Poetry for Children

2012 Sneak Peek

2012-01-24T08:28:00.008-06:00

It’s sneak peek time!  The ALA Midwinter conference was in my backyard this weekend (so fun!) and I was there for the awards announcement yesterday morning. There were a few poetry titles scattered amongst the prizes: Thanhha Lai’s National Book Award winning Inside Out and Back Again received a Newbery honor, the Coretta Scott King Author Award included honor books The Great Migration by Eloise Greenfield and Never Forgotten by Patricia McKissack, and the Pura Belpre Award went to Under the Mesquite by Guadalupe Garcia McCall, with honors to Margarita Engle for Hurricane Dancers. (Interesting that multicultural poetry is getting such recognition—so worthy!)

I also had the opportunity to chat with the publishers, peruse new books, pore over catalogs, attend previews, and gather my annual “sneak peek” list of the poetry titles that are scheduled to be published in 2012. Of course this is subject to change with additional titles possible as the year rolls along.

Please let me know of any others I can add. I’ll be coming back to this posting throughout the year and adding titles, hoping to offer a one-stop spot here for referencing a 2012 list of poetry for kids throughout the year (and beyond). Meanwhile, I am THRILLED to share 50 titles of poetry for young people (including novels in verse) coming soon… 

Applegate, Katherine. 2012. The One and Only Ivan. Harper.
Argueta, Jorge. 2012. Guacamole; Un poema para cocinar/ A Cooking Poem. Ill. by Margarita Sada. Groundwood.
Calhoun, Dia. 2012. Eva of the Farm. Atheneum.
Coombs, Kate. 2012. Water Sings Blue: Ocean Poems. Ill. by Meilo So. Chronicle.
Corcoran, Jill. Ed. 2012. Dare to Dream… Change the World. Kane Miller.
Cushman, Doug. 2012. Pigmares. Charlesbridge.
Engle, Margarita. 2012. The Wild Book. Houghton Mifflin.
Farish, Terry. 2012. The Good Braider: A Novel. Marshall Cavendish.
Farrar, Sid. 2012. The Year Comes Round: Haiku Through the Seasons. Ill. by Ilse Plume. Whitman.
Florian, Douglas. 2012. Poem Runs; Baseball Poems and Paintings. Houghton Mifflin Harcourt.
Florian, Douglas. 2012. Unbeelievables: Honeybee Poems and Paintings. Beach Lane.
Frost, Helen. 2012. Step Gently Out. Ill. by Rick Lieder. Candlewick.
Grady, Cynthia. 2012. I Lay My Stitches Down: Poems of American Slavery. Ill. by Michele Wood. Eerdmans.
Harrison, David. 2012. Cowboys. Wordsong/Boyds Mills Press.
Heard, Georgia. Ed. 2012. The Arrow Finds its Mark: A Book of Found Poems. Macmillan.
Hemphill, Stephanie. 2012. Sisters of Glass. Knopf.
Hoberman, Mary Ann. Ed. Forget-Me-Nots: Poems to Learn by Heart. Ill. by Michael Emberley. Little, Brown.
Hopkins, Lee Bennett. Ed. 2012. Nasty Bugs. Ill. by Will Terry. Dial.
Hoyte, Carol-Ann and Roemer, Heidi Bee. Eds. 2012. And the Crowd Goes Wild!: A Global Gathering of Sports Poems. Ill. by Kevin Sylvester. Friesens Press.
Hughes, Langston. 2012. I, Too, Am America. Ill. by Bryan Collier. Simon & Schuster.
Jensen, Dana. 2012. A Meal of the Stars; Poems Up and Down. Houghton Mifflin.
Katz, Susan. 2012. The President’s Stuck in the Bathtub: Poems About U.S. Presidents. Clarion.
Kennedy, Caroline. Ed. 2012. Poems to Learn by Heart. Ill. by John Muth. Hyperion.
Koertge, Ron. 2012. Lies, Knives, and Girls in Red Dresses. Ill. by Andrea Dezsö. Candlewick.
Levine, Gail Carson. 2012. Forgive Me, I Meant to Do It: False Apology Poems. Ill. by Matthew Cordell. HarperCollins.
Lewis, J. Patrick. 2012. Edgar Allan Poe’s Pie: Math Puzzlers in Classic Poems. Ill. by Michael Slack. Houghton Mifflin Harcourt.
Lewis, J. Patrick and Yolen, Jane. 2012. Last Laughs: Animal Epitaphs. Ill. by Jeffrey Timmins. Charlesbridge.
Lewis, J. Patrick and Yolen, Jane. 2012. Take Two! A Celebration of Twins. Ill. by Sophie Blackall. Candlewick.
Lewis, J. Patrick. 2012. When Thunder Comes: Poems for Civil Rights Leaders. Chronicle.
Lewis, J. Patrick. 2012. If You Were a Chocolate Mustache: Poems. Ill. by Matt Cordell. Wordsong/Boyds Mills Press.
Lewis, J. Patrick. (Ed.) 2012. Book of Animal Poetry. National Geographic.
Luján, Jorge. 2012. Con el sol en los ojos/ With the Sun in My Eyes. Ill. by Morteza Zahedi. Groundwood.
Lurie, Susan. 2012. Frisky Brisky Hippity Hop by Alexina B. White. Ill. by Murray Head. Holiday House.
Mathers, Petra. Ed. 2012. The McElderry Book of Mother Goose: Revered and Rare Rhymes Compiled and Illustrated by Petra Mathers. Margaret K. McElderry Books.
McLaughlin, Timothy. Ed. 2012. Walking on Earth and Touching the Sky; Poetry and Prose by Lakota Youth at Red Cloud Indian School. Abrams.
Merchant, Natalie. Ed. 2012. Leave Your Sleep. Ill. by Barbara McClintock. Farrar, Straus & Giroux.
Newman, Leslea. 2012. October Mourning: A Song for Matthew Shepard. Candlewick.
Ode, Eric. 2012. When You're a Pirate Dog and Other Pirate Poems. Ill. by Jim Harris. Pelican.
Prelutsky, Jack. 2012. I’ve Lost My Hippopotamus. Ill. by Jackie Urbanovic. Greenwillow.
Rose, Caroline Starr. 2012. May B. Random House.
Rosen, Michael J. 2012. Running with Trains, A Novel in Poetry and Two Voices. Wordsong/Boyds Mills Press.
Rosenthal, Betsy. 2012. Looking for Me. Houghton Mifflin. Hyperion.
Shange, Ntozake. 2012. Freedom's a-Callin Me. Ill. by Rod Brown. Amistad/Collins.
Singer, Marilyn. 2012. The Boy Who Cried Alien. Ill. by Brian Biggs. Hyperion.
Singer, Marilyn, 2012. Every Day's a Dog's Day: A Year in Poems. Dial.
Singer, Marilyn. 2012. A Strange Place to Call Home: The World’s Most Dangerous Habitats and the Animals That Call Them Home. Ill. by Ed Young. Chronicle.
Singer, Marilyn. 2012. The Superheroes Employment Agency. Ill. by Noah Z. Jones. Clarion.
Sklansky, Amy E. 2012. Out of This World: Poems and Facts About Space. Knopf.
Smith, Charles R., Jr. 2012. Stars in the Shadows: The Negro League All-Star Game of 1934. Ill. by Frank Morrison. Atheneum.
Tregay, Sarah. 2012. Love & Leftovers. Katherine Tegen Books.
Weston, Robert Paul. 2012. Prince Pugly. Razorbill.
Wong, Janet. 2012. Declaration of Interdependence: Poems for an Election Year. PoetrySuitcase.
Yolen, Jane. 2012. Bug Off! Creepy Crawly Poems. Ill. by Jason Stemple. Wordsong/Boyds Mills Press.

Also... for adults, but with appeal to teens:
Petras, Kathryn & Ross. 2012. The Anthology of Really Important Modern Poetry: Timeless Poems By Snooki, John Boehner, Kanye West and Other Well-Versed Celebrities. Workman.
*a hilarious tongue-in-cheek book of "found" poetry with poems made from the actual comments of various celebrities

Image credit:   evakipler.com

Posting by Sylvia M. Vardell © 2012. All rights reserved.

Favorite poetry of 2011

2011-12-30T20:37:00.006-06:00

I’ve been quiet for a bit, celebrating the holidays and taking a much needed end-of-semester break. I’ve also wrapped up several poetry-related projects including two forthcoming articles for the March 2012 issue of Book Links (an article on awards for children’s poetry and an “almanac-like” piece offering 100 poetry books linked to historic or celebration occasions for each day in April). Our annual Librarians’ Choices group also finalized its deliberations on the best 100 books for children and YA and we’ll share those results next month. Of course there are several poetry titles on that list! And I had the honor of serving on a Cybils Awards committee—this time the brand new “App” committee reviewing some 50 book-based apps for children and selecting our shortlist of favorites. That was quite an education and I’ll post more about that next week. There were no poetry-focused apps on our list (beyond rhyming works like Dr. Seuss), but it has inspired me to explore creating some! Stay tuned on that topic.

Meanwhile, as the year is drawing to a close and as usual, I’d like to offer my annual list of favorite poetry books of the year. I think it’s been another great year for poetry for young people. I wrote about ten trends I observed this year on the PACYA blog (featured last week). It begins:

In examining the nearly one hundred books of poetry published for young people in 2011, I’ve found there’s quite a variety in style, tone, content, and format available. In fact, I noticed ten mini-trends (if 2-3 books constitute a trend) that are worth exploring: animals, humor, music, culture, novels in verse, stories in verse, emerging new voices, poetic innovation, ebooks, and book poetry. Some titles feature tried-and-true “formulas” for creating appealing poetry for young people (using the connecting theme of “animals,” for example), and others venture into brand new territory (such as creating poems using only the letters from a single word, as in Bob Raczka’s Lemonade). Once again, the variety and quality offer an intriguing snapshot of the state of poetry for young people today. [Read the rest of the piece here.]

Today, I’ll offer my own list of 20 of the most distinctive, most appealing books of poetry of 2011. As a group, they offer a mini-library of what’s new and great about poetry for kids: in style, in format, in look, in impact, in emotional power, etc. I’ve blogged about most of these previously, as well as many, many other terrific titles of the nearly 80 poetry works published this year and I’d love to hear about other people’s favorites. Here you go…

1. Engle, Margarita. 2011. Hurricane Dancers; The First Caribbean Pirate Shipwreck. Henry Holt.
*a powerful novel in verse set in the early 1500’s about a slave named Quebrado, a Spanish pirate named Bernardo de Talavera, and a hostage named Alonso de Ojeda and their intertwining fates when all three are stranded on an island after a hurricane destroys their ship.

2. Frost, Helen. 2011. Hidden. Farrar, Straus & Giroux.
*an inventive verse novel told from two different perspectives—one girl is inadvertently kidnapped during a robbery and get-a-way. The daughter of the kidnapper quietly helps her, but when her father is arrested neither of their lives will ever be the same. Several years later the two girls attend the same summer camp and must confront the past, their feelings, and the repercussions.

3. George, Kristine O’Connell. 2011. Emma Dilemma: Big Sister Poems. Ill. by Nancy Carpenter. Clarion.
*a picture book story-in-poems that introduces the unique relationship between sisters as allies, playmates, and even enemies with a focus on two particular sisters and a crisis of too much togetherness

4. Henderson, Kathy. 2011. Hush, Baby, Hush! Lullabies from Around the World. Ill. by Pam Smy. Seattle: Frances Lincoln.
*a book of traditional lullabies gathered from all over the world with words in the original language plus the English version, together with a melody line and engaging illustrations

5. Hopkins, Lee Bennett. Ed. 2011. I am the Book. Holiday House.
*a collection of thirteen poems written by various top poets all on the subject of books and celebrating the joy of reading

6. Janeczko, Paul B. 2011. Requiem; Poems of the Terezín Ghetto. Candlewick.
*a haunting look into the lives of those imprisoned in the Terezin Concentration Camp during World War II, proudly hailed by Hitler as a sanctuary for artistic Jews

7. Lai, Thanhha. 2011. Inside Out and Back Again. HarperCollins.
*powerful debut work from a new voice, a loosely autobiographical work about her own experience as a refugee from Vietnam and as a new immigrant to the U.S. in the 1970s

8. Lewis, J. Patrick and Yolen, Jane. 2011. Self Portrait with Seven Fingers: A Life of Marc Chagall in Verse. Creative Editions.
*an art-filled biography in poems that combines glimpses into Chagall’s art with factual details and evocative poetry exploring the distinctive life path of an artist

9. Marcus, Kimberly. 2011. exposed. Random House.
*in this debut novel in verse for teens Marcus pens a heartbreaking tale of how one act of violence can tear apart a friendship, a family, and a community.

10. McCall, Guadalupe Garcia. 2011. Under the Mesquite. Lee & Low.
*another debut novel in verse featuring a young Latina girl with artistic aspirations in a close-knit family coping with the mother’s struggle with cancer

11. Nursery Rhyme Comics; 50 Timeless Rhymes from 50 Celebrated Cartoonists. First Second.
*a clever and comprehensive collection of classic nursery rhymes all freshly interpreted by a variety of top cartoonists

12. Ostlere, Cathy. 2011. Karma. New York: Razorbill.
*Maya and her Sikh father travel from Canada to India with her Hindu mother’s ashes on the eve of Prime Minister Indira Gandhi’s assassination. In the chaos that ensues, they are separated and this powerful debut verse novel becomes a story of survival, sacrifice, culture clash, and ultimately love.

13. Raczka, Bob. 2011. Lemonade and Other Poems Squeezed from a Single Word. Roaring Brook.
*a clever book filled with puzzle poems built from the letters of a single word; solve the word patterns then enjoy the simple childhood themes

14. Salas, Laura Purdie. 2011. BookSpeak!. Ill. by Josee Bisaillon. Clarion.
*the rhyme, rhythm, and voice of each poem told from the point of view of a book, will not only will this inspire children to read THIS book, but will inspire them to read period.

15. Thompson, Holly. 2011. Orchards. Random House.
*when a young girl takes her life and her circle of peers is complicit, Kana is sent to her mother’s childhood home, a small village in Japan, to visit with her family, and reflect on her role and her own identity

16. Vardell, Sylvia and Wong, Janet. Eds. 2011. P*TAG. PoetryTagTime.com.
*in this first ever digital anthology of new poetry for young adults, 31 poets speak to the complicated lives of today's teens, with new, quirky, reflective, and soulful poems about love and longing, war and worry, tattoos, piercings, watching people, being watched, broken lives, and more (I know it’s a bit self-serving to highlight my own project, but I think these poems are really special and I didn’t write ANY of them!)

17. Wardlaw, Lee. 2011. Won Ton; A Cat Tale Told in Haiku. Ill. by Eugene Yelchin. Henry Holt.
*the sweet story of a shelter cat as he settles into his new home told in senryu, a form of Japanese poetry, capturing the fickle nature of the feline creature

18. Wheeler, Lisa. 2011. Spinster Goose; Twisted Rhymes for Naughty Children. Ill. by Sophie Blackall. Atheneum.
*a clever, satirical twist on classic Mother Goose rhymes in the “Lemony Snicket” tradition

19. Wolf, Allan. 2011. The Watch That Ends the Night; Voices from the Titanic. Cambridge, MA: Candlewick.
*this massive, compelling novel in verse captures this historic and tragic event through multiple perspectives (including the iceberg itself) and varying poetry formats

20. Zimmer, Tracie Vaughn. 2011. Cousins of Clouds; Elephant Poems. Houghton Mifflin.
*through combined poetry, informative paragraphs, and evocative illustrations, the power and myth of the world's largest land animal is revealed in a variety of poetic forms

As award committees deliberate about their choices, as teachers select books to read aloud with kids, as librarians develop their book collections, as parents and grandparents shop for their children, I hope they’ll all include POETRY on their wishlists. There are so many wonderful works worthy of consideration and sure to hold up in repeated readings over and over again.

I’m now working on my “sneak peek” list of forthcoming poetry for 2012. I already have 22 titles to highlight, but I’m sure there are many more in the works. If you know of any, please let me know. I’ll post that list in early January and keep updating it throughout the year.

It's not too late to join the last Poetry Friday for the year hosted by poet Julie Larios at The Drift Record. Happy new year!

Image credits: arnoldbyun.com;k-international.com;sas.upenn.edu;hclibrary.org

Posting by Sylvia M. Vardell © 2011. All rights reserved.

NCTE Poetry Award Winner J. Patrick Lewis + TOOLBOX

2011-12-02T09:14:00.004-06:00

Although I announced the news about the NCTE Excellence in Poetry for Children Award last year, J. Patrick Lewis officially received his award at the most recent NCTE Convention in Chicago. He also presented at a solo session where he read from his works and even shared some “outtakes” from his wonderful SPOT THE PLOT book of book-riddle poems. I shared a tiny clip of him reading two posts ago, fyi.

Today I’d like to highlight a new tool that my graduate students (of librarians and teachers) collaborated on this fall to promote the work of Lewis, our NCTE Poetry Awardee AND Children’s Poet Laureate. In September, I gave the students in two of my classes a list of all his poetry books. Each student chose a different book and then worked to create either a readers’ guide for classroom and library use OR a digital trailer designed to highlight and promote the book. They came up with some very rich and interesting resources for more than 40 of Pat’s books. Check out the J. Patrick Lewis Poetry Toolbox.

I’m also excited to share info about Pat’s forthcoming books in 2012 (subject to change):

Take Two! A Celebration of Twins (with Jane Yolen), Candlewick, Ill. by Sophie Blackall, March 2012.
Edgar Allan Poe’s Pie: Math Puzzlers in Classic Poems, Harcourt, Ill. by Michael Slack, April 2012.
Last Laughs: Animal Epitaphs (with Jane Yolen), Charlesbridge, Ill. by Jeffrey Stewart Timmons, Spring 2012.
When Thunder Comes: Poems for Civil Rights Leaders, Chronicle Books, Ill. by "a showcase (6) of illustrators," Fall 2012.
Never Spit from a Roller Coaster (tentative title, 140+ poems), Wordsong/Boyds Mills Press, Ill. by Matt Cordell, Fall 2012.
The Book of Animal Poetry (200 poems), edited by J. Patrick Lewis, National Geographic, with photos, December 2012.

Don’t these sound terrific? Lots to look forward to! (And I’ll post my usual “sneak peek” list of all anticipated children’s poetry titles in January. Watch for it.)

One final note: For those of you who are educators or work with groups of students, this notion of creating a collaborative blog (or wiki or other e-site) is something to consider. It’s been very rewarding for my students and for me (and I know other colleagues have also experienced success in similar Web ventures). My students create assignments that are all the more meaningful for being shared with a “real” audience (beyond the professor for a grade). I started with a “toolbox” site to promote the Lee Bennett Hopkins Poetry Award (and am working on another “toolbox” site to promote the Promising Poet Award). We’ve made several blogs now and I plan on creating more—and welcome any thoughts about where there’s a need in the children’s poetry world.

PLUS PTT: And of course, Janet Wong and I have used the blog format to anchor our e-books of poetry in our Poetry Tag Time series.

Isn’t it wonderful how the Web offers us opportunities to share our work and support one another so readily? I’ve been teaching for 30 years and have always tried to make it possible for students to share with each other, but this takes it to a whole new level. And who knows what’s next? Janet and I have plans for a children’s poetry “app” and then…   

Join the rest of the Poetry Friday crew at Carol's Corner. See you there!

  Posting by Sylvia M. Vardell © 2011. All rights reserved.

Black Friday Poetry: Gift Tag

2011-11-25T09:49:00.004-06:00

I hope everyone enjoyed a lovely Thanksgiving with your favorite people. I did! What are your favorite holiday memories? Your favorite gifts? Janet Wong and I have published our third book in our collection of digital poetry anthologies, a book of holiday poetry for kids—out this week for your holiday shopping consideration. It’s called Gift Tag and it’s an anthology of 28 poems for young people about gifts and giving.

Jane Yolen writes about pumpkin pie at Thanksgiving; Douglas Florian about playing with dreidels; Lee Bennett Hopkins about the true meaning of Christmas; J. Patrick Lewis about Mew Year’s Day. Have you ever wondered what a spider thinks at Christmas? Have you ever given a gift that later made you wonder, “What were we thinking?” Do you remember your first bike, your first baseball glove, your first bottle of perfume? As with our second book in the PoetryTagTime series, P*TAG, photos provide writing prompts for these and two dozen other poems that will bring back warm gingered memories of your own family celebrations. 

Gift Tag features poems by a who’s who of poets: Jeannine Atkins, Jen Bryant, Rebecca Kai Dotlich, Margarita Engle, Douglas Florian, Helen Frost, Joan Bransfield Graham, Lorie Ann Grover, Avis Harley, David L. Harrison, Sara Holbrook, Lee Bennett Hopkins, Bobbi Katz, Julie Larios, J. Patrick Lewis, Pat Mora, Ann Whitford Paul, Laura Purdie Salas, Michael Salinger, Amy Ludwig VanDerwater, Charles Waters, April Halprin Wayland, Carole Boston Weatherford, Robert Weinstock, Steven Withrow, Allan Wolf, Janet Wong and Jane Yolen. Isn’t that an amazing line up of voices?

We gave our poets three rules:
1) choose a photo from our Gift Tag photo blog,

2) write about what popped into your mind when you saw the photo; and

3) keep your poem short—10 lines (max), and no more than 25 characters (with spaces) per line.

Our goal: to have each poem appear whole on a Kindle screen. We call this form the Kindleku. Douglas Florian suggested that a better name would be the Kindlekuku. We admit that it was a bit cuckoo to set a limit of 250 characters per poem—but we think you’ll like the results!

Here’s just one example to whet your appetite. David Harrison chose the photo of the baseball and glove. He writes:

I pitched baseball as a boy. Getting a new ball for Christmas was the perfect gift. I could smell the new leather, feel the power and speed stitched inside, dream of striking out batters. I couldn’t wait for spring.

And here’s his beautiful poem:

The Gift of Spring
by David L. Harrison

My fingers trace seams,
feeling how I’ll throw
the curve of my dreams,
holding it just so.

Outside is dark and cold,
Snow lies deep and white,
but in my hand I hold
spring, Christmas night.

One of the unique things about Poetry Tag Time anthologies is that there are connections or “tags” between poems that reveal how one poem can lead to another and another and another. In this Gift Tag collection, we identified a key word or phrase in the poems that connected one poem to the next. You’ll find that chain of connections and poems on our photo blog here. And of course readers might find entirely different ways to share and connect these wonderful poems.

For more info about this and our other digital poetry anthologies (including PoetryTagTime for children and P*TAG for teens), visit PoetryTagTime.com. We like to imagine kids reading these e-books on Mom's cell phone while standing in line at the store or poring over the images and poems on Dad's iPad or sharing a favorite line of a poem on the class Kindle. They can own this book in minutes and read it on a laptop with the free Kindle app. Amazing!

Next? Janet and I are exploring developing a poetry app for iPads and iPhones! Stay tuned… meanwhile, I’m wishing you all a happy, healthy, holiday season of hope.

Be sure to join the Poetry Friday gathering at Heidi Mordhorst's Juicy Little Universe blog. See you there!

Posting by Sylvia M. Vardell © 2011. All rights reserved.

NCTE 2011: 4 Big Poetry Events

2011-11-23T14:12:00.007-06:00

There were 4 other poetry-focused events I attended at the NCTE conference (besides my own presentation) that I want to share with you. These included:

J. Patrick Lewis speaking as the new recipient of the NCTE Excellence in Poetry for Children award
A "Parade of Poets" featuring all the recipients of the NCTE Excellence in Poetry for Children award with 4 in attendance: J. Patrick Lewis, Nikki Grimes, Eloise Greenfield, and Arnold Adoff
The "Master Class" session for professors of children's literature featuring Joyce Sidman and Pat Mora, as well as professors Trish Bandre and Barbara Kiefer
The annual CLA Breakfast with Joyce Sidman speaking

Each was a wonderful event and I was able to make brief videoclips to share with you here-- a taste of their inspiring and fascinating presentations. Enjoy!

J. Patrick Lewis was the toast of the town, although feeling a bit under the weather (how's that for mixed metaphors?!). One of my favorite things was his sharing a few story-themed riddle rhymes that were NOT in his book, Spot the Plot. Enjoy this bonus.

The always obstreperous Arnold Adoff spoke about poetry and politics and read from his latest work, Roots and Blues.

The Grand Dame of poetry for young people, Eloise Greenfield read a selection from her powerful book, The Great Migration.

Nikki Grimes (with a sore throat and husky voice) read from her new novel in verse, Planet Middle School.

Joyce Sidman spoke twice (at 2 separate sessions) sharing openly about her thinking, researching, and writing process, as well as how she works with children in residencies in the schools. Here's just a clip.

Pat Mora spoke movingly about the need for embracing many voices (in many languages) in our classrooms and encouraged teachers to nurture their own creativity, referring to her excellent resource book, Zing! Seven Creativity Practices for Educators and Students. Here's just a tiny clip with an excellent point.

Dr. Trish Bandre from Baker University and Dr. Barbara Kiefer from The Ohio State University spoke about classroom connections with poetry. Trish shared her work in guiding 2nd graders in writing poetry and her research on their attitudes about poetry (they didn't even know where to find poetry books in the library and associate it with greeting cards!

Then Barbara talked about the importance of encouraging children's artistic development and made connections between various art media and poetry. Here she shares a poem that encapsulates her philosophy.

NCTE: Poetry for Paupers

2011-11-22T14:09:00.013-06:00

RECAP ON NCTE 2011:

Janet and I offered free copies of our new poetry e-book, Gift Tag, for all those who came early. Here they are downloading it!

Poetry for Paupers from Recitation to E-Books; Infusing Poetry into the Classroom
National Council of Teachers of English Annual Convention
Chicago, IL
Sat., Nov. 19, 2011
8:00am-9:15am

PRESENTERS
Sylvia Vardell, Professor, Texas Woman’s University, School of Library & Information Studies
Janet Wong, Author and Poet, sponsored by Charlesbridge
Laurie Purdie Salas, Author and Poet, sponsored by Clarion Books
Stephen Young, Program Director, Poetry Foundation, Poetry Out Loud National Recitation Contest
Youssef Biaz, Alabama, 2011 Poetry Out Loud national champion

Janet spoke about many poem-finding resources, our new e-book poetry anthologies, and her own use of the Internet in promoting poetry. Laura shared a multitude of excellent resources and strategies (posted on her web site), and Steve talked about how the Poetry Out Loud competition began, evolved, and why it's valuable. Our session ended with Youssef performing "Filling Station" by Elizabeth Bishop (from memory). So restrained, so perfectly paced, so completely compelling.

Then I highlighted some of my favorite online poetry resources in a variety of categories. I'll share that info with you all here!

