Falling Hard

Bibliography
Franco, Betsy. 2008. Falling Hard: 100 Love Poems by Teenagers. Candlewick Press: Massachusetts. ISBN: 978-0-7636-4839-8.

About the Book
This young adult collection of poems written by teens (each poet's name and age are noted) is authentic and honest and will speak directly to teens. These love poems cover every facet, detail, dimension, and topic of love. Betsy Franco edited a group of poems that teens will understand and enjoy.  Contributors from across the country - and some others as well - write from a wide array of backgrounds and life experiences, making the poems enjoyable and relatable for a teen audience. Some of the topics included in the collection might be considered inappropriate for some young or conservative audiences. 


One Poem
Love in the Moonlight

No one knows I'm here.
Silvery strands of moonlight.
Shh. Meet me by the ancient oak.
What bird will dare but the great horned owl?
The fire within my heart burns only for you.
Do you love me too? 

Dillon York, age 13 

Activities
*Read the poem all the way through once, without interruption.  Then read it again and allow students to respond line-by-line.  As you read each line, ask students to write what comes to mind for each line. 
* After reading several poems from the collection, invite students to write their own poem - possibly using a journal or question prompts (or answer basic who, what, when, where, why questions) to springboard for a brainstorming pre-writing activity.  
*Tie this collection into a social studies lesson. Discuss the different locations the young authors are from. Also, students can talk about how everyone has a different life experience and how their location or culture might influence how they respond to common life experiences.    
 

Seeing the Blue Between

Bibliography
Janeczko, Paul B. 2002. Seeing the Blue Between. Candlewick Press: Massachusetts. ISBN: 978-0-7636-0881-1.

About the Book
This collection of letters by more than 30 critically acclaimed poets is edited by Paul B. Janeczko. Each poet included in the collection authored a letter of advice to young would-be poets. These letters cover many themes, especially reading and revising. One poet, Joseph Bruchac, tells the budding poets, "Where others see nothing, poets envision something." Following each letter, a sample of that poet's work is shared. This collection would work well as one to share with a class of elementary students whose teacher is trying to introduce a poetry writing lesson. Although there are no illustrations in this book, a couple of concrete poems are included and should be shared both visually and through oral reading. One special feature of this book is the "Notes on Contributors" section at the end of the book.  Each contributing poet has a thumbnail photo and a brief biography.  

One Poem
Poets Go Wishing

Poets go fishing
with buckets
of words,
fishing 
and wishing.

Using a line
that's loose or
tight
(Maybe this time
a rhyme is right.)

Unreeling
unreeling
the words till they
match
the feeling the poet is
trying to 
catch.   

Activities
*Read the poem and allow students to share what they envision when hearing it.  Then provide paper and drawing materials so that students can draw what they "see".
* Use this collection of letters and poems to guide students through the process of writing their own poetry.
*After hearing the advice and poems of different authors, allow students to choose one poet as their "favorite." Assist students to locate other poems by that poet and read further. 
 

Amazing Faces

Bibliography
Hopkins, Lee Bennett. 2010. Amazing Faces. Lee & Low Books, Inc.: New York. ISBN 11944186.

About the Book  
This collection of short poems by a variety of authors each describe the many faces of multicultural America that would commonly be seen in the community around us.  Poems feature an African American boy who is dreaming, a lonely Caucasian boy, an Asian boy living in Chinatown, an elderly Native American telling stories, and more. The poets include Rebecca Kai Dotlich, Janet S. Wong, Langston Hughes, Pat Mora, and Jane Yolen. This celebration of diversity features illustrations by Chris Soentpiet that are large, beautiful watercolor portraits. Most of the poems are original to this collection, except for the final, "My People," by Langston Hughes, which is paired with a close-up view of a huge crowd of parents and kids of many backgrounds that also appears on the cover. The book has been included on this year's (2011-2012) Texas Bluebonnet Award nominee list and was read by thousands of Texas students in grades 3 through 5. 


