhere.<br />
<br />
Winter days<br />
wear long as the ocean shore,<br />
governed by a god<br />
harsher than windstorm hail<br />
and more punishing than the waves<br />
that break ships in two.<br />
<br />
There are rules to follow here,<br />
one righteous path<br />
thrashed down through the woods.<br />
<br />
<b>Lesson Idea:</b> 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. </div>
Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-570922094074466362017-03-24T17:29:00.003-07:002017-03-24T17:29:29.564-07:00LS 5663.20 Review: How I Discovered Poetry by Marilyn Nelson<div style="text-align: center;">
<b><span style="font-size: large;">How I Discovered Poetry</span></b></div>
<div style="text-align: center;">
<b><span style="font-size: large;">by Marilyn Nelson</span></b></div>
<div style="text-align: center;">
<br /></div>
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<div style="text-align: left;">
<b>Bibliography: </b></div>
<div style="text-align: left;">
Nelson, Marilyn. <i>How I Discovered Poetry.</i> New York: Dial Books, 2014. Print.</div>
<div style="text-align: left;">
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<b>Poetic Elements:</b> 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. </div>
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<b>Appeal:</b> 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. </div>
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<b>Overall Quality:</b> 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. </div>
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<b>The Poets:</b> 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. </div>
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<b>Layout:</b> 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.</div>
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<b>Spotlight Poem: </b><br />
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"How I Discovered Poetry"<br />
(Clinton-Sherman AFB, Oklahoma, 1959)<br />
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It was like soul-kissing, the way the words<br />
filled my mouth as Mrs. Purdy read from her desk.<br />
All the other kids zoned an hour ahead to 3:15,<br />
but Mrs. Purdy and I wandered lonely as clouds borne<br />
by a breeze off Mount Parnassus. She must have seen<br />
the darkest eyes in the room brim: The next day<br />
she gave me a poem she'd chosen especially for me<br />
to read to the all-except-for-me white class.<br />
She smiled when she told me to read it, smiled harder,<br />
said oh yes I could. She smiled harder and harder<br />
until I stood and opened my mouth to banjo-playing<br />
darkies, pickaninnies, disses and dats. When I finished,<br />
my classmates stared at the floor. We walked silent<br />
to the buses, awed by the power of words.<br />
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<b>Lesson Idea: </b>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. </div>
Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-75198193522631696912017-03-03T20:33:00.001-08:002017-03-03T20:33:55.044-08:00LS 5663.20 Review: Loving vs Virginia by Patricia Hruby Powell <div style="text-align: center;">
<b><span style="font-size: large;">Loving vs Virginia</span></b></div>
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<b><span style="font-size: large;">by Patricia Hruby Powell</span></b></div>
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<a href="https://3.bp.blogspot.com/-MuZvk92_0jU/WLng9ptzbpI/AAAAAAAAaJg/m9BdKUB2oUgQsXtR2eL8Ei53GwhGtTHMwCLcB/s1600/virginia.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://3.bp.blogspot.com/-MuZvk92_0jU/WLng9ptzbpI/AAAAAAAAaJg/m9BdKUB2oUgQsXtR2eL8Ei53GwhGtTHMwCLcB/s320/virginia.jpg" width="231" /></a></div>
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<b>Bibliography: </b></div>
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Powell, Patricia Hruby. <i>Loving vs. Virginia: A Documentary Novel of the Landmark Civil Rights Case</i>. New York: Chronicle Books, 2017. Print. </div>
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<b>Poetic Elements:</b> 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. </div>
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<b>Appeal:</b> 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. </div>
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<b>Overall Quality: </b>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. </div>
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<b>The Poets:</b> 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. </div>
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<b>Layout: </b>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. </div>
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<b>Spotlight Poem: </b></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">my eyes.</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">I’m ready to scream</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">but Richard</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">spooned behind me</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">must have woke up</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">and pulled me tight</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">into his body--</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">which stops the scream.</span></div>
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<br /></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">Then a cruel voice</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">right over me says,</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">‘Who’s that woman</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">you’re</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">sleeping with?’</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">I can’t see who’s speaking</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">what with the light in my</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">eyes.</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">He’s talking to Richard,</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">of course.</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">Richard says nothing--</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">not sure he’s</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">even truly awake.</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">He just pulls me</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">tighter still.</span></div>
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<br /></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">‘I’m his wife,’ I say.</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">It makes me feel brave.</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">I’m his wife.</span></div>
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<br /></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">Richard lifts onto</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">his elbow,</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">takes his arm away</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">from me</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">to shield</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">the light</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">from his eyes.</span></div>
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<br /></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">Richard points to the marriage certificate</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">framed on the wall</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">behind us.</span></div>
<div dir="ltr" style="background-color: white; border: 0px; color: #444444; font-family: "Segoe UI", "Lucida Grande", Arial; font-size: 13px; line-height: 1.5em; padding: 0px; text-align: left; vertical-align: baseline;">
<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">Beam of light leaves our faces</span></div>
<div dir="ltr" style="background-color: white; border: 0px; color: #444444; font-family: "Segoe UI", "Lucida Grande", Arial; font-size: 13px; line-height: 1.5em; padding: 0px; text-align: left; vertical-align: baseline;">
<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">to shine on the certificate--</span></div>
<div dir="ltr" style="background-color: white; border: 0px; color: #444444; font-family: "Segoe UI", "Lucida Grande", Arial; font-size: 13px; line-height: 1.5em; padding: 0px; text-align: left; vertical-align: baseline;">
<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">so I can see it’s Sheriff Brooks</span></div>
<div dir="ltr" style="background-color: white; border: 0px; color: #444444; font-family: "Segoe UI", "Lucida Grande", Arial; font-size: 13px; line-height: 1.5em; padding: 0px; text-align: left; vertical-align: baseline;">
<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">and two deputies--</span></div>
<div dir="ltr" style="background-color: white; border: 0px; color: #444444; font-family: "Segoe UI", "Lucida Grande", Arial; font-size: 13px; line-height: 1.5em; padding: 0px; text-align: left; vertical-align: baseline;">
<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">but I already knew that.</span></div>
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<br /></div>
<div dir="ltr" style="background-color: white; border: 0px; color: #444444; font-family: "Segoe UI", "Lucida Grande", Arial; font-size: 13px; line-height: 1.5em; padding: 0px; text-align: left; vertical-align: baseline;">
<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">‘Not here she ain’t,’</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">says the sheriff.</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">‘Come on, get dressed,</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">let’s go.</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">I scurry up the stairs,</span></div>
<div dir="ltr" style="background-color: white; border: 0px; color: #444444; font-family: "Segoe UI", "Lucida Grande", Arial; font-size: 13px; line-height: 1.5em; padding: 0px; text-align: left; vertical-align: baseline;">
<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">pull on yesterday’s dress.</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">The whole house is awake--</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">Mama, Daddy, Otha, Lewis, Garnet--</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">no one says a word.</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">They don’t dare.</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">Mama watches me go off</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">with the white men.</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">Get in their car.</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">Go to jail.”</span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;"><br /></span></div>
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<span style="border: 0px; color: black; font-family: Arial; font-size: 16.9px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">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. </span></div>
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Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-1891871463444513042017-03-03T20:10:00.002-08:002017-03-03T20:10:13.974-08:00LS 5663.20 Review: Crank by Ellen Hopkins <div style="text-align: center;">
<b><span style="font-size: large;">Crank</span></b></div>
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<b><span style="font-size: large;">by Ellen Hopkins</span></b></div>
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<a href="https://3.bp.blogspot.com/-GqZ0jlsF-fs/WLnetBx0Y1I/AAAAAAAAaJY/teaZzGrK4kg7RHCLHajXvx7fbZ4X1MrjACLcB/s1600/crank.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://3.bp.blogspot.com/-GqZ0jlsF-fs/WLnetBx0Y1I/AAAAAAAAaJY/teaZzGrK4kg7RHCLHajXvx7fbZ4X1MrjACLcB/s320/crank.jpg" width="212" /></a></div>
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<b>Bibliography: </b></div>
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Hopkins, Ellen. <i>Crank</i>. New York: Margaret K. McElderry Books, 2004. Print. </div>
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<b>Poetic Elements:</b> 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.</div>
