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.