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Falling Hard: 100 Poems by Teenagers

Edited by Betsy Franco

Reviewed by A. Ramirez 

Module 6: Poetry by Kids 

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

978-0763648398

SUMMARY 

Teen anthology of love poems.

ANALYSIS 

This anthology is raw and powerful and full of such amazing pieces all written by teenagers and their experience of love. What is most appealing about this book is that each poem is written by a teenager. I think as a young writer if I had found such an anthology I would have been elated because even now as an adult I am. Each poem was thought provoking and full of longing, that young love, first time ever been love, kind of longing. I dont think this made the collection or any of the pieces for that matter too sentimental, rather it made it more stimulating and engaging. Some of these poems were written by 14 year olds! The poem structures and uncommon word phrasings were absolutely amazing. This anthology really pulled from a diverse group of teens, as each poem is unique as the last. Here is one of the shorter ones I wanted to share:

“Song

The rhapsody of heart and soul

Telling stories

Long untold

Of love and lust

Of death and life

But can it be

of you 

And me?”

Cole Lutke, age 14.

USE

I would recommend this for middle grade students and up, this is a great way to introduce the idea to them that they can be published too. That you don't need to be an adult to wait to be published, that anthologies like this have calls for submission all the time. This is a great book, along with the book “Seeing the Blue Between” to let young writers know they can and should continue to write.

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Seeing the blue between: Advice and inspiration for young poets

Compiled by Paul B. Janeczko 

Reviewed by A. Ramirez

Module 6: Janeczko Collection

Janeczko, Paul B. Seeing the Blue between: Advice and Inspiration for Young Poets. Candlewick Press, 2006. 

978-0763629090

SUMMARY 

This anthology is letters of advice and support for young poets, featuring sample poems by renowned poets.

ANALYSIS 

I love the way this anthology is organized. The introduction is by Paul B. Janeczko telling young poets he hopes they get something out of the wonderful words shared by the poets to come in the book. From then on each chapter features a different poet, who prefaces there poetry with a small letter or short poem addressing the young poets. Giving them any advice about writing, being a writer, and overall inspirational words. After they share one or two pieces. I thought this was a great structure for the book as it felt very personal to the reader and made the anthology seem less daunting in length. You could read one author a day and not feel overwhelmed. 

The quality of the poems were consistent throughout, though no surprise because this anthology features some very renowned poets such as Douglas Florian, Nikki Grimes, and Lee Bennett Hopkins, to name a few. 

Each poet offered different, yet very valuable, advice to the reader. My favorite was Douglas Florian’s, as he pushed for the reader to do their research on their subject. He used the example of how he read a ton of insect books to write his insectlopedia book. And of course the two poems he shared showed the poem structures can take the shape of their subjects. He shared “The Whirligig Beetles” which poem took shape in a circle, these beetles are known to swim in circles. He also shared the following:

“Bad Poem 

This poem is so bad

It belongs in the zoo, 

It should jump in a lake

Or come down with the flu.

It should get itself lost

Or crawl into a cage.

This poem is so bad 

It should

           Fall 

               Off 

                   The

                        Page.”

I love poems with movement like this because its a great way to get visual learners excited about reading. Because the movement of words connects to the subject and hopefully will keep their attention like that too.

USE

I would use this in the classroom setting for middle grade age students and up. As it is a great guide for young aspiring writers. Maybe every Friday for a poetry break, a section of authors advice could be read followed by their poems they shared. And a brief free session to end the poetry break.

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Wild Tongues Can’t Be Tamed: 15 Voices from the Latinx Diaspora

Edited by Saraciea J. Fennell

Reviewed by A. Ramirez 

Module 6: Free Choice Poetry

Fennell, Saraciea J. Wild Tongues Can't Be Tamed: 15 Voices from the Latinx Diaspora. Thorndike Press, a Part of Gale, a Cengage Company, 2022. 

978-1250763426

SUMMARY 

An anthology of poetry and short stories about diversity and community within the Latinx Diaspora. 

ANALYSIS 

Each short story was consistent in quality, though most stories may not seem like poetry at first glance, as you read through you start to notice how poetic it is all written. I’d consider this an anthology in verse. Because each story was told in long poem form that almost read solely as prose. 