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<b>Appeal: </b>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. </div>
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<b>Overall Quality:</b> 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. </div>
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<b>The Poets:</b> 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. </div>
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<b>Layout:</b> 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. </div>
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<b>Spotlight Poem: </b><br />
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I went to my dad's in June, met Adam<br />
the very first day. It took some time<br />
to pry him from his girlfriend's grasp.<br />
But within two weeks, he introduced<br />
me to the monster. One time was all<br />
it took to want more. It's a roller-<br />
coaster ride. Catch the downhill<br />
thrill, you want to ride again,<br />
enough to endure the long,<br />
hard climb back up again.<br />
In days, I was hooked on<br />
Adam, tobacco, and meth,<br />
in no particular order. But<br />
all summer vacations must<br />
end. I had to come how to<br />
Reno. And all my new bad<br />
habits came with me. It was<br />
a hella speed bump, oh yeah.<br />
Until I hurt for it, I believed<br />
I could leave the crystal behind.<br />
But the crash-and-burn was more<br />
than I could take. When the jet landed,<br />
I was still buzzed from a good-bye binge.<br />
<br />
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. </div>
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Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-57376134640257860282017-03-03T19:35:00.000-08:002017-03-03T19:35:07.006-08:00LS 5663.20 Review: Death Coming Up the Hill by Chris Crowe<div style="text-align: center;">
<b><span style="font-size: large;">Death Coming Up the Hill</span></b></div>
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<b><span style="font-size: large;">by Chris Crowe</span></b></div>
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<b>Bibliography: </b></div>
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Crowe, Chris. <i>Death Coming Up the Hill</i>. New York: HMH Books for Young Readers, 2014. Print.</div>
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<b>Poetic Elements:</b> Of all of the poetic elements throughout this specific novel, one of the greatest is the emotional impact. It is a roller coaster of emotions as the read goes through the life of the protagonist, Ashe. Occasionally their are glimpses of extreme happiness for Ashe, but other times there is an abundance of sadness and disappointment. Not only is a war going on in Vietnam, but there is a war going on in his own home; between his mother and father that are two very different people. They stay together for their mutual love of their son, but it does not make an easy environment to live in. Another element that is abundant in the verse novel is imagery and figurative language. There is a fair amount of metaphor, often extended, and brings the story to life as we learn the news about the war alongside Ashe. </div>
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<b>Appeal:</b> The overall appeal of this novel is an interesting mix of elements for readers, especially young readers. On one side of the spectrum, there are many students who will be able to relate to Ashe and his family situation. He is trying to survive high school, think about his possible future choices, and deal with parents who cannot stand each other at home. A lot of students can relate to these things, and it will bring them comfort seeing a protagonist who may be facing similar issues. On the other side of the spectrum, the students can learn a great deal about history through this verse novel. They were not alive through the Vietnam war, and so they do not know what that period of time in America was like. They were not alive through all of the death and upset, and so this book gives the a real insight into how an individual their age would react during a similar situation. Therefore, this novel gives students something they can relate to, while also giving them the ability to learn more about history. </div>
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<b>Overall Quality:</b> The overall quality of this novel was quite good. As someone who does not typically enjoy poetry myself, I was quite involved in the reading of this novel. While I had trouble with the format because it is so different than what I am used to, I was able to continue reading through the book because I was invested in the characters and the story, and I needed to know what was going to happen next. Overall, the format does seem to add to the story, though it does seem as if this could be a typical fiction novel as well, written in prose, which might draw the attention of more young adults. For the most part, there is also a wide range of emotions covered throughout the novel, having a steady balance of light-hearted and deep. </div>
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<b>The Poets: </b>Chris Crowe is the singular poet of this book, and the whole text is written by him alone. It is clear that he has done a great deal of research and has an abundance of information and knowledge of the time period that he chose to cover in his book. Not only is Ashe discovering what is happening during the war, the reader is able to learn this information as well, making Crowe a fabulous poet. </div>
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<b>Layout:</b> The layout of this book is what really makes it stand apart from other novels written in verse. The whole novel is written in haiku style verse, focusing on the amount of syllables to make up the three lines per stanza. After reading through some information over Crowe, it seems that he wrote as many syllables as the number of American soldiers killed in the Vietnam war. Very impressive for Crowe to embed this information so fluidly into his piece. Personally, this style was not my favorite as the stanzas and lines were much choppier than I typically prefer, but I do think that many readers will enjoy this format.</div>
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<b>Spotlight Poem: </b><br />
<br />
"How does a guy deal<br />
with being torn between two<br />
people he loves? I<br />
<br />
knew I was lucky<br />
that I hadn't had to choose<br />
between Mom and Dad.<br />
<br />
They're opposites thrown<br />
together because of me,<br />
and they had managed<br />
<br />
to keep a shaky<br />
truce for so many years. But<br />
it was difficult.<br />
<br />
My dad was a flag-<br />
waving hawk who thought it was<br />
every red-blooded<br />
<br />
man's duty to spill<br />
that blood when America<br />
called on him for it.<br />
<br />
Mom's an anti-war<br />
dove who gave me a 'Hell no,<br />
I won't go!' tee shirt<br />
<br />
for Christmas and she'd<br />
convinced dad and me that I<br />
had to enroll at<br />
<br />
ASU as soon<br />
as I finished high school. 'The<br />
student deferment<br />
<br />
will keep you out of<br />
the draft,' she said, 'and unless<br />
we're really stupid,<br />
<br />
this war will be done<br />
by the time you graduate.'<br />
Dad didn't mind the<br />
<br />
deferment. 'You can<br />
join the ROTC and<br />
graduate as an<br />
<br />
officer,' he said.<br />
'The Army needs smart leaders<br />
who can help put an<br />
<br />
end to the spread of<br />
Communism over in<br />
Vietnam. But when<br />
<br />
I thought about the<br />
four hundred seventy-one<br />
guys who died last week,<br />
<br />
I knew I'd go to<br />
college to avoid the war,<br />
not prepare for it.<br />
<br />
With this spotlight poem, it would make sense to focus on the format and layout of a haiku poem, and why Crowe might format the poems in this way. They could count the number of syllables, and make sure that it is actually consistent through the poem, since this is something that students often struggle with. There are also a couple of examples of figurative language that I would have students identify and explain what they mean, and perhaps have students create an illustration of these metaphors. </div>
Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-64952825332434428112017-02-17T19:49:00.001-08:002017-02-17T19:49:07.553-08:00LS 5663.20 Review: Another Jar of Tiny Stars by Cullinan & Wooten<div style="text-align: center;">
<span style="font-size: large;"><b>Another Jar of Tiny Stars</b></span></div>
<div style="text-align: center;">
<span style="font-size: large;"><b>Edited by Bernice E. Cullinan & Deborah Wooten</b></span></div>
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<br />
<b>Bibliography: </b><br />
Cullinan, Bernice E. & Wooten, Deborah. <i>Another Jar of Tiny Stars</i>. Pennsylvania: Boyds Mills Press, 2009. Print. <br />
<br />
<b>Poetic Elements:</b> The poetic elements vary a great deal within this text as there are many different poets that contribute to the final product. It is clear that their styles are different. David McCord, for instance, obviously puts a lot of time and effort into making sure that he has a solid rhyme scheme in his poetry, even if it might cause them to not always make sense. Aileen Fisher writes a lot of her poetry in the same format, having separate stanzas that are aligned to the left and have few variations in line length. It is these things that make each poem and poet interesting, and something that will keep the reader intrigued as they continue to read through the text.<br />
<br />
<b>Appeal:</b> It seems likely that this text will appeal to young adults as the poems are selected by other children. Children often do well when they can connect and relate to other people their own age, and it seems likely that this will happen as they read through the poems. They will know that other children selected those poems for them to read, and there is something empowering about that mindset as you read through the text. Many of the poems are very light-hearted and entertaining, several of them being quite amusing as well. This is the kind of text students will pick up when they want a fun read, and not necessarily when they are looking for something that will bring out an abundance of emotions. <br />
<br />
<b>Overall Quality:</b> Overall quality is something that was difficult to determine as I was reading through the book. Some of the poems were wonderfully done and entertaining, while others caused me to pass through them without giving them much thought. A lot of this seemed to do with the topics of the poems and the writing style, as those things can be so different when it comes to poetry. It does seem likely that students will be able to find something that they enjoy throughout the book, even if they decide that they do not like one or more of the poets. None of the writing is bad, and all of the poems are certainly cute, which makes sense as they were selected by children. Overall, the book is very well put-together and adequate for young readers.<br />
<br />
<b>The Poets:</b> One of the most interesting things about this book is the fact that the poems are selected by children, for children. There are a total of fifteen poets featured in the book, and they are all known to write poetry for children and young adults. More than that, these poems are specific ones that children have already read and enjoyed, and they believe that other children will enjoy them as well. The list of poets vary from those that are very well known, like Nikki Grimes, to ones that I have certainly not heard of, such as X.J. Kennedy. Featuring different poets can be beneficial as it allows students to see different styles and topics, giving them the opportunity to determine what kind of poetry they prefer and may read in the future.<br />
<br />
<b>Layout:</b> The organization of this book is good, especially for young adults who are beginning to learn about using text features to get the most out of a text. The book begins with a table of contents that includes the poets, their specific poems, and the page numbers on which they can be found. For each poet's section or chapter, there is an introductory page with a picture of the author and a quote, giving readers the ability to get a little more insight into the poet's views and attitudes. Each poet has their own chapter that holds their selected poems. Each page is labeled with the poem title as well as the poet's name so that it is easy for the reader to know who the poet is if they are simply flipping through pages and not reading in order. The layout of the actual poems varies from poet to poet and page to page. Some have two columns in order to fit the poem on one page, and there are a few pages that hold more than one poem.<br />