POETRY WEB RESOURCES
 1. Poetry Foundation http://www.poetryfoundation.org/children/
2. Poetry Out Loud http://www.poetryoutloud.org/
3. The Academy of American Poets http://www.poets.org
4. Poet’s Corner http://www.theotherpages.org/poems/
5. Poetry 180 http://www.loc.gov/poetry/180/
6. Poetry Daily http://www.poems.com/
7. The Library of Congress Poetry and Literature Center http://www.loc.gov/poetry/
8. Favorite Poem Project http://www.favoritepoem.org/
9. Magnetic Poetry http://www.magneticpoetry.com/
10. Semantic Rhyming Dictionary http://www.rhymezone.com/
11. Columbia Granger’s World of Poetry http://www.columbiagrangers.org/
12. How to Read a Poem http://www.shmoop.com/poetry/how-to-read-poem/how-to-read.html
13. Poetry Slams, Inc. http://www.poetryslam.com
14. Poetry Speaks https://www.poetryspeaks.com/
15. PoetryMagazine http://www.poetrymagazine.com/
16. Poets and Writers http://www.pw.org/
17. Voice Thread http://voicethread.com/
18. LibriVox http://librivox.org/
19. It’s a Small World: International Nursery Rhymes http://itsasmallworld.co.nz/index.php
20. Giggle Poetry http://www.gigglepoetry.com/
21. Teen Ink magazine http://www.teenink.com/
22. Poetry Hill Poetry http://www.potatohill.com
23. PACYA: Poetry Advocates for Children & YA http://poetryadvocates.wordpress.com/
24. Kenn Nesbitt’s Poetry4Kids http://www.poetry4kids.com/
25. PoetryTagTime http://poetrytagtime.com

POETRY BLOGS 
1. Poetry for Children by Sylvia Vardell (duh!)
http://www.poetryforchildren.blogspot.com
2. Chicken Spaghetti by Susan Thomsen
http://www.chickenspaghetti.typepad.com
3. Wild Rose Reader by Elaine Magliaro
http://wildrosereader.blogspot.com/
4. The Miss Rumphius Effect by Tricia Stohr-Hunt
http://missrumphiuseffect.blogspot.com/
5. The Poem Farm by Amy Ludwig VanDerwater
http://poemfarm.blogspot.com/
6. Wordswimmer by Bruce Black
http://wordswimmer.blogspot.com/
7. Writing the World for Kids by Laura Purdie Salas
http://laurasalas.livejournal.com/
8. Writing and Ruminating by Kelly Fineman
http://kellyrfineman.livejournal.com/
9. GottaBook by Greg Pincus
http://gottabook.blogspot.com/
10. Read Write Believe by Sara Lewis Holmes
http://www.saralewisholmes.blogspot.com/
11. A Wrung Sponge by Andromeda Jazmon
http://awrungsponge.blogspot.com/
12. Seven Impossible Things Before Breakfast
http://blaine.org/sevenimpossiblethings/
13. Author Amok by Laura Shovan
http://authoramok.blogspot.com/
14. Karen Edmisten’s blog
http://karenedmisten.blogspot.com/
15. A Year of Reading
http://readingyear.blogspot.com/
16. Alphabet Soup by Jama Rattigan
http://jamarattigan.livejournal.com
17. David L. Harrison’s blog
http://davidlharrison.wordpress.com/
18. Father Goose by Charles Ghigna
http://charlesghigna.blogspot.com/
19. Bookjoy by Pat Mora
http://sharebookjoy.blogspot.com/
20. Florian Café by Douglas Florian
http://floriancafe.blogspot.com/
21. Polkabats by Calef Brown
http://polkabats.blogspot.com/
22. The Drift Record by Julie Larios
http://julielarios.blogspot.com/
23. Nikki Sounds Off by Nikki Grimes
http://www.nikkigrimes.com/blog/
24. Lee B. Hopkins Poetry Award Teaching Toolbox
http://leebennetthopkinsaward.blogspot.com/
25. LBH Promising Poets
http://promisingpoet.blogspot.com/
26. J. Patrick Lewis Poetry Toolkit
http://jpatricklewis.blogspot.com/
27. p*tag: Teen Tag Time
http://teenpoetrytagtime.blogspot.com/
28. Gift Tag
http://poetrygifttag.blogspot.com

+ 88 POET WEB SITES (which are featured as regular links on my blog in the sidebar)

FREE AUDIO POETRY

Select poets that feature audio recordings:
Kristine O’Connell George: http://www.kristinegeorge.com/poetry_aloud.html
Janet S. Wong: http://www.janetwong.com/
Nikki Grimes: http://www.nikkigrimes.com/
Joyce Sidman: http://www.joycesidman.com/

Select poetry-related Web sites with audio files:
The Academy of American Poets http://www.poets.org/
PoetryMagazine.com http://www.poetrymagazine.com/
Poets and Writers http://www.pw.org/
LibriVox http://librivox.org/
Favorite Poem Project http://www.favoritepoem.org/

PUBLISHERS’ POETRY GUIDES AND MATERIALS

Scholastic: Poetry
http://teacher.scholastic.com/poetry/index.htm
Holiday House: Free materials (& podcasts)
http://www.holidayhouse.com/free_materials.php
HarperCollins: Teachers & Librarians
http://www.harpercollinschildrens.com/Teachers/
Penguin Young Readers: Teachers & Librarians
http://us.penguingroup.com/static/pages/youngreaders/teachers-librarians/index.html
Macmillan: Library Marketing
http://www.macmillanlibrary.com/
Candlewick Press: Resources
http://candlewick.com/authill.asp?b=Author&pg=1&m=actlist&pix=n
Houghton Mifflin Harcourt: Teacher’s Resources
http://www.hmhbooks.com/librarians/teacher.shtml
Disney Hyperion Children’s Books: Discussion Guides
http://disney.go.com/books/discussion-guides
Random House: Teachers
http://www.randomhouse.com/teachers/
Little, Brown (Hachette Book Group): Librarians & Eudcators
http://www.hachettebookgroup.com/librarians_index.aspx

WEB SITES FOR PUBLISHING POETRY BY KIDS

Web publishing: http://www.cyberkids.com/h e/html/submit.html
Print publishing (COBBLESTONE, ODYSSEY magazines, etc.): http://www.cobblestonepub.com/privacy.html
Print publishing (STONE SOUP magazine): http://www.stonesoup.com/
CREATIVE KIDS Magazine: http://www.prufrock.com/client/client_pages/prufrock_jm_ck_wg.cf m
SKIPPING STONES multicultural magazine: ht tp://www.skippingstones.org/submissions.htm
Teen Ink (print and online): http://www.teenink.com/Poetry/
  

Posting by Sylvia M. Vardell © 2011. All rights reserved.

Poetry and me at NCTE

2011-11-16T09:17:00.007-06:00

I'm heading off to the NCTE convention and looking forward to several poetry sessions and will be presenting one myself along with a lovely panel of poetry people. I hope to report on those sessions with film and video when I return-- J. Pat Lewis is receiving his NCTE Poetry Award, as well as speaking, there will be a "parade" session of other poetry award recipients, Joyce Sidman and Pat Mora will be speaking at the annual "Master Class" session, and Joyce is also the CLA Breakfast speaker (where we'll be finalizing the art auction, too). Plus, informal gatherings and excellent exhibits. Very fun and poetry-filled!

But first, I would like to toot my own horn, if you don't mind. Plus we have a freebie to promote! Here are the details on my session if you're in Chicago and free early Saturday morning! Janet Wong and I are offering free copies of our forthcoming e-book of holiday poetry for kids to all who come early.

Poetry for Paupers from Recitation to E-Books; Infusing Poetry into the Classroom
National Council of Teachers of English Annual Convention
Chicago, IL
Sat., Nov. 19, 2011
8:00am-9:15am
Chicago Hilton

PRESENTERS:
*Yours truly
*Janet Wong, Author and Poet, sponsored by Charlesbridge
Autographing Sat., Nov. 19 (3-4pm) at Charlesbridge booth #1120
*Laurie Purdie Salas, Author and Poet, sponsored by Clarion Books
Autographing Sat., Nov. 19 (11am-12pm) at HMH booth #105
*Stephen Young, Program Director, Poetry Foundation, Poetry Out Loud National Recitation Contest
*Youssef Biaz, Alabama, 2011 Poetry Out Loud national champion (great to have a teen on our panel!)

Here's the session description:
Why is poetry for young people so important? Poetry embodies emotion and imagination that help connect readers and listeners across barriers of culture, ethnicity, and even age. As Emerson said, poetry teaches us the power of a few words, helping us see old things in new ways. It can make us laugh out loud, or stop and think. How do we find ways to share poetry when financial resources are so tight? Inexpensive teaching materials and resources, from the old fashioned tried-and-true to the cutting edge e-reader, offer new and inexpensive approaches for connecting kids and poetry. These resources allow us to bring poets and poetry into the classroom through multiple media using print, visual, and digital tools.

This session will introduce participants to a variety of free or inexpensive teaching resources including:
• Downloadable audio files of poetry readings
• Free readers guides and reproducibles
• Publisher resources such as posters, guides, and bookmarks
• Digital book trailers
• Poetry recitation competitions
• Books for Kindles, iPads, and poetry e-readers
• Blogs and web sites
• Homemade poetry books, magazines, and newspapers

In addition, the session panel will include two nationally known poets reading from their work and discussing resources available on their web sites and blogs. This includes Janet Wong and Laura Purdie Salas. Each is a unique poetic voice, as well as a creator of a range of poetry for both children and young adults. Each employs active web sites/blogs that offer interactive opportunities for young people as well as curricular resources for teachers and librarians.

Finally, the session will also feature the resources available through the Poetry Foundation, in particular, the Poetry Out Loud: National Recitation Contest. Steve Young, Program Director at the Poetry Foundation will share details about how teens can participate in this free competition and the session will conclude with a poetry performance by this year’s teen winner.

The proposed session will provide an opportunity to learn about inexpensive resources for promoting poetry in the classroom, providing insight and guidance for teachers who want to lead students in reading, reciting, and responding as writers, performers, and poets. We’ll consider how poets, teachers, and kids can use print, performance, and technology to connect through poetry. What kinds of poetry resources engage students to wonder and explore, ask big questions, make discoveries and connections, and learn about themselves and others? With the goal of making more poetry accessible for more children, this session will remind participants of all ages of the richness to be found in poetry for young people today.

For my part, I'll be highlighting:

25 of my favorite poetry (teaching) resources on the web,
28 of my favorite poetry promoting blogs
88 awesome poet web sites
10 sources of free audio poetry
10 links to publisher sites for free materials
6 outlets for publishing young people's writing

Should be fun! I've been attending NCTE conventions for over 30 years now and it's one of my favorite events. Since this is the 100th anniversary of the organization, it feels extra special to be there and to be talking about all kinds of digital resources for the next era.

Watch for more info about GIFT TAG, an e-book of holiday poems for kids available on Thanksgiving Day.

Image credit:   Janet Wong

Posting by Sylvia M. Vardell © 2011. All rights reserved.

London poetry conference

2011-11-04T23:00:00.003-05:00

If you're going to be in London next weekend, there’s a fantastic poetry conference being held there organized by the IBBY UK and the NCRCL (National Centre for Research in Children’s Literature). If you go, please let us know all about it.

 Here are the details gleaned from postings by Laura Atkins, Senior Lecturer at the NCRCL. 
Date: Saturday, 12 November 2011
Location: University of Roehampton, London 
Theme: “It Doesn’t Have to Rhyme: Children and Poetry”  

The conference will explore aspects of poetry that impinge on young people, with a focus on the question “Why does poetry matter?” This begs the more fundamental question: What is poetry?” which they hope also to explore. Plenary speakers include Morag Styles, Michael Rosen, Jacqueline Wilson, Susan Bassnett and a panel of people involved with the publication and anthologizing of poetry.  

Here is their Provisional Programme:  
9.30 Registration and coffee, Terrace Room 
10.00 Welcome (Pat Pinsent) 
10:10 Morag Styles (Cambridge University) 
11:00 Publishing panel: Janetta Otter Barry (Frances Lincoln), Gaby Morgan (Macmillan) and Fiona Waters (anthologist; Troubadour)
 11:45 Comfort break (don't you love that label?!)
 12:00 Michael Rosen 
12:45 IBBY, NCRCL and 2012 World Congress news
 1:00 Lunch, Montefiore Diner 
2:00 Parallel workshops, see notices 
3.15 Susan Bassnett (The Times Stephen Spender 2010 prizes judge). 
3:45 Tea, Terrace Room 
4:15 Jacqueline Wilson 
5:00 Joelle Taylor (Poetry Society) Poetry Slam 
5:30 Finish

  Programme of Workshops 
Workshop A 
Sandra A. Agard. It Doesn’t Have to Rhyme. 
David A. Whitley. Children’s Poetry: Loose Cannons and Loose Iambics.  

Workshop B 
Lucy Andrew. Riddles in the Dark: The Role of Poetry in Children’s Fantasy Novels from Alice to Harry Potter. 
Rebecca R. Butler. Imaginative Opportunities in Two Verse Novels.  

Workshop C 
Kimberly Black. Social Protest in Urban Youth Spoken-Word Poetry. 
Imogen Church. Authenticity of Voice in Poetry Written by Juvenile Offenders.  

Workshop D 
Julie Blake. Reclaiming the Oral Tradition: The Poetry Archive. 
Mathew Carthew. Slam Dunk: Performance as a Way of Bringing Children’s Poetry to Life.  

Workshop E
 Fiona Collins and Alison Kelly. Poetry Journeys: From Child to Student Teacher. 
Jenny Vernon. Ten Years of Children’s Poetry: The Southwark Poetry Anthologies.  

Workshop F 
Pat Ebhohimen. Is Poetry Written by Children really Poetry? 
Robert Hull. Can a Love of Poetry be Taught?  

Workshop G 
Emily Roach. Dealing with Death: Tough Topics in Poetry for Children. 
Siwan M. Rosser. Negotiating Borders: Poetry and the Language of Children.  

Workshop H 
Georgie Horrell. Caribbean Children’s Poetry in Multicultural Britain. 
Aneesh Baria. Children and Cats in the Alley: T.S. Eliot’s Old Possum’s Book of Practical Cats and its French Translations.   

Doesn't this look cool? I won’t be able to attend, so I contacted the conference organizers about whether proceedings of the conference would be published and I’m pleased to share that the answer is YES. There will be short abstracts if the conference in the Spring 2012 issue of IBBYLink. The journal goes out to all members of IBBY UK so if you are a member you will get that. The proceedings with the fuller papers will be published by Pied Piper Publishing in October 2012. So, I’ll watch for that and keep you posted! 

Image credit: www.ncrcl.ac.uk  

Posting by Sylvia M. Vardell © 2011. All rights reserved.

Poetry, peace and USBBY

2011-10-21T06:42:00.003-05:00

This weekend I’m in Fresno, California attending the biennial IBBY regional conference with the theme, Peace the World Together Through Children’s Books. It’s sponsored by the US section of IBBY (the United States Board on Books for Young People), one of my favorite organizations since it’s devoted to international children’s literature. I’ve mentioned it many times, particularly since I love this conference and rarely miss it. In addition, I am winding up my 3 year term as co-editor of the IBBY journal of international children’s literature, Bookbird.

I will also be making a presentation on Saturday, “PEACE THROUGH POETRY FOR YOUNG PEOPLE” along with poet and artist Ann Grossnickle Hines, author of the recent poetry collection, Peaceful Pieces: Poems and Quilts About Peace. Our session will focus on how poetry, in particular, fosters the IBBY vision of working toward a more just and peaceful world by featuring:

• An introduction to and bibliography of poetry for young people from around the world, including print and online resources
• Poetry in bilingual editions (English and Spanish, Japanese, Irish, Slovakian, etc.)
• Poems and poets from around the world featured in Bookbird

Anna will talk about her new book which has already received starred reviews in Publisher’s Weekly and Booklist, Peaceful Poems, a collection of 28 short poems about peace, a broad concept interpreted in varied ways through poetry and quilt art. She notes, “All of us are together in one world, where everything we do, every action, every thought and every breath, creates the network in which we all live.”

It’s a beautiful book—in both the quilt art illustrations and the various manifestations of peace that the poems reflect. Here’s just one example:

Peace: A Recipe
By Anna Grossnickle Hines

Open minds—at least two.
Willing hearts—the same.
Rinse well with compassion.
Stir in a fair amount of trust.
Season with forgiveness.
Simmer in a sauce of respect.
A dash of humor brightens the flavor.

Best served with hope.

And just in case you’re interested in the bibliography I’ll be sharing, here you go:

POETRY BOOKS FOR YOUNG PEOPLE ABOUT WAR AND PEACE, ETC.
Applegate, Katherine. 2008. Home of the Brave. New York: Square Fish.
Burg, Ann. 2009. All the Broken Pieces. NY: Scholastic.
Crist-Evans, Craig. 1999. Moon Over Tennessee: A Boy’s Civil War Journal. Boston: Houghton Mifflin.
Engle, Margarita. 2006. The Poet Slave of Cuba: A Biography of Juan Francisco Manzano. New York: Henry Holt and Co.
Engle, Margarita. 2008. The Surrender Tree; Poems of Cuba’s Struggle for Freedom. New York: Henry Holt.
Frost, Helen. 2009. Crossing Stones. New York: Farrar, Straus & Giroux.
Gordon, Ruth, comp. 1995. Pierced by a Ray of Sun: Poems about the Times We Feel Alone. New York: HarperCollins.
Greenfield, Eloise. 2006. When the Horses Ride by: Children in the Times of War. New York: Lee & Low Books.
Gunning, Monica. 2004. A Shelter In Our Car. San Francisco, CA: Children’s Book Press.
Heard, Georgia. 2002. This Place I Know: Poems of Comfort. Cambridge: Candlewick Press.
Hesse, Karen. 2003. Aleutian Sparrow. Simon & Schuster.
Hines, Anna Grossnickle. 2011. Peaceful Pieces: Poems and Quilts About Peace. New York: Greenwillow.
Holland, Trish and Christine Ford. 2006. The Soldiers’ Night Before Christmas. New York: Random House.
Hopkins, Lee Bennett. 2008. America at War. New York: McElderry.
Hopkins, Lee Bennett, comp. 1994. Hand in Hand: An American History through Poetry. New York: Simon & Schuster.
Hopkins, Lee Bennett, comp. 2002. Home to Me: Poems Across America. New York: Orchard Books.
Janeczko, Paul. 2011. Requiem; Poems of the Terezín Ghetto. Candlewick.
Johnston, Tony. 2008. Voice from Afar: Poems of Peace. New York: Holiday House.
Katz, Bobbi. 2000. We The People: Poems. New York: Greenwillow.
Lai, Thanhha. 2011. Inside Out and Back Again. HarperCollins.
Levy, Debbie. 2010. The Year of Goodbyes; A True Story of Friendship, Family and Farewells. New York: Hyperion.
Lewis, J. Patrick. 2005. Heroes and She-Roes: Poems of Amazing and Everyday Heroes. New York: Dial Books.
Lewis, J. Patrick. 2007. The Brothers’ War: Civil War Voices in Verse. Washington: National Geographic Children's Books.
LeZotte, Ann Clare. 2008. T4. Boston: Houghton Mifflin.
Longfellow, Henry Wadsworth. 2001. The Midnight Ride of Paul Revere. New York: Handprint Books.
Meltzer, Milton. 2003. Hour of Freedom: American History In Poetry. Honesdale, PA: Wordsong.
Nye, Naomi Shihab. 1998. The Space Between out Footsteps: Poems and Paintings from the Middle East. New York: Simon & Schuster.
Nye, Naomi Shihab, comp. 1999. What Have You Lost? New York: Greenwillow.
Rappaport, Doreen. 2008. Lady Liberty. Cambridge: Candlewick Press.
Robb, Laura, comp. 1997. Music and Drum: Voices Of War and Peace, Hope and Dreams. New York: Philomel Books.
Sidman, Joyce. 2007. This is Just to Say: Poems of Apology and Forgiveness. Ill. by Pamela Zagarenski. Boston: Houghton Mifflin.
Thomas, Shelley Moore. 1998. Somewhere Today: A Book of Peace. Morton Grove: Albert Whitman.
Vecchione, Patrice. 2007. Faith and Doubt; An Anthology of Poems. New York: Henry Holt.
Volavkova, Hana, ed. 1993. I Never Saw Another Butterfly: Children’s Drawings and Poems from Terezin Concentration Camp 1942-1944. New York: Schocken Books.
Walker, Alice. 2007. Why War is Never a Good Idea. New York: HarperCollins.
Yolen, Jane. 1996. Sacred Places. San Diego, CA: Harcourt Brace.

I'll also be sharing a bib of a sampling of wonderful international poetry for kids.

And my major points boil down to these three:
*poetry about peace can teach children about important concepts, events, experiences
*poetry from around the world can humanize other places that may be unfamiliar and provide a bridge of understanding
*poetry (period) encourages reflection, tolerance and peace (poets are lovers not fighters!)

Image credit:   USBBY;AnnaGrossnickleHines; Greenwillow

Posting by Sylvia M. Vardell © 2011. All rights reserved.

Still more on new novels in verse: Trailers

2011-10-19T01:13:00.004-05:00

Here's a second installment featuring the work of my wonderful graduate students (in my fall course on YA literature). In honor of Teen Read Week (Oct. 16-23), they created digital trailers to promote some of the hot new verse novels being published for teens and I have their permission to share their projects here. Here are six trailers I think you'll enjoy. Please share them with the teens in your life-- get the books-- and encourage the kids to read and respond with their own audio-visual-digital creations!

First, Elizabeth Hoff has created an intriguing trailer for I'll Be Watching by Canadian writer Pamela Porter.

* * * * * * * * * *

Next up, Joseph Krupp made this gem for Orchards by Holly Thompson. [Note: Joe is currently a librarian in a school in Cambodia!]

* * * * * * * * * *

Kirsten Dees created this trailer for Margarita Engle's gripping historical novel in verse, Hurricane Dancers.

* * * * * * * * * *

Dana Terrell created this evocative trailer for Family by Micol Ostow.

* * * * * * * * * *

Janice Kirkland channeled the 1960's in this trailer for Sherry Shahan's Purple Daze.

* * * * * * * * * *

And finally, Kathey Smith offers a slightly different interpretation for Shahan's Vietnam-era novel in verse, Purple Daze.

More on new novels in verse: Trailers

2011-10-18T07:27:00.001-05:00

In honor of Teen Read Week (Oct. 16-23), the students in my YA Literature course this fall are creating digital trailers to promote some of the hot new books being published for teens. In fact, they chose 9 of the recent novels in verse published this year to showcase in their work and I have their permission to share their projects here. First, I'll feature those that are available at external sites. (Tomorrow, I'll showcase those that are downloadable.)

First, Kathryn Anderson has created an evocative trailer for Displacement by Thalia Chaltas. It's available on YouTube via this link. Check it out.

Kristin Seholm featured Allan Wolf's new novel in verse about the Titanic, The Watch That Ends the Night. Look at her dramatic trailer on YouTube here.

Grace Erkman used Animoto to create her dramatic trailer for Unlocked by Ryan Van Cleave. Look for it here.

Shannon Hanrahan created a completely different trailer for the same book (Unlocked). Interesting to see how differently we can approach the same book. Look here for her edgy trailer.

And  Traci Kirkland featured exposed by Kimberly Marcus for her digital trailer also using Animoto. Look for her sensitive and suspenseful mini movie here.

P.S. And don't forget to check out my new project, an e-book of new poetry for teens compiled with Janet Wong and featuring 31 photos plus poems by Big Names in poetry for teens like Naomi Nye, Paul B. Janeczko, Helen Frost, Allan Wolf, Kimberly Marcus, Stephanie Hemphill, and more. It's called P*TAG and it's available here.

What's new in novels in verse?

2011-10-14T01:09:00.007-05:00

It’s been a boom year for publishing excellent novels in verse. I count nearly 20 of them, many of which I've written about earlier in the year. Here's my list (and please let me know if I've missed any in 2011):

Chaltas, Thalia. 2011. Displacement. Viking.
Engle, Margarita. 2011. Hurricane Dancers; The First Caribbean Pirate Shipwreck. Henry Holt.
Frost, Helen. 2011. Hidden. Farrar, Straus & Giroux.
Grimes, Nikki. 2011. Planet Middle School. Bloomsbury.
Herrera, Juan Felipe. 2011. Skate Fate. HarperCollins.
Hopkins, Ellen. 2011. Perfect. Margaret K. McElderry.
Howe, James. 2011. Addie on the Inside. Atheneum.
Janeczko, Paul B. 2011. Requiem; Poems of the Terezín Ghetto. Candlewick.
Kehoe, Stasia Ward. 2011. Audition. Viking.
Lai, Thanhha. 2011. Inside Out and Back Again. HarperCollins.
Marcus, Kimberly. 2011. exposed. Random House.
McCall, Guadalupe Garcia. 2011. Under the Mesquite. Lee & Low.
Ostlere, Cathy. 2011. Karma. Razorbill.
Ostow, Micol. 2011. family. Egmont.
Porter, Pamela. 2011. I'll Be Watching. Groundwood.
Saller, Carol Fisher. 2011. Eddie's War. Namelos.
Schroeder, Lisa. 2011. The Day Before. Simon & Schuster.
Shahan, Sherry. 2011. Purple Daze. Running Press Kids.
Thompson, Holly. 2011. Orchards. Random House.
Van Cleave, Ryan G. 2011. Unlocked. Walker.
Weber, Lori. 2011. Yellow Mini. Fitzhenry & Whiteside.
Wolf, Allan. 2011. The Watch That Ends the Night; Voices from the Titanic. Candlewick.

Plus, I’m seeing some new names in poetry for young people too which is always exciting. I find the novel in verse form so interesting— the engaging, fast-moving plots, quickly sketched characters, dialogue and inner monologues, and all in spare pages of poems. As a former sixth grade teacher I know the readability and white space of this form is also a plus for students— it seems so non-threatening to young readers.

I was also interested to learn about a new resource on verse novels developed by Stephen James in Australia. It’s the YARR-A website website with an extensive list of verse novels from around the world featuring information, synopses, and reviews when available of verse novels for teenagers and children. Cool, huh? One of my favorite verse novelists is Steven Herrick—who hails from Australia.

For another treat, check out this interview with award-winning author and poet Margarita Engle. The video was created by Colorín Colorado, the bilingual branch of public television's Reading Rainbow.

Finally, another of my (U.S.) favorites, Sonya Sones, has launched a new blog. She started off writing about how it feels when your child goes off to college hoping to help mothers whose kids are leaving for school this fall feel a little less alone… Her latest novel in verse (for adults) is about this very topic and is so honest, hilarious, and engaging: The Hunchback of Neiman Marcus. Her most recent posts have included terrific quotes and personal anecdotes about writing banned books. Check it out: Sonya's blog.

Image credit:   Sonya Sones

Posting by Sylvia M. Vardell © 2011. All rights reserved.

Poetry at the Frankfurt Book Fair

2011-10-10T06:37:00.000-05:00

If I could click my heels together and travel to Germany this week, I would! I’ve always wanted to go to the Frankfurt Book Fair, the world’s largest trade fair for books, and this would be the year to go because there will be a fantastic poetry pane discussing "Around the world with children’s poems!" with poetry readings in both German and English. The focus is on the challenge of translating poetry-- which would be fascinating. I got word of this from my friends at the International Youth Library (in Munich) which I’ve written about before. The IYL Director, Dr. Christiane Raabe, will be one of the panelists, so it’s sure to be terrific. If you can go, PLEASE share with us! Here are the details.

Around the world with children’s poems!
Conversation and Reading (in German/English)
Thursday, October 13th 2011
15.00 – 16.00
Frankfurter Buchmesse (Frankfurt Book Fair)
Weltempfang – Centre for Politics, Literature and Translation
Hall 5.0 D 963

Participants:
Radek Malý, Czech author of children’s poetry, translator
Sybil Gräfin Schönfeldt, author, translator, journalist
Christiane Raabe, director of the International Youth Library, Munich
Chaired by Roswitha Budeus-Budde, journalist

Readers:
Mia Hofmann and Pauline Spatz

Here's the official blurb about the session:
Children’s poetry is a difficult format and hard to sell. And that‘s even before it‘s translated! This panel discussion assesses the opportunities and challenges presented by the genre and asks how easy it is to translate. It also examines the potential uses of children‘s poetry for intercultural communication. The event includes live readings of international children‘s poetry (original and German).

Sponsors:
German Federal Foreign Office
International Youth Library

Image credit: Frankfurt Book Fair  

Posting by Sylvia M. Vardell © 2011. All rights reserved.

