Falling Hard: 100 Love Poems by Teenagers

*Image from barnesandnoble.com

A. Bibliographic Data: Franco, Betsy ed. Falling Hard: 100 Love Poems by Teenagers. Somerville: Candlewick Press, 2008. ISBN 9780763634377

B. Critical Analysis: Plot Summary: Who doesn’t remember falling in love for the first time? All of the new emotions, rollercoaster feelings and mixture of smiles and tears make a lasting impression sure to bring back memories for many years to come. In this collection of love poems, teenagers from all over the world come together to share, explore and relive the single most powerful emotion of all…love. These raw and inspiring poems are sure to impact readers and provide insight into the many faucets of love and the complex world of teenagers.

Appeal: With a subject like love, teenagers and young adults will flock to this book! Besides the subject though, another redeeming quality of this book stems from the actual authors of the poems. Though Betsy Franco did a wonderful job of choosing and organizing the poems, the real authors are young adults themselves! This will draw readers in and instantly make them feel more connected to the work. The age provides a commonality between reader and author that is sure to spark interest and curiosity. The poems provide a great deal of insight and plenty of opportunity for imaginations to roam; these too are great ways this book will appeal to young adult readers.

Meaning: These poems support both concrete and more abstract meanings. Because love is such a universal emotion (and there are so many different levels of love) the issues presented in this book can be applied to broader, unrelated situations as well. This shows evidence of abstract meanings. Some poems are also built on personal experiences of the author- this takes on a more concrete meaning as the poems have a strong tie to non-fiction and actual, real life experiences.

Rhythm and Sound: It’s hard to describe the rhythm and sound of these poems because no two poems are alike! Very few of the poems rhyme and instead depend on other sound devices. Alliteration, assonance and consonance are most regularly used. Because rhythm can be accomplished by line breaks and stanzas, these poems do possess a certain readability and fluency. Though they may not have an obvious beat, these poems will give readers a distinct rhythm without relying on a sing-song feel. These poems will be pleasing to the ear (as they are read aloud) and to the mind (when reading independently).

Language: The main point that makes the language of these poems so beautiful is the raw emotions that back the words. The language is strong and high quality- making the poems insightful and complex. This is a great way for readers to see the different levels of articulation that exists among people of the same age. Similes and metaphors fill the pages, along with the occasional personification. These students know how to use language well to get their message across and do so in a way that will motivate readers to fully utilize language in their own writings. I was blown away by the vocabulary of some of these poets; it’s nice to know youn adults still appreciate the English language (versus the crazy abbreviation lingo that’s taken over texting and emails)!

Imagery: Most often readers will be able to create their own mental pictures when reading these poems. The occasional sound and smell is also given. Readers will be able to create an image of the man or woman described in a poem, as well as able to relive an experience through outstanding descriptions and immense attention to detail. These poets paid close attention to the images they were producing and it showed!   

Emotional Impact: These poems are sure to evoke some serious emotions! When I was reading them, I went from smiling, to laughing, to crying within a span of two or three poems! With a topic like love, every reader will have something new to bring to the table and to relate to. By feeling such strong emotions when reading the poems, students will be more likely to enjoy and become engaged with the text. Making these types of connections to a text is exactly what educators hope will happen- by making emotional connections, readers will be more likely to continue reading and appreciating literature!

Layout and Organization: The book begins with a table of contents in which each of the one hundred poems is listed with its page number. Following the table of contents, Betsy Franco provides readers with an introduction describing the nature of the poems, their origins and how and why she compiled the collection. From there, the one hundred poems begin. There are no fancy illustrations to distract readers while reading these poems, and no strategies (such as concrete poetry) for drawing the reader in further. The poems are in black ink on white paper, in a clean and simple way. The poems are appropriate in length and each gets its own page or pages as necessary. I feel that this type of clarity will support an adult-like feel to the book. Teenagers don’t want a picture book- they want a mature and sophisticated read and they’re getting just that with this collection of poems.  

C. Example: Poem:

Love is Like

By: Hector Jasso, Age 16

the sweetness of honey

falling from a beehive.

You have to be careful

not to get stung.  