<br />
<b>Spotlight Poem:</b> <br />
<br />
<u>"Out in the Dark and Daylight" - Aileen Fisher</u><br />
<br />
Out in the dark and daylight,<br />
under a cloud or tree,<br />
<br />
Out in the park and play light,<br />
out where the wind blows free,<br />
<br />
Out in the March and May light<br />
with shadows and stars to see,<br />
<br />
Out in the dark and daylight . . .<br />
that's where I like to be. <br />
<br />
There are so many wonderful things to focus on with this poem, especially when it comes to the seventh grade poetry TEKS (which I teach), that I would probably choose to use this poem as a weekly warm-up activity and focus on a different skill each day. It would be easy to discuss figurative language with alliteration and oxymorons, repetition is certainly there and students could discuss why the poet would do this, and then they could also focus attention on the rhyme scheme and how it affects the way it is read.<br />
<br />Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-86961447316398105652017-02-17T13:16:00.001-08:002017-02-17T13:16:16.825-08:00LS 5663.20 Review: Poem Depot - Aisles of Smiles by Douglas Florian<div style="text-align: center;">
<span style="font-size: large;"><b>Poem Depot: Aisles of Smiles</b></span></div>
<div style="text-align: center;">
<span style="font-size: large;"><b>by Douglas Florian</b></span></div>
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<br />
<b>Bibliography: </b><br />
Florian, Douglas. <i>Poem Depot: Aisles of Smiles</i>. New York: Penguin Group, 2014. Print.<br />
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<b>Poetic Elements: </b>While there are several poetic elements throughout this book, I am not sure of how successful I believe them to be. As someone who is not normally a fan of poetry and often struggles with it, this is the exact kind of poetry book that I struggle with. There is no story that follows throughout the book. Instead, it is just page after page of assorted poems. They are fun and interesting, sure, but I am not sure that I actually get anything from them. When I read, I enjoy getting a message or learning something new, and I did not feel like that after reading through this book. Instead, it reminded me of why I had no favorite poets when I was a child.<br />
<br />
Overall, there is a great deal of rhyme throughout the book, and it does change often due to the page and poem that is being written. No two poems in the book are exactly alike, which is pretty incredible when you realize how many poems are included, and that they are all written by the same poet about different topics. That takes a lot of talent, and I can certainly respect and appreciate that. While there was a bit of figurative language throughout the pages, I did feel that an emotional impact was mostly missing. I could not tell that these poems were written for any purpose other than to entertain, and perhaps make the reader laugh. Of course, there is nothing wrong with this purpose when it comes to children's poetry, it is just not what I personally enjoy reading at this point in my life.<br />
<br />
<b>Appeal: </b>Overall, I do believe that this book contains the kind of poetry that will interest and engage young readers. The poems are short, and they are often about topics that they can relate to or make connections about, which is great for young readers as they are beginning to read and understand poetry and it's elements. The fact that there is so much rhyme and structure will also appeal to young readers as they can more easily read the text. They can focus more on what is being said, and less on how it is written or expressed. While the poems may not pull at the reader's emotions, it will certainly cause the reader to use and expand their imagination, which is incredibly important as well.<br />
<br />
<b>Overall Quality: </b>Again, I am not sure I am the best person to discuss the overall quality of this particular book because it is not the type of poetry that really interests me. However, even though I do not like this book, I can certainly appreciate the writing and structure, and how young adults will really enjoy the text. The poems are all quite good, and discuss different topics that are relevant to children. The ones that rhyme do so well, and the ones that do not are still just as entertaining to read. Overall, the poems to complete the purpose of the text, which is to entertain the reader.<br />
<br />
<b>The Poets:</b> Douglas Florian is the poet and illustrator for this entire book, which I do think is very impressive. I cannot imagine thinking of so many different topics to include in a book, and then successfully writing a poem about all of those topics; poems that make sense on top of that! Florian does a wonderful job of doing this, though. It would be quite easy to believe that multiple poets wrote these poems because some of them are so different, and that does seem to be a positive quality for a poet to achieve. For the most part, I do not believe that these poems pull on too many emotions, though maybe it will be different for younger readers, or those who feel more connected to the book than I did.<br />
<br />
<b>Layout: </b>The layout of this book is one of the most exciting things about it, in my opinion. I was excited to open the book and see a wide variety of illustrations to go along with the poems. While I may not have been the biggest fan of the poems, I did appreciate how each had its own black-and-white illustration that better helped me imagine what was being talked about in the text. The book includes a table of contents, were the books is divided into "aisles" which follows along with the title of the text, making it a cute addition. It seems like a positive to have shorter poems, and often more than one to a page as I do believe this size will make it less intimidating for students to pick up the book and attempt to move through it, especially once they realize there are illustrations, and how quickly the poetry reads.<br />
<br />
<b>Spotlight Poem: </b><br />
<u><br /></u>
<u>"More" </u><br />
<br />
I want more jokes.<br />
I want more fun.<br />
I want more candy<br />
By the ton.<br />
I want more laughs.<br />
I want more smiles.<br />
I want more cookies,<br />
Piles and piles.<br />
I want more games.<br />
I want more friends.<br />
I want my more<br />
To never end.<br />
<br />
With this particular poem, I believe it would be beneficial to discuss the overall format and the rhyme scheme, especially as an introductory lesson into poetry. Rhyme scheme can be difficult for students to learn and determine, and this poem would be a great example to do together. After determining the rhyme scheme, I would have students write their own poem based on this scheme, allowing them to choose things they want "more" of.<br />
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Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-369034465658160822017-02-17T12:28:00.004-08:002017-02-17T12:28:49.575-08:00LS 5663.20 Review: Dizzy In Your Eyes by Pat Mora<div class="separator" style="clear: both; text-align: center;">
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<span style="font-size: large;"><b>Dizzy In Your Eyes: Poems About Love</b></span></div>
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<span style="font-size: large;"><b>by Pat Mora </b></span></div>
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<b>Bibliography: </b><br />
Mora, Pat. <i>Dizzy In Your Eyes: Poems About Love</i>. New York: Alfred A. Knopf for Young Readers, 2010. Print. <br />
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<b>Poetic Elements: </b>This book is full of love, which might be a bit of a concern for certain young adults, especially if they feel like they have yet to be in love (of course, as someone that teaches middle school students, most of them believe to be in love!). The wonderful thing about this book of poetry is that it discusses many different kinds of love. It details the first love, when there is butterflies and nervousness. It deals with the love surrounding family, and difficult situations like divorce and loss. Even if students have not been in an actual relationship, there will be a scenario in which they are able to understand and relate to, which makes the book that much more powerful.<br />
<br />
There is a fair amount of poetic elements that all come together to make this book even more enjoyable for the reader. Even as someone that does not typically enjoy poetry, I could appreciate the rhythm, figurative language, and imagery of the poems. The rhyme scheme shifted often throughout the pages, keeping the interest of the reader as the book continued. The imagery also helps add to the emotion the reader experiences as they are reading; this goes from nostalgic, to happy, to sad based on the specific reader and their past experiences.<br />
<br />
<b>Appeal: </b>This book is a very suitable one for the middle school level, especially for students that are interested in poetry, or students that want to build this interest. The poems cover topics that most young adults can relate to, and even if they have not experienced those things themselves, they have seen them through movies or television shows. They have some sort of background knowledge to base their understanding on. Though the situations are familiar, many of them are written in a way that will expand the insight and views of the readers. They may even see a different side of a situation. Overall, the book also focused on qualities of Hispanic culture, which would be especially appealing to the students at my middle school.<br />
<br />
<b>Overall Quality: </b>The overall quality of the poems in the book is pretty steady, but there is a lot more emotion and rhyme included in certain poems than in others. Some of the shorter poems are almost disappointing compared to others throughout the text, but it does seem beneficial to have the different pacing to push the story and book forward. The mix of topics and sensory detail adds a lot of texture to the story as well. While some poems are light and happy, others are darker and filled with sadness. It certainly sends the reader on an emotional roller coaster.<br />
<br />
<b>The Poets:</b> This book consists of roughly fifty poems all written by Mora. They follow the story of a character as she goes through first love and loss, and everything in between. Having the same poet throughout the entirety of the novel adds a sense of comprehensiveness that I appreciate, especially when the emotions turn a bit more deep and dark.<br />
<br />
<b>Layout: </b>In terms of layout, this book does have a lot to offer the reader. First of all, there is a table of contents at the beginning of the novel, which is beneficial, especially if the reader wants to focus on a specific poem within the book. The poems also vary in length, giving a good variation throughout the story. Another addition that is very helpful is how Mora has defined the different kinds of poetry throughout the book to give the reader more understanding of the form while reading the emotion. The only thing that I do not like about the layout is that the poems are separated by a page, even if they extend passed the space on a single page. Instead of being side-by-side, the page is designed, and you must turn the page to see the rest of the poem. As a reader, I found this to be a bit distracting as I continued through the poems.<br />
<br />
<b>Spotlight Poem: </b><br />
<br />
<u>"Mirrors" by Pat Mora</u><br />
<br />
Grandma makes me mad.<br />
"You're beautiful. <i>Tan linda</i>,"<br />
when I'm studying my face,<br />
boring as old bread,<br />
my wide waist,<br />
"<i>Tan linda</i>,"<br />
my hard-to-hide hips,<br />
my too-flat chest,<br />
my eyes that won't open wide<br />
and round like my sister's,<br />
that hypnotize guys.<br />
"<i>Tan linda</i>."<br />
<br />
What does grandma see?<br />