Meet PACYA

2011-10-08T20:09:00.001-05:00

I’m excited to help spread the word about a new organization dedicated to promoting poetry for young people: Poetry Advocates for Children & Young Adults or PACYA for short. It’s the brainchild of poet, teacher, and blogger Steven Withrow and includes an advisory board of 17 people (including yours truly). Steven has ambitious plans and has already established a lively blog (“Poetry at Play”), web site, and presence on Facebook. Look for heaps of information including resource booklists, a “Poet of the Week,” a calendar, and related links. There’s even a Suggestion Box, so please chime in.

Poetry at Play: http://poetryadvocates.wordpress.com/

As you’ll seen on the site, PACYA’s goals are BIG! 
We are dedicated to:
1. Speaking out for the need to engage with poetry at every age level—and addressing the challenges of doing so.
2. Creating a global online hub for news, reviews, essays, and interviews; learning/scholarly resources; communication and networking; audiovisual archives; collaborative projects; and more.
3. Organizing and promoting readings, awards, workshops, and conferences in North America and internationally.

PACYA has several projects underway, including the development of teaching guides and a comprehensive listing of 2011 titles with commentary and links. I expect great things, so stay tuned!

Image credit: Steven Withrow  

Posting by Sylvia M. Vardell © 2011. All rights reserved.

P*TAG = ePoetry for TEENS

2011-10-01T22:45:00.006-05:00

Just in time for Teen Read Week (October 16-22), I'm excited to announce the launch of a new poetry project. It's P*TAG, an e-book anthology of new poetry for teens that I've edited with poet Janet Wong. In P*TAG, 31 poets speak to the complicated lives of today's teens, with new, quirky, reflective, and soulful poems about love and longing, war and worry, tattoos, piercings, watching people, being watched, broken lives, luck, burping up kittens, and more.

The list of contributors is a "who's who" of the best poets for young people, including YA poets and verse novelists Naomi Shihab Nye, Margarita Engle, Allan Wolf, Betsy Franco, Paul Janeczko, and Helen Frost, Newbery Honor winner Joyce Sidman, current Children's Poet Laureate J. Patrick Lewis, and poetry legend Lee Bennett Hopkins, among others.

One interesting twist to this volume is that each of the poems was inspired by a photograph from a collection posted on our P*TAG blog and selected by each poet. These photos then serve as the illustrations for the poems in the book as well. We hope that teachers will encourage teens to "play along," choosing photos from the same blog, writing their own poems about the photos, and then comparing their poems to the ones in the eBook. Here's the photo library blog that inspired each poem http://teenpoetrytagtime.blogspot.com

P*TAG, the first ever digital anthology of new poetry for teens is priced at $2.99 and is available here: http://goo.gl/F0OdV If readers don’t have a Kindle or iPad, they can read the book on a PC using the free Kindle download available here: http://amzn.to/dKazMq

For more info on our poetry ebooks: http://www.PoetryTagTime.com and for our previous book, PoetryTagTime, go here: http://amzn.to/qJ0MjN

Image credit:   SV and JW

Posting by Sylvia M. Vardell © 2011. All rights reserved.

Notable POETRY in Social Studies

2011-09-30T08:34:00.003-05:00

In my regular "Everyday Poetry" column for the September issue of Book Links magazine, I looked at the presence of poetry on an annual "best books" list for teaching social studies. Here's an excerpt:

Where do you go to find new books that are suitable for the social studies area? The National Council for the Social Studies (NCSS) in cooperation with the Children’s Book Council (CBC) has an annual book review committee that selects books for children in grades K-12 and produces an annotated list of “Notable Social Studies Trade Books for Young People.” They look for books that “emphasize human relations, represent a diversity of groups and are sensitive to a broad range of cultural experiences, present an original theme or a fresh slant on a traditional topic, are easily readable and of high literary quality, have a pleasing format, and, where appropriate, include illustrations that enrich the text.” Annotations also indicate the thematic strand most appropriate to each title drawn from Expectations of Excellence: Curriculum Standards for Social Studies. These strands include the following ten areas:

Thematic Strands of the NCSS Curriculum Standards for Social Studies
1. Culture
2. Time, continuity, and change
3. People, places, and environments
4. Individual development and identity
5. Individuals, groups, and institutions
6. Power, authority, and governance
7. Production, distribution, and consumption
8. Science, technology, and society
9. Global connections
10. Civic ideals and practices

As I examined the “Notable Social Studies” lists from the last decade, I was pleased to see 55 works of poetry on the combined lists, with an average of 5 poetry titles per year. A variety of poetry forms and formats have been included over the years as well, from haiku to poetry written by children, anthologies, re-envisioned classics, biographical poetry, and novels in verse. Several poets appear on the lists multiple times including Marilyn Nelson, Margarita Engle, Jen Bryant, Carmen T. Bernier-Grand, Linda Oatman High, Nikki Grimes, Carole Boston Weatherford, and J. Patrick Lewis. Clearly these poets have a knack for creating social studies-related poetry.

I also calculated which curriculum standards were most often covered by the 55 poetry selections of the last decade and found that nearly half the poetry books focused on Strands 1, 3, 4: Culture; People, places, and environments; Individual development and identity. Which strands were LEAST represented in works of poetry on these lists? Strands 7, 8, 9, 10: Production, distribution, and consumption; Science, technology, and society; Global connections; and Civic ideals and practices. Take note, future poets!

Which poetry books have made the cut when it comes to the social studies curriculum? I featured an abbreviated listing of those 55 titles. (Complete annotated bibliographies of all titles are available on the NCSS and CBC web sites.)

From these titles featured in 2001:
River Friendly, River Wild by Jane Kurtz
Mother Goose Remembers by Clare Beaton
The Sound that Jazz Makes by Carole Boston Weatherford

To these titles on the most recent 2011 list:
Three Rivers Rising: A Novel of the Johnstown Flood by Jame Richards
Dave the Potter: Artist, Poet, Slave by Laban Carrick Hill
Roots and Blues by Arnold Adoff
The Firefly Letters: A Suffragette’s Journey to Cuba by Margarita Engle

(and many others in between 2001-2011-- see my complete article in Book Links)
For more info on the NCSS "Notables" list, go here.

What a wonderful variety of culturally rich and content-loaded poetry here. Many works lend themselves to dramatic read aloud readers’ theater style with kids taking on different “roles” or “characters” (particularly with the novels in verse). Others would be powerful in combination with a nonfiction work on the same topic, examining how information is integrated into poetic forms. Still others incorporate art and illustrations from primary sources alongside the imagery of the poetry helping young people visualize other times and places. And starting or finishing a social studies lesson with a poem is that much easier when referencing these NCSS poetry “notables.”

Featured poem, too
Once again, a new original poem also accompanies the column. This time the featured poem is “The Journalist” by J. Patrick Lewis. It tells the inspiring story of Helen Zia, a Chinese American activist and writer. As you may remember, Lewis is the 2011 recipient of the National Council of Teachers of English Excellence in Poetry for Children award as well as serving as the current Children’s Poet Laureate.

Image credit:   ALA

Posting by Sylvia M. Vardell © 2011. All rights reserved.

Got art?

2011-09-27T22:52:00.006-05:00

Another one of the "hats" that I wear is that of "Art Auction Coordinator" for the Children's Literature Assembly of the National Council of Teachers of English. I'm excited to announce that it is time to launch the fifth annual online silent Art Auction sponsored by CLA. This year’s auction features exciting work by noted illustrators Douglas Florian, Pamela Zagarenski, Rick Allen, Keith Graves, Robert Weinstock, Calef Brown, and Shadra Strickland. There are 8 original pieces and signed limited edition prints from these award winning artists—including an illustration from a Caldecott honor book!

You might notice a certain POETRY bent to many of these pieces. Since Joyce Sidman is our speaker for our annual CLA breakfast (on Sunday morning, Nov. 20, at the NCTE convention in Chicago), I thought it would be terrific to feature art from some of her books and Rick Allen and Pamela Zagarenski kindly donated pieces from Dark Emperor and Red Sings from Treetops, respectively. Then you'll also see that poet-illustrators Douglas Florian, Calef Brown, and Robert Weinstock also donated works of art-- including several original paintings! And the lovely Shadra Strickland and generous Keith Graves gave us original pieces, too. Such beautiful art; such beautiful artists!

To view digital images of these illustrators’ works, see current bids, and to learn how to participate in the auction, go HER E. Current bids range from $75 to $500 and the bids are updated periodically, so keep an eye on the web site.

All proceeds support the work of CLA including outstanding workshops, scholarships, research grants, publications, etc. Auction winners will be notified in late November following the NCTE conference. You do not have to be present to win.

Please help spread the word. Thanks!

Roots and Blues

2011-09-19T01:42:00.001-05:00

Here is the last installment in the wonderful work my students produced this summer (and generously agreed to share). This is Adaora Eigbobo's readers guide for the book, Roots and Blues by Arnold Adoff.

Bibliography
Adoff, A. & Gregory, R. (2011). Roots and blues: A celebration. Ill. by R. Gregory Christie. New York: Clarion Books. ISBN 9780547235547

Recommended Age Levels
8 – 14 years

Summary of Book
Arnold Adoff traces and celebrates the roots of and the music that is the blues. Christie's vivid full color acrylic paintings complement Adoff‟s poems and vignettes about the slavery, hard work, religion, sights and sounds, rudimentary musical instruments and other aspects of the early African-American experience that helped shaped this American music form. He also highlights pioneers and more contemporary blues stars, including Muddy Waters, Robert Johnson, Billie Holliday and Eric Clapton. Each page of text features a short poignant snippet of life, presented as either prose or a shaped speech poem that is laid across the page like a musical arrangement or art work.

Review Excerpts
*Publishers Weekly (2010) Starred Review
"In this visceral collaboration, Adoff and Christie honor the enduring legacy of blues music . . .This is a challenging, open-hearted collection with images and poems that bleed into one another, but also stand powerfully alone."
*School Library Journal (2010)
“This exquisite collection of poems and paintings celebrates the history and culture of blues music. Adoff traces the horrific journey of slaves to America and the role that music played as a means of survival, of passing on "the ancestor words." Christie's haunting acrylic images bring to life the drama and emotion of the music, as well as the dignity of his subjects.”
*Booklist (2011) Starred Review
“Celebrated children’s poet Adoff here offers nothing less than a sensory history of the blues. Christie provides arresting and soul-stirring paintings that echo the poems here and add texture and harmony there, but Adoff’s poems are themselves things to be savored visually as well as out loud.”
*Kirkus Reviews (2010) Starred Review
“Adoff creates a moving meditation on the roots of American blues. … Christie's Expressionistic acrylics employ a palette of crimson, teal and brown, reserving grays for faces and hands, linking shackled slaves with sharecroppers, rocking grandmothers with juke-joint dancers. An incandescent, important work.”

Award/Honors
*Notable Children's Trade Book in Social Studies – 2011
*Starred Review, Booklist, 2011
*Starred Review, Kirkus Reviews, 2010
*Starred Review, Publishers Weekly, 2010

Questions to ask/discuss before reading Roots and Blues
1. What is your favorite kind of music and why do you like it/ listen to it?
2. Play some samples of blues music and ask the students to respond to the music:
a. What kind of music is this?
b. How does it make you feel? Write a few words down about that.
c. Who are some current musicians who sing like this? (Middle schoolers might know Amy Winehouse and Adele, etc.)
3. Why do people sing? Why do you sing?
4. When you feel down and out, what do you do to make yourself feel better?
5. What do you know about slavery? Teacher records the answers on the board or on a poster so the responses can be revisited after. (This question is deliberately open-ended to solicit as wide a range of answers as possible. There are and have been many forms of slavery, not just the African-American experience.)

Suggestions for Reading Out Loud
Have individual students rehearse reading individual vignettes of their choice to a background of mellow blues music and do „spoken word‟ performances for the class.
*“Singing” - Using call and response, have volunteers read the lines of this poem, while the rest of the class reads the lines that begin with ”Still…” in unison.
*Add rhythm to one of the poems by having the students clap, stomp and/or snap a steady beat while reading the words to the beat. For example, “Listening” (p. 51) could be read to a four count beat with just the beat filling the blank spaces in the text.

Follow-Up Activities
Writing
*“Ma Ma” (p. 43) is one of the vignettes that is about a snippet of life. Have the students write a poem about a snippet of their own life, and arrange the text on the page in an unusual way. They should be prepared to discuss why
Technology
*Have students put together a powerpoint or short digital movie on one of the musicians mentioned in the book, e.g. Muddy Waters or Robert Johnson. The presentation should incorporate pictures, facts about the artist with samples of their music.

Social Studies
*Chains, shackles, “the passage across the ocean…” Slavery is a major theme in this book. This book would go well with the 5th grade TEKS on slavery. Have the students identify what this book teaches them about slavery, in both the text and the illustrations.
*Using a world map, have the students trace the route of the transatlantic slave trade, noting facts about some of the important stops on the route.

Art
*What do the blues look like to you? Have the students create art work (drawing, painting, collage, poster) that reflects what they feel when they feel blue or are listening to the blues.
*Have the students illustrate one of the pages that does not have an accompanying illustration. An example, “Take A Single Black Pencil” naturally invites the reader to draw a pencil sketch of the scene.

Music
*If possible, play blues songs on an old gramophone or record player for the students. If not available, find some recordings online that maintain the old scratchy sound. Have them identify what instruments they hear on the records.
*In groups or individually, have students compose a blues song or chorus about the woes of school, using non-traditional instruments that could have been used decades ago, whether mentioned in the book or not: washboards, spoons, sticks, tin cans, buckets, etc. Example: “I've got the Homework Blues”

Related Websites
*The Blues – A PBS series
http://www.pbs.org/theblues/index.html
This website details the PBS series from executive producer, the famed director Martin Scorsese. The various links include information on the roots of and facts about the music, as well as musicians' biographies. It also includes the Blues Classroom with lesson plans and other resources for educators to use in the classroom.

*AOL Blues Radio
http://music.aol.com/radioguide/blues-radio
Choose from a variety of blues styles to listen to on the internet, including classic or modern blues, “She done me wrong” blues, and blues rock.

*The B. B. King Website
http://www.bbking.com/bio/
Visit the website of the King of the Blues, B.B. King to learn about the legendary and ongoing career of the world‟s greatest living blues man.

*National Geographic – The Underground Railroad
http://www.nationalgeographic.com/railroad/
Students can use this interactive site to learn about slavery, and follow Harriet Tubman on the path to freedom via the Underground Railroad.

*International Slavery Museum
http://www.liverpoolmuseums.org.uk/ism/slavery/
Students can learn a lot about the transatlantic slave trade, including the role played by the Europeans. On the Slave Stories link, students can follow the tragic journey of 4 slaves from different parts of West Africa.

Related books
Nonfiction Children’s Literature related to the Blues
*Lester, J. (2001). The blues singers: ten who rocked the world. New York: Jump At The Sun. ISBN 0786824050
This book profiles 10 renowned blues singers, including Billie Holliday, Bessie Smith and Ray Charles.
*Shelf Medearis, A, & Medearis, M. (1997). Music. New York: 21st Century Books. ISBN 0805044825
The authors trace the evolution of African-American music from its African roots to modern rap.
*Shirley, D. (1995). Every day I sing the blues: the story of B.B. King. New York: Franklin Watts. ISBN 0531112292
This is the story of the legendary blues performer B.B. King.
*Bryan, A, & Manning, D. (1991). All night, all day: a child's first book of African-American spirituals. New York: Atheneum Books. ISBN 0689316623
The blues has roots in Negro spirituals, and this book contains 20 of the most popular ones, including: “This Little Light of Mine” and “When the Saints Go Marching In.”

Non-fiction Children’s Literature about Slavery
*Pearl, S, & Schomp, V. (2006). The slave trade and the middle passage. New York: Marshall Cavendish Benchmark. ISBN 9780761421764
This book looks at the transatlantic slave trade.
*Adler, D. (2004). Enemies of slavery. New York: Holiday House. ISBN 0823415961
This book profiles 13 key figures in the fight against slavery, including Abraham Lincoln, Sojourner Truth and Frederick Douglass.
*Evitts, W. (1985). Captive bodies, free spirits: the story of southern slavery. New York: Julian Messner. ISBN 0671540947
The author writes about the slave trade and the life of a slave, using anecdotes from the writings of real slaves.

Other poetry books by Arnold Adoff on the African-American experience
*Adoff, A. (1997). I am the darker brother. New York: Aladdin Paperbacks. ISBN 0613014995
This is an anthology of 21 poems by African-American writers, including Maya Angelou and Langston Hughes.
*Adoff, A. (1982). All the colors of the race: Poems. New York: Lothrop, Lee & Shepard Books. ISBN 0688008798
Adoff writes poems from the perspective of a child with a white father and black mother.
*Adoff, A. (1973). The poetry of black America: anthology of the 20th century. New York: Harper & Row. ISBN 0060200898
A collection of poems by African-American writers, including Gwendolyn Brooks and Lerone Bennett Jr.

Arnold Adoff, in his own words
www.arnoldadoff.com
*“Writing a poem is making music with words and space.”
*“I have incorporated the concept of time in my writing by the use of space. The millesecond that it takes the eyes to move forward is an aspect of time. Time is the music or the rhythmic force and that, I think, is a step forward in the medium.”
*“I began writing for kids because I wanted to effect a change in American society. I continue in that spirit. By the time we reach adulthood, we are closed and set in our attitudes. The chances of a poet reaching us are very slim. But I can open a child's imagination, develop his appetite for poetry, and more importantly, show him that poetry is a natural part of everyday life. We all need someone to point out that the emperor is wearing no clothes. That's the poet's job.”

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
R. Gregory Christie, in his own words
www.gas-arts.com
*“Although I enjoy painting all ethnicities, in Children‟s books my focus is to depict distinctive images of brown people. I choose to illustrate manuscripts that shed light upon historical figures and give a sense of dignity to the many cultures on this planet. The disproportionate compositions and elongated figures are meant to be a directional device for the viewer, my own natural inclination, and a challenge for the viewer to break away from the established fundamental belief that all children's books must be realistic or cute. I take chances with each project and do what is necessary to make the art interesting and unique."

Used with permission of Adaora Eigbobo.

The Great Migration

2011-09-16T01:41:00.001-05:00

Two of my terrific graduate students created resources for Eloise Greenfield's latest work, The Great Migration. Gina Saldana made this digital trailer (below) and Annabel Moreno developed a readers' guide (further below). Check 'em out!

And here is the readers guide created by Annabel Moreno.

Bibliography
Greenfield, Eloise. 2011. The Great Migration: Journey to the North. Ill. By Jan Spivey Gilchrist. New York: Harper Collins Publishers.

Recommended Age Levels
Student ages 3 to 10 in the 1st to 4th grade level.

Summary
In this compilation of poems with beautiful realistic illustrations, the reader is introduced to the causes, emotions and feelings experienced by African Americans as they made their decisions to relocate to the North in search of a better quality of life.

Review excerpts
Booklist (February 1, 2011) - “Greatly enhancing the impact of the words, Gilchrist’s moving mixed-media collages layer drawings, maps, and color-washed archival images that have the slightly distorted look of photocopies, giving some of the figures an almost ghostly, translucent appearance. Together, the immediate words, striking images, and Greenfield’s personal story create a powerful, haunting view of a pivotal moment in U.S. history even as they show the universal challenges of leaving home behind and starting a new life.”

Publisher’s Weekly ( November 22, 2010) - “Making intriguing use of photographs of people, news headlines, maps, and painted elements, each of Gilchrist's collages has a distinctive look and lighting, ranging from conventional portraits of the travelers to more abstract images.”

School Library Journal (April 1, 2011) - “Gilchrist's illustrations gracefully complement the poetry; mixed-media collages incorporating line drawings, muted watercolor washes, newsprint clippings, photos, and sepia-toned illustrations depict warm family representations as well as stark desperation and anger.”
Horn Book Magazine (January 1, 2011) - “Details in the art effortlessly remind the reader of the time period: maps cars, trains, porters, lunch boxes, and crowded stations all played a role in moving African Americans away from the Jim Crow South and toward the promise of the North and a better life.”

Awards and honors received
ϖ Nominated for an NAACP Image Award (January 2011)
ϖ Notable Children’s Book Nominee (Summer 2011)

Questions to ask before reading
Before reading the book, students will be asked the following questions to tap on their background knowledge, lead to the reading of the book and build into the lesson.
ϖ By utilizing a U.S. map, ask the students where the North and the South is. Ask them to name some cities in the North and some cities in the South.

ϖ What does it mean to migrate? After listening to the responses, provide the students with the definition of the word migrate and use it in context to make the word relevant to the students.

ϖ What factors might prompt somebody to leave their hometown and move to another city? What would you do if you depended on your crops to survive and these were burned during a fire, or due to a lack of water they didn’t grow?

ϖ Have you ever migrated up north to work the fields and then come home after the season was over? Would you come back, if people mistreated you, or if you wouldn’t have money to feed your family?

ϖ Do you have any relatives that live in other cities in the north? Why did they move that specific city?

ϖ After discussing the questions above, give the students a brief synopsis of The Great Migration: Journey to the North to lead them into the story.

Suggestions for reading poems aloud
ϖ Book will be displayed over a document camera and will be read over a period of one week. Students will be divided into small groups and each group will be responsible for reading two poems.

ϖ As the poems are read, discussions will be held and students will analyze important elements within each poem, such as the troubled man who is conflicted about leaving his home in “Saying goodbye to the land puts pain on my heart.”

ϖ At the end of each class, students will vote for the best poem read during that class and will volunteer to act out the poem, as a culmination activity for the day.

Follow up activities
Writing
ϖ Students will observe the various illustrations in the book and will write a short analysis of the illustrations. Elements that must be included in the analysis are the emotions depicted by the illustrations, the setting, the physical landscape, the texture and the color, as well as how the illustrations contributed to the book and their depiction of the poems.
ϖ Students will write a Compare and Contrast essay on the lives of African-Americans in the North and the South during the early 1900's.

History
ϖ Students will imagine living in the U.S. during the early 1900”s and will create a brochure to entice African-Americans to relocate to their city. Brochure must include elements such as housing and job opportunities, social and cultural elements of the city, as well as a description of the physical landscape and geographical features.
ϖ Students will receive an outline map of the United States and will label it with the migration routes followed by African-American during the early 1900’s.

Mathematics
ϖ By referring to the link from The Journal of Negro History, vol. 64, no. 3 (Summer1979) "Black Automobile Workers in Detroit, 1910 to 1930" students will calculate the percentage increase in the African-American population in Detroit from 1900 to 1910, 1920 and 1930. http://www.inmotionaame.org/texts/viewer.cfm?id=8_024T&page=177

Related websites
African-American Mosaic: A Library of Congress Resource Guide for the Study of Black History and Culture.
http://www.loc.gov/exhibits/african/afam011.html
This website is composed of an exhibit of primary documents such as letters from prospective migrants to African American churches, which assisted these migrants in finding housing and employment. In addition, the church also assisted many African American families in coping and adjusting to their new environment.

In Motion the African-American Migration Experience
http://www.inmotionaame.org/migrations/landing.cfm?migration=8&bhcp=1
This website provides a wealth of resources in reference to the Great Migration and other topics of importance in American History such as: the Transatlantic Slave Trade and Runaway Journeys.

Times is Getting Harder
Curtis, Lucious. 1940. “Times is Getting Harder”. Mississippi River Blues Vol. 1, Matchbox label reissue.
http://historymatters.gmu.edu/d/5333
This link includes lyrics to a song, Times is Getting Harder, recorded in 1940 by Lucious Curtis. This song details some of the hardships experienced by many African American families, which prompted them to relocate to the North in search of employment and a better life.

Related books
Fiction
Arnow, Harriette. 1976. The Dollmaker: A Novel. New York: Avon.
This is a story of a Kentucky family who leaves the beautiful Appalachian Mountains and relocates to Detroit, Michigan during WWII in search of employment and a better life.

Lawrence, Jacob. 1993. The Great Migration: An American Story. New York: Harper Collins Publishers.
This book describes the migration of many African Americans from the rural South in search of employment and a better life in the industrial cities of the North.

Nonfiction
Bausum, Ann. 2006. Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of the Civil Rights Movement. United States: National Geographic Society.
 This book describes the journey of two young men trying to achieve equality for all during the Civil Rights Movement in the 1960’s. The book includes photographs and accounts of the terrible consequences of continuing with the Freedom Rides in an attempt to end racial discrimination.

Wilkerson, Isabel. 2010. The Warmth of Other Suns: the Epic Story of America’s Great Migration. New York: Random House.
This book recounts the horrible experiences of African Americans in the South and details the abuses and punishments these were subjected to, and which ultimately led them to relocate to the North.

Zinn, Howard. 2009. A Young People’s History of the United States. New York: Seven Stories Press.
This book brings important elements of American History to life and presents viewpoints and the impact of workers, slaves, immigrants, women and Native American among others in American History throughout the years.

Used with permission of Gina Saldana and Annabel Moreno.

Skate Fate

2011-09-14T01:40:00.001-05:00

My student France Loving created a digital trailer to generate interest in Skate Fate, a new verse novel by Juan Felipe Herrera. It's viewable on YouTube here. Check it out!

Used with permission of Frances Loving.

Karma

2011-09-12T01:39:00.001-05:00

Karma by Cathy Ostlere is the featured book in two student assignments. Teri Lybecker created a digital trailer and Jessamy Sorelle developed a readers' guide. Both of these resources are featured below. Enjoy!

Here is Teri's trailer for Karma.

And here is Jessamy's readers' guide.

Ostlere, Cathy. 2011. Karma: a novel in verse. New York: Razorbill. ISBN 9781595143389

Recommended age level: 14 and up (Young Adult)

Summary
15-year-old Jiva, also known as Maya, is the Canadian born daughter of a Sikh father and a Hindu mother. After her mother’s suicide, Maya and her father return to India with her mother’s ashes. Maya writes about her experiences in her new diary. Shortly after their arrival in India, on October 31, 1984, Indira Ghandi is assassinated by her Sikh bodyguards in retaliation for the desecration of the Golden Temple. The city of New Delhi, where Maya and her father are staying, erupts into violence as Hindus massacre Sikhs in retaliation for the prime minister’s death. In the chaos that follows, Maya is separated from her father and escapes on a train bound for Jodhpur. Maya becomes mute after witnessing a Sikh man pulled from the train and burned alive.

Maya is sent to Jaisalmer by a doctor who hopes her younger brother, Sandeep, can help her find her voice. The story continues in entries from Sandeep’s journal as he tries to protect Maya from the vicious rumors that result from having an unmarried woman staying with his family. As weeks go by, and Maya remains mute, Sandeep’s family has no choice but to send Maya away to live with desert nomads. Sandeep and his father accompany Maya on the journey across the sands, on her way to becoming the unwilling bride of their guide, Akbar. When Maya realizes what is going to happen she runs away, right into a sand storm. Maya finds her way back to Sandeep, and finds her voice.

Maya resumes the story, writing in a new journal, as she and Sandeep return to New Delhi to search for her father. Sandeep eventually finds Maya’s father, but he is a changed man who burns with hatred of Hindu people. Maya’s father forbids Maya from having any contact with Sandeep, a Hindu. It is up to Maya to remind her father that the wife he loved was Hindu, and his daughter is half-Hindu, if she is to have a chance of seeing Sandeep again before she returns to Canada.