The range of this anthology was wide, you had stories that were joyful, others that felt like grieving, and some that were motivational. I love anthologies for this reason, as there is something for everyone. This anthology focuses on the voices of the Latinx diaspora, so we have so many lived experiences shared in this book. All evoking strong emotions of longing, love, and heartache. Although the anthology features very emotional pieces I would not consider it too sentimental. What makes this most appealing to readers, and readers from the Latinx community specifically, is how it destigmatizes having certain conversations about the community or our own families. For example, in Lilliam Riveras “More Than Nervios” she talks about a suicide attempt stopped by her friend. But she also discusses how depression is sometimes dealt, or pushed aside, in families. 

“When a loved one suffers any kind of emotional break, whether the person lives here in the states or on the island of Puerto Rico, my family has an excuse to quell any hard questions. Here are just a couple of them:

‘Él es demasiado serio.’

‘Ella sufre de nervios.’

‘No puede aguantar la bebida.’

‘Tiene que buscarle a Dios.’ “

I choose to share this particular section of the piece because it was the part that stuck with me the most, as I have shared similar experiences with my family. But also because I believe that it's important for young people to talk about their mental health and reading this piece in its entirety leaves you knowing its okay to ask for help even if there is someone in your life excusing your experience or feelings, no one knows you better than yourself.

USE

I would recommend this for high school age students as some of the content is for mature audiences. I would also recommend this as a class read, something like an anthology makes great for reading one “chapter” or short story a week and not feeling overwhelmed. Independent reading may be best due to its lengthy pieces, but overall would be an excellent book for students. 

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Dark Emperor and Other Poems of the Night

By Joyce Sidman

Reviewed by A. Ramirez 

Module 5: Sidman Poetry

Sidman, Joyce, and Myra Lucretia Taylor. Dark Emperor & Other Poems of the Night. Findaway World, LLC, 2020. 

0547152280

SUMMARY 

Nonfiction poetry book about animals and the forest. 

ANALYSIS

This book may appeal to science and animal lovers, a great introduction for those individuals to poetry.. Each poem is about an animal, insect, or aspect of the forest. And then includes beautiful illustrations to pair, as well as information about the specified animal/insect/part of the forest. Not only is the reader enjoying a poem, but they are learning real life facts that the poem is based on. There is also a glossary provided in the back that provides definitions for words that the reader may be unfamiliar with. There are various poem types in this book, some are longer than others. All with a natural rhythm and not very rhyme-y. Because the book is nonfiction, it may not be for everyone. The book isn’t TOO serious, but there is an element of silliness it lacks that would help engage the littles a bit more.

USE

I would recommend this book for middle grade age students and up, due to its length and contents. This could be a great book to pair when possible in science class due to the fact that it shares information about the animals and insects mentioned in the poetry book.

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Forget-Me-Nots: Poems to Learn by Heart

Selected by Mary Ann Hoberman

Reviewed by A. Ramirez

Module 5: Performance Poetry

Hoberman, Mary Ann, and Michael Emberley. Forget-Me-Nots: Poems to Learn by Heart. Little, Brown, 2012. 

9780316129473

SUMMARY 

A poetry anthology filled with poems meant to memorize and read aloud. 

ANALYSIS

This poetry anthology really has something for everyone, that's a large part of the appeal. It is separated in sections and each section gives a small description of what the theme will be. For example, the first section is titled “The short of it” which is all short poems, easy to memorize.The poets selected for this anthology are amongst the greatest poets, and could streamline little poets into a larger world of poetry as they grow older. Such as the poet Emily Dickinson who is featured several times in this anthology.

“A word is dead

A word is dead 

When it is sad, 

Some say.

I say it just 

Begins to live

That day.” 

Emily dickinson

This anthology has thoughtful selected a wide range of poems for everyone to enjoy. The quality of poems and works is consistent throughout the book. And the illustrations make really engaging visuals for the reader. It has a mix of traditional and contemporary poetry, as there is a section that features poems from storybooks, for instance How Doth the Little Crocodile from Alice in Wonderland.

USE

This anthology would make for a great poetry break for a classroom or even during a storytime. Especially the “the short of it” section. Those poems are ideal for a short little poem break, the rest aren’t too long but to get them started the short ones would be great as they are easier to memorize and could act as a choral activity.

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Under the Mesquite

By Guadalupe Garcia McColl 

Reviewed by A. Ramirez 

Module 5: Hopkins Award Poetry

McCall, Guadalupe Garcia. Under the Mesquite. Lee & Low Books, 2011. 

1600604293

SUMMARY 

This novel in verse follows Lupita, a family oriented young Mexican american girl who loves poetry, acting, and her mother. Lupita has to grow up a little too fast when her mother falls ill with cancer and her parents spend their time in the hospital.