<br />
When teaching this poem, one of the main things I would focus on is the figurative language. This is something that we have discussed at length in my middle school reading class, and my students still struggle with it. I would have them read through the poem and circle the things they believe are figurative language. Once they have found the examples, they will determine what kind of figurative language is being used. Finally, they will determine WHY the poet decided to use this figurative language, and how it adds to the tone of the poem.Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-61178384889344085932017-02-03T18:19:00.004-08:002017-02-03T18:19:42.677-08:00LS 5663.20 Review: The Brimstone Journals by Ron Koertoge <div style="text-align: center;">
<b><span style="font-size: large;"> The Brimstone Journals</span></b></div>
<div style="text-align: center;">
<b><span style="font-size: large;">by Ron Koertoge</span></b></div>
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<b>Bibliography:</b> <br />
Koertoge, Ron.<i> The Brimstone Journals</i>. Massachusetts: Candlewick Press, 2004. Print.<br />
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<b>Poetic Elements</b>: Overall, the meaning of this book is an important one. There is an overwhelming amount of violence in and surrounding schools in our current day and age, and there are certain things that our students are exposed to, whether we like it or not. Unfortunately, I do believe that a teacher or librarian would have to be very careful about who they share these poems with, unless they plan to do a lot of editing or omitting. Personally, I could not share the majority of these poems with my students, and I would not want to. While a lot of it might be reality for some people, we must be careful of the texts that we use, especially with middle school students.<br />
<br />
Overall, there are not a lot of poetic devices throughout the majority of the book. While there is the occasional figurative language, there is very little rhyme to be found, which does make it a bit more difficult to get into, especially for someone who struggles with finding enjoyment in poetry to begin with. I think that adding a bit more rhyme would have made the book flow a bit better, especially when the reader already has to differentiate between fifteen different characters and their voices. It is a lot to think about when poetry can already be a difficult genre.<br />
<br />
<b>Appeal:</b> I do believe that this book will appeal to certain individuals, but it will most likely be individuals in their late teens, as I would be concerned with students at an earlier age reading some of the included information. Despite that, it does talk about topics that students become interested in, especially as they get older and realize everyone else is interested. There is also a sense of relate ability to most of the characters. They represent a wide spectrum of the students that one would see in their own school, certainly on the outside, so it is likely that students will find someone they relate to. It also gives them the opportunity to see that people are more than what they appear on the outside, just as they are. I do believe this could be eye-opening to some students, and may cause them to hold off judgement on people they know at their own school. <br />
<br />
<b>Overall Quality:</b> Overall, I would say that this book is average, though certainly my least favorite of the three books I read and reviewed this module. When reading the textbooks and lectures, it was clear that students prefer light-hearted and humorous poems, and this book has the exact opposite. I do fear what that could do for students, as there were many poems that left me feeling down. In one sense, it was great that it could cause that emotion, but it was also not what I want when reading a book in verse. Some emotion is great, but I do not want to be that down.<br />
<br />
Overall, I do think that the number of voices throughout the book was a bit excessive as well. I found it difficult to keep up with all of the different characters, their story lines, and their voices. It was a lot to keep up with for someone who already struggles with poetry. Ultimately, it was good that the voices were so different, and I loved the handwritten names to show a bit more personality. However, some of the characters were frustrating, and sometimes almost impossible, to decipher and understand which left me feeling frustrated on more than one occasion. I cannot imagine what this might cause for students. <br />
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<b>The Poets:</b> Koertoge is the only poet in this book, so in that sense it is very impressive that he is able to create a variety of voices throughout that makes it mostly believable that we are reading the journals of high school students. Of course, I do believe that there are many occasions when the writings do not seem like something someone that age would actually write, but for the most part, it is relate able. This is a collection of poems altogether that tell a story, as opposed to being an anthology with separate poets. It tells a full story in verse, but I do think that Koertoge struggles a bit to keep a good flow through the poetry in the book. <br />
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<b>Layout: </b>The layout is fairly similar throughout most of the book. One of the things that does vary is the length of the poems. Some of them are a full page in length, and then there will be others that only have one or two lines. I do think that this does help the story move along, but at some points the very brief poems seem pointless and do not necessarily add to the story of that character. I was disappointed that the format of all of the poems are mostly the same. There is not a lot of variation in the format or spacing of the words or poems, and instead it looks like something that would be typed in a word document. I do believe it would add some interest if the poems had looked more handwritten, and that the writing matched the character's name. <br />
<br />
<b>Spotlight Poem: </b> <br />
<br />
<u><b>Kelli</b></u><br />
<br />
When I told Damon I was home<br />
but didn't feel like picking up,<br />
he just freaked.<br />
<br />
Yelled about how it made him<br />
look when all the other guys knew<br />
where their girlfriends were.<br />
<br />
This is a poem that I would use as a warm up for my students as it is short and something they should be able to easily comprehend on their own. I would have it posted on the document camera when they came into class, and in their journal they would answer a question about who the narrator is. What can we assume about he?<br />
<br />
For a follow-up activity, I would have students look at other poems from the character of Kelli and discuss what other things we can learn about her from the things she says in her poems. They could even complete a characterization activity where they would have to do a fair amount of inferencing about the character as they only get brief glimpses of her through her writing. Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-76030807998998498392017-02-03T13:35:00.008-08:002017-02-03T13:35:54.777-08:00LS 5663.20 Review: America at War Edited by Lee Bennett Hopkins<div style="text-align: center;">
<span style="font-size: large;"><b>America at War</b></span></div>
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<span style="font-size: large;"><b>by Lee Bennett Hopkins</b></span></div>
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<b>Bibliography: </b><br />
Hopkins, Lee Bennett. <i>America at War.</i> New York: Margaret K. McElderry Books, 2008. Print.<br />
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<b>Poetic Elements:</b> If a student or reader is interested in a "light" read when it comes to poetry, this might not be the book choice for them. While it is not necessarily the most intense poetry one will ever read, it does have a chance of upsetting young readers who may not deal well with these topics. For those that can handle it, it is a beautifully done text dedicated to the many wars that America and Americans have fought throughout the years. The book is divided into eight different sections, each focusing on a different period of time, from past to present. One of the best things that occurs in this book is that the past is often connected to the future. The styles of the poems vary a great deal, which does add an interest to the text as well.<br />
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There is certainly an emotional impact when it comes to reading through this book of poems. War is not an easy topic, and the poems do make this apparent. Put together with the images included, and it can be a very strong message to readers. As for figurative language and rhyme, it varies a great deal between the different poems and poets. It is clear that they all have their own style, but they do seem to flow together well through the entirety of the book. As for imagery, it is apparent throughout the majority of the book. The illustrations certainly help with this aspect.<br />
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<b>Appeal:</b> I do not believe that all of the poems have a form that are naturally interesting to students and young readers. Some of the poems are long in length, taking up most of the page, and just turning to them could be a bit intimidating to a reader who may not be strong with poetry. This is a feeling that I had more than once through my process of reading the book. I do think that the subject matter is something that may not appeal to all young adults a well. It might be a bit difficult for students to relate or make connections to all of the poems, as they were not alive through the wars, and are not always interested and invested in history. Still, some children will connect to it quite well.<br />
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This is a book or poetry that will most definitely enrich and extend a student''s knowledge, however. While they learn about these wars in school, these poems seem to touch on a side of the topic that they do not always see in school. In class, it is the dates and facts, which can get mundane to students, these poems over an emotional insight that changes up the way they view and hear the information.<br />
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<b>Overall Quality: </b>Overall, the poems are fairly consistent in quality. Of course, when you have a mixture of poetry from many different poets, it is understandable that the reader will not love all of the poems throughout the entire book. While I enjoyed most of the book, there were a few poems that were written in a style or way that I did not enjoy, and they are not ones that I would consider using in my own classroom. It does not mean the poems are bad, they are just not my style.<br />
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There is a wide mix of poets throughout the book as well. Some of them have been writing poetry for quite some time, while others are much more new. At least, I had not heard much of them, and they do not seem to have many poems out there, from basic searches done in interest. It is always exciting to see poets and writers that you are unaware of because then you can seek out other works by them. This opens great opportunities for students to find more texts that they will enjoy if they like a specific author's style or voice.<br />
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<b>The Poets:</b> As stated earlier, the poets vary a great deal in their style and experience. As someone who is not a large fan of poetry myself, I was not necessarily sure which poets had been around for a long time, and which ones might be newer into the industry. Still, there were some names that stood out to me. This book is also an anthology, meaning it is a collection of poems over similar topics; in this case, eight different wars from the American Revolution to the War in Iraq. As for poets that are well known, Joan Bransfield Graham and Sir Walter Scott were two names that stood out to me, and to a couple of other reading teachers when I asked them which poets stood out to them or sounded familiar. Of course, there were ones I had never heard of, and also ones that were written under "anonymous."<br />