One Poem
Abuela


Her face, a lacework of courage;
Her brow, brown as settled earth;
Her chin, worn thin, a point of pride;
Her cheeks, soft antiques of the sun;
Her smile, a profile in mischief.
Latina, abuela, she is everyone
Of us come from otherwhere, 
Happy to call another stratosphere
Home. 


J. Patrick Lewis

Activities
*Share the poem above with the class.  Try a "pair and share" questioning time.  Ask a few questions about feelings students experienced or vocabulary used. 
*After reading a poem from the collection, guide students through a series of questions designed to help students to synthesize poems such as: why is this a poem? how are the people in this poem like the people you know? did the things in this poem ever happen to you? and so on.
*Find a story or other poems about people in the community. Relate the poems in this book to the other reading. Allow students to share which poem speaks to them most and tell why.    

Messing Around on the Monkey Bars

Bibliography

Franco, Betsy. 2009. Messing Around on the Monkey Bars. Candlewick Press: Massachusetts. ISBN: 978-0-7636-3174-1.

About the Book

This collection of 19 school poems are designed for two or more voices and is perfect for students in grades two through four. The steady rhymes and humor are sure to appeal to students and teachers alike. The poems in this collection cover a variety of topics from losing one's lunch money to reaching out to a new classmate to exasperating a grumpy librarian. The reading and rereading of the poems will allow students to hear different voices read in slightly different ways.  Also students can practice fluency while reading the short poems over again.  These poems will lend themselves to performing them in different ways.  For example one person could read one part, but several children could read the other part.  

One Poem

Lunch Money

It's lunchtime. Yum!

Quick, get in line.

What's good today?

Cant' read the sign.

My money's missing!

Where'd it go?  

A hole in my pocket!

Oh, no!

I'll go and look.

I'll save your spot. 

I couldn't find it!

Look what I got.

Two burritos! Way to go!

You're a buddy, don't ya know? 

What a pal.

Yeah, luck I found...

a bunch of quarter on the ground.

 

Activities

*Read the poem and discuss how it depicts friends, lunchtime, or problem solving.  

*Read other poems from the collection and compare their language, theme, rhythm, rhyme scheme or other aspect. 

*Locate other poems or collections designed for two or more voices. 

 

Won Ton A Cat Tale Told in Haiku

Bibliography
Wardlaw, Lee. 2011. Won Ton A Cat Tale Told in Haiku. Henry Holt and Company: New York. ISBN 978-0-8050-8995-0.

About the book
This series of senryu (similar to haiku, but focuses on human nature - or in this case, nature of an animal - rather than focusing on the natural world) tells a great story of a cat's journey from a shelter to a home with a boy.  Children especially in grades kindergarten through third grades will enjoy both the poems/story and the illustrations.  This nice example of non-rhyming poetry can teach children about syllables and styles of poems. The collection shows that poetry can be fun, free, and still follow traditional structure; for example: "The Car Ride," reads, "Letmeoutletme/ outletmeoutletmeout./ Wait - let me back in!" The expressive artwork, done in graphite-and-gouache, relate to the poetic form's roots and echoes the Japanese traditions.  This book was honored with the Lee Bennett Hopkins 2012 Poetry Award.


One Poem
Your tummy, soft as
warm dough.  I knead and knead, then
bake it with a nap. 


Activities
*Share the poem (or better, the entire book) with the class and talk about cat's behavior and how the poet so clearly describes typical cat actions.  
*Invite a worker from a local animal shelter to talk about how animals are chosen.  Compare the worker's description to the one told through poetry in the book.
*Read other Lee Bennett Hopkins Poetry Award winners and compare how the poets use words, rhyme, meter, and other poetic features to express themselves. 

Dark Emperor & other Poems of the Night

Bibliography

Sidman, Joyce. 2010. Dark Emperor & Other Poems of the Night. Houghton Mifflin Books for Children: New York. ISBN 978-0-329-85965-7.

