Bibliography for LS 5663

Alexander, Elizabeth and Marilyn Nelson. 2007. Miss Crandall's School for Young Ladies & Little Misses of Color. Pennsylvania: Wordsong.

Dakos, Kalli. 1993. Don't Read This Book Whatever You Do! Simon & Schuster Books for Young Readers.

Dakos, Kalli. 1990. They Don't Do Math in Texas from If You're Not Here, Please Raise Your Hand. New York: Four Winds Press.

Florian, Douglas. 1998. Insectlopedia. New York: Scholastic Inc.

Franco, Betsy. 2009. A Curious Collection of Cats. China: Tricycle Press.

Greenfield, Eloise. 2003. Honey, I Love and other love poems. New York: HarperCollinsPublishers.

Hines, Anna Grossnickle. 2001. Pieces, A Year in Poems & Quilts. US: Greenwillow Books.

Hopkins, Lee Bennett Hopkins. 2008. America At War. New York: Margaret K. McElderry Books.

"I Spy" by Erika P., age 12, Holy Cross Christian Academy, Burleson, TX.

Janeczko, Paul B. 2001. Dirty Laundry Pile: Poems in Different Voices. United State of America: HarperCollins Publishers.

Janeczko, Paul B. and J. Patrick Lewis. 2006. Wing Nuts: Screwy Haiku. New York: Little, Brown and Company.

Lewis, J Patrick. 2004. Scien-Trickery. New York: Harcourt, Inc.

Martin, Jr, Bill and Michael Sampson. 2008. The Bill Martin Jr Big Book of Poetry. New York: Simon & Schuster.

Nye, Naomi Shihab. 2005. A Maze Me. Greenwillow Books.

Prelutsky, Jack. 2008. Awful Ogre Running Wild. Greenwillow Books.

Smith, Hope Anita. 2009. Mother Poems. New York. Henry Holt and Company.

Sones, Sonya. 1999. Stop Pretending: What Happened When My Big Sister Went Crazy. New York: HarperCollins Publishers.

Stepanek, Mattie J.T. 2002. Hope Through Heartsongs. New York: Hyperion.

Module 6: Poetry Break: Serious

Mother Poems

By Hope Anita Smith

While death is never an easy subject to talk about with children, perhaps an unfortunate opportunity will arise in which you will have to have this discussion. I remember a few weeks ago when a policeman was run down in the line of duty. My twelve-year-old daughter was nearby when my friend told of this policeman's death. He happened to be my friends cousin. Upon hearing about this tragic event, my daughter held me a little closer that night, and hugged her dad a little bit tighter that night. Olivia is blessed not to have had a loss that has affected her. She, perhaps for the first time, understood that we never know what the next day may bring.

Introduction: It's hard to say when this lesson will be appropriate. Perhaps after a child or a community has encountered a loss. I think it is important for children to know that it is okay to talk about the person who has died. Too often we feel uncomfortable or we don’t want to remind people of their loss so we don’t say anything. But of course they do remember their loss and often want to talk about it. They don’t want their loved one to be forgotten.

Children tend to have loving natures and can be a great comfort to a grieving person. Teaching our children to simply “be there” for a grieving person can be agreat gift to everyone and understanding how important "last words" are in our everyday lives.

This poem by Hope Anita Smith opens the door to a discussion about last words and words we didn't say.

Words

You never forget the last words. They stick with you

night and day.

It doesn't matter if the words were kind or had a

little bite.

You'll forever remember all the words you didn't say.

Words are a comfort, a sea of loving phrases. Jump in

and play.

It's important. Get the inflection of what was said

just right.

You never forget the last words. They stick with you

night and day.

Time will eat away at them. They'll get old. They'll start

to fray.

You hold on to them with both hands. Wrap each word

and hold it tight.

'Cause you'll forever remember all the words you didn't say.

Outside, the weather says December; your heart says

April, May.

Their words are always with you, walking around your

heart in white.

You never forget the last words. They stick with you

night and day.

Open up your mouth. Make sounds come out. You have

to find a way.

So make a list. "I love you." "Sorry." And of course,

"Good night."

You never forget the last words. They stick with you night

and day.

And you'll forever remember the words you didn't say.

Extension: *These are just suggestions and are offered as a follow-up sharing sessions. Discuss what the students think this poem is about and what made an impression upon them. Let students share different circumstances where they may have left "last words" they wish they hadn't. Share traditions within their own families, such as a hug before leaving for school, good night rituals, or never going to bed angry. Discuss how it might be nice to practice thinking before speaking. Follow up in a week or two and see if students made any changes in how they respond to others.

Smith, Hope Anita. 2009. Mother Poems. New York. Henry Holt and Company.