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<b>Layout:</b> This book is set up very well as it has a table of contents and an index that helps the reader easily find a poem within the eight different subheadings. Each heading is listed on the contents, and then all included poems are also listed. The arrangement of the book looks very well put together. It looks professional and important, which I think is very important for poetry that discusses a topic that can be very difficult and emotional. Again, the poems vary a lot in their layouts and styles, but I do feel they flow together well. When there is a longer poem included, there is a shorter one on the following page so that it is less intimidating.<br />
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The illustrations within the book are also incredible. The artist did a wonderful job of creating illustrations that go along well with the point and emotion of the poem it accompanies. Some of the illustrations are a bit tough to look at, and might prove difficult for younger readers. However, they are all patriotic and beautifully drawn, which adds to the appeal of the book as a whole.<br />
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<b>Spotlight Poem: </b><br />
<br />
<b><u>"Vocabulary Lesson" by Ann Wagner</u></b><br />
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We don't have wars.<br />
We have<br />
conflicts<br />
campaigns<br />
operations<br />
escalations<br />
missions<br />
offensives<br />
preemptive strikes<br />
We don't have soldiers.<br />
We have<br />
peace keepers<br />
troops<br />
servicemen<br />
servicewomen<br />
forces<br />
coalitions<br />
units<br />
We don't have mistakes in combat.<br />
We have<br />
incidents<br />
accidents<br />
friendly fire<br />
flawed intelligence<br />
And we don't have death.<br />
We have<br />
casualties<br />
loss of life<br />
collateral damage<br />
What we do have is<br />
careful vocabulary.<br />
<br />
To introduce this poem, I think it would be important to preface what the topic is about, and use it at a time that is relevant in the classroom. There is a point of year where we read text about September 11th, and this could be a good time to incorporate this poem. It is not one that I would use for a warm-up on an unrelated day. I would read it with my students, in hopes that they would better understand the purpose of the text.<br />
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When it comes to a follow-up activity, I believe I would focus on the connotation of certain words, and how this can impact the tone and mood of the poem as a whole. We would create a chart, and fill it with words from the poem that are positive and ones that are negative, and then determine the importance of having these different kinds of words. Students can then write their own poem trying to include words that have both positive and negative connotation.<br />
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Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-84028384769846533342017-02-03T11:43:00.000-08:002017-02-03T11:43:10.113-08:00LS 5663.20 Review: The Crossover by Kwame Alexander<div style="text-align: center;">
<span style="font-size: large;"><b>The Crossover</b></span></div>
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<span style="font-size: large;"><b>by Kwame Alexander</b></span></div>
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<b>Bibliography: </b><br />
Alexander, Kwame. <i>The Crossover</i>. New York: Hmh Books for Young Readers, 2014. Print.<br />
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<b>Poetic Elements: </b>The meaning of this book can carry so much for students, especially those in middle and high school, the relative age of Josh Bell, the protagonist in the book. Josh is a basketball star, as is his twin brother, Jordan. Their father was an Olympian in basketball as well, so it definitely runs in the family. The book is so much more than a "sports book." In fact, I don't really enjoy sports (definitely not basketball), and I still found this book excellent and inspiring. It is about basketball, but it's also about family and relationships, making decisions and dealing with consequences, and growing up. It is something our students can relate to.<br />
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This book is also interesting because the format of the poems differ chapter by chapter. Some of them have interesting format and spacing, some of them have rhyme, and some of them focus much more on telling a story than worrying about the poetic devices. This makes the book more interesting and keeps the reader moving quickly through the story. The poems that rhyme are fun to read, and the emotion behind the story-like poems is amazing. The language also offers a great deal of imagery for the reader, making it easy to picture Josh and the situations that he is conquering.<br />
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<b>Appeal: </b>This book certainly appeals to young adults, especially kids that are in the preteen to teen ages, where they will more easily relate to the circumstances that the protagonist are dealing with. Because of the sometimes strange and interesting formatting and spacing, and the different font types and sizes, the story will certainly appeal to a younger audience. It will keep them interested to move forward and see what the next poem may look like. It is also helpful that the story includes many situations that they will recognize and connect to. The boys will be thrilled to have the imagery and details of the sport, while the relationships and conflicts will appeal to all readers.<br />
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While the poem offers a lot of information that students will understand and relate to, I do believe that the book will also push them out of their comfort zone. For those unfamiliar with basketball, some of the terminology used might be new to them. Some of the terms I was unaware of myself, so I either did research or asked my father about the details and what the certain moves or terms actually mean. Even for those invested in the sport, there are terms and vocabulary that will push our students, and that is always of immense benefit.<br />
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<b>Overall Quality: </b>The overall quality of the book is very good, and I believe even readers who are not fans of poetry will agree. The quality of the poems carries throughout the whole book, even as the formatting changes. The poems do seem to reinforce the purpose of the book. When the elements are lighthearted, the poems are formatted in a more interesting way; there is spacing and different word positioning. When the subject is more serious or important, the text is more in line with prose.<br />
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<b>The Poets: </b>This book is one with a single poet, in which much of the poetry is similar to one another, and it tells a complete story. It is apparent that the poems are by the same writer, even if they occasionally look a bit different from the others. I would not say that the poet is exactly notable, but I do believe that many people would be invested and interested in this book, and any other that he would write if the quality was the same.<br />
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<b>Layout: </b>As for the layout of the book, I believe it is one of the most interesting qualities of the book. It is not just another book of verse. Despite not having pictures, there is interest. The first poem you open to is formatted in an interesting manner, and keeps things interesting right from the very beginning. What is even more intriguing is the way that the poems shift back and forth between a standard format, and one that is abstract. The book does not include a table of contents or index; however, there are title pages before separate sections of the book, dividing it into different parts. There are also no pictures or illustrations in the book, but it does not take away from the impact of the story.<br />
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<b>Spotlight Poem: </b><br />
<b><u><br /></u></b>
<b><u>Dribbling</u></b><br />
<br />
At the top of the key, I'm<br />
MOVING & GROOVING,<br />
POPping and <i>ROCKING</i> --<br />
Why you BUMPING?<br />
Why you LOCKING?<br />
Man, take this THUMPING.<br />
Be careful though,<br />
'cause now I'm CRUNKing<br />
<i>Criss</i>CROSSING<br />
FLOSSING<br />
flipping<br />
and my dipping will leave you<br />
S<br />
L<br />
I<br />
P<br />
P<br />
I<br />
N<br />
G on the floor, while I<br />
SWOOP in<br />
to the <i>finish</i> with a <i>fierce finger</i> roll . . .<br />
Straight in the hole:<br />
Swoooooooooooosh.<br />
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I do not think that I would do much introduction to this poem. Instead, I believe that I would read it to my students without any information, and then ask how they feel about it and what they notice. In my classroom, we use a strategy called WWAM to annotate poetry:<br />
<br />
W-What is it about?<br />
W-What's weird about it?<br />
A-Author's Tone/Attitude<br />
M-Message/Theme<br />
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This would mean students would be completing the second W, in which they determine what is strange or weird about the poem. They would most likely point out the spacing and way the text looks. They would discuss the different texts and how it is all mixed in together.<br />
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For a follow-up activity, I would have students circle all of these things (like the alliteration of finish with a fierce finger) and determine why the author would include these things in the poem. They would then work on their own personal poem, using some of these same formats and changes.<br />
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Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-47372533291722402232016-08-02T20:31:00.002-07:002016-08-02T20:31:32.113-07:00LS 5623.20 Review: What My Mother Doesn't Know by Sonya Sones<div style="text-align: center;">
<b><span style="font-size: large;">What My Mother Doesn't Know</span></b></div>
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<b><span style="font-size: large;">by Sonya Sones</span></b></div>
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<b>Bibliography: </b></div>
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Sones, Sonya. <i>What My Mother Doesn't Know</i>. New York: Simon Pulse, 2004. Print. </div>
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<b>Summary:</b> Sophie is fifteen and a freshman in high school, and her parents are completely unaware of how things are going in her life. Sophie is dealing with the same things most teenagers go through, and she is recording them in verse format. Through her first, second, and third love Sophie begins to get insight into other people. She comes to realize that people are not always who you think or assume them to be, and that people often judge others without actually getting to know them. Sophie does not only begin to understand other people better, but begins to discover who she is as well, and who she wants to become.</div>
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<b>Critical Analysis: </b></div>
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This books falls into the quick reads category because it is written in verse, and there are few words on each page, making it much less intimidating for many young readers. While this counts as a type of poetry, Sones is not as worried about the format and sound of the words so much as the story and ideas being told. The fact that the book is written in verse makes it a very fast read, and despite the short amount of words, it teachers many wonderful lessons. One of the best things about the novel is its ability to bring about some valuable themes without being "preachy" towards our young adult readers. </div>