About the Book

Sidman's collection of poems celebrates the wonder, mystery, and danger of the night, describing the many things that hide in the dark. The book, geared for students in grades three through six, is a Newberry Honor book. The combination of lyrical poetry and compelling art with science concepts makes it a great cross curricular tie in. Exciting biology facts are explained in the notes on the right side of each two-page spread while the poem is presented on the left.  The science facts are further reinforced by the accompanying picture. A glossary at the end of the book provides readers with a brief definition of words used in the poems.  This book is a valuable collection of poems that can be used to reinforce science concepts through the poems, the illustrations, and the factual information presented. 

One Poem

Love Poem of the Primrose Moth


Evening unfolds like a primrose,
pale and scented.


The moon, a primrose:
two faces glowing.


Which is sweeter: night flight
or the nectar of the primrose?


I have only one true love:
it is the primrose.


At dawn, I fold my sherbet-colored wings
and become
                    a primrose.

Activities
*In conjunction with a lesson about insects, read this poem aloud to students.  Discuss the language and vocabulary used and why the poet chose those particular words. Additionally, share the factual information on the page about moths.
*Read other poetry collections by Joyce Sidman and compare the content and styles used in both collections.
*After reading the poem and discussing it, provide an art tie-in.  When students know what a primrose flower and a primrose moth are, allow them to make a picture depicting one of both of them.   

Carver A Life in Poems

Bibliography
Nelson, Marilyn. 2001. Carver A Life in Poems. Front Street: Asheville, NC. ISBN: 978-1-886910-53-9.

About the Book
This biography in poems is ideal for students in grades 5-8 and represents the life of a significant African American. These poems are told in the voices of people who knew Carver and are powerful and moving.  Frank descriptions of terrible things such as lynching are also presented. One poem, potentially presenting a concern for school libraries, describes the sexual abuse of a victim. Overall, this collection gives us insight into the life of a great man whose intellect significantly impacted the world. The fifty-nine poems in this collection portray the life of George Washington Carver and give great insight into his life and the era in which he lived.


One Poem (excerpt)
Coincidence

In Wakefield the night train
screeches to a neck-wrenching halt.
Last, the explanation reaches
the Colorado compartment,
where Dr. Carver guards in a valise
his jars of Before and After soils
and of compost, his giveaway
bags of raw peanuts.

Activities
*Lead students to discuss the very visual language used in the poem excerpt. (neck-wrenching halt, for example) Discuss other words or phrases the author could have used and how they might have altered the meaning or feel of the poem.
*Read the entire poem and lead students to rephrase the poem into their own words.
*Provide a research opportunity for students about George Washington Carver and the contributions he made.
*Ask students to bring one item to class that represents a facet of Carver's life, after reading the entire collection of poems,  and explain how it is representative. 



  

The Brothers' War Civil War Voices in Verse

Bibliography
Lewis, J. Patrick. 2007. The Brothers' War Civil War Voices in Verse. National Geographic Society: Washington, DC. ISBN: 978-1-4263-0037-0. 

About the Book
The wonderful wordplay of J. Patrick Lewis gives a new perspective on the speeches of Lincoln, the letters of Grant and Lee, and the drama of America's Civil War. Well suited for students in grades 4 through 8, Lewis' poetry gives readers a vivid insight into the conflict that tore our country apart. The book, including eleven poems, and other features, is a beautiful representation of that era. The book's extra features, including a map and a timeline of the Civil War, notes about the photography, notes about the poem's forms and inspirations, as well as an introduction to the book, add much to the depth and significance of the book.

One Poem
Down on the Plantation

I stopped to stoop
And stooped to chop,
Then clipped to scoop
The cotton crop.

The way it went 
Long after dark.....
A woman bent
Like a question mark.

Activities
*Poetry break - read the poem, set in the early 1860s near Savannah, Georgia, and discuss the rhyme and rhythm. 
*Read other poems in the collection and compare their style and subject matter.  
*Lead students to conduct research about the Civil War era and tie the poems to social studies lessons.  Challenge students to write a poem about an aspect of the Civil War era that they learn in their research. 
*Find another collection of poems by J. Patrick Lewis and discuss how the subject matter changes the impact or purpose of the poems.