ANALYSIS

Under the Mesquite is a lovely novel in verse, it's a coming of age story about family, dreams, and grief. There is no definite rhythm in this poetry book, rather a natural flow that comes with the use of line breaks and the white spaces in the book. Because this book is written from the perspective of Lupita, who has just learned her mother has cancer, we follow her as she grows up a bit faster to assist the family while her mother receives treatment. Throughout the story, a mesquite tree that sprouted in the middle of her mothers garden is referenced. At the beginning of the book we are given a definition of mesquite.

“Mesquite (meh-SKEET or MES-keet) [from Spanish mezquite, originally from Nahuatl mizquitl]

A sturdy tree or shrub with sweet, beanlike pods, sharp thorns, and extraordinarily long roots, native to the southwestern United States and northern Mexico. To survive in harsh climates, the mesquite can adapt to lost any soil, can endure droughts by reaching deeper than other trees to find water, and can grow back from even a small piece of root left in the ground.”

USE

This would be a great addition to any poetry display for middle grade students and older. If this book was to be used as a classroom read, the publisher recommended a “bilingual easter egg hunt”, in which the students found the spanish words in the novel (most of which are italicized) and have them refer to the glossary and index at the back of the book to learn the new words before reading the actual novel. So they are able to familiarize themselves with the new vocabulary.

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César: Sí, se puede!

By Carmen T. Bernier Grand 

Reviewed by A. Ramirez

Module 4: Biographical Poetry 

Bernier-Grand, C. T., & Diaz, D. (2014). César: Sí, se puede! Two Lions. 

978-0761458333

SUMMARY:

A powerful biography, tells the life of activist Cesar Chavez, through the use of poetry and beautiful illustrations.

ANALYSIS:

This poetry book chronicles the life of Cesar Chavez, each poem a different part in time. Starting from birth and ending with his death. This poetry book is available in a bilingual English and Spanish version and a Spanish edition. I wanted to compare the two to see the differences in translation, however I was only able to acquire the Spanish edition. 

The poems are easy to read and understand, use common language but the end of the book does include a glosario, or glossary, which can be helpful for those who are not familiar with certain words being used throughout the book that are region specific. 

There is almost a sense of sadness because of the adversity Cesar faces, but it also comes with a sense of motivation. The obstacles he faced only fueled him to fight for change, and I think that is because of how he was raised. 

For example in the poem “Soy un Payaso”, which is “I am a clown”, Cesar talks about how his school teacher gets after him for speaking Spanish in class. She hangs a sign off him that reads “I am a clown, I speak spanish”

“If you’re an American’,

Le decía la maestra, 

‘Speak only in English If you want to speak in Spanish Go back to Mexico’

En su casa su mamá le decía:

‘Quien sabe dos lenguas vale por dos’

Ese dicho no se valoraba en la escuela. “

Although the school system did not see it this way, his mother told him someone who knows two languages is worth twice as much. And he continued on with his education until the 8th grade.

USE:

I would use this poetry biography as a way to discuss the start of the civil rights movement, because it is a relatively short read but gives you all the key information in the timeline of Cesar Chavez life. I would pull a poem and pair it with whatever section we would be covering. For example, when Cesar Chavez first meets Fred Ross, the man who teaches him about organizing, there is a short poem about that that can be used to start the discussion.

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The Undefeated

By Kwame Alexander 

Reviewed by A. Ramirez 

Module 4: Social Studies Poetry 

Alexander, K., & Nelson, K. (2020). The undefeated. Andersen Press. 

978-1328780966

SUMMARY:

A love letter to Black America. It's a look into the accomplishments of the past, while honoring those surviving and thriving in the present. 

ANALYSIS:

This poem carries a natural rhythm and beat, the language used evokes such strong emotions as this piece covers the history of Black America, both good and bad. Paired with the amazing illustrations done by Kadir Nelson, Kwame Alexander crafted this beautiful love letter for his community. 

“This is for the unforgettable

The swift and sweet ones

Who hurdled history 

And opened a world 

Of possible.

The ones who survived America 

By any means necessary

And the ones who didn’t”

The poem is easy to read and understand, as well as a short read which makes it appealing to younger audiences and helps with retaining attention. And the topic/theme of the poem is current events which makes engaging for the reader as well. Although it is an easy read, and leveled at a 2.6 book level, it introduces new words to our reader such as unflappable, sophisticated, and audacious. This poem isn’t written in a condescending way, it does not speak down to its audience, rather it praises them. It affirms them. It tells them this is for you, for us. It is for the undefeated.