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Sophie, the protagonist, is a fairly immature character, and that was a bit difficult for me to get through. However, I must remember that I am reading this book as an adult, and therefore I cannot relate to it nearly as much as my younger students will be able to. Sophie is a relate-able character because she is very much a normal teenager. She is dealing with love and not being understood by other people, including her parents. She is also in a time of self discovery, something that we all go through at some point. While the immaturity could be a bit obnoxious at times, it is clear that is also realistic, which is what is important. </div>
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<b>Creative Activity:</b></div>
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As with my other review activities, I do believe that I would incorporate a writing activity when it comes to this novel. It is not something that we would read in full in class together, but it is something that I would happily use experts from so that my students could see an example of verse writing and how it can be effective. I would have students write a personal narrative in the way that they usually do, and then would give them examples from this novel. Once they have studied the novel, they would then convert their own essay into verse. They would have to learn how to tell the same story in fewer, more effective words. </div>
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<b>Related Resources: </b></div>
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Anything by Ellen Hopkins could be wonderful to compare to this novel, as she writes all of her novels in verse. Unlike What My Mother Doesn't Know, Hopkins tends to write gritty, darker verse over difficult topics. It would be intriguing for students to see verse used in many different tones and situations. </div>
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Paper Hearts by Meg Wiviott - This is another novel written in verse, but it focuses much more on history, which gives a completely different look into how verse can be used to tell a story. </div>
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<b>Published Review: </b></div>
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Publisher's Weekly. What My Mother Doesn't Know, 2001. 2 August 2016. Retrieved from http://www.publishersweekly.com/978-0-689-84114-9</div>
Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-11635390234997842562016-07-26T19:22:00.004-07:002016-07-26T19:22:37.017-07:00LS 5623.20 Review: Popular: Vintage Wisdom for a Modern Geek <div style="text-align: center;">
<b><span style="font-size: large;">Popular: Vintage Wisdom for a Modern Geek</span></b></div>
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<b><span style="font-size: large;">by Maya Van Wagenen</span></b></div>
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<b>Bibliography:</b> </div>
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Van Wagenen, Maya. <i>Popular: Vintage Wisdom for a Modern Geek</i>. New York: Dutton Books for Young Readers, 2014. Print. </div>
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<b>Summary:</b></div>
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Maya Van Wagenen is not exactly popular at her high school. In fact, she is pretty much the exact opposite of popular. She is hardly noticed at all, aside from the couple good friends that she already has. When she comes across a book written in the 1950s by Betty Cornell, she decides to read it. The book is about how to be popular, and instead of just reading it, Maya decides to follow the directions in the book. After all, it could still work at making her popular, and it could not possibly hurt since she is hardly noticed to begin with. What Maya does not know is how much the experiment will really change her life, and not just with her classmates. Maya begins to build up her self-confidence, something she was incredibly lacking beforehand. Her experiment even leads her to meet Betty Cornell herself. </div>
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<b>Critical Analysis: </b></div>
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The first thing I want to mention about this book is the cover; it is wonderful. When I think of informational books, I tend to think of covers that are a bit dull. They usually just have one big picture and title, and it is nothing too creative. I love how the cover looks like a paper doll with clothing, and it makes even more sense once you have read the book. It was an excellent idea, and I do believe that it will help draw in readers. This book will have no trouble keeping readers, either. The voice in this book is wonderful, and something very unlike anything I have seen in nonfiction before. It is humorous, wry, saddening, cheerful, defeated, and so many other emotions at varying times. It is so easy to relate to Maya, and it is wonderful to remember that she is a real person; that this is her real life. Some of the situations are so amusing, that they could easily be found in a fiction book as well. I do believe this is something else that will draw in young readers; a lot of it does read like a fiction story, realistic fiction, but the fact that it is true makes it much more exciting. </div>
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Informational text is supposed to teach its readers something, but this book goes so much further than that. On the surface, we get a story about Maya who wants to be popular. She comes across a book from the 1950s that leads her to try out the steps in the book to become popular. Some of the steps lead to amusing situations, like wearing shapewear or lipstick every day, which is not something that a lot of young adults do at school. Others lead Maya to realize that it might not be working, and that she is still very unknown. However, it is the change in Maya, and not in the other students, that makes this book so interesting. Maya becomes accepted by her classmates, but she also begins to accept herself, which was something that was lacking. We see Maya build self-confidence and learn to accept herself, which is a wonderful lesson to be able to get across in a nonfiction text. The fact that it does so in an interesting and amusing way, instead of preaching the lesson, is even better for young adult readers. </div>
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<b>Creative Activity: </b>This book would be easy to use in a reading or English classroom. In fact, we used an article about the novel in my reading classroom this past year, before I even read the novel myself. We used the article to compare it to other articles that had to do with popularity and social media, and the students really enjoyed it. I do believe that this book would be a wonderful model for expository writing as well. Students could read an excerpt of the novel, and then work on a part of their own memoir where they learned a lesson as well. </div>
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<b>Related Resources:</b> </div>
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<i>The Diary of a Young Girl</i> by Anne Frank - This is another wonderful diary that students could use, and compare to Popular. While they are about very different situations, I do think that similarities can be found between the two girls. Students can discuss how the voice is similar and different as well; we know that Anne managed to stay quite positive despite her situation. </div>
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<i>How to Be Popular </i>by Meg Cabot - This is a fiction book that has a very similar story line to Popular, though it is not a true story. The main character wants to be popular, and so she goes through a list of things that are supposed to help her get there. It would be interesting to see a fiction side of the same plot as well. </div>
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<b>Published Review: </b></div>
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Publisher's Weekly. Dutton Buys YA Memoir by Teenager, 2013. 26 July 2016. Retrieved from http://www.publishersweekly.com/pw/by-topic/childrens/childrens-book-news/article/57973-dutton-buys-ya-memoir-by-teenager.html</div>
Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-88299537848875687132016-07-19T15:20:00.007-07:002016-07-19T15:20:50.358-07:00LS 5623.20 Review: The Martian by Andy Weir <div style="text-align: center;">
<b><span style="font-size: large;">The Martian</span></b></div>
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<b><span style="font-size: large;">by Andy Weir</span></b></div>
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<b>Bibliography:</b></div>
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Weir, Andy. <i>The Martian</i>. New York: Crown, 2011. Print. </div>
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<b>Summary:</b></div>
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Mark Watney, along with the other members of his NASA crew, are the first six people to walk on Mars after arriving there on a mission. The plan was to stay much longer and to gain information from the planet, but a sudden severe dust storm changes everything. They realize they need to evacuate the planet in order to ever make it off alive, and Mark is injured in the storm in the process of leaving. Believing him dead, his crew has no choice but to leave him behind. Mark is not dead, however, but he has no way of informing his crew or anyone on Earth of this. Mark has an incredible sense of humor and strength, though, so he is not going to sit back and die without a fight. Instead, he uses his botany skills to find ways to prolong his supplies while he tries to determine a way to make contact with NASA and make it back home to Earth. </div>
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<b>Critical Analysis: </b></div>
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First things first, this is not a book that I would typically pick up. Even though I have reached an adult stage of my life (supposedly), I still read typically young adult literature exclusively. However, I have had this book sitting on my shelf for quite some time, and when I saw it on the science fiction list, I decided it was time to give an adult book another go. The truth is, I loved the book, but I think I will still stick to YA for now. My middle school students could certainly not read this book, and I do think that it would probably be upper high school before I would feel comfortable with a student reading it mostly due to the language. There is a lot of foul language, and while some people are not bothered by that, it can be an issue when it comes to what students are reading. Even I was a little uncomfortable with how much there was, and I'm an adult! Still, I do think that there are plenty of wonderful things that readers can get out of this book, if they can get past the language. </div>
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The first thing that really hooks the reader are the characters, and most specifically the protagonist of Mark Watney. It would be very easy for this novel to turn depressing very quickly based on the situation, but it keeps from doing that with Watney's sense or humor and personality. Despite the situation he is going through, he keeps a level head and a humorous attitude, which draws the reader in. What makes it even more interesting is that this is a science fiction novel that does not have a person as the villain or antagonist. Instead, it's a planet; Mars. Mars is a place that we cannot experience in our regular, every day lives, so it is exciting to get details in the novel, and Weir does a great job of developing the setting that we are so unaware of ourselves. </div>
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The best thing about this science fiction novel, however, is how real it actually seems. That is one of the best things about this genre; it is still a fairly easy process for readers to put themselves in the shoes of the character. Of course, this particular book may be a little more difficult as the character is older, but students could learn a lot from his behavior and the way he handles the stress of the situation. It has a universal theme of friendship, loyalty, and never giving up, and that is a valuable lesson for all students and individuals to learn. </div>