Introduction: Facilitating a class discussion about love would be a great way to get students thinking and activating prior knowledge about love (as if love isn’t already on their minds J). In doing so, we are laying a foundation for students to build upon when reading these poems or eventually creating their own poetry. After the class discussion, I would ask students to write one single sentence about love in their writing journals. Because this particular poem is so short, it would be beneficial for students to hear and see. Poetry can be short and sweet too!

Ideas for Sharing: I would like to see this poem shared by two people, reciting each line back and forth to one another. By emphasizing each line, readers (or listeners) are sure to get the message of the poem and really listen to the words. 

Poetrees

*Image from classroombookshelf.blogspot.com

A. Bibliographic Data: Florian, Douglas. Poetrees. New York: Beach Lane Books, 2010. ISBN 9781416986720

B. Critical Analysis: Plot Summary: Douglas Florian has done it again with this all about trees book! Readers will not only fall in love with the poems, but with the illustrations and overall uniqueness of the book as well. Unlike an ‘ordinary book’, this book opens vertically instead of horizontally. What better way to accentuate the idea of towering trees than with a tall book? Poetrees would be a great complement to any science lesson and or to any classroom library. Readers are sure to grow right along with the trees as they read this book!  

Appeal: Douglas Florian is one of the more well-known poets among children’s literature. Because of this, readers will be more likely to gravitate towards one of his books, providing instant popularity. I also think the beautiful illustrations and way the book opens will also draw potential readers in. Throughout the book, Florian uses concrete poetry which may or may not be new to readers. This technique is sure to spark readers’ imaginations though and enhance their overall reading experience. This book does a wonderful job of supporting readers’ imaginations and personal creativity while educating and extending knowledge about trees and their worth…Who wouldn’t want to read a book like that? J

Meaning: Because these poems have such a strong connection to science and factual knowledge I would describe these poems as concrete. It is fair to assume Florian’s main purpose for writing these poems was to educate readers and provide them with insight into the world of trees. That’s not to say these poems aren’t entertaining though! Florian makes learning fun and easy with his appreciation of language and use of poetic form.

Rhythm and Sound: Rhyming is pretty consistent throughout this book. This is a great way to encourage and support reading poetry aloud. Other sound devices used include: alliteration, onomatopoeias, consonance and assonance. Though each poem has a different pattern (some are considerably shorter than others) and meter, Florian’s voice can be heard in every poem, providing a solid consistency throughout the book. One of my favorite lines of this book is on page 21, “…their nibbling left a scribbly drawing- a work of art by boring, gnawing. From their munching, lunching, chewing- lovely woodcuts for the viewing”.

Language: Personification is heavily used throughout this book. In hopes of capturing the life and essence of trees, Florian tends to give trees human-like characteristics. For example, “as root hairs drink the rain that pours they sip it up like tiny straws…”(16). Similes and metaphors can also be found in these poems, providing readers with great opportunities to make connections and comparisons. Overall I would describe the language as very effective yet simple enough for young readers to clearly understand the intended message. Readers will be exposed to new ways to use language!

Imagery: Most often, readers will be able to create mental images of the different sights brought to life through these poems. Unlike most other imagery found in literature, there’s also an emphasis on the different textures found around trees. For example, there’s an entire poem on the bark of a tree- with a full description of what the bark feels like upon touching it. Very little emphasis is placed on the sounds, smells, or tastes of trees.

Emotional Impact: I do believe readers will feel some sort of emotional connection to these poems. In the end, readers will have a clearer image and perception of different trees while hopefully understanding the importance of saving those trees for the future well-being of our planet. By giving the trees a voice, Florian is also emphasizing the fact that trees are alive and should be treated as so. We need the trees, so let’s treat them with care!

Layout and Organization: The book begins with a table of contents in which each of the eighteen poems is given by name and page number. The poems then begin followed by a “glossatree” in which additional information is given about the various trees mentioned in the poems. This is a great resource for students and teachers to use when promoting personal inquiry, lessons, and extension activities! As mentioned before, the illustrations of this book are simply beautiful. They provide the perfect complement to Florian’s poems! Each poem is acceptable in length; and each poem is given two pages (even if the poem is 4 lines long) to provide ample room for the illustrations.