USE:

This was one of the choices for the section of Social Studies Poetry. I think educators could use this book alongside their curriculum when discussing the history of America. As a public library I would use this while celebrating National Poetry Month and share a reading done by the author, which I’ve included a link to the video here. I would also use it for our Black History Month display, as a way to incorporate poetry outside of the month of April. 

https://www.youtube.com/watch?v=PzkTBplxz_E

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The tree that time built: A celebration of nature, science, and imagination

Selected by Mary Ann Hoberman and Linda Winston

Reviewed by A. Ramirez  Module 4: Science Poetry

Hoberman, M. A., Winston, L., & Fortin, B. (2009). The tree that time built: A celebration of nature, science, and imagination. Sourcebooks Jabberwocky.

978-1402225178

SUMMARY:

A poetry anthology of over 100 poems about science, nature, and the wonders of the world. 

ANALYSIS:

This lovely science poetry anthology has something for everyone to enjoy, as it brings together two worlds that most believe don’t fit together, but in fact need each other to work. The introduction says it itself, “Science and art have often been cast opposites, but the division is an artificial one. Scientists, like poets, depend on imagination for many of their core insights. And poets, like scientists, observe and explore connections within the natural world.”This quote summarizes why this anthology works beautifully, the main source of its appeal. Each short poem features a footnote that explains the context, or relationship to science, at the bottom of each page. 

Here's an example: 

“Atom from atom

Atom from atom yawns as far

As moon from earth, as star from star.

-Ralph Waldo Emerson

At the time Emerson wrote this couplet, knowledge about the composition of matter and its atomic structure did not yet exist. Yet here the poet intuits what later scientific studies verified.” 

The footnote breaking down the poem and its relation to science is what makes this anthology accessible and interesting for those who are science lovers or poetry lovers, or both. Each chapter or section is prefaced by a small introduction to the theme. Whether it be trees, the sea, or prehistoric times. The overarching theme is life on planet earth, and celebrating it. There were some exemplary poets included in this anthology, poets who like Emerson, have a large backlog that as the students get older will be able to explore if they so choose to. It's a great introduction to transcendental poetry.

USE:

As I flipped through this poetry book, I’ve decided to incorporate a poetry break during my next STEM Saturday program. It will fall during the week of Earth Day and this book of poems is such a great fit. I will be able to do our STEM activity, and share a poem to celebrate National Poetry Month and Earth Day. I will share the quote I mentioned earlier from the introduction, about how science and poetry are often read as opposites, but in fact are very intertwined.

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The One Thing You’d Save

By Linda Sue Park 

reviewed by A. Ramirez

Module 3: New Poetry Book

Park, Linda Sue, and Robert Sae-Heng. The One Thing You'd Save. Clarion Books, Houghton Mifflin Harcourt, 2021.

978-1328515131

SUMMARY 

If your house was on fire, what one thing would you save? This short book is written in verse and explores different answers to this very powerful question, from the perspective of a middle school class.

ANALYSIS

The poems don’t rhyme like traditional poetry and aren’t structured like your typical poem. Almost written in prose, this short poetry book explores a very large question: if your house was on fire, what one thing would you save? Every poem is a response to the question from the perspective of a middle school student. According to the author's note at the end of the book, the line structure borrows from sijo, the ancient form of traditional Korean poetry. Classic sijo is written with three lines, consisting of thirteen to seventeen syllables. The poems in this book take old forms of structure and new. 

Some of the responses from the students are a little goofy, like “my dad's wallet” because house fires are expensive and the student would obviously need money. But there are other poems that evoke strong emotions, such as happiness and sadness, some that are both. For example this students response:

“There’s a box on my mom’s nightstand. Inside, wrapped up real careful, A little curl of brown hair And some tiny nail clippings. My brother Anthony’s. He’d be eight now, if he were still alive. His heart, it didn’t work right. I dont remember him much- I was too little, only four. But sometimes my mom still cries. Get hold of that box and run

And keep Anthony safe from the fire.”

It's written in such simple language, yet, it is so somber and carries such a profound amount of sadness. But there is also a deep sense of love in this poem, as this student is thinking of saving their brother, keeping him safe, but in a way they’d be saving their mother from the heartbreak of losing her son a second time.

What makes this book so appealing is how the responses go from something as serious as the excerpt above, to something as simple as saving their eyeglasses, especially if the fire occurs at night, otherwise how else would they see?

