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. 

Book review - The Lunch Lady And the Cyborg Substitute

1. Bibliography
 Krosoczka, Jarrett J. 2009. Lunch Lady and the Cyborg Substitute. New York: Random House. ISBN: 978-0-329-71453-6.

2. Plot Summary
 This graphic novel presents a school lunch lady who is a secret agent crime fighter.  She cleverly uncovers the evil plot of a substitute teacher to replace all the great teachers at the school with robots.

3. Critical Analysis
 Readers of every age can relate to the school cafeteria serving pizza for lunch.  Those days are always exciting because everyone loves pizza, even school pizza! This book is the first installment in a series of crime-fighting surprises that students are sure to love! Like most graphic novels, the characters are a bit underdeveloped, but the appeal is over the top. This unlikely hero, with the help of her assistant, Betty, fights crime when she isn't serving lunch.  The author provides clever touches at every turn.  The spy gadgets and crime-fighting tools are all lunchroom-related.  Lunch Lady's laptop computer is a lunch tray and her nun-chucks are disguised as fish sticks. Betty creates helicopter spatulas, exploding chicken nuggets, and other surprising tools that help Lunch Lady get the job done.  The lunchroom theme is carried out in every way.  Instead of exclaiming, "Oh no!", Lunch Lady shouts, "Good gravy!"  The students in the story, referred to as the "Breakfast Bunch", are characters the readers can relate to.  They face a bully and band together to stand up against him.  
The artwork, done by Krosoczka, are clean, uncluttered ink drawings which have been digitally colored add to the overall appeal of the book. The single color of ink (yellow) give the book a nice, unified look.

4. Review Excerpts
 2009 Booklist: "Little details invite and reward repeat readings with visual as well as verbal punning."
2009 Kirkus Review: "Filled with goofy puns and gray-scale are with cheery yellow accents, this is a delightfully fun escapist read.  Be sure to recommend this to fans of Captain Underpants."
2009 Publisher's Weekly: "With plenty of silliness and slapstick in the text and panel art alike, this comic should alleviate lunch-line boredom with visions of servers wielding fishstick-nunchucks"
5. Connections
*Read other Lunch Lady books, such as Lunch Lady and the League of Librarians. Discuss plot development, characters, discuss alternate endings.
*Web links:  http://www.lunchladycomics.com/index2.html
*Create a whole class take-off story.  Allow students to decide on another unlikely hero and create a similar story line.  Students good at art can create the illustrations, good writers can collaborate on the text, and others can come up with a way to present it to others such as creating a short movie or using another web based tool.