The Tree That Time Built

Bibliography
Hoberman, Mary Ann. 2009. The Tree That Time Built. Sourcebooks Jabberwocky: Naperville, Ill. ISBN: 978-1-4022-2517-8.

About the Book
This collection of poetry is a celebration of nature, science, and the environment. Each poem was selected by the Children's Poet Laureate, Mary Ann Hoberman. The anthology includes more than 100 poems celebrating the wonders of the natural world and encourages environmental awareness. Appealing especially to students in grades 3 through 7, the poems explore both the facts and the mysteries of the natural world. Grouped by subject, such as prehistory, trees, reptiles, and so on, the poems are penned by such poets as Emily Dickinson, Robert Frost, Langston Hughes, D.H. Lawrence, Jack Prelutsky, Mary Ann Hoberman, and Sylvia Plath, among others. This collection would be a great choice to use as a tool to pair science and English/language arts classes. The inclusion of features such as footnotes that encourage readers to approach the poem both rationally and imaginatively,  a bibliography, information about the poets, and a glossary with science terms really assist with the cross-curricular lesson tie-ins. 


One Poem
Cricket 
Mary Ann Hoberman


A cricket's ear is in its leg.
A cricket's chirp is in it wing.
A cricket's wing can sing a song.
A cricket's leg can hear it sing.


Imagine if your leg could hear.
Imagine if your ear could walk.
Imagine if your mouth could swing.
Imagine if your arm could talk.


Would everything feel upside down
And inside out and wrongside through?
Imagine how the world would seem
If you became a cricket, too.


Activities
*Use the poem, "Cricket" as a poetry break before introducing a unit on insects.  
*Tie in a writing lesson by having students write a paragraph, journal entry, or poem imagining the things mentioned in this poem.
*Extend the poetry lessons with other poems from this collection. Compare and contrast the poems in their style or content.
*Help students identify a poet included in this collection that they like and discover other poems by the same poet.

A Full Moon is Rising

Bibliography
Singer, Marilyn. 2011. A Full Moon is Rising. Lee & Low Books Inc. New York, NY. ISBN: 879-1-60060-364-8.

About the Book
This new collection of poems by veteran poet Marilyn Singer takes children in grades 2-4 on an informative "lunar journey" that they are sure to love.  On the first page of the book, an explanation about the phases of the moon is included.  Readers gain background knowledge before they enjoy the short poems on each page. Students who are very interested in non-fiction subjects will be drawn into this unique group of great poems.  The collection takes the reader on a journey from Broadway, to the ocean, and even to the ancient goddess of the moon, Artemis. Readers will be enchanted by the idea that the moon that shines above all the world's peoples has created such wonder and so many traditions for generations.  The combination of descriptive poetry and eye-catching illustrations will invite children to wonder and imagine wile the multicultural themes and science facts will excite and satisfy its audience.  This title will work well as a read-aloud for younger children and independent readers will find lots to think about and appreciate.  And after taking the entire journey around the world and beyond, readers find themselves back on Broadway. 


One Poem
Broadway Moon
New York City, USA


It waits behind skyscrapers, 
a brilliant actor in the wings,
ready for its monthly debut.
On the sidewalk, an audience of one
watches and silently applauds
when it grandly appears. 


Activities
*Poetry Break - read the above poem and discuss the vocabulary that relates to stage acting.  How does the poet relate these same words to the moon?
*Geography - using the world map, locate each place mentioned in the book and mark the map with a dot.
*Science - allow students to form teams to make models of the phases of the moon.

Guyku A Year of Haiku for Boys

Bibliography

Raczka, Bob. 2010. Guyku A Year of Haiku for Boys. Houghton Mifflin Books for Children. New York: NY. ISBN: 978-0-547-24003-9.