Review Excerpts / Awards
Nominated for YALSA’s 2012 Best Fiction for Young Adults
• The novel's pace and tension will compel readers to read at a gallop, but then stop again and again to turn a finely crafted phrase, whether to appreciate the richness of the language and imagery or to reconsider the layers beneath a thought. This is a book in which readers will consider the roots and realities of destiny and chance. Karma is a spectacular, sophisticated tale that will stick with readers long after they're done considering its last lines. (School Library Journal)

• In her YA debut, acclaimed adult author Ostlere offers a riveting, historically accurate coming-of-age tale of gutsy survival, self-sacrifice, and love...With artful compassion, Ostlere reveals the infinitely complex clash of cultures within both India and Maya’s family, and although the allusions to karma could have seemed awkward in less talented hands, here they lead into well-framed larger questions that will stay with readers. A fascinating, epic page-turner. (Booklist - Starred Review)

• In her first YA novel, Ostlere (Love: A Memoir) makes Maya's subsequent muteness believable in the wake of the many traumas she endures. Burdened with guilt over her parents' fate, as well as that of a Sikh man burned alive in front of her, she asks, "Is my silence unfounded too?/No. I do not deserve to be found./Or loved." A family in a desert town takes Maya in, and 17-year-old Sandeep (who contributes kinetic, love-struck journal entries) takes special interest in her. In contrast to the hatred, mistrust, and violence, the friendship--and then love--between Maya and Sandeep offers hope, rebirth', and renewal. (Publishers Weekly)

Questions to ask before reading
• What is karma? How does the concept of karma relate to concepts of vengeance or atonement?
• What are the differences between the Sikh and Hindu religions? What is the political history of the people of these faiths in India?
• What is a caste system? How is the caste system used in India?

Suggestions for reading aloud
Karma is a novel written in free verse that incorporates the voices of many characters. As such, Karma is particularly suited for Readers Theater using groups, or reading aloud as duet or monologue.

The Golden Temple (p. 94)
Duet by two narrators:
N1: Bapu says her death
is due to architecture.
Because a four-hundred-year-old
temple was desecrated.
N2: Because of the wind that
came through the cracks
in an old prairie house.
N1: Because its doors were entered
(East. West. North. South.)
without respect.
N2: Because the back door
never closed properly.
N1: Because the gold was tarnished
with blood.
N2: Because the kitchen was
always cold. And empty.
N1: Because of hate. Prejudice.
Intolerance.
N2: Because of love.
N1: Because the extremists used the
temple for a sanctuary of violence.
N2: Because it wasn’t home.
N1: Architecture inspires and kills.

Mirage (p. 149)
Readers Theater for 3-5 people. Two narrators and a chorus of 1-3 people.
N1: They come across the yellow fields
running with dark faces and teeth bared
through ribbons of heated air
a mirage of false water.
The train slows as if waiting for them to catch up.
C: What’s happening?
Why are we stopping here?
Is it wolves?
N1: But they are not wolves
N2: We should have prayed for wolves
N1: But men instead
four-limbed and angry
carrying iron rods and knives
hands gripping gasoline cans
voices shouting into the hot dry air
their fury stirring the dust like a wind.
N2: We should have prayed for wolves
N1: They slam their bodies against the slowing
train. They cling to the window bars. They
climb to the roof and throw people into the air.
A voice demands we unlock the door of our carriage.
C: Open or be burned!
N1: I tell myself I’m still sleeping:
the unwound turban meting out
punishment
a gang of men severing the body of the
prime minister
the pounding of their fists
on this train
on this car
are only hammering
the metal walls of my head.
C: Open or be burned!
We must save ourselves!
N1: But it is no dream
my hands and arms know
my nostrils know
even my lungs and
my shallow breaths
know
what my heart cannot fathom
know
what’s going to happen next
because in dreams you cannot close
your eyes and mine are shut tight.
C: We must save ourselves!
N1: The door opens.
Oh my God. Who unlocked the door?

We are Sikh (p. 473)
Readers Theater for 3 people. Narrator, Maya, and Bapu.
N: The arguments are loudest in the morning.
We are refreshed. Ready to do battle again.
B: Khalistan will become a reality,
Jiva. God has seen our suffering
and will help us.
M: You said that would
never happen.
B: It will now. Sikh soldiers will
gather and be as one. So now is
the time for you to renounce your
Hindu blood.
M: That’s crazy, Bapu.
B: I am not crazy!
M: Well, your thinking is! One can’t wipe
away one’s heritage with the sweep of
a hand. You wouldn’t accept that for
yourself. You kept your hair long in
Canada. You wore the turban. So
you wouldn’t disappear.
B: Your blood, Jiva, is the blood of
murderers. And since I am your
only parent, I will now say what
you are!
M: Or what? You’ll bring out
your big knife?
B: Do not make me angrier!
M: There’s more? Besides my heart,
and the memory of my mother’s love,
what else will you burn with your hatred?
B: Any Hindu that comes near you.
M: Is that what you told Sandeep? Is that
why he left and hasn’t come back?
B: I told him the truth, Jiva.
M: You threatened his life! Unwilling to
see his kindness and sacrifice as
separate from his family’s religion!
B: Jiva, I am grateful to God for bringing
the boy to us. I recognize that through
his actions, he has paid a penance
for the crimes of his people. But he is
still a Hindu and cannot be in control
of his emotions.
M: So, no Hindu can ever be trusted again?
Even those who helped the Sikhs during
the riots? Putting themselves in danger?
B: No.
M: What about your oldest friend, Kiran.
B: There can be no exceptions.
M: And me, of course.
B: You must be cleansed of your nature, Jiva.
But you are still a child. There is time.
M: I used to be a child. When I lived in
Elsinore. But now I am an old,
old woman. I have seen things no child
should see. I have seen adults make
a hell of this world.

Longing (p. 517)
Monologue.
Miraj.
I close my eyes and imagine he’s with me. Holding
my face in slender hands. Lips soft and dark - a
cinnamon bloom. A poet’s words fall from his
mouth into mine: I desire my beloved only / And
there is no other wish in my heart. I touch the
memory of his arm. From wrist to shoulder.
Coffee skin. Thin and close to the bone.
My lover’s name is Miraj.
We find each other in the darkness. Our longing is
our guide out of innocence. Tongues too. We are
awkward but tender in our shyness. Do we
hesitate? Hold back? Perhaps only to take a
breath. For our desire is like a sea. Wave upon
wave. Until our souls lay bare and exposed upon a
far-off shore and our grief is eased.
The young are told to wait for emotions to catch
up to the flesh but what if the moment is now?
Our yearnings ready to set us free from sorrow
and fear?
And besides, who will show the world the
possibility of love, if it isn’t us?

Follow up activities
Writing:
• Have teens write journal entries about events in their own lives in free verse.
Social Studies:
• Research the history that lead to the 1984 anti-Sikh riots. What happened after? What is happening today?
• Research the caste system in India. How did it originate? What does it look like today?
• Research the history and symbolism of the sari. What does the color of a sari signify? The drape? The fabric?
• Compare and contrast the Sikh and Hindu religions.

Related websites / blogs
• http://cathy-ostlere.com
Cathy Ostlere’s website provides information about her inspiration for writing Karma. She talks about her travels through India as a young woman.
• http://www.sarahtregay.com/novelsinverse.html
This website provides an annotated list of novels in verse by recommended age level. If you’re looking for more novels in verse, this is an excellent starting point.
• http://www.skrishnasbooks.com/2008/07/south-asian-review-database_9529.html
A database of reviews of books by and about South Asians. A good way to find more fiction about Indian characters.

Related Books and Film
Young adult fiction set in India:
• McCormick, Patricia. 2006. Sold. New York: Hyperion. ISBN 9780786851713
13-year old Lakshmi is sold into prostitution in a brothel in Calcutta.

A fictional film about the legacy of the 1984 anti-Sikh riots:
• Bose, Shonali (director). 2005. Amu. Jonai Productions.
A young Indian American woman returns to India and discovers secrets that tie her to the massacre of Sikhs 20 years earlier.

Juvenile Nonfiction about Sikh and Hindu religions:
• Meredith, Susan. 2010. The Usborne encyclopedia of world religions. London: Usborne. ISBN 9781409510116
• Mann, Gurinder Singh. 2002. Buddhists, Hindus, and Sikhs in America (Religion in American life). New York: Oxford University Press, USA. ISBN 9780195124422
• Hyde, Margaret O. 2008. World religions 101: An overview for teens. Connecticut: Twenty-First Century Books. ISBN 9780822575184
• Singh, Nikky-Guninder Kaur. 2006. Sikhism (World religions). New York: Chelsea House Publications. ISBN 9781604131147
• Wangu, Madhu Bazaz. 2009. Hinduism (World religions). New York: Chelsea House Publications. ISBN 9781604131086

Adult Nonfiction about saris:
• Katiyar, Vijai Singh. 2009. Indian saris: traditions - perspectives - design. New Delhi, India: Wisdom Tree. ISBN 9788183281225

Used with permission of Teri Lybecker and Jessamy Sorelle.

Hidden

2011-09-09T08:48:00.004-05:00

Amanda Andrews created this absorbing digital trailer for Helen Frost's gripping new novel in verse, Hidden.

Plus, Linda Charles also chose Hidden for her digital trailer project. Here's her creation.

Don't these make you want to read this book?!

Used with permission of Amanda Andrews and Linda Charles.

Hurricane Dancers

2011-09-07T01:39:00.003-05:00

Bobbie Johnson, a graduate student in my Multicultural Literature course this summer, created this readers' guide for Margarita Engle's 2011 historical novel in verse, Hurricane Dancers. It's full of terrific ideas and activities!

Bibliography
Engle, Margarita. 2011. Hurricane Dancers; The First Caribbean Pirate Shipwreck. New York: Henry Holt and Company. ISBN 9780805092400

Recommended age levels: Ages 11 to 18 1. Summary
This historical novel in verse tells three intertwined stories that occurred in 1509: Quebrado’s story of finding freedom, Talavera and Ojeda’s story of selfish greed and disregard for human life, and Caucubú and Naridó’s love story. Quebrado, a boy of Taíno Indian and Spanish heritage, is captured and enslaved by pirates. His master, Bernardino de Talavera, was once a wealthy slave owner. However, he mistreated his slaves and when they died he suffered financial ruin as there was no one to take care of his land. To avoid being placed in debtor’s prison, he stole a ship and turned to piracy. Talavera captured the governor of Venezuela, Alonso de Ojeda, a ruthless conquistador who had been injured by a Native’s poison dart. When Talavera’s ship is sunk in a hurricane, Quebrado is rescued from the sea by Naridó, a Taíno fisherman from Cuba, and embraced by Naridó’s village. Talavera and Ojeda also survive and are washed up on the shore. When they wander into the village, Quebrado warns the villagers about these two evil Spaniards. Instead of executing the two men, the villagers decide to release them in the swamp, expecting them to die or be eaten by alligators.

In the mean time, Caucubú, the girl Naridó loves, is being forced into an arranged marriage. Knowing the only way to be together is to run and hide, Caucubú and Naridó secretly leave the village. The villagers blame Quebrado for the strange twist in events and exile him. He is able to find Caucubú and Naridó, and together they start their own village. Haunted by his past, Quebrado fears that Talavera and Ojeda might have survived and he leaves to warn villagers on the other side of the swamp. He gets there after Talavera and Ojeda do, and Ojeda tries to kill him upon his arrival. The villagers let Quebrado decide whether the Spaniards’ fate. In choosing to release them, Quebrado finds that, for the first time since he was a young boy, he feels whole. He sheds the name Quebrado, meaning broken in Spanish, and calls himself Yacuyo (Far Light) instead.

2. Review Excerpts
Booklist Starred Review (January 1, 2011) – “Once again, Engle fictionalizes historical fact in a powerful, original story. With the exception of Quebrado, all the characters are based on documented figures (discussed in a lengthy author’s note), whose voices narrate many of the poems. While the shifting perspectives create a somewhat dreamlike, fractured story, Engle distills the emotion in each episode with potent rhythms, sounds, and original, unforgettable imagery. Linked together, the poems capture elemental identity questions and the infinite sorrows of slavery and dislocation, felt even by the pirate’s ship, which “remembers / her true self, / her tree self, / rooted / and growing, / alive, / on shore.”
Kirkus Reviews (January 15, 2011) – “Taken individually the stories are slight, but they work together elegantly; the notes and back matter make this a great choice for classroom use.”

Library Media Connection (June 2011) – “This historical fiction story, set in the Caribbean in 1510, is written in verse format. The figurative language is captivating as multiple voices spin a tale of the first Caribbean pirate shipwreck, slavery, banishment, betrayal, and love.”

The Bulletin of the Center for Children’s Books (April 2011) – “Based on the early sixteenth century shipwreck and on the legendary Cuban story of forbidden love between Naridó and Caucubú (who provides the fifth narrative voice here), this is both a taut adventure tale and a grim examination of the disastrous cultural contact between Europeans and the Caribbean islanders they promptly exploited or enslaved. The slender size and accessible format may help draw readers daunted by thicker materials . . .”
3. Questions to Ask Before Reading
a. This story takes place in the Caribbean. Where is that, and what countries are found there? When were these countries discovered? Many students do not understand that in 1492, Columbus did not discover the land known as the United States. Instead, he discovered Caribbean islands. A map should be displayed of the region so students understand the geography in which the story takes place.

b. Lots of people have seen the Pirates of the Caribbean movies. Do you think these movies accurately depict pirates? Why or why not?

c. When you think of Native Americans, what comes to mind? What do you know about their culture, beliefs, religion, etc.? Were Native Americans only found in the American West? Where else were they found? Does anyone know if there were any Native Peoples found on the islands of the world’s oceans and/or seas? (These questions could lead to a rich discussion about Native Peoples. It would be a great time to dispel some misconceptions.)

d. We know there were slaves in the United States. Was there slavery anywhere else in the world? Was there slavery anywhere else in the Americas? Background information about the slavery of indigenous peoples in the Americas can be discussed.

4. Suggestions for Reading Aloud
a. The book can be read aloud over a series of six days, corresponding to the six parts of the story. Each day, different students can be chosen to read the words of Quebrado, Talavera, Ojeda, Naridó and Caucubú.

b. Read the poems on pages 77 and 79. These are Caucubú’s and Naridó’s reactions to the stories Quebrado tells about the things he saw and experienced while with the Spanish. Discuss their different reactions to Quebrado’s tale. After discussing this, read the poem on page 80. What part of Quebrado’s story caught Caucubú’s and Naridó’s attention?

c. Read the poems on pages 5, 9, 13, 40, 47. These poems give readers a sense of the main characters: who they are, their feelings, and their histories. After each poem is read, discuss what it says about the character it describes. Discuss how the traits portrayed by these poems explain the different reactions the characters have to the story’s events.

5. Follow Up Activities
a. Language Arts/Research Assignment - Write diary entries, as if you were a Taíno Indian, regarding your impressions of the Spanish explorers and settlers. Create entries for 1 day, 1 month, 1 year, 5 years, 10 years, and 30 years after their arrival. You will need to do research regarding the interactions between the Taínos and the Spanish, as well as the fate of the Taíno Indians, to complete this assignment.

b. Science assignment – A research project can be conducted regarding the causes and effects of hurricanes. Students should work with one or two partners, sharing their information on a group wiki. Information regarding tropical waves, depressions, and storms, as well as the different categories of hurricanes could be included. Students should prepare a product of their choice (PowerPoint, Blog, iMovie, etc.) to share their findings with the rest of the class. The presentation should include pictures and other visual representations of hurricanes and the damage they cause.

c. Art assignment - Make a diorama of a Taíno village. Be sure to include bohios, a central plaza, a caney (the cacique’s dwelling), and a batey court (an area for traditional ball games). The following websites will help students visualize Taíno villages and understand how they were constructed.
1. http://www.stjohnbeachguide.com/Taino%20Village.htm
2. http://www.indio.net/ - Warning: While this website includes a very nice graphic of a Taíno village, some of the Taíno people are drawn scantily clad or naked. No body part details are shown, however the teacher may want to preview the site prior to showing it to the class to ensure it is appropriate for students’ age group.
3. A Google search for “taino village image” will provide several images of Taíno villages.

6. Related websites/blogs
a. The following websites include information regarding the Taino Indians.
1. Welcome to Puerto Rico http://topuertorico.org/reference/taino.shtml
2. El Boriqua: Un Poquito de Todo http://www.elboricua.com/history.html
3. Glencoe Online: The Journey of Christopher Columbus: Native Peoples (The “Indians”) http://www.glencoe.com/sec/socialstudies/btt/columbus/native_peoples.shtml

b. Background information regarding Christopher Columbus may give students background knowledge regarding early Spanish interactions with Native cultures.
1. http://wilstar.com/holidays/columbus.htm
2. Although Wikipedia does not always have a reputation for providing reliable information, this article does provide some interesting background information and facts about Columbus and his voyages. http://en.wikipedia.org/wiki/Voyages_of_Christopher_Columbus#Discovery_and_exploration

c. A more complete and accurate account of the relationship between Bernardino de Talavera and Alonso de Ojeda can be found on pages 136-139 from Tierra Firme. “Tierra Firme” is a chapter from the following book, available online in its entirety.
Anderson, Dr. C. L. G. 1911. Old Panama and Castilla Del Oro. Boston: The Page Company.

7. Related Books
a. Dorris, Michael. 1992. Morning Girl. New York: Hyperion Books.
A brother and sister tell the story of their lives as island pre-Columbian Indians in this historical novel.

b. Jacobs, Francine. 1992. The Tainos: The People who Welcomed Columbus. Ill. by Patrick Collins. New York: G. P. Putnam’s Sons.
This nonfiction book tells the story of the demise of the Taíno peoples after the arrival of Columbus.

c. Crespo, George. 1993. How the Sea Began: A Taíno Myth. New York: Clarion Books.
This Taíno myth describes how the world’s ocean was created.

d. Yolen, Jane. 1992. Encounter. Ill. by David Shannon. San Diego: Harcourt Brace Jovanovich.
A Taino boy tries to warn his village about the arrival of three ships (Columbus) to no avail. This story tells about Columbus discoveries from the Taíno point of view.

Other books by Margarita Engle dealing with Cuban history can be read.
1. Engle, Margarita. 2008. The Surrender Tree. New York: Henry Holt and Co.
This novel in verse is about those who fought for Cuban independence during the nineteenth century.

2. Engle, Margarita. 2009. Tropical Secrets: Holocaust Refugees in Cuba. New York: Henry Holt.
This story, told in free verse, is about Jewish refugees who found their way to Cuba.

Used with permission of Bobbie Johnson.

Inside Out

2011-09-05T01:38:00.004-05:00

Kathryn Anderson created this terrific digital trailer for the novel in verse, Inside Out & Back Again by first time (children's) author Thanhha Lai. I wrote about this book earlier this year-- it's one of my favorites of 2011-- and I was particularly pleased by what Kathryn came up with to showcase this book. What do you think?

Used with permission of Kathryn Anderson.

Displacement

2011-09-02T08:48:00.004-05:00

Giesla Zech, a graduate student in one of my summer courses created this thorough readers' guide for the novel in verse, Displacement, by Thalia Chaltas.

Bibliography:
Chaltas,Thalia. 2011. Displacement. New York: Viking Children's Books. ISBN 978-0-670-01199-5

Recommended Age Levels:
12 and Up

Summary of Book:
A young girl named Vera is running away from a past life in the hopes of forgetting everything and everyone. She wants to leave the painful memories of her mother’s absence and her sister’s death behind her by starting a new life in a little mining town called Garrett. However, Vera’s attempts at escape and finding peace are proving unsuccessful since she cannot seem to stop the memories of the past from haunting her.

Chaltas’s novel in verse combines the best of both worlds in order to create a complicated protagonist whose layers of emotions and secrets slowly become exposed through the combination of free verse and dialogue. “So why are you suddenly here in Garrett? /Taking some summertime away from home, is what I come up with.” “It’s the closest truth I have said/ I am uncomfortable stating the reason I left.” Readers will be able to see Vera’s pain and sympathize with her struggles thanks to the use of flashback which allows readers to witness the stressed relationship Vera has with her family. The story is further brought to life by Chaltas’s use of simile and personification which help describe the setting and the characters. “Lon is still as a serpent/Peg is sprinting over grinning like a joyous demon/The desert doesn’t trust outsiders/Vegetation lounges luxuriantly.” Readers will relate to this dynamic and believable character’s struggles since her various problems are the kind that we all have faced.

Review Excerpts/Awards:
1. Kirkus Review (May 1, 2011)
In first-person free verse with halting rhythm, 17-year-old Vera narrates her sojourn in a tiny desert town she's never seen and doesn't know. Vera wants to be someplace unfamiliar, someplace that doesn't invoke her younger sister, who died in a drunken ocean swim, nor her older sister, who's tried to replace their absent mother but seems aloof, so she hitch hikes to the desert and gets out at Garrett, where "nobody knows me." Despite her obvious grief, Vera's voice doesn't easily inspire sympathy. In a mostly abandoned mining town characterized by "scraping-the-bean-can / unapologetic / starkness," Vera squats in a deserted house and scoffs at the two part-time jobs she finds ("It's certainly not what my once best friend Rob / would have called 'rocket surgery' "). Mercantile owner Tilly lisps, her pronunciations mercilessly spelled out: "He'th an artitht! / Bowlth, jugth, plateth, / thellth it all it all on the Internet." Vera crushes on Lon, a businessman whose Indian identity is frequently reiterated: "I glare at him, / leaning forward / having dumped the heaviest words / directly onto his black-feathered Native head." Lon doesn't live up to Vera's expectations ("Frickin' noncommunicating-handsome-half-Hopi," she stews), and the text casts him as bad guy; only Milo the ceramicist is truly likable here. The verse's irregular, faltering beat matches Vera's defensive grief well, but Vera herself retains an unlikable air of entitlement even as she moves on from the desert and back into her real life.(Fiction. 12-15)

2. Publishers Weekly (April 4, 2011)
An exploration of grief, guilt, and redemption, Chaltas's second novel in verse covers rocky terrain both physical and mental, as recent high school graduate Vera wrestles with the drowning death of her younger sister, Amy. Feeling abandoned by her disengaged, globe-trotting mother and cerebral older sister, Vera decamps for the desolate mining town of Garrett, which she discovers by accident. Despite Vera's abundant pain over Amy's death and her family's inability to prevent it, Chaltas (Because I Am Furniture) doesn't let it overwhelm her story, giving Vera a voice that flits between acerbic and self-deprecating, a passion for geology, and a lust interest in gorgeous, half-Hopi Lon, who provides Vera with part-time employment. As pared down as the desert landscape into which Vera immerses herself, Chaltas's verse regularly surprises with economically graceful descriptions that make her settings and characters come alive (of Lon: "And then/ that smile flashes on,/ Vegas neon, baby,/ so genuine it hurts"). A delicate suggestion of ghostly horror gives the novel further dimension, without distracting from the insights and truths Vera slowly unearths. Ages 12-up. (June) (c) Copyright PWxyz, LLC. All rights reserved.

3. The Bulletin of the Center for Children’s Books, June 2011 (Vol. 64, No. 10) At seventeen, Vera’s feeling pushed out of her relationships: her mother has never paid attention to her three daughters, preferring to stay away for extended periods as a flight attendant; her eldest sister is a cold and distant caretaker, while her middle sister grows more and more out of control; her two best friends have started dating each other and left her out of their happy coupledom. When her middle sister drowns during a drunken late-night swim, Vera decides that she needs to own her feelings of displacement and actually take herself away for a while, so she runs away from home and settles in a small, out-of-the-way mining town. Here she grieves and sorts out her feelings in the company of Milo, a quiet potter grieving a loss of his own, Tilly, a tacky and careworn diner owner, and Lon, a hot but infuriating guy who hires her to do the books for his suspicious packaging business. This events in this verse novel are few, but each has metaphorical significance for Vera’s increasing self-awareness and helps both Vera and the reader understand the value of taking time out and then letting people back in. Milo, as a gay man who has lost his partner, is a kind and generous example of wisdom earned through hardship, while Tilly gives Vera a glimpse of what staying closed-off looks like. It is Lon, though, who eventually forces Vera to understand what it means to mature emotionally as she comes to realize how stunted he is. Although this constellation seems programmatic in summary, it works well with the verse-novel form, as the plot, setting, and characterization are as restrained and carefully chosen as the language itself. Readers looking for a verse novel that ably works with the potential of the form would do well to explore this well-wrought maturation tale. Review Code: R -- Recommended. (c) Copyright 2006, The Board of Trustees of the University of Illinois. 2011, Viking, 368p.; Reviewed from galleys, $16.99. Grades 7-10.

Questions to ask before reading book:
Students will be invited to participate in the following discussion activities:
1. Students will analyze the front and back cover of the book in order to make a prediction of what this book is about. Some questions for students to consider include: Who is the girl on the cover? What is she doing? Where is this girl? When do you think this story took place? Why are her eyes closed? Once students have had enough time examining the book cover, they will share their answers.
2. Students will answer the following question: What do you think displacement means? Do you think the cover of this book is a clue? Why or why not?
3. Do you think it’s possible for an entire book to be a poem in and of itself? Or do you think it’s impossible for an entire book to be a poem? How long are poems usually? What kind of book is this?
4. Before students read this novel in verse, familiarize them with the literary devices that they will encounter. For instance, this novel in verse contains many examples of personification. Explain to students what personification is and then provide them with examples. Then, have students create and share their own examples to check for understanding.
5. Finally, before reading this verse novel, students will pair up in order to read to each other a poem. One student will have a free verse poem, and the other will have a poem that rhymes. Each student will take turns reading their poem to their partner. Once students are finished sharing their poems, they will be asked to discuss what differences they saw between the two poems. This activity will help students understand free verse and thus prepare them to read this book.

Suggestions for reading aloud:
1. Modeling Reading: The teacher will invite the school librarian into her classroom in order to “hook” the students by having her/him read the beginning of the novel out loud to them. This will help students understand what good reading looks and sounds like. Students will learn that expressive reading helps a book’s story come to life and make more sense.
2. Think Aloud: Students will learn how to be effective readers by using the think aloud strategy. The teacher will first model this strategy by reading a short poem to the class making sure to stop and ask questions along the way as well as voice any thoughts that she/he might be thinking as she/he reads the text. She/he will then explain to students that these actions are what effective readers do in order to understand text. Once students see how this strategy works, they will be given an opportunity to demonstrate their comprehension by reading a section of the story and then sharing with the class something about the text they found interesting, confusing, etc. If you feel like your students might be too shy to share their thoughts with the entire class, another option for teachers would be to have their students turn to their neighbors and share their thoughts.
3. Readers Theatre: Students will be placed in pairs. They will choose a scene from Displacement and create a short skit which will be presented to the class. Students will choose a character from the story and will read their character’s dialogue. Students are encouraged to use props and should rehearse their scene until they are ready to perform it. Once students have acted out the scene they will be asked to summarize it and explain how their actions and props complemented the scene.

Follow up activities:
1. Writing: Throughout the book, Vera writes messages on postcards to her sister Carole yet she never writes one to her mother. Pretend that Vera is writing a postcard to her mother. What would she say to her? Write your postcard as if you were Vera and discuss your thoughts on your life in Garret, your sisters, and your relationship with your mother.

2. Social Studies: In this story, pieces of Vera’s life are revealed through flashbacks that she has. This causes Vera’s story to be somewhat out of order. In order to understand Vera and the events that have helped shaped her, students will create a timeline of her life starting with her childhood and ending with Vera accepting her position at Long Valley Caldera, California. Students will illustrate their timelines with simple pictures/images.

3. Art: In Displacement several of the characters in this story are involved in art in some way or another. For instance, Milo creates and sells his own pottery; Lon owns a business called “Secondary Packaging” which distributes Hopi art and pottery. Even Vera’s character plays a role in helping to create and distribute art because she works for both Lon and Milo. She even tries her hand at making pottery herself and realizes that pottery is not as easy as it seems. This experience causes Vera to understand and appreciate art more. Art teachers can use this book as an opportunity to teach students about the characteristics and history of Hopi art. Once students are familiar with the style of Hopi art, then they can try their hand at creating their own pieces. The purpose of this activity is to teach students about Hopi art so that they can fully appreciate it.