C. Example: Poem:

Coconut Palm

I’m nuts about the coconut.

I’m cuckoo for the coco.

I’m crazed for this amazing nut.

For coco I am loco.

I’m never calm to climb this palm.

I scurry up and hurry

To knock one down onto the ground,

Then eat it in a flurry.

Introduction: Because of the strong relationship with science, I would use any of these poems in the book as an introduction to a science lesson. Dr. Vardell has encouraged the use of poetry breaks throughout the day- and this type of poetry would be just perfect! The poems are not too long, are not gender specific and would serve as a great Segway into a science lesson, a transition period, or simply a much-needed break! J

Ideas for Sharing: Because this is such a short poem, I see the class sharing it as two groups. Group one would read lines one, three, five, and seven while group two would read lines two, four, six, and eight. This would be a great way to get all students involved and actively engaged with the poem. Even shy students would feel comfortable and willing to participate!



Dirty Laundry Pile: Poems in Different Voices

*photo by poetrypresentations.blogspot.com

A. Bibliographic Data: Janeczko, Paul B. Dirty Laundry Pile: Poems in Different Voices. Illustrated by Melissa Sweet. Hong Kong: Harper Collins Publishers, 2001. ISBN 0688162517

B. Critical Analysis: Plot Summary: This is a collection of poems selected by Paul Janeczko. Each poem gives life to an ordinary day object! Ever wondered what a vacuum cleaner is really thinking? Or just what is the washing machine really trying to tell us? These poems will answer those questions and more as different poets provide different voices through their poems. This is a fun, quirky collection sure to inspire readers to lend their own voice to the objects around them.

Appeal: Because there is such a wide variety of objects referenced with these poems, readers are sure to find something that interests them, or something they can relate to! These poems aren’t too complex and will meet the needs of younger and older readers just the same. The language used is clear and very easy to understand. Both of these points make this poetry collection appealing to readers. In addition, these poems are sure to spark the imagination of readers! By seeing everyday objects come to life, readers are sure to look at every object with new eyes. J

Meaning: This collection supports both types of meaning- concrete and abstract. Though some poems are more literal than others and have the main purpose of entertaining, a few of the poems can be applied to life in many different ways. This provides readers with great opportunities for making connections and applying knowledge to future experiences. An example of a more concrete poem found in this book would be Washing Machine by Bobbi Katz. A more abstract poem can be found with Scarecrow’s Dream by Nina Nyhart.

Rhythm and Sound: As with any collection of poems written by different authors, each poem has its own, original pattern and meter. Rhyming is used fairly consistently throughout the book as well as stanzas and line breaks. Other sound devices used: onomatopoeias, alliteration, repetition, and consonance. Overall, the poems are great for reading aloud, or silently as each poem provides a unique take on language, sound and rhythm. In my opinion, Washing Machine by Bobbi Katz would be a great read-aloud!

Language: The language used in this collection is very high quality! These poets do a wonderful job of describing feelings and emotions in a way that is sure to open readers’ eyes to new ways of using language! I especially liked the continuous use of similes and metaphors. And because this entire collection was built upon the idea of personification, this language device is also highly evident. One of my favorite lines from the book is from Shell by Deborah Chandra: “Put there by the sea itself, who whispered something you should know in shadowy sounds wound round my shell, and with my hidden tongue, I’ll tell.”

Imagery: There’s no doubt about it, readers will definitely be able to construct their own images while reading these poems. The beautiful descriptors of sights, sounds, and smells are sure to bring past images to mind, or even brand new images created by the poet’s words. To me, this is one of the most important characteristics of poetry- with so few words, poems still have the ability to create some powerful images while reading them! A great example of imagery can be found in Maple Talk by Lilian Moore, “Watch for our leaves unfurling in spring green, our leafy roofs of summer over pools of shade, our sunset red and gold igniting autumn’s blaze.”