About the Book

Haiku, a particularly mathematical poetic form, is naturally appealing to boys.  This collection, in particular, was written expressly to appeal to early elementary school boys.  Guiding readers through the seasons, each haiku presents a topic that is universally enjoyable by boys in this age group.  From catching grasshoppers, to skipping rocks and many other "boyish" activities, readers will enjoy this short, easy to read poetic form.  Additionally, the science tie-in of things in nature and outdoor events are also topics boys (and girls!) will love. Raczka maintains the requirements of haiku, with this focus on seasons and nature, and writes a series of six poems per season. This collection could by read by children or shared with children by an adult.  The presentation of one haiku and adorable drawings on each page make it extremely inviting. 

One Poem

If this puddle could

talk, I think it would tell me

to splash my sister. 

Activities

*Poetry Break - read the above Haiku and discuss what else might we hear if something in nature could talk.

* After reading this collection, invite students to choose a topic and write a collaborative class poem about something in nature.

* Share other books of haiku, such as Won Ton: A Cat Tale Told in Haiku by Lee Wardlaw. Discuss how the presentation of this book is different from Guyku.

*Explore the website www.GuykuHaiku.com and then allow students to explore it as well. 

Inside Out & Back Again

Bibliography

Lai, Thanhha. 2011. Inside Out & Back Again. Harper Collins Children's Books. New York:NY. 978-0-06-196278.

About the Book
This verse novel is a new historical fiction that could also enhance a multicultural collection in a children's or young adult section. The short lines and appearance of the text on each page helps reluctant readers or possibly ESL students feel that this novel is more manageable for them to read. The story presented by Ms. Lai is taken from her own life experience of moving from Vietnam in 1975 to Alabama.  Her first introductions to school, American traditions (such as Christmas), and the trials her entire family experience as they try to find their place in this new world.  Since her father has been missing for nine years in the Vietnam War, Ha (the main character) flees with her mother and three brothers by boat to Guam, then Florida, and finally to Alabama where they meet their sponsor. This simple presentation of the hardships and rewards of those immigrants who move to America is eye-opening and helps the reader evaluate his or her own reaction to people in this difficult situation. Lai artfully presents her realistic descriptions in a sequenced narrative that is historically significant through her use of believable characters and dramatic situations. I would recommend this book for library collections that service patrons from grades 4 - 8. 


Book Excerpt
As soon as I remove my coat,
everyone stops talking.


A girl in red velvet 
comes over to me.
Don't ya know flannel 
is for nightgowns and sheets?

I panic.

The red-velvet girl 
points to the middle
of my chest.
See this flower?
They only put that
on nightgowns.

I look down
at the tiny blue flower
barely stitched on.

I rip it off.
Nightgown no more.  

Activities
*Reader's Theater- using multiple copies of the book, assign characters, including Ha, the narrator and allow students to read a selected excerpt from the book.
*After reading the selected excerpt above aloud to the class, instruct students to write a passage describing a situation that they might find themselves in, such as wearing pajamas as regular clothes.
*After reading this novel, ask students to read another historical or realistic fiction novel and compare the character's experiences.

Bing Bang Boing

Bibliography
Florian, Douglas. 1994. Bing Bang Boing. Harcourt Brace & Company: Orlando. ISBN: 0-15-200802-0. 

About the Book
This big collection of rhymes and verse is most appropriate for older elementary students and is sure to get a laugh.  Some poems are visual (for example Book Crooks, "T ey  stol  some  let ers") and some are enjoyable to listen to (for example Strange Change, "An enterprising wizard / Turned Aunt Fay into a lizard.") Florian's collection has surprises including nonsense verse, which probably is what causes students to enjoy it so much. Most of the poems are end rhyme and are somewhat predictable which can be fun for reading aloud as students try to guess the word the poet used to finish the line. Each two page layout has two, three, or four short poems so the reader easily moves from poem to poem. The illustrations are done by Florian himself and are somewhat rudimentary.  The thick line drawings are simplistic and boring and do not particularly add anything to the poems.  However, the illustrations can be used to encourage students to write and illustrate their own poems. 