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<b>Creative Activity:</b> One of the most challenging aspects of this novel is that one character has to carry a lot of the story, activity, and plot in the book without having other people to interact with. This can be a difficult thing to do for anyone, and a difficult concept for authors to create without it becoming dry and boring. This seems like it would make for a wonderful journal prompt in a high school writing class. Students have to create a story and plot around one character, where they do not have any other individuals to interact with. They must create a world and scenario that is interesting and intriguing in order to continue to hook their readers through the entirety of their writing. </div>
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<b>Related Resources: </b></div>
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For related resources, it seems like a good idea to use other science fiction novels, or even just excerpts of them to compare. One that instantly comes to mind is <i>The War of the Worlds</i> by H.G. Wells. This would work because it is a very believable setting and characters as well, with the addition of aliens. Definitely similarities in the plot lines. </div>
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Another interesting concept could be to introduce a nonfiction book to use with the book as well. It could be something about Mars or space travel, and they could demonstrate how well Weir did research and presented the information in the book based on the facts that they read and find. </div>
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<b>Published Review: </b></div>
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Publisher's Weekly. The Martian, 2011. Web. 19 July 2016. Retrieved from http://www.publishersweekly.com/978-0-8041-3902-1</div>
Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0tag:blogger.com,1999:blog-5230311884609881786.post-39726875115913570082016-07-12T16:29:00.006-07:002016-07-12T16:29:39.282-07:00LS 5623.20 Review: All the Bright Places by Jennifer Niven <div style="text-align: center;">
<b><span style="font-size: large;">All the Bright Places</span></b></div>
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<b><span style="font-size: large;">by Jennifer Niven</span></b></div>
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<b>Bibliography: </b><br />Niven, Jennifer. <i>All the Bright Places</i>. New York: Knopf, 2015. Print.</div>
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<b>Summary:</b></div>
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Theodore Finch and Violet Markey could not be any more different, or so it seems on the surface. The truth is, they are both battling similar inner demons. They both spend a lot of time thinking about death, and wondering if it would just be easier to leave everything behind. The two meet at the top of the school bell tower, where it seems they both were considering jumping. Finch quickly realizes that Violet's friends do not understand the situation, and instead pretends that Violet climbed the tower to save him. From there, the two begin a friendship and school partnership based on a mutual understanding. They can each be themselves around one another, but that does not necessarily make things easier. While Violet begins to overcome her difficulties, Finch's still prove to be too much, and he continues to struggle with where he wants his life to take him. </div>
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<b>Critical Analysis: </b></div>
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The first thing that should be said about this novel is that it is most definitely targeted towards an older teen audience. There are many triggers involved including suicide, death, grief, depression, and mental illness. There are some individuals that struggle when reading materials with these topics involved, and so it is good to make sure that it does not get into the hands of someone it may cause discomfort to. However, with all of that being said, I do believe that this is a wonderful book for young adults to read, as long as they are of the appropriate age. The characters deal with topics and situations that a lot of people experience in life, and if they have not, one of their friends may/have. It gives them a way to see into the situation, and perhaps gain a better understanding of why someone may feel a certain way. </div>
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Speaking of characters and their experiences, <i>All the Bright Places</i> packs a punch when it comes to our two protagonists. Often when there are two "main" characters in YA text, one seems to be a bit more developed or have more voice than the other. This is not the case in Niven's novel. Both characters are developed, complex characters. They both have their issues and inner workings, and we get to see a great deal inside both of their heads through dual perspective. This adds an interest in the book that we do not see in many young adult novels. I believe it will appeal to more young readers because there are two narrators, and one does happen to be a male. </div>
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The writing itself in the book is something to discuss, and as Niven is a new author, I am shocked by how well written the novel is. The text is detailed and appeals to the senses, and really allows the reader to step into the shoes of the main characters. We get to follow them around as they explore exciting places in their Indiana city, and the description puts the reader in the book, and makes them want to continue reading. The emotion is raw and real, and if nothing else, it will leave the reader with a lot to think about. </div>
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<b>Creative Activity:</b> The dual perspective is an interesting asset in this novel that we do not get to see in a lot of young adult text, so I think that is something that teachers could focus on. Along with that, with the writing being so good in general, it would be a wonderful model text for a variety of reasons. However, if students are working on fiction, and trying to really develop voice in their writing, this would be a great book to focus on. Students could create two of their own characters, and tell the same story from each of the character's point of view. They will have to realize how each character would look at the events differently, based on their personalities and background. It would be a thought-provoking and challenging assignment for students. </div>
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<b>Related Resources: </b></div>
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<i>Challenger Deep</i> by Neil Shusterman - This is a fiction novel based on Shusterman's autistic son. This would be a wonderful companion piece because it focuses on the mental illness side of the theme, and gives another incredible look at this tough topic. </div>
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<i>My Heart and Other Black Holes</i> by Jasmine Warga - This book has the same theme of suicide and a friendship between a boy and a girl that help the characters deal with their struggles. It would be a good book to compare with <i>All the Bright Places.</i></div>
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<b>Published Review:</b> </div>
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Publisher's Weekly. All the Bright Places, 2014. Web. 12 July 2016. Retrieved from http://www.publishersweekly.com/978-0-385-75588-7</div>
Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com1tag:blogger.com,1999:blog-5230311884609881786.post-86405595721928455712016-07-05T14:02:00.001-07:002016-07-05T14:02:35.768-07:00LS 5623.20 Review: The Absolutely True Diary of a Part-Time Indian by Sherman Alexie <div style="text-align: center;">
<span style="font-size: large;"><b>The Absolutely True Diary of a Part-Time Indian</b></span></div>
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<span style="font-size: large;"><b>by Sherman Alexie</b></span></div>
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<b>Bibliography:</b></div>
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Alexie, Sherman. <i>The Absolutely True Diary of a Part-Time Indian</i>. New York: Little, Brown and Company, 2007. Print. </div>
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<b>Summary:</b> This novel, based on some of the author's own life experiences, tells the story of Junior. Junior was born and raised on the Spokane Indian Reservation, where his future was already set out for him, at least if he did not do something about it. Instead, he decides to take things into his own hands and determine his own future. He leaves the rough school on the Indian rez in order to attend an all-white school in a rural area where the mascot is the only other Indian around. Junior tells his own story through wit and illustrations (by Ellen Forney), as a budding cartoonist, and he quickly teachers readers that things don't always have to be just black and white.</div>
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<b>Critical Analysis: </b></div>
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Diversity is a topic that is often talked about at great length these days when it comes to young adult literature, and this novel is a wonderful example of how to add positive diversity into a library collection. Junior is a relateable protagonist for all young adults, no matter their cultural or ethnic background. He must deal with trying to be accepted in a new environment, as well as having old friends and family turn his back on him for attempting to better his life. This is no easy feat for a high school student, but there are many teenagers who go through similar, difficult situations and will relate to Junior's issues. </div>
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While this novel could have easily taken a dark and depressing turn and tone, Alexie did a very good job of not making this the case. While there are tough situations and difficult subject matter, much of the novel is handled with wit and a sense of humor. Our main character is uplifting and positive, which is a wonderful example for young adults, especially teenage boys, to see in a protagonist. The light spirit of this book made it an easy read, and I believe it is one that students will be able to stick with and finish, even if they are not typically a reader. </div>
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Along with the wonderful text and plot line, the illustrations add a wonderful, whimsical aspect to the book. Teenagers still love having pictures in their books (even adults still love to see this, in my opinion), and the cartoons contained in the novel are great fun. They add detail and emotion to the novel that we do not get completely from the text. Overall, Alexie did a wonderful job of writing a strong, enjoyable piece that has a universal theme. </div>
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<b>Creative Activity:</b></div>
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One of the greatest aspects of this novel are the cartoon illustrations that go along with the text, meant to look like the drawings of the protagonist. This is an element that will keep a lot of young adults reading the novel, and so it seems like a great focus point for an activity. In a writing class, students could create their own protagonist, and as they continue writing their story, they must add in their own cartoon illustrations to add to the text. This will allow students to add description not only through their writing, but also in an artistic manner.</div>
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<b>Related Resources: </b></div>
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<i>American Born Chinese by Gene Luen Yang</i> - this is another story of a young boy who moves to a new neighborhood where everyone is very different than he is, and he must learn how to adjust to the new environment. An added bonus is the fact that it is a graphic novel, which many young adults really enjoy. </div>
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<i>Short Stories by Gary Soto</i> - Gary Soto is a wonderful author for young adults, and most of his stories are based off of events in his own life, which relates back to what Alexie did in his novel. Soto's characters also often deal with acceptance and fitting in. </div>
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<b>Published Review: </b></div>