USE

This poetry book would make for a great classroom discussion and writing exercise. You could read a few of the response poems from the book and then pose the same question for the students. They have five minutes to think of a response. There is no need to write it down at first, as it may encourage editing before getting a chance to share a candid and honest response. Once everyone has thought of an answer, whoever is comfortable sharing can. And the responses can be used to create a classroom poem.

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Echo, Echo, Reverso

Poems About Greek Myths by Marilyn Slinger 

reviewed by A. Ramirez 

Module 3: Poetic form 

SINGER, MARILYN. Echo Echo: Reverso Poems about Greek Myths. LIVE OAK MEDIA, 2017. 

978-0803739925

SUMMARY

A palindrome poetry picture book about Greek mythology. Every poem tells the story of a Greek myth, but when read in reverse shares a different perspective of the same story!

ANALYSIS

This poetry picture book has a new take on the retelling of popular Greek mythology stories. Written as palindrome poems, every page is split down the middle, every poem written to be read both forward and backward. What is interesting about this, is that the word palindrome is Greek for running back again, from palin ‘again’ and drom (of dramein-to run). To retell popular Greek myths through palindrome poems, is to tell the myth and then to run it back again in reverse.

Almost as if you are holding up a mirror to these myths, you get to see two perspectives of the same story. It's such a unique and appealing way to write poetry, to be read two different ways. Because you are getting two perspectives, you walk away with a new sense of insight to the stories we are familiar with. For example, in the Perseus and Medusa poem that goes as follows:

“There is no man who wouldn’t be Scared stiff.  Petrified indeed, I must have your head,  Stone-hearted monster!  I am the chosen One to rid the world of you nasty creatures.It is my curse to be the  Hero.  Look away. You cannot  Shield yourself from me.”

When read normally, you get the perspective of Perseus, the hero given the task of slaying the snake-headed monster. When read in reverse: 

“Shield yourself from me? You cannot Look away, Hero. It is my curse to be the One to rid the world of you nasty creatures. I am the chosen  Stone-hearted monster. I must have your head, Petrified indeed– Scared stiff.  There is no man who wouldn’t be.”

You get Medusa's perspective. Another appealing aspect of this poetry book is the colorful illustrations that do just as great of a job of showing two perspectives of the story, as the images are split right down the middle providing us a visual representation of the two sided story. It presents these interesting myths in a new way. These poems don't rhyme and are all relatively short, but the use of line breaks in the stanza guide the reader for pauses and natural inflections while reading.

USE

This book would be a great example to show students how to write their own palindrome, or reverse, poems. The students can try and write their own reverse poem and create an illustration to pair with it.

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Long Way Down

By Jason Reynolds 

reviewed by A. Ramirez 

Module 3: Verse Novel 

Reynolds, Jason. Long Way Down. Faber & Faber Children's, 2021.

‎ 978-1481438261

SUMMARY 

This novel in verse is about Will. Will’s brother Shawn was murdered and now he must take revenge on the person who killed him. He’s got a gun in the back of his waistband of his jeans. He’s on the elevator on his way down. This minute long elevator ride has turned into a long way down, as ghosts from his past, all dead people connected to his brother, give him perspective before he makes his decision to get off that elevator. 

ANALYSIS

A large part of what makes this poetry book so appealing is it is disguised as a novel, as it's written in verse. It follows Will on an elevator ride. His brother has just been murdered and he’s got a gun on him, ready to seek revenge. This book is written with clear and concise language, in no condescending or patronizing way towards the young audience it is written for. Because each “chapter” is an elevator floor Will is visiting, the poems make this story feel short. Quick and easy to read, with language that is familiar to this audience, makes for higher retention. Unlike traditional poetry, these pieces do not rhyme. Most, however, carry an organic rhythm best suited to be read aloud, so you are to hear each flow, a natural cadence that follows the beat. The entire novel takes place during the span of a minute in the elevator ride down. This creates a sense of urgency, evokes such emotions of unease, tension, and anticipation as the reader follows Will and his encounters with ghosts from his past on every floor. What will he decide to do? Get off the elevator and kill the person who murdered his brother? Or will he go back up the elevator to his mother? The length of the poems also add to the suspense. They are all rather short but stimulate so much of the mood of this book, which is desperation. Will is desperate for the elevator to get to the lobby. He is desperate not to cry. He is desperate not to snitch. He is desperate to seek revenge for his brother. He is desperate to follow those rules: dont cry, dont snitch, and always seek revenge.

Throughout the novel, Will uses anagrams as a preface for certain themes during his story. 

