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! 

This Is Just to Say: Poems of Apology and Forgiveness

*Image by readerkidz.com

A. Bibliographic Data: Sidman, Joyce. This Is Just to Say: Poems of Apology and Forgiveness. Illustrated by Pamela Zagarenski. Boston: Houghton Mifflin Company, 2007. ISBN 9780618616800

B. Critical Analysis: Plot Summary: Though saying sorry isn’t always easy, the fictional students of Mrs. Mertz’s sixth grade class do so beautifully through their collection of poems presented in this book. When asked to create their own poems of apology, the students enjoyed them so much they decided to put them together in the form of a book complete with responses from those they were apologizing to. The quirky yet serious messages of these poems capture the beauty of forgiveness, the complexity of relationships and the freedom “I’m sorry” can bring. This is a must read for readers of all ages!

Appeal: “I’m sorry” are universal words that know no boundary of race, gender or age. That alone makes this book highly appealing to all students, at all ages. Furthermore, students will be able to relate to the specific topics of the apology poems. Having a crush on someone that doesn’t quite feel the same, losing a pet, troubled father-daughter relationships, high expectations, and how to forgive are all covered by this talented author. The language and ideas presented can be clearly understood but do have the ability to provide insight by bringing to life hard to explain emotions and exploring uncomfortable situations.   

Meaning: These poems are concrete in meaning though their universal themes can be applied, to a bigger more abstract picture. Because the authors of these poems could have experienced these feelings and emotions, the poems are built upon concrete ideas. The theme of "seeing the beauty in apologizing and forgiving" can be applied to any situation in life. The messages in these poems are truly touching and will remain with readers long after the book has finished…in which case, I would think the author’s purpose is accomplished with flying colors.  

Rhythm and Sound: Because this is a collection of various poems, each one has a different meter and pattern. This is a great way to expose readers to a variety of ways to create poetry! With this book, I was even introduced to a pantoum poem in which the second and fourth line of every stanza is repeated as the first and third lines in the next stanza (see example poems below). This was a brand new poetry to me! The poems are fluent and though they may differ, share the same beautiful ability to reach readers and create a distinct sound.   

Language: Most often, similes and metaphors are used to show variations of language. A few examples of these would be: “all those red rubber balls thumping like heartbeats against the walls and ceiling, blinking back and forth like stoplights…” (10), “The silence seemed like a hundred crushing elephants…” (12), and “a wafting wave of chocolate-ness…” (14). Overall the language is easy to understand and readers will be left with a clear idea of the poems' message and theme. The language of these poems also does a great job of portraying the juvenile feel of a sixth grade classroom.

Imagery: There’s a nice and even distribution of support given to the five senses throughout this book. Sidman really brings seeing, hearing, feeling, tasting, and smelling to life in new and innovative ways. Readers will definitely be able to see the same things the author sees, hear the same sounds, feel the same surfaces, taste the same tastes and smell the same smells. To me, this is one of the most fun aspects of reading poetry; seeing just what images an author can produce!

Emotional Impact: To be completely honest, I was brought to tears while reading a few of these poems. Though I am an emotional person and tend to cry even when reading greeting cards, this is still saying something. The raw emotions evoked by these poems are unique to the other poetry books I’ve read thus far. It was both refreshing and highly meaningful, which are two descriptors that are highly important when selecting literature to share with students. I strongly believe that all readers will make an emotional connection with this book and will be able to recognize the healing effect poetry can have.

Layout and Organization: The book begins with a table of contents followed by an introduction in which “Anthony K.” describes how this book came to be. Part 1 is a collection of eighteen apology poems. Part 2 consists of the responding poems. The poems are acceptable in length and are given their own page complete with complementing illustrations. Zagarenski does a beautiful job of providing believable illustrations based on the introduction’s idea that they were created by a student as well. One complaint I have is that it isn’t clear whether or not Mrs. Mertz is real or if Joyce Sidman really wrote every poem in the book. Because she is listed as the author and not the editor, I am confident she is truly behind the poems. I do think though there should be a clear explanation somewhere.    

C. Example: Because one apology poem just isn’t complete without its response poem, I’m including both. Poems:

Spelling Bomb

By: Anthony to his Mother

I can’t believe I lost.