Photo courtesy of http://www.alibris.com/.

Module 6: Poetry Book Review: Janeczko

Dirty Laundry

By Paul B. Janeczko

I acquired this book of poetry at the last Scholastic Book Fair and was pleased to set aside time to explore Paul B. Janeczko's collection of 27 poems written by a variety of poets. Many of the familiar poets include Karla Kuskin, Bobbi Katz, Lillian Moore, and Douglas Florian, while he also includes selections from names that are not as familiar.

This collection is unique as Janeczko explains that the poems are all written in the voice of the object or animal (also called "persona" or "mask" poems). While many of the poems are humorous, such as Peggy B. Leavitt's The Mosquito's Song "So please hold still at this juncture, while I make a tiny p u n c t u r e!" and John Collis' Job Satisfaction "I am a young bacterium And I enjoy my work..." others are more thoughtful in nature. No matter what the mood, this book provides many opportunities for read alouds and the chance to enjoy Melissa Sweet's colorful watercolor cartoons.

I selected the first poem in Janeczko's book because today will be the hottest day of the year thus far, and I'm already yearning for a day at the beach. Enjoy the pulling sensation as the shell draws you near!

Shell

By Deborah Chandra

Come, press my mouth against your ear,

I hold a message just for you,

Deep inside my throat is where

It curls, waiting for you to hear.

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.

Janeczko, Paul B. 2001. Dirty Laundry Pile: Poems in Different Voices. United State of America: HarperCollins Publishers.

Photo courtesy of http://www.alibris.com/.

Module 6: Poetry By Children

I Spy

By Erica P.

Introduction: Begin this writing activity by reading an I Spy book by Jean Marzollo. Reread it a second time while tapping out the beat with your hands in order to catch the rhythmic pattern. Explain to the students that today they will be writing their own I Spy rhyme based upon as assortment of I Spy books available. Students will choose their own book and together discuss the rhyme scheme. There are four lines to the riddle. Notice that the rhyming words are at the end of the lines. Discuss the pattern of the rhyme (the first two lines rhyme and then the last two lines rhyme...aabb pattern). Notice the punctuation style. Where are the commas, semicolon, and uppercase letters? Together pick a page to compose a class I Spy poem.

Encourage students to blindly pick a page from the book to use as a visual guide. Provide a sticky note in which to cover the authors words at the bottom of the page. Attempt to write a new I Spy poem of their own.

I Spy

I Spy a compass, a check, and a cracker,

A pen, a pretzel, and a pretty protractor;

A sprinkle, a wallet, a kernel of corn,

A leaf, and a bottle cap for babies newborn.

Extension: Allow time at the end of this exercise for each student to present their poems in front of the class while showing the page in the I Spy book that was used. If time permits, showcase these poems in the room and allow students to search for the items in the book while continuing to hide the author's true word.

"I Spy" by Erika P., age 12, Holy Cross Christian Academy, Burleson, TX.

I Spy poems. Retrieved on April 22, 2009 from http://teacher.scholastic.com/writewit/poetry/jean_my_riddle.htm.

Photo courtesy of http://www.target.com/.

Module 5: Poetry Break: Refrain

The Tragic Night

By Kalli Dakos

(Poem taken from Don't Read This Book, Whatever You Do!)

Introduction: During poetry month, your Principal has asked your class to present a poem for National Poetry Month. Explain to your class that they will be reading this poem for the student body. There will be one student who reads the refrain (as indicated). All students, including the "refrain reader", will dress in pants, a shirt and socks that are green. They will all make colorful, cardboard tulips to wear as masks during their art rotation. Provide the scripts to all cast members and begin practicing. (All students, except for the flower that doesn't bloom and the "refrain reader", will read the dark green sections, and the "refrain reader" will read the bright green, italicized sections.)

The Tragic Night

(Refrain) Bloom! Bloom!
I was suppose to bloom
When the lights shone
On my side of the room!

I was a tulip,
In our class spring play,
My part was to bloom,
When lights shone my way.

All of the flowers
Were curled up so tight,
On one side of the stage,
In the dark of night.

(Refrain) Bloom! Bloom!
I was suppose to bloom
When the lights shone
On my side of the room!

I waited
For those lights to say,
Flowers, bloom,
It’s a splendid day!

I didn’t open my eyes
Or even take a glimpse,
But it took so long that
My whole body grew limp.

(Refrain) Bloom! Bloom!
I was suppose to bloom
When the lights shone
On my side of the room!

I started to hear
Such a soft, dreamy tune,
Then I fell asleep,
In my flower costume.

And that’s when the lights shone
On my side of the room.

All the tulips
So slowly rose,
Stretched their petals,
Began to grow,
Filled a garden
In perfect rows.