“Anagram 

is when you take a word and rearrange the letters to make another word. And sometimes the words are still somehow connected       ex. CANOE = OCEAN. Same letters,  different words, somehow still make sense together,       like brothers.” -Jason Reynolds, Long Way Down

His anagrams, a direct correlation to how he sees the world and makes sense of the madness around him.

USE

Although this book has about 300 or so pages, it is still a relatively quick read. I would use this book as an introduction to novels in verse for older students. I would also use the graphic novel adaptation as a compare and contrast activity. Does one book evoke more emotion than the other? And why?

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Comets, Stars, the Moon, and Mars

Space Poems and Paintings by Douglas Florian 

reviewed by A. Ramirez 

Module 2: Florian Poetry

Florian, Douglas. Comets, Stars, the Moon, and Mars. Harcourt, 2007. 978-0152053727

SUMMARY

A book with 20 poems about space! Any aspiring poet and astronomer's dream.

ANALYSIS 

The author/illustrator takes full advantage of every inch of the pages, with the shape of his poems, the vibrant colors and illustrations, and the occasional die-cut shapes of planets throughout the book. So much of the appeal comes just from its design. It is so wonderful to look at. Every painting invites you, every poem makes you stay. Each poem is a small lesson in astronomy, a unique way to teach people about what lies in space and the wonders of the galaxy. Most pieces carry the same rhythm and beat. All evoking a joyous tone and mood. Such colorful words and images all enrich a person's knowledge of the stars, with easy to understand language perfect for grade school students and older. There are a few pieces that feature illustrations that list and name parts of things, such as names of the minor planets, or types of galaxies. Apart from the poem teaching you, the images are teaching you as well. This is both impressive and unique. Poetry books like this are of high interest because the illustrations serve a greater purpose, they pull together the poetry piece being presented, they often help make sense of it; like a visual footnote.

USE

With its great paintings and informative poems about space and galaxies, this would make for a great read aloud in a science class. A five minute poem break that relates to the lesson! A great example is the following poem: 

A Galaxy

A Galaxy has stars galore: a million, billion, even more.

Some galaxies are round, some flat. 

Some form spirals. 

Some seem far.

Some are egg shaped.

Some have bars. 

All have stars, 

And stars,

And stars.

-Douglas Florian

I will include a scanned photo of this particular piece so you can see that it is a concrete poem, in the shape of a galaxy spiral. And so you can see that there are other galaxies illustrated on the pages, with their names written on them.

You can see irregular galaxies, ball shaped, barred spiral, and a few more. This is a short poem but you can read it as a class and share the beautiful illustrations that name the galaxy types. Time allowing, I would ask the students to try and create their own space concrete poems using any notes they have. 

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Twist: Yoga Poems

By Janet Wong 

reviewed by A. Ramirez

Module 2:  NCTE Award Poetry

Wong, Janet S., and Julie Paschkis. Twist: Yoga Poems. Margaret K. McElderry Books, 2007. 

978-0689873942

SUMMARY

This picture book features 16 short poems about yoga that will make anyone excited to start the practice!

ANALYSIS

This book has 16 poems, each named after a yoga pose, and all featuring beautiful illustrations to match and show the pose in action. This short poetry book evokes such a calming mood, with lines whose tone promotes mindfulness and tranquility. Like the piece “Breath” that features gorgeous illustrations with baby blues, yellows, golds, and soft oranges. All surrounding the illustration of a girl, legs crossed seated position. “Breath is a broom sweeping your insides. Smooth and slow: You pull scattered bits of dream fluff and heart dust into neat piles…” This poem is a perfect example of using uncommon word choices that elevate a poem, “dream fluff” and “heart dust”. Such a unique way to present the idea of inhaling and exhaling while in seated position, the imagery for breath “sweeping your insides” is imaginative versus simply saying you breathe in and out. It’s visual. You can see the breath sweeping through your body as you breathe. The illustrations for this piece also display what looks almost like stardust. Its dreamy and calm filled with blue hues, drawings of brooms sweeping away what the reader can assume is the “dream fluff” and “heart dust”.

USE

Because of the short length of these poems and the beautiful illustrations, I think this book would be great to use to make string poems. String poems are a craft poem activity where you take a few lines from a poem and paste them onto a piece of paper. This piece of paper can be made into different shapes that match the theme of the poem, or a certain color scheme. For example every piece of paper could have a whole stanza on it or partial stanza. Then the next piece/shape will continue the poem. These pieces will be hole punched and then woven together with a piece of yarn to create a string poem. I will include a video of how this is done for better visuals.

https://youtu.be/OX0HFBLnQPw

I would love to do this activity with the following poem:

Mountain/Volcano

I am mountain

My stillness is never still. 