I know I disappointed you.

Do you really think I don’t care?

I know how important it is to win.

I know I disappointed you;

I saw it in your face when I misspelled.

I know how important it is to win;

I studied hours and hours.

I saw it in your face when I misspelled.

I saw you turn away from me.

Even though I study hours and hours,

I never seem to be your champion.

I saw you turn away from me

and in that moment would have given anything

to be your champion.

To see your bright, triumphant pride.

In this moment, I would give anything-

do you really think I don’t care?-

for your bright, triumphant pride,

which I can’t believe I lost.

Some Reasons Why

By: Tenzin (writing for Anthony’s mother, who said he was being ridiculous) to Anthony

Why must we work so hard,

and always be the best?

Parents say:

     hard work builds character.

I say:

     too much hard work means no laughter.

Parents say:

     only the best get ahead.

I say:

     everyone’s good at something.

Parents say:

     daydreaming is just an excuse for laziness.

I say:

     they just never learned how to write a poem.

Introduction: I think a great way to introduce these poems would be by sparking class discussion about apologies and what makes them so hard to say? Was there ever a time when you should have said sorry but didn’t? Why? What would make apologizing easier? Writing them down? In asking these questions I will spark prior knowledge and provide outlets for students to make connections to. I would then introduce the book and author, read the introduction and share a few of the poems and their responses. Further class discussion would ensue.

Ideas for Sharing: Anthony’s poem has such a unique repetition to it, that I envision this poem being read aloud by a group of students in which each member says a line (and repeats their line) as it comes up in the poem. I think this would be awesome to hear (especially with a little practice) and would give students a clear idea of the author’s intentional repetition and line placement. For Tenzin’s poem, I would suggest the call and recall method in which two students will read the poem alternating at the “parents say…” and “I say…” lines. This too would enhance meaning and allow students to clearly see the author’s intention and poem meaning.                                   



The Poet Slave of Cuba: A Biography of Juan Francisco Manzano

* Image from us.mcmillan.com



A. Bibliographic Data: Engle, Margarita. The Poet Slave of Cuba: A Biography of Juan Francisco Manzano. Illustrated by Sean Qualls. New York: Henry Holt and Company, 2006. ISBN 9780805077063

B. Critical Analysis: Plot Summary: With this novel, Margarita Engle gives a voice to the Poet Slave of Cuba known as Juan Francisco Manzano. Through her words, readers gain insight into the world of slavery in Cuba during the 1700’s. Manzano’s undeniable gift of words and language, a mother’s heartbreak, and the unwavering spirit needed to maintain hope throughout hard times are among the difficult topics covered with this book. Readers will be fully engaged, intrigued and captivated with Engle’s ability to tell the story of a man who refused to let his voice go unheard.  

Appeal: Though this book is guided towards older readers, the appeal it has among readers is obvious. The poems automatically heighten and enhance reader insight and knowledge to the subject, while showing the reader unique ways to use language to create poetry. Undoubtedly readers will feel their imaginations and emotions running wild with every turning of the page, pushing their minds to think and relate more often. Biographies and poetry may not be among the top chosen books among young adults, but this book is sure to blow readers away! With one page, readers will be hooked and ready to read more.

Meaning: Both types of meaning, concrete and abstract, can be found in these poems. The main purpose of the book is to tell the amazing story of Juan Francisco Manzano and his natural gift for poetry. This story is based on facts, and can be geared towards a more educational purpose. Aside from that, Engle uses her poems to tell the story of keeping faith, never losing hope and maintaining goodness when evil is all around. These types of themes can be applied to all aspects of life encouraging readers to apply the morals presented with this book to everyday life. With this balance, readers are truly receiving the best of both worlds!  

Rhythm and Sound: Very little rhyming is used throughout this book which automatically sticks out among poetry books. Despite the lack of rhyming and the different patterns and meters of the individual poems the book contains a significant amount of consistency and fluidity. There are also different “speakers” in the book which provides Engle with even more outlets to show readers new rhythms. Sound devices are few in number though Engle is able to produce distinct rhythm through line breaks, word placement, and stanzas.