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Publisher's Weekly. An Absolutely Great Novel by Sherman Alexie, 2007. Web. 5 July 2016. Retrieved from http://blogs.publishersweekly.com/blogs/shelftalker/?p=158</div>
Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com1tag:blogger.com,1999:blog-5230311884609881786.post-74287863444130399052016-06-28T12:46:00.000-07:002016-06-28T12:46:44.403-07:00LS 5623.20 Review: Go Ask Alice by Beatrice Sparks <div style="text-align: center;">
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<b><span style="font-size: large;">Go Ask Alice</span></b></div>
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<b><span style="font-size: large;">by Anonymous (Beatrice Sparks)</span></b></div>
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<b>Bibliography:</b></div>
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Sparks, Beatrice. <i>Go Ask Alice</i>. New York: Simon Pulse, 2006. Print.</div>
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<b>Summary:</b> <i>Go Ask Alice</i> is a diary-style novel that gives us an inside view as our protagonist (one can assume is Alice) deals with common pressures of being a teenage girl in high school. It begins with a journal entry about a boy she likes, Roger, who does not treat her right. Then, Alice is thrilled to learn that her family is relocating for her father's job. She is sure this is just what she needs to reinvent herself, but after moving she still remains lonely. When summer arrives and her one friend has to go away to camp, she decides to spend the time back with her grandparents. It is during this point that Alice gets caught up with a group of people who are into drugs, and her diary and journey truly begin as she tries to crawl her way back out of an almost hopeless situation.</div>
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<b>Critical Analysis: </b><br />
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<i>"I'm not really sure which parts of myself are real and which parts are things I've gotten from books." -Go Ask Alice</i><br />
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For starters, Go Ask Alice does cover a concept and issue that needs to be discussed with adolescents. This is an age where they will feel pressured to do many things, and literature can help them to make decisions when put in these situations, especially if those novels are not preaching at them. It is interesting that this was supposedly a real diary with the names and details changed for safety because I do not feel that this was a real teenage girl at all. While it has been some time since I was in high school, and I do not have children, I do teach middle school aged students, and I believe I have fairly good insight into what their writing may sound like. This novel seemed artificial, as an adult was trying very hard to sound like a teenage, and just did not quite achieve what they were hoping to accomplish. The writing was very immature, to the point of frustrating at times, and I found it a bit difficult to continue reading on more than one occasion. This is not a good characteristic to have with YA texts, when it is already a struggle to grab and keep their attention.<br />
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Despite the negatives of the novel, it does have a good overall theme, even if it takes a little while to get there. Peer pressure is something that everyone can relate to, and our protagonist makes the common mistake of falling in with the wrong crowd, something that our readers can certainly relate to. There were many interesting times when we got a look into Alice's mind, and saw that she realized what she was doing was wrong, but then was not able to change it on her own. However, often these things were very dramatic very fast, and it just did not seem very realistic. While this book has received a lot of praise throughout the years, I struggled a bit to see the complete merit in it. As far as being appropriate for young adults, I can certainly understand why some parents might be concerned about their child reading the novel. It is certainly for upper teens in high school, and not before then. </div>
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<b>Creative Activity:</b> One of the best things about this novel is that it is written as a diary instead of a regular narrative format. Because of this, it could be an excellent model piece for a writing classroom. Of course, the teacher/librarian would need to make sure that the book/excerpt used is appropriate for the targeted grade level. There could be a discussion about how Alice writes in her diary to help get her thoughts out and deal with conflict, and then students can write their own series of journal entries in which they discuss a conflict that they have gone through, and what happened because of that conflict. </div>
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<b>Related Resources:</b><br />
<b>1. </b>The first resource is actually a set of resources, as any novel by Ellen Hopkins could be used as a companion novel. Hopkins also writes about teens who are struggling through difficult situations and peer pressures of many kinds, but she seems to capture the view of adolescents much more successfully.<br />
<b>2.</b> <i>Lucy in the Sky</i> or <i>Jay's Journal</i> are also novels by Anonymous that are written in the same way as <i>Go Ask Alice</i>, and therefore excerpts could be used together to look at similarities and differences between the characters.</div>
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<b>Published Review:</b><br />
The New York Times. "Just Say 'Uh-Oh,'" 1998. Web. 27 June 2016. Retrieved from https://www.nytimes.com/books/98/11/15/reviews/981115.15oppenht.html</div>
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Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com1tag:blogger.com,1999:blog-5230311884609881786.post-176999466660224342016-06-20T18:30:00.003-07:002016-06-20T18:30:28.900-07:00LS 5623.20 Review: Where Things Come Back by John Corey Whaley <div style="text-align: center;">
<b><span style="font-size: large;">Where Things Come Back</span></b></div>
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<b><span style="font-size: large;">by John Corey Whaley</span></b></div>
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<b>Bibliography:</b><br />Whaley, John Corey. <i>Where Things Come Back</i>. New York: Antheneum Books for Young Adults, 2012. Print. </div>
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<b>Summary:</b> <i>Where Things Come Back</i> is an intertwined story that keeps the reader guessing until the very last page, where they must learn if things truly come back. Cullen Witter is spending the summer before his senior year of high school in his small Arkansas town, but everything is far from normal. His cousin has just overdosed and he has had to identify the body, his Aunt Julia is not coping, his town is suddenly obsessed with a woodpecker that is supposed to be extinct, and his younger brother Gabriel has vanished out of thin air, it seems. Cullen finds it difficult to hold himself together while everyone else is falling apart. Another part of the story centers around Brenton Sage, a young missionary who is confused about his true calling, which leads him to the Book of Enoch. After a tragic event, his roommate finds his journal and begins trying to solve a puzzle it seems that Brenton has left behind. Their lives collide in an unexpected way in this novel that was awarded both a Michael L. Printz and William C. Morris award. </div>
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<b>Critical Analysis: </b></div>
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<span style="background-color: white; color: #181818; font-family: Merriweather, Georgia, serif; font-size: 14px; line-height: 21px;"><i>“We let them help because they needed it, not us. We didn't let them help us because we needed it, we let them help us because inside of humans is this thing, this unnamed need to feel as if we are useful in the world. To feel as if we have something significant to contribute."---Cullen Witter </i></span></div>
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<span style="font-family: inherit;">This novel is one that will certainly keep the reader thinking from beginning to end. One of the initial thoughts that I had is that this novel is definitely better suited for the upper teen years. My middle school students would certainly not find this book in their library as it does have a fair amount of profanity, sexual content, and more mature characters. Despite those things, this novel can teach valuable lessons to teenagers. It is not simply about a boy who has a cousin that overdosed and a brother that is missing. He is a young man that must figure out who he is, and who he wants to be, when the world is crumbling all around him. Does he want to hide and not deal with it? Or does he stand up and face things head on? These are decisions that our students have to make, and so it is something that they can relate to in the novel. </span></div>
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<span style="font-family: inherit;">One of the greatest aspects of this novel is its ability to intertwine two stories that seem very different at the beginning of the novel. Whaley did a wonderful job of weaving the stories together, and also altering time in a way that benefited his writing. Sometimes the writing was the current time for the characters, and sometimes it was a flashback or flash forward. The reader could not be aware of these jumps completely until they continued to read, and then it all began to make more sense and weave together. </span></div>
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<span style="font-family: inherit;">There were several times throughout this novel that I asked myself, "Why does this matter in the story?" An extinct woodpecker? How could this possibly come into play and play into the theme of the novel? It turns out, Whaley knew what he was doing throughout this whole novel, and weaved a wonderful theme and plot together to make an award winning novel. It is certainly a book that young adults could read and learn a great deal from. </span></div>
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<b>Creative Activity:</b> An interesting activity to do with this novel would be something that focused on plot. So often students think that plot is linear and simply follows the same steps in order every time, but they must learn that plot can be diverse and different for every book. The climax may not always occur in the middle of the novel. Instead, it may take place at the beginning and then the story may flashback. I believe the best way to teach this lesson would be to have the students work in groups to fill in a large, laminated plot diagram. They could use dry-erase markers to fill in the information through the book, noting when it may occur through a flashback or glimpse into the future using page numbers and text evidence. </div>
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<b>Related Resources:</b></div>
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1. <i>Everybody Sees the Ants</i> by A.S. King - this novel is a related resource as the conflict and theme are very similar to the reviewed book. The protagonist has lost a family member, and must cope while the rest of his family falls apart with grief. He must deal with his feelings and move on to find himself. </div>
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2. <i>Under the Mesquite</i> by Guadalupe Garcia McCall - this novel is one written in verse, which adds an interesting twist. The protagonist, however, is going through difficult things as well. Her mother is suffering from cancer, so she must play the adult in the household while everyone else comes to terms with the illness. </div>
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Published Review: </div>
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Publisher's Weekly. <i>Where Things Come Back</i>, 2011. Web. 20 June 2016. Retrieved from http://www.publishersweekly.com/978-1-4424-1333-7</div>
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Tiffany Yorkhttp://www.blogger.com/profile/06438087855840678107noreply@blogger.com0