One Poem


Twinkle, Twinkle


Twinkle, twinkle, little star,
How I wonder what you are - 
     A sphere of incandescent gas
     Spinning round a nuclear mass.
Twinkle, twinkle, little star,
How I wonder what you are. 


Activities
*Before reading the poetry collection, discuss with students different ideas about what poetry is.  Lead them to discuss how some people think that all poetry rhymes.  Have some examples of non-rhyming poems ready.  Then read the poems from this collection and identify how the poet had to choose words carefully in order to get his ideas across using this end rhyme style. 
*Poetry Break- using "Twinkle Twinkle."  Before or after a science lesson about planets or the solar system, read this variation on a familiar rhyme.  Briefly discuss the two new lines and their scientific basis, relating them to the science lesson.
*Read other Douglas Florian poetry collections.  Compare the style of poems in this collection to those in other collections.
*Lead students to choose a common subject (like a pet) and write a collaborative class poem in the style Florian wrote the silly rhymes in this collection. 
*Encourage students to write and illustrate their own simple rhymes by choosing a familiar subject and writing a poem about it.

Yum! ¡MmMm! ¡Que´ rico!

Bibliography
Mora, Pat. 2007. Yum! ¡MmMm! ¡Que´ Rico! Lee & Low Books, Inc.: New York. ISBN: 978-0-329-70160-4.


About the Book
This unique collection of Haiku has something for everyone.  On the left of each page is a brief informative description of a food (for example, Potato) giving a probable origin, history, and trivia. On the right page is a Haiku about the edible plants native to the Americas.  The two page illustrations are interesting, intriguing, and appropriate for this genre.  The foods and places highlighted are traditional in the southwest, including Mexico and Texas, among others. The poems capture the flavor of the item in a way children can easily understand. "Chocolate: Fudge, cake, pie, cookies. / Brown magic melts on your tongue." The language used is light and kid-friendly and includes a few simple Spanish words which are defined on the title page verso. Everyone who eats food will enjoy this collection. 

One Poem
Pecan

We crack hard, brown shells,
family munching, story time,
crunch taste of fall.




Activities
*Poetry Break - Using the poem "Pecan." In a transition time, between subjects or while preparing to head out of the classroom, share this short poem.  Discuss the language ('munching') and possible setting (fall).  Also talk about what a family story time might be like - what might the stories be about?

*Bring in familiar and some of the uncommon foods mentioned in the collection.  Research more information about them - where they grow, in what season they are best, etc. - and allow the students to taste samples of each variety. 
*Allow students in the class to vote on their favorite natural foods.  Find out their source and name the food in Spanish. Make a graph depicting the food choices or their origin.
*Grow a simple plant (bean sprout, for example) by allowing each student to place soil and a seed in a cup.  Watch the growth and keep a journal documenting their observations. 
*Read other collections by Pat Mora and compare them to the Haiku included in this collection. 

Please Bury Me in the Library

Bibliography
Lewis, J. Patrick. 2005. Please Bury Me in the Library. Harcourt, Inc: Orlando. ISBN: 978-1-415-59351-6.

About the Book
This collection of poems were all written by J. Patrick Lewis, the 2011 National Council of Teachers of English poetry award winner. The poems in this collection highlight all the essential elements of English: letters ("Eating Alphabet Soup"), words ("The Big-Word Girl"), and books ("Great, Good, Bad"). The types of poetry included in the book range from Haiku to simple rhymes which are naturally appealing to children. Lewis references topics and classic works that the audience can relate to- reading at the beach, eating alphabet soup, going to the library, and titles of classic works that many can remember. Each poem included in this collection is newly published, except for two which were published previously in a book of Lewis' poems. 
The appealing layout of the poems, along with great illustrations that are large, colorful, and creative make the book something to be enjoyed by audiences young and old.  Although the book appears to be a picture book, the poems inside offer something unique to reading.  The book also includes a table of contents which allows readers to easily return to favorites they are sure to revisit. 


One Poem

What if Books Had Different Names?

What if books had different names

Like Alice in....Underland?