4. History: The setting in Displacement is an unfriendly gritty environment to live in; thus, residents of Garrett must be on the alert for dangerous sand storms. The characters in this story do the best they can to live in this dusty hot environment. At one point Vera even compares it to the dust bowl when she states, “Not a romantic photography…A stagnant dust bowl of the Old West” (p.183). In fact during the story, a horrible sand storm hits so hard that Vera is trapped in her dust filled home and at one point has to put a damp mask over her face in order to breath. In order for students to understand why Vera made this comparison and so that they can understand just how harsh the elements can be, students will research the Dust Bowl using various types of resources such as databases, the internet, encyclopedias, and maps. They will use these resources to answer the following questions: What was the Dust Bowl? When did it happen? Why did it happen? Which states were affected by it? How did residents deal with these dust storms? Do these dust storms still happen? Where? Once students have completed their research, they will create a short power point presentation in order to demonstrate their findings. Pictures of the Dust Bowl will be included in this presentation.

Related Websites:
1. Thalia Chaltas’s Website-Use this website to learn more about Chaltas and her writing.
http://www.thaliachaltas.com/Books.html

2. Use the following websites to learn about the Dust Bowl
http://www.pbs.org/wgbh/americanexperience/films/dustbowl/
http://www.kidzworld.com/article/707-dust-storm-on-the-loose
http://www.associatedcontent.com/article/6227662/how_to_survive_a_sandstorm.html?cat=58

3. Use the following websites to learn about the Hopi tribe and their art
http://www.native-net.org/tribes/hopi-indians.html
http://www.hopipottery.net/index.htm
http://inkido.indiana.edu/w310work/romac/art.htm
http://www.ausbcomp.com/Redman/hopi.htm

4. These websites discuss grief and how to deal with tragedy
http://kidshealth.org/teen/your_mind/emotions/someone_died.html
http://parentingteens.com/blog/2010/05/31/teens-dealing-with-grief/
http://helpguide.org/mental/grief_loss.htm

Related books:
1. Poetry
A) Lomatewama, Ramson.1987. Silent Winds: Poetry of One Hopi. Heard Museum.
B) Young, Kevin. 2010. The Art of Losing: Poems of Grief and Healing. Bloomsbury USA.
C) Fox, William L. 2002. Reading Sand: Selected Desert Poems, 1976-2000. University of Nevada Press.

2. Nonfiction
A) Foster, Lynne. 1997. Adventuring in the California Desert. Sierra Club Books.
B) Pritzker, Barry. 2011. The Hopi. Chelsea House.
C) Bahti, Tom. 1997. Southwestern Indian Arts & Crafts. KC Publications.
D) Ruiz, Ruth Ann. 2001. Coping With the Death of a Brother or Sister. Rosen Publishing Group.
E) Myers, Edward. 2006. Teens, Loss, and Grief: The Ultimate Teen Guide. Scarecrow Press.
F) Canfield, Jack, and Mark Victor Hansen. 2003. Chicken Soup for the Grieving Soul: Stories About Life, Death and Overcoming the Loss of a Loved One. Health Communications.

3. Fiction
A) Sones, Sonya. 2004. One of Those Hideous Books Where the Mother Dies. Simon & Schuster Books for Young Readers.
B) Nelson, Jandy. 2010. The Sky is Everywhere. Dial Books.
C) Smith, Kirsten. 2007. The Geography of Girlhood. Little, Brown.
D) Dessen, Sarah. 2004. The Truth About Forever. Viking.
E) Fullerton, Alma. 2007. Walking on Glass. Harper Tempest.

Used with permission of Giesla Zech.

Spinster Goose

2011-08-31T08:47:00.003-05:00

Graduate student Sharon Forinash created the following digital trailer for Spinster Goose; Twisted Rhymes for Naughty Children by Lisa Wheeler. It's so clever (actually both the book and the trailer are so clever)! Check 'em out.

And Veronica Grooms created a readers' guide for Spinster Goose full of fun activities. Check it out!

Bibliography : Wheeler, Lisa. 2011. Spinster Goose: Twisted Rhymes for Naughty Children. Ill. by Sophie Blackall. New York: Atheneum Books for Young Readers. ISBN 978-1-4169-2541-5

Recommended Age Level: 5 and up 

Summary of the Book
 In this delightfully sinister twist on Mother Goose, Lisa Wheeler has given us her recreated and reimagined parodies of the traditional Mother Goose rhymes by introducing a new character, Mother Goose’s sister Spinster Goose. When faced with the naughtiest, most rotten children around, Mother sends them on to her stern sister Spinster who rules over a prison-like school for wayward children. Here we find every manner of brat: the pinchers, pokers, biters, takers, swearers, cheaters, liars, and more! We have new delinquents along with some familiar ones like Jack and Jill, Georgie Porgie, Mary Quite Contrary, and Humpty Dumpty. Warning! Watch your manners. If you are not careful, “She’ll box and wrap each little brat/ and send them home to you!” Reminiscent of the horrid adults and situations in the books by Roald Dahl. Each poem is accompanied by morbid little pictures done in watercolor and ink. Sophie Blackall’s illustrated children are every bit as unique and recognizable as the artwork of Edward Gorey and Tim Burton. A standout aspect of her illustrations for the book is that her characters are truly whimsical—some human and some part animal. Georgie Porgie, for example, is a bullying bulldog picking on two cherub-faced little preschoolers. The rhymes and illustrations in this book are a perfect combination to tell the story of these beastly boys and ghastly girls. This will appeal to children and adults who like things slightly strange and off-center.

Review Excerpts
This website has an entertaining and enjoyable review in the form of a video book trailer:  http://www.ratchatreviews.com/?p=656

STARRED REVIEW in KIRKUS
“Delectably satiric nursery rhymes play with naughtiness and punishment. Mother Goose sends disobedient children (some human, some half-animal) to her sister Spinster Goose’s reform school, where “The pinchers get pinched, / and the pokers get poked. / The biters get bit, / and the smokers get smoked.” Crimes range from eating chalk to stealing sweets and cheating. Some consequences arise naturally (gum-chewer’s gum explodes on her face), while others come at Spinster’s strict hand: Baa Baa Black Sheep swears, so Spinster “hires shearers from the north, / hygenists [sic] from the south. / They promptly shear his BLEATING wool, / then wash his BLEATING mouth!” Real violence remains mostly at rumor level as threats—an electric chair and stretching rack are shown but not used. Lard-boiled beans prove that “Life is Gruel”; deliberately filthy Polly Flinders refuses to shower because “this punk is into Grunge.” Badness was never more enjoyable than Wheeler’s wicked rewrites: "Friday's child stole seventeen lunches. / Saturday's child threw seventeen punches. / But the child who got a Sunday detention / did something too naughty for me to mention." Blackall’s watercolor-and-ink illustrations are fascinatingly delicate in line and color as they convey all the funny, delicious ghastliness of necks bending in woe, cheeks paling in nausea and this whole mob of unbiddable, hybrid Struwwelpeter/Gorey kids.”
—Kirkus 2011

This collection of Mother Goose parodies . . .is as elegant as it is, like Mary, “quite contrary”….Blackall’s pallid vignettes balance chilly poise and mordant humor. . . Wheeler adds some intellectual depth to the original nursery rhymes while grossifying them. . .kids with a twisted sense of humor will feel right at home.
—Publisher’s Weekly 2011

. . .Blackall backs up the rhymes with wry, devilish images that surround, infiltrate, and help spark this offbeat collection. Pairing these parodies with a traditional Mother Goose book . . .will help expand listeners’ appreciation of Wheeler’s humor. —School Library Journal 2011

Questions to Ask Before Reading Book
1. Has anyone heard of Mother Goose?
2. Do you know any Mother Goose rhymes?
3. Would you like to share and recite the rhymes you know?
4. What do you think of Mother Goose? How do you picture her?
5. Looking at the cover of Spinster Goose, does this look like Mother Goose? Who do you think this is? Does she look kind or mean? Why?
6. What is a spinster? What do you think of when you hear that word?
7. Why is she holding the children like that? What kind of children are they?

Suggestions for Reading Poems Aloud
• Invite the children to pick their favorite traditional Mother Goose rhyme or their favorite from Spinster Goose and to recite it aloud using costumes and props. For example, “The Fibber” by Lisa Wheeler (Spinster Goose) could be read by a female student dressed like Mary and with a stuffed lamb prop. “The Custodian” by Lisa Wheeler (Spinster Goose) could be read accompanied by a bucket and mop
• The children could be encouraged to read a rhyme as a duet. A perfect example would be “The Interrupter” by Lisa Wheeler (Spinster Goose). This rhyme has alternating lines: the actual rhyme and then the interjections of the character Mary (Mary, Mary, quite contrary). One child could narrate the rhyme, the other could play the part of Mary. The part of Mary would need to sound like an annoying know-it-all!
Mary, Mary, quite contrary, she’s a walking dictionary. “I think you mean encyclopedia.”
• Let the children read their favorite rhyme from Spinster Goose using several different accents, emotions, and tones of voice. For example, “Crooked Row” could be read with a very proper, upper-crust British accent, with a scary, sinister voice, or with a cheerful, peppy voice similar to the Good Witch in the Wizard of Oz movie. Let them have fun and experiment with how one’s voice can change the presentation and characterization of the poem being read aloud.

Follow Up Activities (From Activity Guide on lisawheelerbooks.com)
Science
1. Poem: The Gum-Chewer Pg. 8 
Good Books to pair with this poem: 
Pop! The Invention of Bubble Gum by Meghan McCarthy 
Bubble Gum, Bubble Gum by Lisa Wheeler 
Bubble Trouble by Margaret Mahy 
BubbleMania: A Chewy History of Bubble Gum by Lee Wardlaw 
The BubbleGum Kid by Stu Smith and Julia Woolf 

Science Experiment: 
Supplies: 6 or more brands of bubble gum 
Question: Which brand of gum makes the best bubbles?
Come up with a hypothesis. Do the kids think that more sugary gums make the best bubbles? Does the color of the gum matter? Etc. 
Using at least 6 brands of bubble gum, have teams of students chew and blow bubbles. 
Measure bubbles carefully and accurately .
Time the length a bubble lasts before popping or deflating.  Which gums made the strongest bubbles? Biggest bubbles? Longest lasting bubbles?
 Chart the results and compare with the other teams.

2. Poem: The Chalk-eater Pg. 12 
Science experiment:  Supplies: White chalk, vinegar, clear drinking glass 
Question: How long will it take chalk to dissolve? Place chalk into the glass half-full of vinegar 
Observe. The chalk will begin dissolving and be completely dissolved within a few days.
Ask students, “Why did the chalk dissolve?”
Research what the vinegar and lemon juice are (acid) and the properties of chalk (calcium bicarbonate.) 
Why is chalk ‘non-toxic’? (It is made from ground limestone, clay, water, and non-toxic dry coloring powder.)
Can we make calcium bicarbonate? (Mix soda water, calcium pills and baking soda.)

Language Arts
1. Poem: The Cheater Pg. 32 
Parody: a piece of writing, music, etc., that imitates the style of someone or something else in an amusing way. 
Compare this parody with the original poem.
Explain the meaning of ‘parody.'
Original: 
Peter, Peter, pumpkin eater 
Had a wife and couldn’t keep her. 
He put her in a pumpkin shell, 
And there he kept her very well.

*Note that the entire book, Spinster Goose: Twisted Rhymes for Naughty Children is a parody of Mother Goose.

2. Poem: The Fibber Pg. 39
 Using “Mary Had a Little Lamb” as a pattern, write a new poem.  Here is a pattern to follow: 
________had a little_______.  His/her _______ was ________ as _______.  Everywhere that __________ went / The_______ was sure to _______.

Example: 
Justin had a little fish. 
Her scales were blue as water. 
Everywhere that Justin went 
The fish was sure to totter. 

Related Books
Addams, Charles. 2002. The Charles Addams Mother Goose. New York: Simon & Schuster.
Burton, Tim. 1993. The Nightmare before Christmas. New York: Disney Press.
Cole, William. 1964. Beastly Boys and Ghastly Girls. Ill. by Tomi Ungerer. New York: Philomel Books.
Gorey, Edward. 1997. The Gashlycrumb Tinies. New York: Houghton Mifflin Harcourt.
Note: This is an adult children’s book. Recommended for older readers.
Holub, Joan. 2008. Knuckleheads. Ill. by Michael Slack. San Francisco: Chronicle Books.
Pichon, Liz. 2008. The Three Horrid Little Pigs. Wilton, CT: Tiger Tales.
Sierra, Judy. 2001. Monster Goose. Ill. by Jack E. Davis. New York: Harcourt, Inc.

Related Websites
http://www.lisawheelerbooks.com/LW/spinster_goose.html 
Visit the author’s website for more information about her and her books.
http://sophieblackall.com/
 Visit the illustrator’s website for more information about her artwork and projects.
http://www-personal.umich.edu/~pfa/dreamhouse/nursery/rhymes.html 
The rhymes, recommended books and resources, coloring sheets and how to share rhymes with children.
http://www.mothergoose.com/Rhymes/rhymes.htm 
Games, crafts, activities and more with Mother Goose rhymes.
http://www.librarysupport.net/mothergoosesociety/ 
Mother Goose rhymes, recipes, and information.
http://www.enchantedlearning.com/Rhymes.html
 Mother Goose rhymes in rebus form, a combination of pictures and words.
http://www3.amherst.edu/~rjyanco94/literature/mothergoose/menu.html 
Mother Goose rhymes and various links to other websites.
http://en.wikipedia.org/wiki/Mother_Goose 
Background information on the history and origins of Mother Goose.

About the Author
Lisa Wheeler is the twisted author of more than twenty-five books for children, including Boogie Knights and Seadogs: An Epic Ocean Operetta, both illustrated by Mark Siegel, and Sailor Moo: Cow at Sea, illustrated by Ponder Goembel. She lives in Michigan with her nice husband and naughty Border Collie.
From the author:
“Writing books for children is definitely a dream come true. I am doing exactly what I am supposed to be doing with my life. Just like when I was a child in Pennsylvania, I love everything about children's books -- even the smell!"

About the Illustrator
Sophie Blackall is an Australian illustrator whose previous books include Ruby’s Wish, Meet Wild Boars, and the Ivy and Bean series. She lives in Brooklyn, New York, with her impeccably behaved children and poorly behaved cat.

Original Mother Goose Rhymes Parodied in Spinster Goose
These can be found on: http://www.rhymes.org.uk/index.htm or are from:  Rackham, Arthur. 1913. Mother Goose Nursery Rhymes. New York: Franklin Watts, Inc.

Used with permission of Sharon Forinash and Veronica Grooms.

The Green Mother Goose

2011-08-29T08:47:00.003-05:00

My students Susan Corbitt and Katie Allen created this comprehensive readers' guide for The Green Mother Goose by Jan Peck and David Davis. Lots of great ideas here!

The Green Mother Goose:
Saving the World One Rhyme at a Time
By Jan Peck and David Davis
Illustrated by Carin Berger
New York: Sterling. ISBN 9781402765254.
Recommended age level: 4 – 8

Summary of Book:
Mother Goose has gone green in this recycled book of 30 familiar Mother Goose rhymes. Jack Pratt addresses healthy eating in this new green version where he eats junk food fat and outgrows his pants. This Little Piggy saves water, bikes, uses alternative energy and squealed “Re-re-recycle!” all the way home; Mother Hubbard shops with cloth grocery bags. This eco-friendly picture book introduces recycling, organic gardening, free-range chickens, alternative energy, and protecting the environment to children through the use of nursery rhymes. The illustrations further the eco-friendly theme by creating collages from ticket stubs, newspapers, and other reused items. The book is printed with soy-based ink on paper made from mixed sources including recycled wood and fibers.

Review Excerpts:
School Library Journal
“Peck and Davis whimsically rework 30 familiar rhymes with eco-friendly issues and concerns: recycling, organic gardening, free-range chickens, and the benefits of conserving. Most of the rhymes are fun and readable, even rousing at times, though a few are forced and didactic. Berger's collage illustrations crafted from found papers, including ticket stubs and newsprint, add to the book's folksy appeal. Inventive and hopeful, this should strike the right note for Earth Day celebrations.”

Publishers Weekly
“Peck and Davis deliver their missive with humor and a touch of snark, but the often self-righteous tone drains much of the fun.”

Booklist - Diane Foote
“More suitable for teaching about ecology and conservation than simple sharing for fun, this collection of fractured nursery rhymes will be received best by kids who already know the original versions and will appreciate the green twist. These versions are cleverly done and retain the rhythms of the originals while updating the language and the message. The moralistic tone (“Mary, Mary, quite contrary, / Refused to garden green. / her toxic sprays, a choking haze, / Spreading dangers, hurtful and mean”) isn’t likely to win many converts, although kids already on the green bandwagon will welcome the reinforcement.”

Kirkus
“For this collection of 30 poems, not only nursery rhymes but also familiar children's songs have been given new lyrics promoting energy conservation activities and healthy living. Their strong message is leavened by Berger's whimsical, inventive illustrations, which lighten the tone. These illustrations invite close inspection, while the poems will be welcomed in schools where going green is a value.”

Questions to ask before reading the book: Invite the children to discuss the following:
Are you familiar with Mother Goose Rhymes? Have the original Mother Goose book to show students. Read some of the poems if they are not familiar with them. Recite some if they know them.
What does it mean to “go green”?
Do you turn the lights off when you leave your room? Did you know you can save energy when you turn the lights off? How else can you save energy in your home?
Do you know what recycling is and does your family recycle?
What do you know about Earth Day?

Suggestions for reading poems aloud
“Here We go Round the Neighborhood” - Invite the entire group to sing along with you.
“Jack Be Nimble” – Invite six children to read one stanza
“This Little Piggy” – Invite one child to read the poem and invite the entire group to respond to the last line “And this little piggy squealed,”…. (Group)”Re-re-recycle!”

Follow up activities (Writing, art, science, etc.)
Poem writing:
The author took original Mother Goose Rhymes and made them “Green”. Invite the children to explore other Mother Goose Rhymes and choose one that they could recreate into an eco-friendly version.
In groups, have the children think of other eco-friendly topics to write about. Have each group create an original poem about their topic.

Science:
Invite the children to research one of the science theme from one of the poems; such as, recycling, energy conservation, water conservation, or nutrition. Have the children report on their new knowledge about the theme.
Invite the children to start recycling at home and share their experiences.

Art:
Invite the children to collect used materials from their home and create a “recycled” pet from those items.
The illustrator used pieces of old newspaper, bottles, and cans to create many of the illustrations in the book. Invite the children to use these items to create a collage of their favorite poem.

Related Web Sites:
Earth Day web sites:
http://www.dltk-kids.com
[Look here for Earth Day poems, quotes, songs, activities, games, crafts, and coloring pages]

http://www.bigactivites.com/themes/earth_day.php
[Locate many connect the dot activities for planet earth and recycling. The connect the dots incorporate counting by 1s, 2s, odd and even, and using upper and lower case letters]

http://www.makinglearningfun.com/themepages/EarthDay.htm
[Find literacy, math, and art ideas, bulletin boards, color pages, and questions about Earth Day. A list of books about Earth Day is also provided]

http://www.holidays.kaboose.com/earthday-activities.html
[Look here for Earth Day activities]

Curriculum web site:
http://www.greeneducationfoundation.org
[Complete curriculum alignment with standards, benchmarks, and objectives. Complete lesson plans fro for all subject matter; science, math, language arts, social studies, health, and art. Each lesson includes objectives, materials, eco facts, overviews, procedures, and extension]

“Green” tips web site:
http://www.kids.nationalgeographic.com/kids/stories/spacescience/green-tips/
Zipper’s Green Tips [Learn how you can help save the Earth]
Green Tips: Save Power [Learn how you can save energy]

Related Books: (Poetry, Nonfiction, Fiction)
Other Mother Goose books:
Offen, Hilda. 1984. A treasury of mother goose. New York: Simon and Schuster for Young Readers.
DePaola, Tomie. 1985. Tomie DePaola’s mother goose. New York: G.P. Putman’s Sons.
Decker, Marjorie Ainsborough. 2001. The Christian mother goose book of nursery rhymes. New York: Penguin Putman.
Still, James. 1998. An Appalachian mother goose. KY: University Press of Kentucky.

Books on recycling:
Jablow, Renee. 2011. Hey, that’s not trash!: but which bin does it go in? New York: Little Simon.
Bethel, Ellie. 2008. Michael recycles. CA: Worthwhile books.
Inches, Alison. 2009. The adventures of a plastic bottle: a story about recycling. New York: Little Simon.
Inches, Alison. 2009. The adventures of an aluminum can: a story about recycling. New York: Little Simon.
Inches, Alison. 2008. I can save the earth!: one little monster learns to reduce, reuse, and recycle. New York: Little Simon.

Books on Earth Day:
Fiction:
Mayer, Mercer. 2008. It’s earth day. New York: Harper Festival.
O’Connor, Jane. 2010. Fancy Nancy: Every day is earth day. New York: Harper Collins.
Capucilli, Alyssa Satin. 2010. Biscuit’s earth day celebration. New York: Harper Festival.

Nonfiction:
McNamara, Margaret. 2009. Earth day. New York: Simon Spotlight.
Trucit, Trudi Strawn. 2007. Earth day. Chicago: Children’s Press.
Wallace, Chad and Pattie Schnetzier. 2003. Earth day birthday. CA: Dawn Publishing.
Murphy, Stuart J. 2004. Earth day – hooray! New York: Harper Collins.

Books on Going Green:
Fiction:
Martin, James II. 2008. William the garbage truck & crew: William is going green. CA: Dream Liaison.
Kaplan, Madeline. 2008. Planet earth gets well. S. Carolina: Book Surge.
Asch, Frank. 1994. The earth and I. CA: Gulliver Green.
Schimmel, Schim. 1998. Children of the earth…remember. New York: Cooper Square Publishing.
Brown, Marc. 2011. Arthur turns green. New York: Little, Brown and Company.

Nonfiction:
Walsh, Melaine. 2008. 10 things I can do to help my world. Mass: Candlewick.
Reilly, Kathleen. 2008. Planet earth: 25 environmental projects you can build yourself. VT: Nomad Press.
O’Ryan, Ellie. 2009. Easy to be green: simple activities you can do to save the earth. Utah: Simon Scribbles.
Glaser, Linda. 2010. Garbage helps our garden grow: compost story. Minn: Millbrook Press.
Glaser, Linda. 2010. Our big home: An earth poem. Minn: Millbrook Press.
Vanderwood, Jill Ammon. 2009. What’s it like living green?: Kids teaching kids by the way they live. S. Carolina: Book Surge.

About the Author
Jan Peck
Jan Peck is an award-winning children's book author. She has also written for magazines, including Boys' Life, Highlights for Children, Humpty Dumpty and Turtle magazines. Jan is an organic gardener and a past cook for Auntie Em's, a vegetarian health-food restaurant in Cowtown. Her latest traditionally published picture book is The Green Mother Goose, co-written with David Davis. Jan is a member of the Society of Children's Book Writers and Illustrators, and the past Regional Advisor for the North Central/ Northeast Texas Chapter. Jan has won many awards for her writing. Her website is http://www.janpeck.com.

About the Author
David Davis
David Davis is an author, cartoonist and speaker. He grew up in San Antonio, Texas and currently lives in Fort Worth, Texas. In addition to his books, David has published pen-and-ink artwork, cartoons, poems, humor, and short stories in various magazines and newspapers. Davis is a member of the Society of Children's Book Writers and Illustrators. He is an active speaker and presenter at educational conferences and schools, including LeTourneau University, Baylor University, and Texas A&M at Corpus Christi. He's been a featured author at the Texas Library Association Convention, and the Texas Book Festival. His website is http://www.daviddavis.com.

About the Illustrator
Carin Berger
Carin Berger is an award winning designer, illustrator, and author. She has worked in London, San Francisco, and New York City. She has been awarded the 2006 Founder’s Award from the Society of Illustrators, the Best of Show from 3 x 3 Magazine for the Children’s Book Show, and the Scandiuzzi Children’s Book Award. Her work has been featured in some of the most prestigious trade publications, including CA Magazine, Print Magazine, How Magazine, and 3 x 3 Magazine, and it has been included in shows for the Society of Illustrators and American Illustration. Her books have received starred reviews from Publisher’s Weekly and School Library Journal and have won numerous awards. Her illustrations, cut paper collages, are made with scraps of ephemera, used clothing catalogues, and old ticket stubs. Her website is http://www.carinberger.com

Here is a second readers' guide with additional ideas and activities created by graduate student Katie Allen.

Summary of Book
This collection of 30 eco-friendly poems serves up a new twist on many classic nursery rhymes and songs. Throughout the collection, the reader encounters The Green Mother Goose, who yearns to save “our emerald home,” fuel conservatives Yankee Doodle and Little Boy Green, and Little Jack Horner, who replaces his mother’s light bulbs to lower her bills. The reader also meets many characters who are, well, not-so-green. Mary, Mary Quite Contrary grows her garden with chemicals and toxins, while Old Mother Hubbard keeps her cabinets stocked only with junk food. Conservationist Jack Be Nimble can teach readers to turn off the tap water while brushing, turn off lights before leaving a room, and hang laundry out to dry. Readers will be disappointed to learn of Humpty Dumpty’s fate after global warming, but they will learn the importance of eating healthy foods from Jack Splat and his wife. Little King Pippin shares energy-saving tips for building environmentally friendly houses, and the Three Little Pigs “Re-re-recycle” all the way home. The beautifully collaged illustrations, made with found materials, add a whimsical feel to the recycled pages, which are printed using soy-based ink.

Review Excerpts
“More suitable for teaching about ecology and conservation than simple sharing for fun, this collection of fractured nursery rhymes, including “This Is the Seed That Jack Sowed,” “Old King Coal,” and 28 more, will be received best by kids who already know the original versions and will appreciate the green twist. These versions are cleverly done and retain the rhythms of the originals while updating the language and the message.”
-Booklist

“For this collection of 30 poems, not only nursery rhymes but also familiar children's songs ("Yankee Doodle," "Here We Go Round the Mulberry Bush," etc.) have been given new lyrics promoting energy conservation activities and healthy living… Their strong message is leavened by Berger's whimsical, inventive illustrations, which lighten the tone. On varied backgrounds, including lined paper, surreal bird-people with skinny legs and round heads litter and recycle, plant gardens, tend bees, hang laundry on the line and ride bicycles. Five little pig-people "re-re-recycle!" all the way home. Indeed, recycled materials, found papers and ephemera were used for these collages… These illustrations invite close inspection, while the poems will be welcomed in schools where going green is a value.”
-Kirkus Reviews

“Peck and Davis whimsically rework 30 familiar rhymes with eco-friendly issues and concerns: recycling, organic gardening, free-range chickens, and the benefits of conserving. The five little piggies bike, save water, and cry: "'Re-re-recycle!'/All the way home." Little Jack Horner changes incandescent bulbs, Little Boy Green tends a beehive, and Old King Coal: "Though he was a meanie,/Now he is a greenie,/And he works to keep our skies smoke-free." Most of the rhymes are fun and readable, even rousing at times, though a few are forced and didactic. After failing to win her pet's approval with junk food and nonorganic snacks, Old Mother Hubbard: "...went to the market/To buy only local./Dog bounced and barked,/His approval was vocal."
-School Library Journal

Questions To Ask Before Reading
Discuss the following questions with your storytime group or class before reading selections from this poetry collection.
- Are you all familiar with Mother Goose poetry? If so, would any of you like to share a favorite Mother Goose poem.
- What do you think the word “green” means in this poetry collection? Look closely at the illustrations on the book’s front and back cover for clues. Are there any “green” activities depicted on the covers?
- What kinds of “green” activities are you doing at home or at school to be environmentally friendly?
- What do you think might happen if we stopped taking care of our planet?