Emotional Impact: Though the topics and subjects of these poems may not be emotionally charged, there is something to be said about the vibrant colors of fall, the sad story of left-behind red gloves, and the revenge of the vacuum cleaner. This collection will take readers on a short yet satisfying emotional journey. At times, readers may feel sadness or laughter and will really think about the messages these objects are giving. For the most part, I would describe these poems as having a light-hearted tone and mood, with the occasional sad or serious message.  

Layout and Organization: This book begins with an introduction written by Paul Janeczko. In this introduction, he explains his reasons for compiling this collection and what he hopes readers will gain from reading these poems. Janeczko has always had a love for persona or mask poems and that was the primary reason for collecting these poems. He also hopes readers will want to provide an object with its own voice by learning from these poems. After the introductions, the poems directly start. Though there doesn’t seem to be an obvious organization tactic, poems with the same subject are grouped together. For example, two poems about trees are given side-by-side. The collection consists of twenty-seven poems. Though each poem is beautifully written, I do wish Paul Janeczko would have written his own poem to include in the collection.  

C. Example: Poem:

Crayon Dance

By April Halprin Wayland

The cardboard ceiling lifts

Pickmepickmepickme, I pray

The fingers do! They choose me, Sky Blue!

Hurrah! Hooray!

As I am picked from the pocket

All colors whisper, “Good-bye, Pastel!

Be strong! Don’t break!

Enjoy! Farewell!”

Hi, hi! I’m scrubbing a sky!

Some stripes and whorls and—whee!

Cha-cha-cha, loop-de-loop

I’m leaving bits of me!

They gave me a chance!

All of me rocks in this

Fine, wild dance—

The dance of me, Sky Blue!

Leaping and laughing, this message I’m leaving:

Ha ha!

Hi,hi!

Hurrah!

Hooray!

…Good-bye!

Introduction: In introducing this poem to students, I would bring out a box of crayons, and immediately start prompting students to think about crayons. In selecting a crayon, I would ask students to share what goes on in their minds as they’re choosing, what could the crayon be thinking? After selecting a crayon, what could the crayon be thinking? Could it be happy or sad? Why? By doing this, I will hopefully encourage students to begin thinking outside of the box and about things they may or may not have thought about before. Once students are thinking about objects as real-things with emotions and feelings, I would introduce the collection of poems and share Crayon Dance. Of course, having students write their own poem about a crayon or different object would be a great extension activity.

Ideas for Sharing: I think a great idea for sharing this poem would be in partners. One reader could be the narrator, while the other reader could be Sky Blue the crayon. It would be great to break down the poem a little and provide even more opportunity for readers (and listeners) to see the different components of this poem. 



Here in Harlem: Poems in Many Voices

*Image from goodreads.com

A. Bibliographic Data: Myers, Walter Dean. Here in Harlem: Poems in Many Voices. New York: Holiday House, 2004. ISBN 0823418537

B. Critical Analysis: Plot Summary: This is the captivating collection of voices and messages that in some way shape or form made an impression on Walter Dean Myers during his time in Harlem. Growing up in Harlem was sure to have its hard times, but I believe that every hard time was given to us to ensure the sweeter times are that much sweeter. In this book, Myers sheds a beautiful light on the different people that made Harlem the home that it was to him, while recognizing the struggles so many have faced. This story is sure to touch everyone, provoke rich emotions and encourage everyone to acknowledge those around us that are responsible for making us who we are.

Appeal: Above all, this book provides readers with a large amount of insight. Not only into life in Harlem, but into the African American culture as well. Because of the level of vocabulary and complexity of ideas, I would suggest this book for middle school grades. At the right age, students will be able to clearly understand and identify with certain characters, experiences, or stories…all of which increase this book’s appeal. Students’ imaginations will also be sparked and will be intrigued by these characters and the message of Myers.

Meaning: These poems were created with certain, real-life people in mind. They were people that Myers talked to, saw on the street, and overheard in church. They were friends and family members. This makes these poems concrete in their relation to real life people and experiences. Their words though, and themes are more abstract and can be applied to different, unrelated situations. In this case, Myers is utilizing the best of both worlds- abstract and concrete!