Furious George,

Goodnight Noon,

Babar the Beaver, and

A Visit from Saint Tickle Us,

Or Winnie-the-Pooh Pooh-Poohs,

The Walrus and the Carp and Her,

The Emperor Has No Clues,

Or Mary Had a Little Clam,

And how about Green Eggs and Spam? 

Well, surely you can think of one.

Oh, what extraordinary, merry

Huckleberry Funn! 

Activities

* Read other books by J. Patrick Lewis and discuss the similarities and differences in the collections.

* After reading "What if Books Had Different Names," brainstorm some other familiar titles and come up with more fun and creative alternatives.

*After reading "What if Books Had Different Names," re-write one of the works referenced according to the new title.  For example, rework "The Emperor Had No Clues" to be a mystery/detective story using the original story as a framework.

*After reading "Please Bury Me in the Library," discuss book genres (novels, history, poetry, etc) and go to the library to find examples of each.

Sharing the Seasons - A Book of Poems

Bibliography

Hopkins, Lee Bennett. 2010. New York: Margaret K. McElderry Books. ISBN: 978-1-4169-0210-2.

About the Book

This collection of poetry about the four seasons offers twelve poems about each season. Lee Bennett Hopkins weaves a nice selection of poets and their poems into a single book.  Quotes from famous sources begin each season.  For example, Spring is introduced with Henry Wadsworth Longfellow's "Spring in the world! And all things are made new!" The entire collection effectively taps into the elements in each season and speaks to both children and adults. The poem by James Hayford, "Suddenly Green" says that "Our trees have grown skin / And birds have moved in." Rebecca Kai Dotlich is "Bewitched by Autumn," conjuring up Halloween with the "bits of legend in a broth".  By the end of the collection, every season has had its voice - serving as quite a tribute to nature. 

Vibrant illustrations perfectly accompany each poem so that children are able to enjoy each verse as well as each visual page. Teaching the concept of seasons can be challenging for those working with young children so these short, clear poems are perfect for use with that group.  Because of the brevity of each poem, several can be shared in one sitting. Many of the entries personify nature, such as in April Halprin Wayland's whimsical selection which portrays spring flowers showing up for a first day of class: "Let's go around the room / Call out your colors." Other poems focus on human activities throughout the year and the small, sensory moments that make each season special - smelling cool spring air; listening to the crackle of a December fire.

One Poem

Winter
Lee Bennett Hopkins

Snowballs

snow people

icicles

frost

always - 

always - 

a mitten or two lost

scarves

boots

earmuffs

sleighs

and 

books 

to curl up with

on 

long

wintry

days.

Activities

As an introduction to the book, create a simple KWL chart, guiding students to discuss features of each season.  Provide non-fiction books about each season to assist students, if needed. Students can choose a favorite season to illustrate and place their picture on a table or butcher paper banner with the name of each season on it. Discuss seasons and how they impact us - including what we see, how we dress, or what we do.  

After reading poems from the book, introduce another book about seasons, such as Seasons All Around by Barney Satlzburg, Candlewick Press, 2010. Compare the format and genre of each book. Discuss the special features of poetry and non-fiction and how each book exhibits those features.

As a science tie-in, lead students to conduct research about average temperatures, rainfall, or other regional statistics for each season in the area in which they live.

Hip Hop Speaks to Children

Bibliography

Giovanni, Nikki, ed. Hip Hop Speaks to Children a Celebration of Poetry with a Beat. 2008. Naperville, Illinois: Sourcebooks, Inc. ISBN: 978-1-4022-1048-8.