Suggestions for Reading Poems Aloud
- “Yankee Doodle” – Turn this song into a singing poem! Sing the original “Yankee Doodle” song before beginning this activity to familiarize readers with the tune. Split the readers into 4 groups, and assign each group one verse and a chorus to sing together. Share the song with parents or other children to spread the importance of saving fuel. “Here We Go Round the Neighborhood,” “If All the Seas Were One Sea,” and “Hickory Dickory Dock” would also work well as singing poems.
- “Jack Be Nimble” – This poem can be read as a chorus poem. Have the children repeat this first line of every stanza, “Jack Be Nimble,” while you read the rest of each stanza.
- “There Was an Old Woman Who Lived in a Shoe” – This poem lends itself well to being read in the “line-around” style. Write each of the 12 lines on a numbered index card, and pass the cards out to volunteers who are comfortable reading aloud. Have the children share the poem by lining up and reading their cards from 1-12.
- “One, Two, We Can Renew” – This poem would work wonderfully if read in the “call and response” style. Split the readers into two groups. Group 1 will read the numbered parts of the poem, and group 2 will read the responses.

Follow Up Activities
- Writing
o Provide a list of Mother Goose poems or nursery rhymes not included in this collection. Invite readers to change the words of a selected poem or song into a new, “greener” version.
o Have students research activities they can do to make the Earth a healthier place to live. The students can each choose one activity, create a “how-to” pamphlet or flyer, and hand it out to friends and family.
o Brainstorm as a group about aspects of your community that could be more eco-friendly. As a group, compose a letter addressing what can be done to help the community become more “green,” and send the letter to the appropriate location.

- Math
o Create a worksheet with word problems centered around “green living.” The following are examples of word problems for the worksheet.
♣ If Wendell has three hens, and they lay two eggs per day, how many eggs would Wendell have after seven weeks?
♣ Wendell’s family eats six eggs for breakfast every morning. How many times can Wendell’s family eat breakfast with seven week’s worth of eggs? (Hint-Use the answer from the first question)
♣ When the Bates family goes grocery shopping, they fill up four reusable shopping bags each trip. After five trips to the grocery story, how many plastic bags will they have saved by using their “green” shopping skills?
♣ The James family washes five loads of laundry each week. It costs $0.50 for each load of laundry dried in the clothes dryer. How much money would the James family save each month by hanging their clothes out to dry?

- Science
o Encourage your students to create less waste. Weigh the garbage in the classroom or library at the end of each day. Discuss how students can reuse and recycle to create less waste. Hopefully the weight of the garbage will slowly decline as students reuse and recycle more often.
o Grow a classroom or library garden. Plant flowers, vegetables, or herbs. Discuss the importance of healthy eating, and encourage children to pass their newly-learned habits on to their friends and family.
o Make seeded paper bookmarks. This easy science/craft activity creates a bookmark that can be planted after use as a bookmark. Instructions for this activity can be found at the following website: http://crafts.slides.kaboose.com/336-spring-crafts/12.

- Art
o Use found materials to create collages like the illustrations found in this book. Ideas for found materials include newspapers, old books or magazines, mismatched buttons, puzzle pieces, string, or fabric. Collages are great projects to clean out old craft materials without having to throw them away.
o Make bird feeders! Use peanut butter or honey to coat a paper towel or toilet paper roll. Roll the covered roll in bird seed and cover completely. Hang the feeder from a tree, and enjoy watching the birds snack on the seed!
o Fold origami cranes or other objects from scrap paper. Use pages from magazines, newspapers, or other paper materials that would otherwise be thrown away. Origami creations make beautiful Christmas Tree ornaments! Here’s a great website that includes step-by-step instruction diagrams and videos to teach the art of paper folding: http://en.origami-club.com/

Related Web Sites
- Going Greeny- This is a great site containing games, activites and information for kids all related to conservation. Children can test their “environmental footprint” and go on an Energy Quest. http://www.goinggreeny.com/Green_Guide/Children_Activities.php

- Green Scene Blog- Here’s a link to National Geographic for Kids’ Green Scene blog site. Children can learn the importance of recycling, how to grow their own vegetables, and how our trash effects wildlife living in the ocean. http://kidsblogs.nationalgeographic.com/greenscene/

- It’s Easy Being Green (Family Education)-This site provides ways for families to practice being “green.” Included are instructions for making bird houses, hazardous materials inventory printables, and many other tips for an eco-friendly home. http://life.familyeducation.com/environmental-education/recycling/36319.html

- Kids and Conservation- This website teaches children the importance of conservation of soil, water, and wildlife. http://www.clarkswcd.org/Kids/KidsHome.htm#soil

- Teaching Resources (Conservation)- This is a great website pioneered by the Environmental Protection Agency. It includes conservation games and activities for children of all ages. ht tp://www.epa.gov/teachers/conservation.htm

- Two for One Author Visits- This is Jan Peck and David Davis’ author website. Here you can find information about author visits, author biographies, and video interviews. http://www.davidrdavis.com/twoforone.html

Related Books
Mother Goose Poetry Books
Davis, David. Texas Mother Goose. Gretna: Pelican Publishing, 2006.
Hansen, Doug. Mother Goose in California. Berkeley: Heyday Books, 2009.
Maccarone, Grace. The Real Mother Goose Treasury. New York: Cartwheel Books, 2006.

Fiction Books About Conservation
Berger, Carin. OK Go. New York: Greenwillow Books, 2009.
Brown, Marc. Arthur Turns Green. New York: Little Brown, 2011.
Child, Lauren. We Are Extremely Very Good Recyclers. New York: Dial Books for Young Readers, 2009.
Kroll, Steven. The Dumpster Diver. Cambridge: Candlewick Press, 2007.
Leedy, Loreen. The Great Trash Bash. New York, 1991.
Muldrow, Diane. We Planted a Tree. New York: Golden Books, 2010.
Perla, Victoria. When Santa Turned Green. Nashville: Thomas Nelson, 2007.
Sierra, Judy. Ballyhoo Bay. New York: Simon and Schuster, 2009.
Ziefert, Harriet. My Forever Dress. Maplewood: Blue Apple Books. 2009.

Nonfiction Books About Conservation
Bailey, Jacqui. What’s the Point of Being Green? Hauppauge: Barron’s Educational Series, 2010.
Johnson, Angelique. The Eco-Student’s Guide To Being Green at School. Mankato: Picture Window Books, 2011.
Hirsch, Rebecca. Protecting Our Natural Resources. Ann Arbor: Cherry Lake Publishers, 2010.
McKay, Kim. True Green Kids: 100 Things You Can Do To Save the Planet. Washington, D.C.: National Geographic, 2008.
Reilly, Kathleen. Planet Earth: 25 Environmental Projects You Can Build Yourself. White River Junction: Nomad Press, 2008.
Silverstein, Alvin. Smog, Oil Spills, Sewage, and More. Berkeley Heights: Enslow Publishing, 2011.

Used with permission of Susan Corbitt and Katie Allen.

Emma Dilemma

2011-08-26T08:46:00.003-05:00

Courtney Komar and Kendra Caskey both developed readers' guides for Emma Dilemma; Big Sister Poems by Kristine O'Connell George. Both offer a wealth of resources and connections for using this wonderful book with children.

Here is Courtney Komar's guide.

George, Kristine O. 2011. Emma Dilemma: Big Sister Poems. Ill. by Nancy Carpenter. New York: Clarion Books. ISBN 978-0-618-42842-7

Recommended Age Levels 7-11

Summary of Book
In this touching collection of 34 beautiful poems, the reader is introduced to the experiences that Jess and her younger sister, Emma share. Jess, portrays the range of emotions that she endures as she captures the hearts of the reader by sharing her struggles of being a big sister. Emma looks up to her big sister and often emulates Jess’s actions. She is a loving and supportive younger sister who always wants to tag along with Jess whenever possible. Jess, being the older sister is often frustrated by Emma but is confronted with a “dilemma” as she wants to be the best big sister possible. Jess often wants her space, as seen in the “Freedom” poem as she asks her mom to promise to “keep Emma out of our way” while she plays with her friend Sasha. When Emma breaks her arm trying to climb the tree Sasha and Jess are in, Jess is filled with an overwhelming sense of guilt, feeling as if Emma’s injury is her fault. As each story unfolds, the reader captures the emotional bond that Jess and Emma have while highlighting the significance of family. The incredible union that is shared between these sisters is immaculately presented by Kristine George as she conveys the tender emotions expressed by each character. Nancy Carpenter’s engaging illustrations bring each heartfelt experience to life through her use vivid of pastel-lined drawings. Together, this talented duo capture the meaning of sisterhood while delicately addressing the emotional impact that is sustained through our life experiences.

Review Excerpts
“Jessica shares the struggles of being the big sister in this collection of 34 poignant poems. The fourth grader's three-year-old sister, Emma, vacillates between being sweet and lovable and being Jessica's biggest problem. She wants to be a good sibling, but little sisters can try one's patience. In one poem, Jessica generously allows Emma extra space to draw, but in the entry on the facing page she only grants Emma a "teeny twig" in her family tree. Spring-colored line drawings in pen-and-ink and digital media are filled with engaging details, expressive characters, and lots of humor, and bring the family dynamics to life while the verses build to a climactic situation that brings these youngsters together in a touching way.”
-School Library Journal

“The poems and art tell an absorbing story—complete with a few tense moments and a warm, believable conclusion—widening the audience and making this book more than just an opportunity for big sisters to nod their heads in total recognition." -The Horn Book

"The vignettes form such a vivid portrait of Emma and Jessica that readers may feel as if they personally know them—and a tense turn of events will have readers holding their breath."   -Publishers Weekly

Awards/Honors Received
• Junior Library Guild Selection, 2011

Questions to Ask Before Reading
Prior to introducing Emma Dilemma: Big Sister Poems, invite children to discuss the following questions:
Before showing the book to each child, ask “What types of experiences come to mind when you think of your siblings?” After listening to some of the responses, share the title of the book and ask, “What do you think this book is going be about?”
What do you enjoy doing with your siblings? Do you ever feel frustrated with them? Do you enjoy spending time with them?
Do you have a role model? Can you think of a time where you looked up to your sibling or your sibling looked up to you?
Do you like collecting items or telling jokes with your siblings?
Imagine that you have a younger sibling, would you like for them to tag along all of the time? Would you enjoy playing with them often and sharing your belongings with them?
What type of roles do your older/younger siblings play? Do you look after each other and tell them your secrets?
What type of influence does your family have on you? Do you consider yourself as a good big sister/brother? Are you the younger sibling? Do you enjoy tagging along with your older sibling?

Suggestions for Reading Poems Aloud
“Dracula” –Have each member read the poem chorally based on the part given. Assign every other line to a team so that they are responding to each other. For example, one side of the class would say “Scared you!”, and then the other side of the class would say “Scared you!” Next, one side of the class would say “Did not”, as the other side of the class would echo them and respond with “Did not” as well. The teacher would read the first and last sections of the poem to the class.
“Not Funny”- Have two volunteers to act out the “Not Funny” poem, one would play Jess and one would play Emma as Emma tells her joke. Emma would begin by saying, “Knock Knock!” then Jess would reply with “Who’s there?” until the poem was demonstrated completely. This example could also be read by the entire class if they were broken into two groups as mentioned above.
“Role Model”- Each child will pick a partner to work with. The first member will choose a different voice or accent to read the poem aloud to their partner. The next partner will have to mimic that accent as they read the poem back aloud to them. This activity will be done twice so that each partner has a time to share. For example, using a southern drawl, the child says “Emma copies everything I do, and sometimes I don’t do something I might do….” as the other member of the team listens and repeats the poem back using the same accent.

Follow Up Activities:
Writing
• Jess discusses a field trip to the natural history museum along with a souvenir she bought for Emma. Have each child write about their favorite field trip they have ever been on along with a picture that coincides with that trip. If they cannot think of one, they are to write about one they would like to go on and why.
• Emma sees Jess upset about a grade that she received on her spelling test. Emma, with “full of sorry,” tries to make Jess feel better by allowing her to hold Quack for “one whole hour”. Each child will be asked to write about a time either they have felt bad and someone consoled them or a time in which they have made someone feel better. They are to answer the following questions:
What did you do? or What did someone do for you? Why did you feel bad in the first place? or Why were they feeling down that day? How did it make you feel after? or Were you able to help them out?
• Dad in the book sometimes calls Emma “Emma Dilemma”. Invite the children to write about any nicknames they have in their family either for themselves or for other family members. Ask them to explain how this name came about.

Art
• Jess has had enough of Emma entering her room without permission. In “Justice”, her dad addresses this issue by putting a lock on her door so that only Jess can enter. Each child is to make their own key in art class. They are to use construction paper, pipe cleaners, and yarn depending on how they would like their key to look. As an extension, they could a short description of their design along with who they would like to “keep away” from the use of this key.
• Emma breaks her arm trying to climb the tree to get to her sister Jess. Jess is overwhelmed with a sense of guilt as she feels as if this is all her fault. In the poem “Cast”, Jess is delighted when she gets to be the first one to sign Emma’s bright pink cast. Each student will make a paper mache cast and decorate it when they are finished using finger paints and markers. An extension of this activity would involve asking the children to sign their friend’s casts.
• In “Trespass”, Emma decides that she will design her own soccer ball using the ball she finds in Jess’s room. Each child will use colored pencil, markers, and crayons along with construction paper to design a soccer ball of their own.

Social Studies
• In the poem “Trespass”, Jess describes her feelings as she comes home to find her room in disarray as Emma has trespassed without permission. We will discuss the meaning of the word trespass and provide several examples of what trespassing involves. Each child will write a short paragraph of what trespassing means to them and how it would make them feel if someone trespassed against them. If they would prefer, each child will also be given the option to write about a time they entered their sibling’s room without permission.
• In the poem “Family Tree”, Jess has to complete a family tree for homework. She draws branches for her grandparents, parents, her uncle and a “tiny twig” for Emma. A class discussion will ensue as we discuss what it means to be a family along with what a family tree is. Each child is to go home and interview their parents as to their family makeup (heritage, when their parents were born, where etc.). To keep it simple, only the immediate family will be discussed. They are to bring in a picture for each member and create their own family tree listing characteristics associated with each family member as described above. They will present their family tree to the class, presenting 5 students each day. The other students will be allowed to ask questions if they wish regarding the students family traits.
• In the poem “Justice”, Jess feels like all of her problems are solved when she is given a key to keep her belongings safe. This act has provided Jess with justice from all of the snooping that Emma has done. There will be a short discussion on what justice means and the class will be assigned to groups of 5. Each group will be given a scenario where someone feels as if they have been treated poorly; each section will have to come up with a “just” plan to make it right. For example, Joey keeps cutting Susie in the lunch line. She has asked him repeatedly to stop, but he does so anyway. What do you think is a fair solution to remedy the problem? Keep in mind, justice is based on compassion and fairness. Your solution must be kind and fair to all people involved. Each group will present their scenario along with their solution at the end. A group discussion will follow discussing how they came up with these solutions and how this assignment made them feel.

Math
• In the poem “Telling Time”, Jess shows Emma the clock and explains to her how to tell time. There will be a short minilesson regarding reading clocks. After this lesson, the class will be broken down into groups of two and given a laminated paper clock with adjustable hands. They will also be given a work sheet with eight clocks listed with different times. The first partner is to take the first 4 times and position them on the clock so that their partner can guess what time it is. Once the partner guesses, the one with the clock will write down what their guess was. Next, they will switch roles and the other partner has to guess the time using the last 4 clock times listed on the worksheet. The class will then reconvene as a group, and there will be a small review as to what they learned, what they had trouble with and any questions they may have.
• In the poem “Sharing”, the sisters are asked to share a piece of cherry pie. Jess gets to cut it (“so very careful, making sure that both halves are very equal”) as Emma gets to choose the first piece. A minilesson will cover what it means to have “parts of a whole” using a felt cherry pie as an example. Each piece of the pie will be detachable as the concept of ¼, ½, ¾ and a whole is discussed. The teacher will model each faction by taking a piece of pie away from the whole cherry pie. Each group of two will be given a worksheet with 4 blank cherry pies. Each member is to draw a fraction card from the fractions listed above and color in the amount they select on the cherry pie page using a different crayon color for each member. They are to discuss who has the larger piece in each scenario and why. When they are finished, a short review will ensue with the class as a whole.
• “Cheating” is a poem that introduces Jess’s frustration with Emma as she cheats on every board game and card game but still seems to lose (according to Jess). Jess decides to teach Emma the hard way with “52-Card Pick Up”. There will be a minilesson review regarding addition before the activity starts. For the game, each pair of students will be given 5 cards that will have numbers on them (2-10-the royals will be taken out). Each member of the group will be asked to randomly select a card, show it to their partner, and then list that number on the blank card worksheet provided for them. After each member has selected a card, they will add the two numbers from the cards together on their worksheet. When the five rounds are finished, the class will discuss any questions or comments they have regarding this addition game.

Science
• In the “Collector” poem, Emma loves Jess because she is the only one who can remember all of the names of her rocks that she collects. There will be a small number of rocks introduced to the class along with their classification. Each student will be asked to draw these rocks on their paper and describe their characteristics listing the classification below.
• In the poem “Accident”, Emma mistakenly nocks over a potted plant in their home. Soil, pots and small plants will be provided. Each student will plant their own small plant and will be asked to take care of it each day. As an extension, the students will be asked to measure its growth each week and keep a log of what they find along with a chart displaying its growth.
• In “Fun with Yarn” Emma creates yarn art in Jess’s room while she is away. As Jess enters the room, Emma describes the mess as a “big spidey web.” A unit on spiders will be introduced along with how they create their webs and why. The students will be asked to make their own spider web using yarn as Emma did.

Related Web Sites
Family Tree
http://www.findyourfamilytree.com/
{This site may be used to create your family tree and find out where your family is from.}

Sister quotes
http://www.quotegarden.com/sisters.html
{This site is a fun and entertaining site that introduces quotes about sisters.}

Sister/Brother Poems
http://kidshealth.org/kid/talk/kidssay/comments_siblings.html
{This site offers poems written by children about their siblings.}

Poems written by children
http://www.loriswebs.com/youngpoets/
{This site offers several different poems written by children with a variety of subjects discussed.}

Kristine George-- Emma Dilemma: Big Sister Poems
http://www.kristinegeorge.com/emma_dilemma.html
{This site provides an in-depth review of Emma Dilemma along with a table of contents of each poem found in the book and teacher/student activities associated with Kristine Georges books.}

Related Books
Elementary Poetry Books by Kristine George
George, Kristine. 2005. Fold Me a Poem. Ill. by Lauren Stringer. Harcourt.
George, Kristine. 2004. Hummingbirds Nest: A Journal of Poems. Ill. by Barry Moser. Harcourt.
George, Kristine. 2001. Toasting Marshmallows: Camping Poems. Ill. by Kate Kiesler. Clarion.
George, Kristine. 1998. Old Elm Speaks: Tree Poems. Ill. by Kate Kiesler. Clarion.
George, Kristine. 1997. The Great Frog Race and Other Poems. Ill. by Kate Kiesler. Clarion.

Other Juvenile Books about Being a Big Sister/Sibling
Cole, Joanna. 2010. I’m a Big Sister. Ill. by Rosalinda Kightley. HarperFestival.
Gaydos, Nora. 2010. Now I’m Growing! I’m a Big Sister-Little Steps for Big Kids. Innovative Kids.
Katz, Karen. 2006. Best-Ever Big Sister. Grosset & Dunlap.
Greenfield, Eloise. 2009. Brothers & Sisters: Family Poems. Ill. by Jan Gilchrist. Harper Collins Children’s.

Books for Children about Writing Poetry
Janeczko, Paul. 2005. A Kick in the Head: An Everyday Guide to Poetic Forms. Ill. by Chris Raschka. Candlewick Press.
Prelutsky, Jack. 2005. Read a Rhyme, Write a Rhyme. Ill. by Melio So. Alfred A. Knoph.
Fletcher, Ralph. 2005. A Writing Kind of Day: Poems for Young Poets. Boyds Mill Press.
Fletcher, Ralph. 2002. Poetry Matters: Writing a Poem from the Inside Out. Harper Collins Children’s Book Group.
Janeczko, Paul. 2002. Seeing the Blue Between: Advice and Inspiration for Young Poets. Candlewick Press.

About the Author and Illustrator
Kristine O’Connell George didn’t “fall in love with poetry” until 1989 when she attended a poetry writing class at UCLA. In fact, she did not even think about writing until she reached her early 30’s. Now, while living in California with her family, she often finds the inspiration for her poetry everywhere she goes. She is a celebrated author who has received many awards for her work such as the Lee Bennett Hopkins Poetry Award, the Golden Kite, and IRA-CBC Children’s choice award. Due to her outstanding work, she is often speaking at conferences and schools as well as conducting poetry workshops of her own.

Nancy was “Emma” in her own family.
- “She owes her sister a big apology for borrowing her clothes and for what she did to her doll’s hair.”
Nancy Carpenter’s internship as a graphic reporter created much success for her as artwork was first displayed in the New York Times. Since then, she has created several greeting cards and has illustrated over 10 picture books such as Loud Emily by Alexis O’Neill and Little Bear’s Little Boat by Eve Bunting. She is currently living in New York with her husband and two kids.

Readers Guide By Kendra Caskey

George, Kristine O’Connell. 2011. EMMA DILEMMA: BIG SISTER POEMS. Ill. By Nancy Carpenter. New York: Clarion Books. ISBN 978-0-618-42842-7.

Summary of Book:
In this fun and witty sibling rivalry book of big sister Jessica and little sister Emma, there are thirty four poems in the forty eight pages to help feel the story of what a “big sister does” and what it means to be a “good big sister.” Jessica shares the struggles of dealing with a very energetic little sister in all things fun and whimsical. The poems are light and airy and bring about a strong sense of family ties as well as family dynamics. Working such titles as “Stuff Grownups Say” where Jessica is constantly reminded that she and Emma look like sisters even though Jess “told Emma we got her at the hardware store.” We also learn about the strong bond between siblings, especially sisters in the poem “Emma’s Hands.” In the poem titled “Translator” we learn that only Jess can understand “Emma Language” which goes on to say that “Nostrils are nozzles, calculator is a count-a-lator and Loodle Loos are peaches.” As the book works through its story line we see Jessica and Emma go through a tragic fall and what comes out of it is a stronger bond and a deeper affection for one another. This is a great start to poetry for age’s four to eight. George has a great way of working everyday life issues into the “right words” for a poem. Even something as silly as “Late for School” is fun and interesting with George’s word choice and the illustrations that are used are a wonderful addition to the great poems.

Carpenter works the pictures so as you feel you are actually experiencing the mad rush for the bus as Jess does in “Late for School.” You also feel embraced when you hear of Emma’s pet rocks and only Jess is the one who remembers all their names in the poem titled “Collector.” As a big sister myself, I can speak from experience to state that all the things that George writes of are true, Big Sister’s do have a very special job but little sister’s do as well. Working together and for each other is clear in this wonderful book of poems about working together as a team and sharing in life’s lessons.

Review Excerpts:
“The vignettes form such a vivid portrait of Emma and Jessica that readers may feel as if they personally know them – and a tense turn of events will have readers holding their breath.”
Publishers Weekly, Star Review

“Jessica shares the struggles of being a big sister in this collection of 34 poignant poems . . . Spring colored line drawings in pen-and-ink and digital media are filled with engaging details, expressive characters, and lots of humor, and bring the family dynamics to life while the verses build to a climatic situation that brings these youngsters together in a touching way.”
School Library Journal, Starred Review

“This touching portrayal captures well the many mutual acts of kindness and tolerance inherent in healthy sibling relations.”
Kirkus Reviews, Starred Review

“George conveys a deep understanding of nature . . . in a way that is readily accessible to children.”
ALA Booklist, Starred Review

Awards/ Honors Received:
* Lee Bennett Hopkins Poetry Award for previous works
* Two CLCSC Myra Cohn Livingston Poetry Awards for previous works
* SCBWI Golden Kite Award for previous works
* Two Claudia Lewis Poetry Awards for previous works
* Association for Library Service to Children/ALA Notable Children’s Books-Nominated Titles for 2011 Annual Conference for Emma Dilemma: Big Sister Poems.
* ALA Notables for previous works
* NCTE Notables for previous works
* School Library Journal Best Books for previous works
* Hornbook Fanfare for previous works
* Oppenheim Toy Portfolio Gold Award for previous works
* IRA-CBC Children’s Choice Awards for previous works

Questions to Ask Before Reading:
Invite children to open-up and discuss the following questions prior to reading aloud Emma Dilemma: Big Sister Poems.
*Ask the children who in the group is a Big Sister or Big Brother?
* Ask if those children enjoy being a Big Sister or Big Brother?
* Ask what things they do to help their little siblings learn how to be a Big Kid?
* Ask how they like it when their little siblings follow them around or get into their things or if those things happen at their houses?
* Ask them if they have any special stories of being a Big Sister or Big Brother they would like to share with the Group?
* Ask them if they know what a Family Tree is? And who is all included in a Family Tree
* Ask them if they have ever watched their little sibling get hurt and wonder if it was their fault? What happened and how did Mom and Dad react?

Suggestions for Reading Poems Aloud:
A quote before starting
“Poetry always remembers that it was an oral art before it was a written art. It remembers that it was first song.”
Jorge Luis Borges

* Divide the room into “Big Sisters and Big Brothers” have each Big pick another classmate to act out the poems “Accident” or “Trespass” and see what the emotions are with the children. Do they see the anguish and pain that Jessica feels when Emma falls or do they understand the meaning of trespassing and what it feels like to have someone “shop” in their personal belongings.
* Also have the “Big” Classmates work with their little counterparts on the poem “Emma’s Birthday.” Have a prop of a little stuffed duck to use to illustrate the importance of getting and giving a gift to or from a sibling. This signifies the gift of giving as well as receiving and how importance it is to be polite and caring.
* Have the class tell their favorite knock, knock joke – each student should write it out on a 3x5 note-card and present it to the class.
Then read aloud the poem “Funny” and see how they respond. Also read aloud “Not Funny” and see the difference in the children, how the mood changes and discuss feelings.

Follow Up Activities:
Writing
* Have each student write a letter to their parents describing their role and placement in their respective families.
* Have each student do a book report on their favorite Picture Book. Then read aloud the poem “Picture Books” and discuss why those books are their favorites and how they can use those favorite books to teach their younger siblings about life.
* Discuss the meaning of homework and how it can be fun by reading aloud “Homework.” Then have the students come up with a homework assignment of their own using crayons and paper just like Emma.

History / Genealogy
* Have each student put together as simple family tree with the names of their immediate family members. Incorporate this into an Art project by taking that initial information and building upon it to create a Forest of Trees with construction paper, glue, real tree leaves and any other treasures of the woodlands. This will give the classroom or library a great imaginative setting but also illustrate the importance of where we came from and who is part of our family. Read aloud “Family Tree” to illustrate what a family is and how even the littlest twigs make the tree full.
* Discuss the meaning of Freedom. What is it and what does it mean to each student? If you could go or do anything, what would it be, where would you go and who would you choose to go with you? Write all this into a personal student journal for reflection at a later date in the semester.
* Read aloud the poem “Below” and talk about any tragic events in each students life – has anyone ever broke an arm before? If so how did it happen? Talk about the responses in class and spur discussion. Read through the poems “Hospital” and “Return” and get a gage on how the students react to being in the hospital. Have each student draw a picture of the various people you meet in the hospital and what they do and how they help.
* Make fun casts for each student to wear on their arm of choice. Use colored construction paper bound with glue and tape in a cylinder shape around the arm. Ask each student to decorate their cast – and have their fellow students sign it or decorate the casts. Ask the questions – who would you have sign your cast and what would they write?