Rhythm and Sound: There is very little rhyming that takes place within this book. Instead, Myers relies mostly on line breaks and spacing to create a certain rhythm when reading his poems. This may be different for some readers and will call for special attention on how to properly read poetry aloud, but it will be worth it. Readers will be able to read and listen to the poems for their words, rather than getting caught up in rhyming and sing-song patterns. I feel the lack of rhymes works great with these particular poems. Myers does use repetition and the occasional onomatopoeia.

Language: Walter Dean Myers has a beautiful way with words. His ability to use metaphors and similes will both move and amaze readers (I know it did with me). Personification is also high in number as different objects are given life. The language will be clear enough for readers to understand but will do an amazing job of simultaneously presenting them with new ways for putting words together, grouping ideas, and using language devices.

Imagery: I think every sense is supported at some point during this book. Though the references aren’t overly high in number, Myers does manage to spark some serious images through his language and vocabulary. There is no doubt that readers will be able to create full images of each and every character presented in the book, along with personality traits that would paint an even clearer picture.

Emotional Impact: We all love being home and whether we get to live in that place on a daily basis or not, no matter what- home will always be there. With this book, we get to see what makes Harlem “home” for Myers. We meet the people and hear the voices that make a community far more than the geographical placement on a map. This is something we can all relate to; it’s also something we will all have feelings for. For these reasons, this book has a great ability to emotionally impact readers and spark feelings and memories. You’ll laugh along with the readers, nod your head in agreement, and may even tear up at the similarities between Harlem and your own home. Either way, this is sure to tug at your heart strings.

Layout and Organization: Here in Harlem begins with a bonus poem written right on the cover page of the book. It’s a beautiful poem written in the perspective of a thirty three year old English teacher. From there, readers will see the table of contents followed by an introduction and the first of six testimonies provided by “Clara Brown”. From there the poems begin. At first glance, the book appears to be longer in length; in actuality though, the poems are very appropriate in length. Though no illustrator was used, Myers included photographs that also influenced him in some way. This is a great touch and gives readers an added bonus! The edges of the pages are frayed to give readers the impression that it’s an older book, full of history. This too was a nice touch and shows that Myers put great thought into the entire creation of this book.

C. Example: Poem:

Clara Brown’s Testimony

Part 1

Everybody’s asking me why I’m always talking

about Harlem. Well, child, to me, Harlem is

like an old friend. Sometimes she won’t do

right, or do exactly what you want her to do.

Sometimes she’s needy when you don’t have

anything extra to be giving. But you know

what to expect from a real friend, and that’s

what Harlem has been to me.

            And if you give to Harlem, it always finds

a way to give back. When I hear music coming

from the apartment windows or from the doors

of a storefront church, I know that’s Harlem

giving me a gift. And it’s music that’s more than

just head music. It’s music my soul remembers

from way past what my brain knows about.

I love the people of Harlem, too. Yes, that’s

right, all of them. Because one by one they may

not be that much. But, honey, all together,

they’re Harlem, and you can’t ask for more

than that.

Introduction: I would begin by activating students’ prior knowledge. I would do this by locating Harlem on a map and showing students where the city is, asking them what Harlem brings to mind, if they’ve ever visited Harlem, what they know about Harlem etc. From there, I would share the poem twice to allow students plenty of opportunity to hear and digest the words. Class discussion would then be held in which students would reflect on the poem and whether or not their impression of Harlem has changed.   

Ideas for Sharing: I think this poem would be a great addition to Black History Month. The poems are so rich with the African American culture that each and every poem would provide great insight for students. These poems can stand alone so I see them being read during Poetry Breaks, in the morning to get the day started, or as a time-filler in between lessons. There’s always enough time for poetry!  

Messing Around on the Monkey Bars and other School Poems for Two Voices

*Image from betterworldbooks.com

A. Bibliographic Data: Franco, Betsy. Messing Around on the Monkey Bars and other School Poems for Two Voices. Illustrated by Jessie Hartland. Somerville: Candlewick Press, 2009. ISBN 9780763631741

B. Critical Analysis: Plot Summary: What better way to share poetry than with someone you know? This collection of poems provides readers with great poems to read with one, or twenty one of their closest friends! Whether it be through two bikes chatting before their owners come back, messing around on the monkey bars, or a tapping pencil that just won’t stop- these poems are sure to intrigue and excite readers. So grab a partner or two and meet me at the monkey bars!