Language: The language of these poems is clearly understandable and simple. Readers will be able to make connections to the text through the endless amount of details Engle provides. Figurative language fills the pages with the use of alliteration, repetition, similes, and metaphors. Overall, the language of this book is most simply described as beautiful. I can’t seem to put it into words in relation to devices or methods but it’s the type of language that simply leaves you wondering “how did she do that?” I’m certain all readers will notice the simple yet intricate words of Engle and be mesmerized by their story and ability to bring a silenced voice to life.  

Imagery: All senses are supported through this book. Smell, sight, touch, hear and taste are all exercised to help readers create their own mental images and experiences. For example: “Mangos, orchids, jasmine, lime these are the scents I inhale every morning when I set into the courtyard and look up at that small square of blue where birds in flight pass high above the rhythm of rising and falling wings daring me…” (30). With that sentence alone, Engle provides readers with support for smelling, seeing and hearing. By engaging their senses, readers will feel even more engaged with the story.

Emotional Impact: Though slavery has not existed in our country for quite some time, the issue is none the less fresh in our minds. Whether this is because our ancestors were slaves themselves in this country or another, the topic is a touchy one and one that immediately evokes emotion. In reading this book, all readers will at some point be emotionally affected by this book. The emotion may come in the form of sadness, anger, happiness etc. readers will be able to relate to Juan Francisco Manzano and the other characters of the book. In doing so readers will be engaged with the text and more likely to make connections between the text and real life. Making connections fully promotes and supports literacy!

Layout and Organization: This book begins with an excerpt from Juan Francisco Manzano’s “A La Luna” and flows directly into Engle’s verse novel. After the novel, Engle provides readers with acknowledgements followed by a few more examples of Manzano’s work. I feel that both resources extend knowledge further and provide readers with a little extra background information surrounding the book. The poems themselves are appropriate in length and though the book may take some time to read, is easily doable within a week or two of instruction time. The illustrations done by Sean Qualls are wonderful complements to Engle’s words and do a great job of supporting versus overwhelming. There aren’t illustrations on every page but sprinkled throughout the book to give just enough space between poems.

C. Example: Poem:

Excerpts from the first time we hear from Maria Del Pilar (Juan Francisco’s mother)

My son knows all the lines

Of every play he’s seen performed

He knows the lyrics of songs

And the rhymes

Of sonnets and ballads

He knows the Psalms I’ve taught him

The sermons he’s heard at church

The prayers of strangers

And curses too

All the words of a world

Observed

For six years

…

Why isn’t he frightened,

So young, so observant?

Why doesn’t he just play and pretend to forget

Like the rest of us do

When we’re watched?

Introduction: It’s hard to pick just one poem from this book because they are all so closely related and dependent on one another. In introducing the book as a whole, I would begin by providing background knowledge about Juan Francisco Manzano and begin to promote class discussion by exploring possible feelings, emotions, and scenarios surrounding slavery in Cuba. We would then dive directly into the text with small reading groups, individual (with reflection), and as a whole class. By doing so, I’m hoping to accomplish constant understanding and discussion about the book.

Ideas for Sharing: With such strong language, these poems are screaming to be read aloud! So of course, students could read these poems aloud in their small reading groups or together as a whole group. Students could volunteer to read in front of the class.

Heroes and She-Roes: Poems of Amazing and Everyday Heroes

*Image from thommyfordkids.wordpress.com

A. Bibliographic Data: Lewis, J., Patrick. Heroes and She-roes: Poems of Amazing and Everyday Heroes. Illustrated by Jim Cooke. New York: Dial Books for Young Readers, 2005. ISBN 0803729251

B. Critical Analysis: Plot Summary: With this collection, J. Patrick Lewis sheds light on important historical heroes of the past, the often overlooked heroes of the present, and the potential hero in each and every one of us. Readers will be captivated by the range of people mentioned (Helen Keller to Joan of Arc) and will hopefully begin to view others with a refreshed and thoughtful mind. Children and adults alike will find joy and hope in these poems as they celebrate compassion, help, and love…which we could all use a little more of!  