Related Web Sites:
This is a wonderful site about the author and the motivation behind her poems and writings. This site is voted An American Library Association Great Web Site for Kids.
http://www.kristinegeorge.com

This site is very beneficial in that it gives creative ideas for incorporating literature and children – how to make it fun and exciting!
http://childrensliteraturenetwork.org

This is the review site for Kirkus Reviews. This site gives a great summary of books as well as hits the highs and lows of works with reviews posted in a timely fashion. The site is also great at opening one’s eyes to other works that might be perfect and right in line with your genre of thinking.
http://www.kirkusreviews.com

This site is helpful to find information regarding specific authors or illustrators. Houghton Mifflin Reading is the host and they do a great job at linking important information for the teacher or scholar.
http://www.eduplace.com

This site links you to important information regarding authors, illustrators, publishers and other creators of books for Children and Young Adults. I enjoyed reading the reviews.
http://www.jacketflap.com

This blog was a great resource for finding poetry that is new or unpublished. This site features thoughts and opinions on children’s literature. In April of 2011 the blogger featured 30 poets in 30 days.
http://gottabook.blogspot.com

Related Poetry Books for Children:
These books are great resources to add into a read aloud experience. I found that the best way to search is to start reading and find the poem that matches or has elements of what you are linking it to.
Such as, in Emma Dilemma: Big Sister Poems, the poem “Late for School” is similar to a poem titled “School Daze Rap” by Carol Diggory Shields. Both poems focus on the issue of the tension related to being late for school and all the obstacles in the way of actually making it on time.

Shields, Carol Diggory. 1995. Lunch Money And Other Poems About School. Ill by Paul Meisel. New York: Dutton Children’s Books. ISBN 0-525-45345-8.

This book has a great feeling of sibling love and unity. The poems focus on the life of Alfie the big brother to Annie Rose and what he teaches her about life and lessons.

Hughes, Shirley. 1995. Rhymes for Annie Rose. Ill. By the author. New York: Lothrop, Lee & Shepard Books. ISBN 0-688-14220-6.

This book again deals with the trials and tribulations of taking something that is not yours. Similar to the poem “Trespass” from Emma Dilemma: Big Sister Poems. This poem by Susan Pearson is titled “Who Swallowed Harold?” which is written about an older brother who swallowed a fish that didn’t belong to him.

Pearson, Susan. 2005. Who Swallowed Harold? Ill. By David Slonim. New York: Marshall Cavendish. ISBN 0-7614-5193-5.

Other Poetry Books:
Cleary, Brian P. 2004. Rainbow Soup, Adventures in Poetry. Ill. By Neal Layton. Carolrhoda Books, Inc. Minneapolis: MN. ISBN 1-57505-597-X.
Greenfield, Eloise. 2004. In the Land of Words. Ill. By Jan Spivey Gilchrist. New York: Harper Collins Publishers.
ISBN 0-06-028993-7.
Shields, Carol Diggory. 2010. Someone Used My Toothbrush, and Other Bathroom Poems. Ill. By Paul Meisel. New York: Dutton Children’s Books. ISBN 978-0-525-47937-6.
Waters, Fiona. 1999. Time For A Rhyme. Ill. By Ailie Busby. London: Orion Children’s Books.

About the Author:
Kristine O’Connell George says she “fell in love with children’s poetry” in 1989 in a children’s poetry writing class taught by Myra Cohn Livingston for the UCLA Writer’s Program. She has been writing and learning ever since.

Her first highly acclaimed book, The Great Frog Race, was published in 1997 which one many awards and honors. On her website she features Studebaker, a gift of a paper mache frog which is a rendering from her book The Great Frog Race. Studebacker travels far and wide with George. He is petted, patted and smothered with kisses at all his gigs. George is a native Coloradan but lives with her family in California where she enjoys the poetry she sees and hears out her back door.

About the Illustrator:
Nancy Carpenter’s first job out of college was that of a graphic reporter for a major news service. Her first illustrations appeared in such newspapers as the New York Times. Getting to know art was something Carpenter learned as she worked as a graphic reporter.

Her big break came as she was hired to create a book cover. After succeeding in the eyes of the publisher she has been illustrations picture books ever since. She loves to draw dogs but look closely to find her cat illustrated in each book she works on.

Used with permission of Courtney Komar and Kendra Caskey.

Mambo Moon

2011-08-24T21:50:00.006-05:00

Cynthia Molinar created this engaging digital trailer for Under the Mambo Moon by Julia Durango. Enjoy:

Used with permission of Cynthia Molinar.

A Dazzling Display of Dogs

2011-08-22T08:45:00.006-05:00

Two students created projects for Betsy Franco's clever book of shape poetry, A Dazzling Display of Dogs, a wonderful companion book to A Curious Collection of Cats. Leslie Wilson created a digital trailer and Angela Giono developed a readers' guide. Here they are.

Here is a link to Leslie's clever trailer:
http://animoto.com/play/fzdYmvTnkhDPQKC8CziHWw

Here is Angela Giono's helpful readers guide:

Franco, Betsy. 2011. A Dazzling Display of Dogs. Ill. by Michael Wertz. New York: Random House. ISBN: 978-1-58246-343-8

Recommended Age Levels 9-12

SUMMARY OF BOOK
This book is a colorfully illustrated collection of thirty-four witty poems including a haiku about dogs and their antics. It includes such poems as: Lottie on a walk, a garbage eating pooch, a bubble catching dog named Petunia, a dog from the pound, Houdini the escape artist, and a dog peeing on the morning paper. These poems are told through the dog’s perspective. Such as in Circling Poem 2 Coco Circling on the Rug the words are in the form of a circle so the reader can experience what Coco does trying to get comfortable on a rug.

REVIEW EXCERPT(S)
“Starred Review. Grade 1–5—This follow-up to A Curious Collection of Cats (Tricycle, 2009) is dazzling indeed. Each of the 34 poems features a different animal, most of them engaged in true dog behavior. From farting in the car to wheezing and snoring while sleeping, these pups are funny and lovable even when they're being annoying. The verses and the book's design are beautifully matched. In "Emmett's Ode to His Tennis Ball," the text is enclosed in a circle held firmly in the dog's mouth. It begins, "Slobbery, sloppy, slimy, sphere—oh, tennis ball, I hold you dear…." Like the poems, the pictures are funny and dynamic. The pages are definitely full, yet careful use of color, typeface, and detail means they never look chaotic. A note says the pictures were started in pencil and then finished using monoprints and Adobe Photoshop. Overall, a delight for kids, their adults, and maybe even their beloved canine companions.—Lauralyn Persson, Wilmette Public Library, IL  (c) Copyright 2011. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.” -SCHOOL LIBRARY JOURNAL

“The creators of A Curious Collection of Cats (2009) offer another volume of concrete poems filled with playful action. Elementary students will pick up the wry wordplay, but younger children will have trouble deciphering the words amid the packed, digitally touched artwork. The poems do capture familiar scenes with pets, such as a dog playing with a tennis ball (“sloppery slippery slimy”) and the pitfalls of car trips with a pooch: “The very worst part / without a doubt / is when Cassandra / makes a fart.” Both silly and on-target, the slapstick rhymes are good choices for family sharing. Grades K-3. --Hazel Rochman.”-BOOKLIST

AWARDS/HONORS RECEIVED
• 2011 Green Earth Book Award Winner
• 2011 Indie Kids’ Next List
• Printz Honor Title
• Edgar Award Nominee

QUESTIONS TO ASK BEFORE READING
Invite students to discuss the following questions prior to reading A Dazzling Display of Dogs:
• Show the cover of the book ask, what do think of or what pictures come to your brain when you hear dazzling display? Once, answers are shared discuss how the illustrations on the cover either prove or disprove students’ predictions.
• Have you ever heard of poetry? What poets or poems have you heard? Have you created your own poetry?
• Prior to reading give students an example of a Haiku poem. Do you see a pattern in the poem? If so what is it? This pattern of poem has a name does anyone know what it is? Does anyone know the origin of the Haiku?
• Imagine what life is like for a dog. What do you think dogs like about being a canine? What do they dislike? Would you want to be a dog?
• If you were a dog what dazzling display would you write your poem about?
• Share a story about a dog past or present. What made that dog special or unique?

SUGGESTIONS FOR READING POEMS ALOUD
• “Saltwater Mutt”- Invite students to participate in the chorus. You read the words or letters on the dog and they read “romping in the waves.”
• “Tonka at Dog School,” Students to volunteer for a line-around. Each student will say a dog’s line. Be sure everyone gets a turn to shine.
• “Circling Poem 1&2,” Have children act out the poem. One person is the reader the other is the dog. Be sure to take turn.
• “Letting Gwen in and Out,” Divide the class into groups. Read the poem in a back and forth way. There is various combinations to reading this poem so experiment.
• “Pug Appeal,” Read the students first and then have them repeat with you in unison.
• “Tigger On His Back,” Perform in two voices-Suggested by the author

FOLLOW UP ACTIVITIES:
Music
• Develop a singing poem from one of the thirty-four given. Perform in music as well as library classes for Don’t Step in the Dog Poop Day-April 25th, International Dog Biscuit Appreciation Day-February 23, National Dog Day-August 26th, or Adopt-a-dog Month-October.

Writing
• Students write a poem review of one of the poems in the book. This is strictly opinion, thus it may include positives and negatives. They may also discuss the illustrations. Post on the library website.
• Students will participate in A Dazzling Display of Dogs illustrated poem contest. Display the participant’s work at parent-teacher conferences.
• In this poetry collection, Mimsey Lou is missing. What types of things have you lost? Discuss what information a lost or missing, poster needs to include. For a fun activity have students make a poster for something or someone lost.

Science
• Students research report for one of the dogs from Crazy Combo. Students choose a combo-dog or the original breed. Include: personality, feeding, grooming, care, characteristics, and history of the breed.

Reading
• Have poetry Friday and share poems from A Dazzling Display of Dogs as well as other poetry.
• Have students volunteer to participate in R.E.A.D. (Reading Education Assistance Dogs). READ provides dog reading companion for children. The statistics and implementation specifics for this successful program are provided on the website.
http://www.therapyanimals.org/R.E.A.D.html

Math
• After reading the poem Bubbles, discuss how a sphere is the smallest area for its volume of any solid shape. Bubbles try to make the smallest surface. Students can make some basic geometric bubble shapes. The site includes a recipe for bubbles and activity ideas such as making cubical bubbles.
http://mathssquad.questacon.edu.au/bubbles.html

Social Studies
• Read Found at the Pound, discuss ASPCA information that are applicable. Such as the statistic 5 to 7 million animals enter shelters per year. Invite the local animal shelter to visit for show and tell. http://www.aspca.org/about-us/faq/pet-statistics.aspx

History
• In this poetry collection Miss Olive has a teddy bear. Read Miss Olive’s Teddy Bear. September 9th is Teddy Bear Day. Read the article by the Workshop Rail Museum about the history of the teddy bear.
http://www.theworkshops.qm.qld.gov.au/~/media/Documents/Learning%20resources/TWRM/Activity%20sheets/history-of-teddy-bear.pdf
For fun, do some of the games and or activities in the Teddy Bear Day website.
http://www.akidsheart.com/holidays/tbearday/tbearday.htm

RELATED WEBSITES/BLOGS
Becky’s Blog Spot
http://zero-to-eight.blogspot.com/
(Her blog gives various book reviews by an avid reader and is updated on a regular basis).

Poetry for Children
http://poetryforchildren.blogspot.com/2011/04/dazzling-display-of-dogs-by-betsy.html
(This blog includes connections for the poem and the opportunity to view other poets work).

YouTube
http://www.youtube.com/watch?v=ggGt-PMUQKg
(This is a live performance of songs based on the book).

Betsy Franco Website
http://www.betsyfranco.com/
(This site gives future book, events, links, and blogging).

Poetry Foundation
http://www.poetryfoundation.org/bio/betsy-franco
(Useful website that includes poetry, poets, poetry magazine and tour, as well as resources for children’s poetry)

RELATED BOOKS
Poetry Books
Franco, Betsy, 2009. A Curious Collection of Cats. Ill. by Michael Wertz, Tricycle Press.
Crawley, Dave, 2007. Dog Poem. Ill. by Tamara Petrosino, Woodsong.
Hempel, Amy (editor), 1999. Unleashed: Poems by Writers’ Dogs. Three Rivers’ Press.

Related Fiction and Nonfiction
Wordless Book
• Day, Alexandra, 1989. Carl Goes Shopping. Farrar, Straus and Giroux.
Easy Reader Picture Book
Clifford the Big Red Dog
• Bridwell, Norman, reprint 2010. Clifford the Big Red Dog. Cartwheel Books.
Fiction-- Age 9-12
• Martin, Ann M., 2007. A Dog’s Life: An Autobiography of A Stray. Scholastic.
• Wallace, Bill, 2005. No Dogs Allowed! Aladdin Books.
Fiction-- Young Adult
• Morey, Walt, 1997. Kavik the Wolf Dog. Puffin.
• Pearce, Jacqueline, 2005. Dog House Blues. Orca Book Publishers.
Nonfiction
• Osborne, Mary Pope, 2011. Magic Tree House Fact Tracker #24: Dog Heroes: A Nonfiction Companion to Magic Tree House #46: Dogs in the Dead of Night. Random House Books for Young Readers.
• Kehret, Peg, 1999. Shelter Dogs: Amazing Stories of Adopted Strays. Albert Whitman and Co.

Author
Betsy Franco is the author of over 80 books for both children and young adults. She has received numerous awards and recognition for her work.

Illustrator
Micheal Wertz’s work has been celebrated by Communication Arts, American illustrators. He has a “dog blog.” That contains 100 dogs in 100 days. Visit www.wertzateria.com

Used with permission from Angela Giono and Leslie Wilson.

Lemonade

2011-08-19T08:44:00.003-05:00

Next, Chandra Burrell offers this very helpful readers' guide for Bob Raczka's newest book, Lemonade and Other Poems Squeezed from a Single Word. Check it out.

Bibliographic citation
Raczka, Bob. 2011. LEMONADE AND OTHER POEMS SQUEEZED FROM A SINGLE WORD. Ill. by Nancy Doniger. New York, NY: Roaring Brook Press. ISBN 9781596435414

About the author and illustrator
Bob Raczka has written many books about art and art history for children. He lives in Glen Ellyn, Illinois.

Nancy Doniger has illustrated several books for children and done editorial illustration for the New York Times and other publications. She lives in Brooklyn, New York.

Recommended age level: 8-12; grade levels: 3rd grade – 7th grade

Summary of book
There are 22 poems that stretch across different themes and they are in no particular order. Raczka makes you think and look at words in a different way since each poem only uses one single word to construct the entire poem. When you first see the poem each letter is under the letter from the main single word to create the poem. It is a poem puzzle that begs to be solved. Some poems are quick and easy while others make you ponder before you turn the page because you want to believe that it is easier than it looks. Then if you finally say I give up the answer is on the back when you turn the page. And truly each poem is simple and powerful because he takes a single word and creates many words that turn into a poem that has depth and layers. Raczka creates a book that showcases poetry in a different way which makes it fun and challenging at the same time.

Review excepts/awards
Starred Review from Booklist: “Doniger’s spare illustrations add quirky appeal without distracting from the inventive formations of type. More than just clever gimmicks, the poems leave room for moving lines with a depth that invites imaginative wandering: ‘A / silent / lion / tells / an ancient / tale,’ reads ‘Constellation.’ Sure to have wide classroom appeal.”

Horn Book Review: “The lemonade here is cool and refreshing, and it makes you want to do some squeezing yourself in this playground where poet meets Scrabble nerd.”

School Library Journal Review: “A clever, catchy, and challenging collection.”

Kirkus Review: “Fun as a prompt for poetic exploration.”

Questions to ask before reading book
Ask students to look at how the word lemonade is dropping into the pitcher. Now discuss why the author use the word “squeezed” in the title?
Look at the Table of Contents and pick out 2 words and have the student imagine what comes to mind when you say those words. Then allow the students to create a list. For example when I think about television I think square, TV shows, cartoons, music video, and cable.
Do you think it is easy or hard to write poems that only use a single word as the inspiration?
Talk about how Raczka gives an overview of how he discovers one word poems from another author and he gives the other author credit by showing one of his poems. Why is it important to give credit to others?

Suggestions for reading poem aloud
“Spring”- I sing/I spin/I grin
This is a great poem for the whole group to read together while doing exactly what it says to do in the poem.

“Snowflakes”
Have students use their hands to go up and down as they read the poem. When hands go up simulate new snow that is about to start again and hands come down they simulate the snow falling down which is a good way to incorporate movement while reading the poem.

“Playground”
Divide students into two groups and one group read the first three lines and the second group read the 2nd group of three lines. Also this poem could be read outside while on the playground so that students can act out the play as they read it.

Follow up activities (writing, art, science, etc.)
Poem Writing
Ask the students to be creative by picking their own single word and creating a poem using the single word chosen.
Example: Guidelines
Us Nine
In line
Legs in
Use Slide
I Glide
Line Ends

Art
In the book the illustrator used simple drawing for the poems. Ask students to visualize what their poem represents. Students will create their own simple drawing for their poems using different mediums.

Math
In the book the poems are in columns so have the students use the column method to create their poems. Once they are finish ask students to count the letters used in their poem. Then they can create a graph that shows which letters were used from least to greatest. The data would show which letters are used more when creating the new words from the single word.

Social Studies
In the book there are two different poems that focus on minivan and vacation. A great social studies activity would be for the students to pick a destination in the U.S.A. they would like to go on for their vacation. Now have the students find out fun facts about that destination. And for fun the students can try to create another single word poem using the destination as their inspiration. I chose to create a poem about Houston.
South Host
Sun
Too Hot
Oh No
Out

Science
In this book there are two poems that relate to spring and two poems that relate to winter. Have students create a graphic organizer to compare and contrast between winter and spring.

Related web sites/blogs
Helps students see possible word combination when trying to create one word poems. Type in a word and it gives possible words that come from the primary word.
http://homepage.ntlworld.com/adam.bozon/anagramsolver.htm

The Booklist review talks about the constellation poem and this is a great to expand students’ knowledge about constellations and stars with this informative and useful website.
http://www.astro.wisc.edu/~dolan/constellations/constellations.html

One of the poems is called “Creative” and Bob Raczka’s website has a link to his favorite place to look at art. That would be a great pair to read the poem then go to the link for The Art Institute of Chicago to look at the same great art.
http://www.bobraczka.com/

There is great factual information about ladybugs, earthworms, and many other kinds of animals. The first two are featured poems so it would be a great way to extend the learning and learn new facts.
http://kids.nationalgeographic.com/kids/animals/creaturefeature/

Related books (other poetry, related nonfiction, related fiction)
Other poetry books
Raczka, Bob. (2010). GUYKU: A YEAR OF HAIKU FOR BOYS. Ill. by Peter Reynolds. Boston, MA: Houghton Mifflin Books for Children. ISBN 9780547240039.
Mordhorst, Heidi. (2005). SQUEEZE: POEMS FROM A JUICY UNIVERSE. Ill. by Jesse Torrey. Honesdale, Pa.: Wordsong. ISBN 978-1590782927
Singer, Marilyn. (2010). MIRROR MIRROR: A BOOK OF REVERSIBLE VERSE. Ill. by Josee Masse. New York: Dutton Children's Books. ISBN: 978-0525479017
Heard, Georgia. (2011). FALLING DOWN THE PAGE. New York: Roaring Book Press. ISBN 9781596432208

Related nonfiction
Relates to Pepperoni poem
Buller, Laura. (2005). FOOD- DK EYEWITNESS. New York: DK Publishing ISBN 978-0756611712
Relates to Flowers poem
Gibbons, Gail. (1993). FROM SEED TO PLANTS. New York: Holiday House. ISBN 978-0823410255
Relates to Bleachers poem
Cole, Joanna. (1998). THE MAGIC SCHOOL BUS PLAYS BALL: A BOOK ABOUT FORCES. New York: Scholastic Paperbacks. ISBN 978-0590922401

Related fiction
Read the “Treehouse” poem and then can use this book to relate how fun and magical a tree house can be.
Mary Osborne. (2003). HIGH TIDE IN HAWAII –MAGIC TREE HOUSE. New York: Random House Books. ISBN 978-0375806162
Read the “Bicycle poem and then can use this book to talk about how important bike safety is because things can happen in a blink of an eye
Park, Barbara. (1996). MICK HARTE WAS HERE. New York: Yearling Publishing. ISBN 978-0679882039

Used with permission of Chandra Burrell.

All the Water in the World

2011-08-17T08:43:00.003-05:00

My student Stephanie Gilbert created this lovely digital trailer for George Ella Lyon's new poetic picture book, All the Water in the World which is beautifully illustrated by Katherine Tillotson. Here is the trailer.

Used with permission of Stephanie Gilbert.

Peaceful Pieces

2011-08-15T08:42:00.003-05:00

Next, Terri Lindstrom created the following Readers' Guide for the poetry picture book, Peaceful Pieces.

Bibliography
Hines, Anna G. 2011. Peaceful Pieces: Poems and Quilts About Peace. New York: Henry Holt. ISBN 978-0-8050-8996-7

Recommended Age Levels
Second grade reading level (ages 7-8). This book appeals to all ages.

Summary of Book
Hines used the beautiful artistry of her quilting as an inspiration for this book of poems honoring peace. Using a variety of poetry styles and quilting patterns, Hines relates that peace can be found in the quietness of being alone, with family, the outdoors, or even in the darkest of days, such as fighting with a sibling and in war. People of all ages will appreciate the creative way Hines intertwines her talents as poet and quilter. The vibrant colors of the quilts serve as backdrops that span each page from top to bottom and compliment the poem on that page. At the end, the author offers a short introduction to the famous peacemakers that inspired one of the quilts, and explains how she connects the quilts and poems to tell a story of emotions. Peaceful Pieces: Poems and Quilts about Peace encourages the reader to find peace within themselves and in the world around them.

Review Excerpts
1. “The most striking aspect of the book is its quilted, pieced-cloth artwork, and the borderless pages allow maximum impact for Hines’ bold, expressive visual statements.”
~Booklist
2. "Hines' art is always beautiful; she illustrates her work with astonishing quilts, reproduced full-size, in a variety of designs: In this work she uses black-and-white reverse patterns, mosaic-type images, photographs made into quilt patterns and lots and lots of gorgeous color."
~Kirkus Reviews
3. “Using exquisitely detailed handmade quilts as a backdrop, Hines's poems explore the overarching themes of peace, understanding, tolerance, and friendship.”
~School Library Journal

Questions to Ask Before Reading
These questions are in an order designed to assist in introducing the book.
1. Hold up a quilt. Does anyone know what this is? Show several quilts with different patterns and discuss the patterns, explaining that the patterns convey a meaning. If you have common patterns and need help identifying them Womenfolk.com (http://www.womenfolk.com/quilt_pattern_history/) is a good resource.
2. Explain that quilts are made by stitching layers of fabric together to create a pattern or story.
3. Do you like poetry? What is poetry? What is your favorite poem?
4. Does anyone have ideas as to how quilts and poems could be alike? Different?
5. What is peace? Who do you think of when you hear the word peace? Why do you think of that person?
6. Do you think people can find peace even when they might be fighting with their brother or sister? Mad at their parents? What about when you are in trouble? Lonely? Sad? Happy?

Suggestions for Reading Poems Aloud
These are several ideas showing how to share the poems in the book.
1. Using any poem from Peaceful Pieces: Poems and Quilts about Peace, group students together to read and act out that poem. Throughout the week provide time for groups to collaborate on presenting other poems they enjoyed reading either as a class, group, or independently.
2. Choose a familiar tune and read one of the poems to that tune. Then have students do the same with a tune of their choice. For example, use the tune of The Mulberry Bush nursery rhyme to read Hines’ poem Big Shoes.
3. Students can set up a train of dominoes as they recite the poem Dominoes. When the student gets to the end of the poem, as they say the words they can touch the last one and cause a “domino effect”.
4. While reading What if?, use the examples in the poem as you read; blow bubbles, fire a marshmallow gun, and throw feathers in the air.
5. Partner students to read the poem Peace Sign. Alternate reading the lines. This will give one reader only the word peace to read. Switch lines. Reread the poem numerous times switching which partner says peace. Try saying the word peace in a variety of tones: whisper, shout, and giddy are just a few.

Follow Up Activities
Several activities are listed here to continue the study of peace, poetry, and quilting.
Writing
1. Students pick their favorite poem from the book and discuss with a partner what the poem means to them, why they chose it, and what they like about it. Then have each student write about their choice in their poetry journal focusing on text to self, text to text, and/or text to world relationships with the poem.
2. Begin a favorite poem response board. Have students write their favorite poem title and author, why they like it and ask them to illustrate its meaning. Then post them on a bulletin board surrounding a particular theme, in this case Peace. Change the theme every two weeks to keep kids reading, responding, and sharing poetry.
3. Students arrange magnetic words into their own poem. Then write the poem in their journal with an illustration.

Music
1. Play several peace themed songs with lyrics and have the students relate the song to a particular poem in the book. The student should be able to explain why they chose that poem to connect to the lyrics. Examples of songs with the lyrics are:
a) Let it Be by The Beatles
http://www.youtube.com/watch?v=bdMBdYVWvKw&feature=related
b) Peace in Our Time by 10cc (religious)
http://www.youtube.com/watch?v=gvfQIwciVdI
c) I’ve Got Peace Like a River by Heritage Singers
http://www.youtube.com/watch?v=1NlZO57W0eE
d) We are the World by Michael Jackson
http://www.youtube.com/watch?v=io9TYzVt3-g&feature=related
e) What a Wonderful World by Louis Armstrong
http://www.youtube.com/watch?v=A3yCcXgbKrE&feature=related

Social Studies
1 Research the history of quilting.
2. Research prominent peacemakers from around the world.

Art
1. Make a paper classroom quilt. Directions can be found at http://www.eduplace.com/act/quilt.html. This will help foster tolerance of one another.
2. Make a class peace quilt. Have children create a block piece for the quilt that represents their understanding of peace. Then have each child connect their block piece to someone else’s until a quilt is made. The quilt can be used in the reading area or hung on the wall as a reminder that we are individuals that make up a group that has to learn to get along. This video explains how to use Oriental Trading Company’s product to make a quilt. http://www.youtube.com/watch?v=9X4jBk40yTY
3. A fun recess/art activity: After reading several poems as a class and individually, students can use sidewalk chalk to illustrate their favorite poem. This could be done in a predetermined pattern to be a quilt of favorite poems.

Community Connections
1. Invite a quilt maker to class to explain and demonstrate how quilts are made.
2. Using a list of poets with poems suitable for children, have students dress like their favorite poet and read poetry from that poet. This is could also be done as a poetry presentation for parents.

Poetry Centers
1. Listen to poetry on tape or CD.
2. Play poetry games on the internet.
3. Provide a variety of poetry books of different subjects, styles, and authors for the students to read.
4. Match poems with photographs from magazines.

Related Web Sites
Many websites are listed here under the categories for kids, listening to poems, and teacher resources.

Kid’s Web Sites
Anna Grossnickle Hines
http://www.aghines.com/
(The author’s page explains how she uses quilting to create her poems.)

Breaking Down the Walls
http://library.thinkquest.org/CR0212302/index.html
(This website has classroom activities and student games teaching them about peace and how to be tolerate of other cultures.)

The International Kids Club
http://www.planetpals.com/IKC/
(This website offers activities about peace.)

Game Goo
http://www.earobics.com/gamegoo/games/wiznpigs/wiznpigs.html
(This is a game using alliteration, rhyme, rhythm.)

Poetry to Listen to Online
The Children’s Poetry Archive
http://www.poetryarchive.org/childrensarchive/home.do

Starfall
http://www.starfall.com/n/level-b/poetry/load.htm?f

Peace Kids
http://www.peacekids.net/

Teacher Resource Sites
Anna Grossnickle Hines
http://www.aghines.com/
(The author’s page offers several follow up activities.)

ABC Teach
http://abcteach.com/directory/theme_units/peace/
(This teacher’s website offers a wide variety of activities to do with students.)

International Day of Peace
http://www.internationaldayofpeace.org/
(This website can be used to gain information about this day to share with students.)