Appeal: There’s no doubt about it, these poems and their chant-like feel will be very appealing to young readers! Being able to share them with a friend or family member will also increase the appeal among students and readers. The different subjects of the poems reflects the targeted audience and provides them with familiar situations to connect to. And though the poems aren’t very insightful, they are sure to be fun to read and more than capable of sparking interest in poetry. The language used in this poetry is clear and will be easily understood by young and beginning readers. Lastly, readers will feel their imaginations venturing to their own classrooms and playgrounds making this book an instant favorite.

Meaning: The meaning of these poems is definitely concrete. Though they are fictional and full of imagination and creativity- the foundation of the poems are believable and possible. This enhances the reader’s ability to relate to the poems, create connections to past experiences, and provide readers with ideas to carry into the future.  

Rhythm and Sound: Franco uses alliteration, repetition, rhyme, assonance, consonance, and onomatopoeias to create her own distinct and unique sound for her poetry. Because these poems are meant to be read aloud and shared together, the sound and rhythm of the poems is very pleasing to the ear. Students will love to hear the different sound devices brought to life by each reader’s distinct tone and voice. I’m looking forward to hearing my own students read these poems in the very near future!

Language: Most often, Franco uses similes and metaphors to exercise the use of different language devices. When read the way they were intended, these poems also have obvious similarities to real dialogue. This call and response technique supports the language Franco uses and makes her word choice and diction even more important. In order to be read aloud, the poems need to use language that makes reading aloud easy and fluent…Franco masters this!

Imagery: Most often, sound is incorporated into these poems. I think this has to do, again, with the idea that these poems will be shared aloud between two people. As mentioned before, onomatopoeias are used in great numbers which adds to the readers’ ability to hear and imagine certain sounds. Secondly, I would say sight is represented consistently throughout the book. The descriptions and comparisons made by Franco will definitely help readers create their own images while reading this book.

Emotional Impact: Although there aren’t too many strong, emotions that will be provoked by reading this book- it sure is fun and good for a laugh! The entire book has a light hearted feel readers are sure to pick up on. Readers won’t be able to help feeling like they’re young again (even though they may not be) and back on the playground hanging upside down from monkey bars. This I think is the emotional impact Franco wanted to have. Not to mention the pleasure readers will gain from reading this book, but hopefully it will also spark readers' interest into reading poetry more often!

Layout and Organization: The book begins with a table of contents, followed by an author’s note. In this note, Franco provides suggestions (yes these poems can be enjoyed when read alone) and directions for reading the poems properly. She uses different types of font to signify when a different reader should read; this is also covered in the author’s note. Nineteen school poems follow. The book ends with “adventurous ways to read the poems” and acknowledgements. The length of the poems is appropriate and the complementing illustrations are great at providing just the right touch!

C. Example: Poem:

The Very Best Feeling

There’s excited,

delighted,

Scared,

and mad.

There’s happy,

embarrassed

surprised,

and sad.

But the very best feeling

That we’ve ever had,

the one that we have every day,

is the feeling we get

when the final bell rings

and there’s nothing to do but just PLAY!

Introduction: Due to the fun nature of these poems I would say there isn’t a need for a strong introduction. Instead, I think the best way to get your feet wet is to dive in! I would begin by calling two volunteers up to the front of the class (making sure they are among my “top” readers). I would briefly explain how to read the poem (when he/she reads, when the other person read, and when they read together) and get started. By seeing it, and hearing it from two different voices, students will be able to get the full effect of this type of poetry. I would ask for even more volunteers then, and continue to share poems from this book.

Ideas for Sharing: Of course, the most beneficial way of sharing these poems is with two separate people or groups. As Franco mentions in “adventurous ways to read the poems” the poems can also be read in a whole group setting. Instead of having two voices, we would then have two groups of voices. I also like Franco’s idea to actually make the sounds heard in the various poems instead of simply reading them. What a great way to get students moving!