About the Book
Poetry can have rhythm or rhyme or both.  Sometimes it is obvious and can be detected easily but sometimes it is less obvious. But poetry is vibrant and exciting, and showing that to kids is a great experience.  When you find yourself involuntarily clapping your hands or tapping your feet, you have surely found the beat of poetry.  This book will, no doubt, help kids hear rhyme, feel rhythms, and enjoy poetry. Designed and compiled to give voice, specifically, to African American children - though it is universally enjoyable - this book/CD combination accomplishes its goal. This is a remarkable collection of more than 50 songs and poems including an excerpt from the famous Martin Luther King, Jr. speech, "I Have A Dream." The illustrations are beautiful and the audio CD is enjoyable.  When they are put together, this resource is a delight.The poems included in the book were written by a very diverse group of people including Maya Angelou, Langston Hughes, Eloise Greenfield, Gary Soto, and Walter Dean Meyers. Then there are the musicians who have written poems, including Queen Latifah, Aesop Rock, and Young MC.  The book comes with a CD which includes readings by Queen Latifah, Gwendolyn Brooks, Langston Hughes, and many more. The book alone, or along with the CD, is a great introduction to poetry and is a fun way to explore poetry with kids.  

 The poems are about a variety of subjects, many of which have a powerful and meaningful message. Tupac Shakur writes about a rose "that grew from the concrete." Nikki Giovanni's The Rosa Parks encourages children to "do the rosa parks" and "shame the bad / comfort the good." The words are simple, punchy, and to the point, and they remind children that they are the ones who can make the world a better place. What a great message for today's children! The following poem is an example of poems in this collection.

One Poem

People Equal
by James Berry

Some people shoot up tall.
Some hardly leave the ground at all.
yet - people equal. Equal.

One voice is a sweet mango.
Another is a nonsugar tomato.
yet -  people equal. Equal. 

Some people rush to the front.
Others hang back, feeling they can't.
yet -  people equal. Equal.

Hammer some people, you meet a wall.
Blow hard on others, they fall.
yet -  people equal. Equal.

One person will aim at a star.
For another, a hilltop is too far.
yet -  people equal. Equal.

Some people get on with their show.
Others never get on the go.
yet - people equal. Equal.

Activities
The back of the book provides readers with more about the poets and musicians who contributed to the book.  Use this resource to research poets and musicians from other types of collections.

Have students work as a team to write a poem that could be added to this collection.  Brainstorm other types of poetry collections that could be put together - show some examples from the library.  Write a class poem that could be included in another collection.

Tie in to a social studies lesson about cultures.  Discuss how the poems and songs in this collection are specifically written to honor African-American children.  Think about other cultures in the community in which students live. Search poems and songs that could be compiled into a collection to honor another culture.

The Brimstone Journals

Bibliography

Koertge, Ron. 2001. The Brimstone Journals. Cambridge, Massachusetts: Candlewick Press. ISBN: 978-0-7636-1302-9

About the Book

Ron Koertge presents diary-style entries of fifteen teens in a suburban high school. The free verse is used to present issues common to many of today's teens.  The characters include a victim of bullying, a bully with a temper, the bully's girlfriend, a victim of sexual abuse, and a troublemaker. The short entries are dramatic and evoke great emotion. The conclusion is intense and thought provoking and could offer some insight for anyone who works with teens. One teen, Tran, a Vietnamese teen who feels pressured by his immigrant father to become successful, voices his feelings, "His dreams are like a box I cannot put down." 

The poems are presented in chapters, with each chapter getting a bit more intense.  In the end, issues are mostly resolved and the reader gets the feeling that everyone will survive their drama.

The subject matter and choice of vocabulary is not appropriate for every reader in the recommended age range of 14-18.  Because of the strong emotions presented about big issues that not every teen is exposed to, some readers might be offended by the book's content. 

One Poem

                              Kelli

I went to the movies by myself,

saw exactly what I wanted to see, 

and stayed all the way through 

for once.

I read everybody's name: grip,

best boy, caterer, DG trainee,

everybody.

When I got home Mom said Damon

called

three times. 

Activities

Students could add a character with a different perspective or issue to each chapter.  This writing activity can tie into a research on current social issues or trends.  Students can explore the difference between narrative and free verse styles in writing. 

A lesson could focus on an author study.  Ron Koertge has written other books, mostly novels, for teens.  Different groups could each read one of his books and share a presentation about how the characters in his novels differ in their presentation and development compared to the book of short poems.