Read Write Think
http://www.readwritethink.org/classroom-resources/lesson-plans/peace-poems-picasso-doves-93.html?tab=4#tabs
(This site offers lesson plans on a variety of topics. The one chosen here is created by Judi Moreillon using The Big Book for Peace ISBN 0525446052)

Poem Hunter
http://www.poemhunter.com/poems/peace/
(This is a great way to find poems quickly on any topic.)

Women Folk
http://www.womenfolk.com/quilt_pattern_history/
(This website explains the variety patterns of quilting and gives a history of quilting.)

Oriental Trading Company (You Tube)
http://www.youtube.com/watch?v=9X4jBk40yTY
( A video that explains how to use a product from the Oriental Trading Company to make a simple classroom quilt.)

Poetry Teachers
http://www.poetryteachers.com/
(This website has a multitude of ideas for sharing poems with children.)

Related Books
In this section several pieces of literature are listed.
Quilt Poetry
1. Hines, Anna G. 2005. Pieces: A Year in Poems and Quilts. New York: Greenwillow Books. ISBN 1590783522
2. Hines, Anna G. 2005. Winter Lights: A Season in Poems and Quilts. New York: Greenwillow Books. ISBN 0060008172
3. Wassenhove, Sue V. 2008. The Seldom-Ever-Shady Glades: Poems and Quilts. Honesdale, PA: Wordsong. ISBN 0688169635

Fiction Books with Quilts
1. Bourgeois, Paulette. 2003. Oma’s Quilt. Ill. by Stephane Jorisch. Tonawanda NY: Kids Can Press. ISBN 9781553376255
2. Brumbeau. Jeff. 2001. The Quiltmaker’s Gift. Ill. by Gail De Marcken. New York: Scholastic Press: ISBN 0439309107
3. Coerr, Eleanor. 2010. The Josefina Story Quilt. Ill. by Bruce Degen. Pine Plains, New York: Live Oak Media. ISBN 1430108169 and 13- 9781430108160 with CD
4. Flournoy, Valeria. 1985. The Patchwork Quilt. Ill. by Jerry Pinkney. New York: Dial. ISBN 0803700970
5. Hopkinson, Deborah. 1995. Sweet Clara and the Freedom Quilt. Ill. by James Ransome. New York: Drangonfly Books. ISBN 0679874720.
6. Johnston, Tony. 1996. The Quilt Story. Ill. by Tomie de Paola. New York: Puffin. ISBN 0698113683
7. Kurtz, Shirley. 2001. The Boy and the Quilt. Ill. by Cheryl Benner. Beaverton, Oregon: Good Books. ISBN: 1561480096
8. Love, D. Anne. 1996. Bess’s Log Cabin Quilt. Ill. by Ronald Himler. New York: Yearling. ISBN 0440411971
9. Polacco, Patricia. 2001. The Keeping Quilt. New York: Aladdin Paperbacks. ASIN B004ACAHJ8
10. Root, Phyllis. 2003. The Name Quilt. Ill. by Margot Apple. Phoenix: Farrar, Straus & Giroux. ISBN 0374354847

Fiction Books about Peace
1. Durell, Ann. 1990. The Big Book for Peace. Ill. by Marilyn Sachs. Boston: Dutton Juvenile. ISBN 0525446052
2. Jackson, Jill and Miller, Sy. 2009. Let There Be Peace on Earth: And Let It Begin with Me (Book & CD) Ill. David Diaz. New York: Tricycle Press. ISBN 9781582462851
3. Millman, Dan. 1991. Secret of the Peaceful Warrior. Ill. by T. Taylor Bruce. Tiburon, CA: H J Kramer, Inc. ISBN 0915811235
4. Parr, Todd. 2004. The Peace Book. New York: Little, Brown and Company. ISBN 0316835315
5. Vega, Elizabeth. 1995. The Laughing River. Ill. by Ashley Smith. Windsor, CA: Rayve Productions. ISBN 1877810355
6. Vladimir, Radunsky. 2003. What does Peace feel like? New York: Atheneum. ISBN 0689866763

Biographies of Famous Peacemakers
1. Aaseng, Nathan. 1992. The Peace Seekers: The Nobel Peace Prize. Minneapolis: Lerner Publishing Group. ISBN 0822596040
2. Adler, David. 1991. Picture Book of Marin Luther King, Jr. Ill. by Robert Casilla. New York: Holiday House. ISBN 0823408477
3. Eddy, Susan. 2003. Mother Teresa (Rookie Biography). New York: Scholastic. ISBN 051627922X
4. McDonough, Yona. and Zeldis, Malcah. 2006. Peaceful Protest:The Life of Nelson Mandela. Ill. by Malcah Zeldis. New York: Walker Childrens. ISBN 080278948X
5. Mitchell, Pratima. 1997. Gandhi: The Father of Modern India. Ill. by Mrinal Mitra. New York: Oxford. ISBN 019521434X
6. Ryan, Pam M. 2002. When Marian Sang. Ill. by Brian Selznick. New York: Scholastic. ISBN 9780439269674
7. Venezia, Mike. 2008. Jimmy Carter: Thirty-Ninth President 1977-1981 (Getting the Know the US Presidents). Ill. by Mike Venezia. Danbury, CT: Children’s Press. ISBN 0516259717

About the Author
“Like these art quilters, I wanted to make quilts that would express concepts, tell stories, and give a visual image to my poems.”
~ Anna Grossnickle Hines

Since crafting her very first quilt for her mother, Anna G. Hines has continued to quilt to creatively express her thoughts. She scanned fabric after fabric looking for just the right pieces to create her fifth book, Peaceful Pieces using quilt patterns for the book’s illustrations. These days Hines makes quilts primarily to design illustrations for her poetry books. A previous quilt poem book, Pieces: A Year in Poems and Quilts, Greenwillow Books, 2001 won many awards. She has written and illustrated over 40 books, including eight Curious George books, and has plans to write and illustrate many more.

This guide is used with permission of Terri Lindstrom.

Cousins of Clouds

2011-08-12T08:41:00.004-05:00

In my summer classes, my students tried creating a variety of interesting assignments and agreed to let me share some of them here. So for the next few weeks, I'm posting readers' guides and digital trailers they created for nearly 20 new poetry books published for young people this year. We hope it will make it that much easier to share these wonderful new titles with the children and teens in your lives!

First up, Lynette Varassi created this digital trailer for Tracie Vaughn Zimmer's elephant poetry book, Cousins of Clouds. Enjoy!

Used with permission of Lynette Varassi.

Hush, Baby, Hush +

2011-08-08T19:49:00.005-05:00

For the next few weeks, I’d like to share more info about new 2011 poetry books out this year. Several of my students this summer created digital trailers and readers guides for new poetry books that they have given me permission to share. Watch for them.   But first, I’m happy to share an interview with a new writer who has created a lovely collection of lullabies from around the world. The book is Hush, Baby, Hush! Lullabies from around the World by Kathy Henderson with illustrations by Pam Smy and published by Frances Lincoln Publishers. Here’s a link with more detailed info.

Here’s the scoop:
Hush, Baby, Hush! is a book of traditional lullabies gathered from all over the world to entertain children of all ages. These beautiful, simple songs and poems give a flavor of different parts of the world as well as show that soothing children to sleep is the same the world over. With words in the original language plus the English version, together with a melody line and delightful illustrations, this global collection is truly a book for all children; parents and educators can select from the songs to lull young children to sleep or to read and sing along with older children.  The lullabies included in Hush, Baby, Hush! come from Australia (Aboriginal), Austria, Bangladesh, Brazil, Czech Republic, England, France, Greece, Greenland, Hungary, India, Iran, Iraq, Italy, Jamaica, Japan, Korea, Malawi, Mexico, Nigeria, Norway, Russia, Spain, Turkey, USA (Hopi), Wales, and West Africa (Yoruba).

It’s really a gem— lovely for laptime or storytime sharing— with many cultures represented and engagingly illustrated. It’s quite an achievement to capture multiple languages and cultures, so I had several questions for Kathy and she was kind enough to answer them all. Here you go: 

Where did the idea for this book come from? Do you have background or training in this area (in poetry, folklore, linguistics, anthropology, etc.)?

I’ve wanted to do a lullaby book for ages. I’ve been interested in the oral tradition and how singing happens in ordinary life for many, many years. My first ever book was My song is my Own – 100 Women’s songs from the British oral tradition which was result of two years research (and of course included some lullabies).

The book also comes from my personal experience – as a child and as a mother (see the dedication), through my early training in music, a degree in English from Oxford University and a long career as a children’s author, illustrator and poet.

You include an excellent and impressive list of source notes. How did you build this network of resources?

Research over many years, many people and many places. Sources included books and recordings, contacts, friends (and friends of friends), stopping people in the street and asking them, email, internet, people singing lullabies down the phone onto my answering machine. People above all.

I love that you included the music for these lullabies at the end of the book. Any chance of a CD or downloadable audio (from a web site)?

The publishers are looking to produce a CD to go with the paperback edition when it happens. No date yet. Naturally I wanted to do a CD from the start but the ‘market’ view was that this might disadvantage the book because, I was told, librarians don’t like books with CDs in them.

I’m so glad you included the lullabies in both their original languages (first) as well as in English (and explained the transliteration). Who wrote these English versions? Did you tweak them for rhythm and structure?

It was very important to me that they should be in their original languages and that we should be able to sing them in both versions. The sound patterns of lullabies are crucial and fascinating and cross languages. As a writer I’ve always been acutely aware of the importance of the sound in writing for young children (and their parents and carers) and lullabies have much to teach us.

The translation and the English versions are mine. Wherever possible I tried to create a song that would fit the original tune while staying as close to the original words as possible but still working in its own right! This included translating from languages I don’t speak myself – like Korean or Japanese – and don’t even know the script. With these I sat down with the singer and went through the original, transliterating syllable by syllable to get the sound of the song and then again to get the exact meaning of every word before attempting to render an English version.

Needless to say I still look at my translations and wish I could tweak them some more. Traditional lullabies are sung in for years and years, generation after generation and sit so comfortably in their tunes and have a wonderful spare quality which we writers can only begin to emulate.

How did you go about selecting these particular lullabies for the book? Were there others you would have liked to include? Any plans for a sequel or companion book?

With difficulty! There are so many wonderful lullabies to choose from, from way back in history (– the earliest I have are from 2500 BC) and right across the world. The first selection principle was that the lullabies in this book should come from the oral tradition and not the literary one (and there are many fine ‘written’ poems and lullabies to be found in books of course but they are very different).

Then came the problem of how to represent the whole world in 38 pages!? I could have filled hundreds of pages. Instead I tried to give a glimpse of the range of kinds and moods of lullabies and to shape the book into a sequence that travels through different phases of the day into night at the end to make it a satisfying picture-book read. I also tried to represent as wide a range of countries as possible but the constraints of space were extreme and the demands of co-edition publishing another influence.

I would love to do a sequel or companion book but the economics of publishing will decide (So please pass the word and tell all your friends to go and buy it!)

The design and illustrations are so pleasing and suit the lullabies so well. Did you have input here or collaborate with the artist or designer at all?

Yes I was closely involved. (Background here is that I have been a children’s writer and illustrator myself for many years and have also worked as an editor in children’s book publishing) The publishers consulted with me from the beginning over their choice of illustrator and before Pam started work we had a meeting to talk about it in which I was able to hand the project over to her. I explained how I’d constructed the sequence and suggested the range of situations and people I thought it would be good to illustrate – and of course background stories like the one behind All the Pretty Little Horses (p 24). After that the project was all hers to take away and make her own and Pam did a wonderful job. I also had the opportunity to make comments at the rough drawing stage and again at the very end.

P.S. Kathy was a guest on Wisconsin Public Radio's "Here on Earth" last month, and she discussed the uniqueness of lullabies and how she went about collecting them for the book. The segment also features some lovely musical versions of the lullabies in the book. Check it out.

ALSO: Don’t forget about Danielle (Dani) Wright’s work in New Zealand and her web site of nursery rhymes from around the world.

PLUS: From the iBbY Ireland Newsletter (Vol. 25 June 2011)
Playtimes: A Century of Children's Games and Rhymes website
The Playtimes website is part of a wider UK Arts and Humanities Research Council funded project entitled "Children’s Games and Songs in the New Media Age," which seeks to highlight the importance of communication, sensory perception, orality and material culture within current scholarship and today’s digital culture. The project has digitized existing audio recordings, from the "Opie Collection of Children's Games and Songs" and also carried out a two-year study of playground culture today – focusing on two primary schools, Christopher Hatton school, in London, and Monteney school, in Sheffield. The digitized recordings of the Opie collection as well as the footage from the research projects have been used to create this website – a resource that not only preserves the games and songs, but is a resource to which people, particularly children, can contribute their own thoughts and ideas about play. Here is the link.

Image credit:   Frances Lincoln Books

Posting by Sylvia M. Vardell © 2011. All rights reserved.

Guinness World Record Poet

2011-07-21T14:50:00.005-05:00

I am excited to announce that Lee Bennett Hopkins has been awarded a Guinness World Record! The certificate reads:

With 113 titles to his credit
as of July 2011
Lee Bennett Hopkins (USA) is the world's most prolific anthologist of poetry for children. Mr. Hopkins, a noted poet in his own right, has compiled collections based on a variety of topics, including animals, holidays, the seasons, and difficult emotions.

Congratulations, Lee!
And hurray for poetry!

I am also pleased to share that my doctoral student and school librarian Beth Enochs deserves a bit of credit here for working with Lee to gather the data, research the process, and pursue this so-worthy certification. The photo is hers as well! She is a poetry advocate herself and wrote an excellent thesis on poetry in the school library! Thank you, Beth, for helping us promote poetry for young people in all these ways!

5 year blog anniversary!

2011-07-15T09:09:00.006-05:00

I can’t believe it’s been five years since I launched this blog focused entirely on poetry for young people. Thank you, readers, for your support and encouragement. I have learned so much from taking on this medium and from you all. The poetry community is such a wonderful place to play!
 
So what is the traditional fifth anniversary gift? Wood! To celebrate my anniversary, I’ve created a “mash up” of two of my favorite “tree” poems, with apologies to Joyce Kilmer (“Trees”) and Robert Frost (“Stopping by Woods on a Snowy Evening”). Wishing you all a bit of shade this summer!

I think that I shall never see
A poem lovely as a tree;
A tree that looks at God all day,
The darkest evening of the year;
A tree that may in summer wear
A nest of robins in her hair
Who intimately lives with rain.

Whose woods these are I think I know.
The only other sound’s the sweep
Of easy wind and downy flake.
The woods are lovely, dark and deep.
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.

Image credit:   Sylvia Vardell

Posting by Sylvia M. Vardell © 2011. All rights reserved.

A Blast with Marilyn Singer

2011-07-03T08:15:00.002-05:00

I took my handy dandy FlipCam with me to the 8th annual ALSC Poetry Blast and made short one minute (more or less) movies of the poets reading their works to share with you. Next: Marilyn Singer.

When asked what writers influenced her poetry, Marilyn Singer answers, “When I was a kid, every night my dad sang the hit songs of the day to me. So I grew up loving all those great lyricists such as Johnny Mercer, Ira Gershwin, and Larry Hart. I'm a really big Cole Porter fan. Anybody who could write an internal rhyme, like ‘flying too high with some guy in the sky is my idea of nothing to do’ is aces in my book. And although I write poems and not song lyrics, I like to think that Cole and company are somewhere in my head, always encouraging me to sing.”  

The author of over 90 books, Marilyn Singer says that writing in many genres prevents her from ever being bored. However, she likes writing poems best of all. Her first poetry collection, Turtle in July, was cited by Time magazine as one of the best children’s books of 1989. Her subsequent poetry books have been well-received by audiences and critics alike. Most recently, her highly acclaimed Mirror Mirror, which features the reverso, a form she created, made many Best of 2010 lists, is a finalist for fourteen state, city, and international awards, including the Texas Bluebonnet, was named an ALA Notable, and won the Cybil Award in Poetry. She had the pleasure of narrating the audio book version, along with actor Joe Morton, for Live Oak Media. 

An avid swing dancer and bird watcher, Marilyn currently lives in Brooklyn, NY and Washington, CT with her dance partner/husband, Steve Aronson, and their pets, and she co-hosts Poetry Blasts all over the place.

Marilyn co-hosted THIS blast (along with Barbara Genco) and ended this wonderful evening with readings from two new works. Here, she shares several gems from Twosomes. Enjoy!

Image credit:   Sylvia Vardell

Posting by Sylvia M. Vardell © 2011. All rights reserved.

A Blast with Janet Wong

2011-07-03T07:54:00.002-05:00

I took my handy dandy FlipCam with me to the 8th annual ALSC Poetry Blast and made short one minute (more or less) movies of the poets reading their works to share with you. Next: Janet Wong.

Here's the short, lovely intro written and presented by host and poet Marilyn Singer and used with permission.

Janet Wong reveals: “Something that not everyone knows is that I used to hate poetry. Actually, in fourth grade I really hated poetry. And I don't think it was because I knew poetry. I think it was because I hated having to memorize poems. I have a terrible memory... I also hated having to read poems and pick them apart, analyze them, try to find the right answer. That really, really bothered me. And so I thought I hated poetry, but I think what I hated was poetry homework.”   

The good news is that Janet Wong changed her mind about poetry.

A former lawyer, she gave up a lucrative career as Director of Labor Relations at Universal Studios Hollywood to become a full-time children’s writer. Her poems and stories have been featured in print as well as some unusual venues such as during a car-talk radio show and on 5,000 subway and bus posters as part of the New York City Metropolitan Transit Authority's "Poetry in Motion" program. In April 2003, Janet was one of five children’s authors invited to read at The White House Easter Egg Roll. She has also served on the Commission on Literature of the National Council of Teachers of English. 

Her books have won numerous awards such as the Stone Center Recognition of Merit, Claremont Graduate School for both A Suitcase of Seaweed and Other Poems, and Good Luck Gold and Other Poems, which in, 1998, also received the International Reading Association's Celebrate Literacy Award, Foothill Reading Council. Along with Sylvia Vardell, Janet has recently embarked on a new venture, editing and producing PoetryTagTime, an e-book anthology.

Janet reads her poem, "Scutes," from PoetryTagTime here.

Image credit:   Sylvia Vardell

Posting by Sylvia M. Vardell © 2011. All rights reserved.

A Blast with Alan Katz

2011-07-03T07:19:00.002-05:00

I took my handy dandy FlipCam with me to the 8th annual ALSC Poetry Blast and made short one minute (more or less) movies of the poets reading their works to share with you. Next: Alan Katz.

Here's the short, lovely intro written and presented by host and poet Marilyn Singer and used with permission.

Question: How would you describe perfect happiness? 
Answer by Alan Katz: Perfect happiness is the moment when all my kids have done their homework and are busy with pre-bedtime activities that are personally satisfying and enriching for them, yet not overly noisy. I've never actually experienced that moment, but I hear it's wonderful.  

Alan Katz says that he’s “majored in silliness” for more than thirty years. During that time, he’s written for a bunch of Emmy-nominated TV shows such as The Rosie O’Donnell Show, Taz-Mania, Disney’s Raw Toonage, and Goof Troop, several editions of the Grammy Awards and Tony Awards, Kids Are People Too, and a slew of Nickelodeon projects including Whoopi’s Littleburg. He’s also authored many articles and created hundreds of comic books, trading cards, web videos, and other special projects for kids and their parents. 

Oh—and he’s written books, too. Lots of them, including Oops!; Don’t Say That Word; and Take Me Out of the Bathtub, winner of four state awards and the Publisher’s Weekly Cuffie Award for Funniest Book.  A resident of Connecticut, Alan says that his “proudest achievement is the brilliance of Simone, Andrew, Nathan, and David, the children my wonderful wife Rose and I ‘co-authored.’ They have taken me to new heights of silliness, and they are the reason I'm a happy man.”

Here, Alan shares his poem, "The English Teacher," a clever riff on teaching and punctuation!

Image credit:   Sylvia Vardell

Posting by Sylvia M. Vardell © 2011. All rights reserved.

A Blast with Tracie Vaughn Zimmer

2011-07-02T14:14:00.003-05:00

I took my handy dandy FlipCam with me to the 8th annual ALSC Poetry Blast and made short one minute (more or less) movies of the poets reading their works to share with you. Next: Tracie Vaughn Zimmer.

Here's the short, lovely intro written and presented by host and poet Marilyn Singer and used with permission. Tracie Vaughn Zimmer proclaims: “I'd like to be a Poetry Preacher--I truly believe that poetry can transform children's reading skills (fluency, vocabulary, and comprehension), but even better than all that, it grabs the hand of its reader and changes the way we see the world.”   

Someday, Tracie Vaughn Zimmer would like to live in Brooklyn, NY or on a remote Caribbean island. But for now, she’s happy to be in Ohio, around the corner from her twin sister. A literacy specialist and English teacher, she has presented at schools and conferences across the country, but now teaches for Lakota, in the same district where she grew up. She has written hundreds of guides about children’s and young adult books, as well as six critically acclaimed books of her own, most recently Cousins of Clouds. Among her works, 42 Miles was voted the best book for grades 4-6 by children in Alabama during the 2009-10 school year, and Reaching for the Sun won a Schneider Family Award. 

When asked what advice she offers to young writers, Tracie says, “Read. Everyone says it, but it's true. Reread the books that haunt you and figure out why (and keep a journal or blog about what you learned). Carve out time to write until it is a habit then you won't be. Able. To. Stop. (Like me with Hershey's Kisses.)”

Tracy read from two works-- her latest (and one of my favorites of 2011), Cousins of Clouds as well as from Steady Hands. In honor of ALA (she calls it "pandering," but I thought it was perfect!), here is her "Librarian" poem from Steady Hands.

Image credit:   Sylvia Vardell

Posting by Sylvia M. Vardell © 2011. All rights reserved.

A Blast with Mike Artell

2011-07-02T07:08:00.003-05:00

I took my handy dandy FlipCam with me to the 8th annual ALSC Poetry Blast and made short movies of the poets reading their works to share with you. Next: Mike Artell.

Here's the short, lovely intro written and presented by host and poet Marilyn Singer and used with permission.

When asked about his humorous books, Mike Artell says, "I was always a funny kid… but in the 5th grade, my teacher actually laughed at a funny poem I wrote. At that moment, I realized how important my sense of humor was to me. I believe the value of humor in books is the same as in conversation: sometimes we want to have a serious discussion with someone about something, but (hopefully) more often our conversations are light and fun... and I think that’s what books are like. Some books are serious and thought provoking—others are just meant to be fun.”

Author, illustrator, TV cartoonist, conference speaker, musician, storyteller and humorist, Mike Artell speaks to thousands of school kids and major business, educational, healthcare and association conferences each year. Because of his work with children, he was recognized by the Northshore (Louisiana) Chapter of the International Reading Association for "exemplary service for the promotion of literacy."  Among his many award-winning books, Petite Rouge, A Cajun Red Riding Hood, was named by the National Association of Elementary School Principals as its 2009 Read Aloud Book of the Year. It has also become a musical theatre production which has been staged at many theatres across the U.S. and in England.

His astronomy book, Starry Skies, was named a Best Science Book for Children by the American Association for the Advancement of Science. Mike has also co-written and performed Calling All Children to the Mardi Gras, a CD of original music, which has been awarded a Parents’ Choice Foundation award.  A New Orleans native, he lives in Covington, LA with his wife, a middle school librarian.

Here is Mike reading a clever poem from a work in progress that riffs on his Cajun/Southern dialect, too!

[I tried to load a video of Mike reading the entire text (at audience urging!) of his rhyming picture book, Petite Rouge, A Cajun Red Riding Hood complete with Cajun dialect-- a totally engaging N'awlins experience, HOWEVER, Blogspot would simply not cooperate, despite multiple tries. Sorry-- because it is truly a gem!]

Image credit:   Sylvia Vardell

Posting by Sylvia M. Vardell © 2011. All rights reserved.

A Blast with Nikki Grimes

2011-07-02T02:34:00.003-05:00

I took my handy dandy FlipCam with me to the 8th annual ALSC Poetry Blast and made short one minute (more or less) movies of the poets reading their works to share with you. Next: Nikki Grimes.

Here's the short, lovely intro written and presented by host and poet Marilyn Singer and used with permission.

Nikki Grimes believes that poetry has “a magical element to it in terms of slipping past the intellect...There is surprise in poetry with the image, or with the last line that you're not looking for... There's always the ‘Aha!’ There's a catching of the breath that happens, and I hear it all the time from audiences when I read. They're constantly caught off-guard, and poetry does that. Before you've had a chance to think about it, you're weeping, or you're taken back to that moment in your own childhood that you didn't even know was so close to the surface. That doesn't happen very much in prose, but it happens all the time with poetry.”

   A foster child who grew up in various parts of New York, Nikki Grimes found that reading and writing were her survival tools. When she had no one else to talk to, she wrote poems and stories about the things that troubled her. As an adult, she became a world traveler, speaking in international schools in such countries as Russia, China, and Tanzania . She once sang on the stage of the Stockholm Philharmonic in Sweden (where magazines refer to her as a singer who also writes!).  

A prolific award-winning author and California resident, Nikki has penned such titles Bronx Masquerade, winner of the 2003 Coretta Scott King Author Award; Dark Sons, The Road to Paris, Jazmin's Notebook, Meet Danitra Brown, and Talkin’ about Bessie, all Coretta Scott King honor books. In 2005, she received the Golden Dolphin Award by the Southern California Children's Book Association, recognizing her body of work, and in 2006, the NCTE Award for Excellence in Poetry for Children. 

She says, “Poetry is just natural for children... From the ABC’s to Mother Goose to patty cake to jump rope rhymes, poetry is already a part of their lives, so you’re just building on that foundation. It’s already there.”

Here Nikki reads the title poem from her new work, Planet Middle School.

Image credit: Sylvia Vardell  

Posting by Sylvia M. Vardell © 2011. All rights reserved.

A Blast with Joyce Sidman

2011-07-01T09:27:00.006-05:00

I took my handy dandy FlipCam with me to the 8th annual ALSC Poetry Blast and made short one minute (more or less) movies of the poets reading their works to share with you. Next: Joyce Sidman.

Here's the short, lovely intro written and presented by host and poet Marilyn Singer and used with permission.

When asked where she gets her ideas, Joyce Sidman states: “I firmly believe (lecture coming . . .) that everyone needs ‘pondering time.’ Time alone, without noise and distraction. This is when ideas come-- when things sort themselves out, when you see visions and solutions. Not just for writing, but for life. My pondering time happens during walks in the woods, where I watch the seasons change and let my thoughts wander. The natural world sustains and inspires me. I could never live in a city for long.”   

Born in Connecticut, but now a resident of Minnesota, Joyce Sidman says she’ll always be a Yankee at heart. From an early age, she felt compelled to write—especially, poetry. As she says, “Poetry is so vivid and sleek--like a race car. No extra words. I love using image and metaphor; it's such a powerful way of explaining your thoughts and feelings (as in poetry=race car).” 

She’s driven that race car right into our libraries. Her beautiful books such as The World According to Dog, Butterfly Eyes, This is Just to Say, and Ubiquitous, include two ASPCA Henry Bergh Children's Book Award winners, three Cybils winners, and several ALA Notables and Lee Bennett Hopkins Award winners and honor books, as well as Caldecott Honors for Song of the Water Boatman and Red Sings from Treetops.

This year, poets everywhere celebrated her Newbery Honor for Dark Emperor.  When asked if she’s famous, Joyce replies, “Yes—to my dog. And to my children, on good days. And there's a lady I met at the library who says my poetry makes her cry (but I'm not sure if that's good or bad).”

Here Joyce reads the title poem from the Newbery honor book, Dark Emperor. Watch for the little baby outburst in the middle which Joyce handles with aplomb!

Note: Three more poets and videos will be featured in both the next two days.

Image credit: Sylvia Vardell

  Posting by Sylvia M. Vardell © 2011. All rights reserved.