One hundred quakes: 

Now as I tuck my hips,

Now as I roll my shoulders. 

No: 

I am Volcano, 

Pulsing 

With the earth’s energy 

From my feet

Up through my legs, 

Up through my spine. 

My neck is so soft with molten lava.

My arms are a spray of ash.

My breath is a stream of steam 

Rising-

Whoosh!

-Janet Wong

This poem would make for an excellent string poem, you could cut out pieces of paper in the shapes of mountains and volcanoes. You can use red yarn to depict the lava, cloud shapes to represent the steam. There is so much that could be done with this piece for this activity. It's an opportunity for the students to get creative. What shapes do they see when they hear this poem? What would it look like if it came to life?

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Dizzy in Your Eyes: Poems About Love

By Pat Mora

reviewed by A. Ramirez 

Module 2: Multicultural Poetry 

Mora, Pat. Dizzy in Your Eyes: Poems about Love. Ember, 2012. 978-0375843754

SUMMARY

This poetry book features a different teen narrator in every poem, all written in a variety of poetic forms. The poems evoke sadness, joy, and display various types of love one can experience.

ANALYSIS 

Each piece in this poetry book is written from the perspective of a different teen narrator, each of which are going through their own emotions, moments, and unique thought processes. What I really enjoyed about this was that for every new style of poem, a small definition was provided describing the poetic format. For example, before a haiku poem, the reader is presented with the description of what makes a poem a haiku. And so on for other non-traditional poetry forms, such as tanka, anaphora, blank verse, and various types of prose to name a few. A part of the appeal of this book is that every piece features a different voice, when read aloud we can hear how they differ, and visually we can see how they differ in form and how this can affect how it's read; through the use of line breaks and stanza lengths. The poems felt honest and real, each presenting the reader with a variety of unique experiences, something to appeal to the masses. With this narration style, teens all over will be able to connect to at least one poem in the book and think “this poem was written just for me.” This book of love poems isn’t your typical cliche lovey dovey poems, though some are in the collection, there are poems about different kinds of love. The love between a child and parent, love for a teacher, love for a cat, and so much more. This book evokes such strong emotions throughout, its impact is profound as it's both happy and sad at the same time. A testament to youth when you feel everything so strongly, when you are feeling a lot of these feelings for the first time. There are poems about loss and the aching that takes place after someone you love passes away. Poems about first loves and letters to grandparents. The quality of the poems was consistent throughout the book, every piece as powerful as the last. 

USE

This book is recommended for teenagers because of its subject content. I would love to use this book as a teaching tool when introducing poetic forms. Because of how this book is presented, with definitions before a new poetic form is introduced, this would make for a great group activity. For example, if we are focusing on haikus for the week I would present them the following excerpt from the book:

“Haiku (hi-KOO, from the Japanese, meaning “starting verse”): A three-line, seventeen-syllable poetic form, rhyme optional. The beats per line are fixed at 5-7-5. Since haiku traditionally contain a seasonal reference, I decided to use the four seasons as the setting for four haiku that chronicle a relationship.

LOVE HAIKU 

I

Everything’s in love. 

Birds, butterflies, and now me,

Dizzy in your eyes. 

II

Love blooms in hot nights.

Under stars, hand-in-hand strolls.

Kisses like star sparks.

III

Now I walk alone.

Did autumn wind cool our love?

No hugs warm me now.

IV

Snow, advise my heart.

White whisper, ‘Friends. Books. Patience.

Bright new year’s coming.’”

-Pat Mora

After we read and discuss the excerpt, I’d like for the group to try and create a class haiku. We could pick a season and write our small piece. As the author mentions in her definition of a haiku, traditionally they contain a seasonal reference. Another approach for the same poetic form would be to split the children into four groups, each with their own season. Each group could then write their part of the love haiku with the season they were given. At the end we can put the four class love hakius together to get our group piece. This writing activity can be adapted and be done with any of the other poetic forms presented and described in the book.

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I Remember: Poems and Pictures of Heritage

Compiled by Lee Bennett Hopkins

reviewed by A. Ramirez 

Module 1: Hopkins Collection

Hopkins, Lee Bennett, et al. I Remember: Poems and Pictures of Heritage. Lee & Low Books Inc., 2019. 

978-1620143117

SUMMARY

I remember:Poems and Pictures of Heritage is an anthology of poems by various poets that celebrates the diversity of our nation. Each piece is accompanied by an illustration by a featured artist. 