Appeal: Though some readers may associate heroes with superpowers and monsters, they will be intrigued to learn more about the everyday heroes that actually live with us on Earth! I feel the topic of this book will immediately appeal to children, and push them to read the poems and learn more. Secondly, readers’ insight and knowledge will be enhanced and supported. Readers will learn new information about the different individuals mentioned not only through the poems themselves, but through the information tidbits given at the end of each poem. Readers will undoubtedly learn new things; they might even want to further their learning by looking to new resources! Lastly, I feel this book does a great job of sparking readers’ imaginations and emotional responses. By doing so, connections are more likely to be made and readers will truly be engaged with the text.

Meaning: These poems are definitely concrete. In hopes of educating readers and bringing insight, Lewis sticks close to the facts. Though his own opinions are expressed and the poems are considered fiction, their messages and purpose stem from true information. Because readers are encouraged to make connections and apply readings to real life, I feel this type of meaning effectively reaches readers.   

Rhythm and Sound: Because this is a collection of poems, each poem has its own unique sound and feel. With the differences, Lewis manages to create a consistent feel by using the same sound devices throughout the book, as well as similar vocabulary and patterns. For the most part, the poems rhyme which encourages the poems to be read aloud and shared together. Along with rhyme, repetition, alliteration, and assonance is used to provide a rhythm for readers. Lewis also uses line breaks and stanzas to signify when and where pauses should be taken. This adjusts the overall rhythm of the poems.  

Language: Overall, I would describe Lewis’ language as simple and direct. Readers will not get lost in complex words or ideas but instead be able to focus solely on the message at hand. Some of the poems are funny while others take on a more serious tone but all of them are easily understood. Many different types of figurative language is used including: metaphors, personification, and similes. These devices not only enhance the readability of the text but also provide readers with mental pictures while providing opportunities to make connections to familiar objects. For example: “Life is a pocketful of things…”(14).

Imagery: J. Patrick Lewis does a wonderful job of supporting most of the five senses. Seeing, hearing and smelling are all well described as the poems relay certain smells, sounds and sights. This is not only important in helping with comprehension, but also helps readers to create their own mental pictures, sounds and smells.

Emotional Impact: Everyone has their own idea of what a hero is. In social studies students will learn about specific figures that helped our nation in various ways while other students may have seen a hero at work firsthand. The beauty of this book is that it looks past the “classic” idea of a hero and pushes readers to view new individuals as heroes. There is an emphasis on what makes a hero so that readers will be able to apply the theory to everyone they meet (and even to themselves). As a result, all readers will immediately be able to relate to some aspect of this book. Whether that is knowing a teacher or firefighter, or recognizing an attribute in themselves readers will be affected. This is poetry at its finest!

Layout and Organization: The poems don’t appear to be organized in any particular order aside from an introductory type poem, and a closing poem (both of which are untitled). The rest of the poems are placed on their own page with complementing illustrations. The length of the poems are appropriate and range anywhere from four to twenty-two lines. As mentioned earlier, each poem concludes with additional facts about the poem. These tidbits often show the reader the basis of the poem and the background story. Under the title of each poem, readers are given a time and place to which the poem relates to. This helps to guide readers thinking by providing an initial setting.

C. Example: Poem:

Untitled (closing poem found on the last page of the book)

So heroes set aside their fear

To lend a hand or lend an ear,

To face the night or save the day

And never look the other way.

They do not, with a single bound,

Leap up tall buildings from the ground.

But from a sense of decency,

They share themselves with you and me.

No matter what or where or who,

When something must be done,

They do.

Introduction: When initially reading this poem aloud, I would leave out the word “heroes” and substitute the word “blank”. I would then encourage students to think about who the poem could be written about; we would compile a list together on the board. Assuming students would name some of the very individuals mentioned in the book, we would then read the entire book together, explore the roles of heroes, what makes them special etc. I would then begin my social studies lesson on heroes and their place in history, present-day, and the future.

Ideas for Sharing: Immediately, I see students dressed up as a chosen hero and reciting a poem. This could be a poem they wrote themselves, or one from this book. In doing so, students will be making connections to the individual and will hopefully be more inclined to remember the attributes of a hero (or she-roe) and practice them in everyday life.