ANALYSIS 

Hopkins prefaces this poetry collection with an author's note on heritage, “Heritage makes us who we are. It is an essential, important part of us–our inherited traditions, beliefs, values, and achievements, and how we identify ourselves…Read. Look. Hear. See.” This ultimately sets the tone for the entire collection as each poet and artist express and reflect on memories in their life that show pride in their heritage. They are all proud of who they are and where they come from.

Every poem, a love letter to the poet's roots, is then made more impactful by an accompanying visual illustrated by an artist of a similar background. Each piece is consistent in theme, of celebrating diversity, and consistent in quality. As I read this collection I couldn’t help but recall the quote by writer and poet Sandra Cisneros that says “You can’t erase what you know. You can’t forget who you are.” The selected poets in this collection: Kwame Alexander, Nick Bruel, Guadalupe Garcia McCall and the selected artists, Paula Barragan, Julie Downing, and Neil Waldman, to name a few, are writing and illustrating what they know and who they are. The pieces aren’t condescending, they are genuine and full of love. The appeal of this collection is the fact that each piece and illustration are different from one another. All poets and artists coming from different experiences, opening a door to understanding and empathy to those reading as an outsider looking in. What I loved the most about this collection is that the poems had footnotes for what could be new words for the reader. The footnote contained the phonetic spelling along with a brief definition of the word. This will allow the reader to understand parts of the piece they otherwise would not have understood. Another great aspect of this collection is that before each poem the poet is quoted on their view of what heritage means to them. The artists are quoted on heritage as well below their illustrations. 

USE

All the poetry and art in this collection are exceptional. But the piece that stood out to me most, with colorful language and colorful illustrations to match, was Margarita Engle’s La Vista and Paula Barragan’s accompanying art piece of a grandmother and granddaughter embroidering together. Here is an excerpt from the poem:

“When Abuelita visits 

time seems to stop. 

I begin to feel like a wise old cubana, 

while she becomes young and American

as we trade our grandmother

granddaughter

two-country 

stories.”

I would use this collection for older students, maybe 4th grade and higher because the poems are a bit lengthier. This would make a great addition to poetry Fridays. I would suggest that every Friday, to project the illustration while the poem is read aloud. Or hand out copies of the poem and the accompanying illustrations to the students. This way the students will have a physical copy of the poem and art to look at during discussion. I would like to know what the students think about the illustration, what connections they see etc. 

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Stampede! Poems to celebrate the Wild Side of school

By Laura Purdie Salas

reviewed by A. Ramirez 

Module 1: School Poetry 

Salas, L. P., & Salerno, S. (2009). Stampede!: Poems to celebrate the Wild Side of School. Clarion Books. 

978-0618914883

SUMMARY

Stampede! gives us a humorous inside look at student life in school. We catch glimpses of their appetites, how they communicate with each other, their time on the playground, all while each poem depicts the children as different wild animals. 

ANALYSIS

A part of what makes this book so appealing and enjoyable is how silly it is. Every poem is meant to be funny and the illustrations paired with the pieces make such great visuals for these outrageously goofy rhymes. The title says it all “poems to celebrate the Wild Side of school”. Through the use of personification, each student is depicted as a wild animal whose personality and demeanor match theirs. My favorite example of this is the poem Ducks in a Row because not only are the illustrations depicting the children as ducks, but the piece is written as an acrostic poem that spells out “ducklings'', each letter cascading down mimicking ducks in a row just as the students are illustrated. Another example, in the poem  King of the Jungle (Gym) the student is illustrated as a monkey, swinging on the jungle gym, “Back and forth I soar and swing, On monkey bars I’m Monkey King!”. Each poem, whether read to yourself or out loud carries a heavy rhythm sustained by the use of assonance or consonance in writing. When read aloud each syllable gallops with the beat. This provides a very energetic mood and a playful tone. 

USE

This poetry book would make for a great five minute poetry break because the pieces are so short. And with its playful tone and fun rhythms and rhymes I would make this a choral reading together. Maybe incorporate snapping or tapping so that the children are able to hear and identify the beat that carries the piece, where the syllables fall.

Swarm

We crowd the empty schoolyard,

a flood of bumblebees.

We buzz and flitter-tumble, 

trade gossip on the breeze.

I brought a kickball–

want to play?

I wonder what’s 

for lunch today?

When the doors swing open wide,

we bumblebees all fly inside.

-Laura Purdie Salas