But

One dumb flower
Stayed tucked up tight,
Didn’t hear the sounds,
Didn’t see the lights,
Didn’t bloom at all,
That tragic night.

(Refrain) Bloom! Bloom!
I was suppose to bloom
When the lights shone
On my side of the room!

Extension: Lead a discussion about a time when you (the teacher) made a silly mistake that enabled you to learn a valuable lesson. Have students brainstorm things that may have happened to themselves or someone they know. Discuss what lessons they learned from this mistake. Share several quotes such as:

“The man who makes no mistakes does not usually make anything.” Edward J. Phelps

"Nobody makes a greater mistake than he who does nothing because he could only do a little." Edmund Burke

"If it fails, admit it frankly and try another. But above all, try something." Franklin D. Roosevelt

"Trying to grow up is hurting, you know. You make mistakes. You try to learn from them, and when you don't, it hurts even more." Aretha Franklin

"Mistakes are a fact of life. It is the response to error that counts." Nikki Giovanni

"It's okay to make mistakes. Mistakes are our teachers - they help us to learn." John Bradshaw

"The greatest mistake a man can ever make is to be afraid of making one." Elbert Hubbard

"So go ahead and make mistakes. Make all you can. Because that's where you will find success. On the far side of failure." Thomas J. Watson, Sr.



Dakos, Kalli. 1993. Don't Read This Book Whatever You Do! Simon & Schuster Books for Young Readers.

Quotes about Mistakes. http://www.wow4u.com/. Accessed April 5, 2009.
Photo courtesy of http://www.alibris.com/

Module 5: Poetry Review: New Book

A Curious Collection of Cats

By Betsy Franco

I had the distinct pleasure of listening to Betsy Franco as she read from this visually stimulating book during the Poetry Roundup at TLA, 2009. This book contains thirty-two concrete poems that include free verse limerick and haiku. All sorts of cat shenanigans are discussed, from hairballs to cat fights and angry cats to fat cats. Cat lovers everywhere will identify with printed words in a variety of pictures. Illustrator, Michael Wertz captures the essence of the poem by creating words in the form of moonbeams in Shadow's Dream, a tail-shaped poem for Tabitha's Tail, and ferociously bold black, white, red elements in the poem titled, Lenny vs. Patch. Ms. Franco does a spectacular job of depicting the somewhat quirky antics of cats (due in part to her own studies with the two cats she currently owns). There are sublime balancing acts, thirst quenching from toilet bowls, cat kisses, and dominance over frightened dogs. This book is a gem that people of all ages will enjoy.

This was a favorite reading of mine, by Betsy Franco. I wish I could showcase it on my Blog in a way for you to appreciate the illustrations (get the book if you can).

Princess

PRINCESS

PACES

DOWN

AND

UP.

BETWEEN

MY

LEGS

SHE

SWISHES.

SHE'S

SAYING

"I

AM

ROYALTY.

HOP

TO!

FILL UP

MY

DISHES!"

This book has undoubtedly become a favorite of mine because of the enjoyable time I spent in Betsy Franco's company. I will cherish my autographed copy of A Curious Collection of Cats and share it with others for years to come!

Franco, Betsy. 2009. A Curious Collection of Cats. China: Tricycle Press.

Photo courtesy of http://www.betsyfranco.com/.

Module 5: Poetry Choice: Newer Book: Poetry Break

Awful Ogre Stays At An Inn

By Jack Prelutsky

(Taken from the poetry book titled: Awful Ogre Running Wild.)

Introduction: This whimsical poem creates sublime imagery with Jack Prelutsky's use of descriptive writing! Encourage students to think of the ickiest hotel that they could ever imagine. Write down elements that we, as humans, would find repulsive.

Discuss what an ogre is. Many students may think of the charming character Shrek. Describe what his dream hotel room might be like. List elements that ogres might find comforting. Begin reading the poem.

Awful Ogre Stays At An Inn

I'm staying for the weekend

At a little inn I know

When I'm a trifle moody,

It's where I often go.

I need no reservations,

My hosts have made this clear.

The other guests all vanish

As soon as I appear.

My room is always ready

And furnished to my taste,

Including dainty paintings

Of glowing toxic waste.

Bats dangle from the ceiling,

Bugs crawl on every wall,

The shower water's rusty

When the shower works at all.

Sometimes my room is stuffy,

Sometimes it's icy cold.

The corners harbor spiders

Concealed by webs and mold.

The bedding is disheveled,

They do not change it much,

And something on my pillow

Is slimy to the touch.

The mattress is too lumpy,

The springs are old and worn.

The windows are all grimy,

The curtains are all torn.

The carpets are in tatters

And have a musty smell.

I always feel at home here...

It's a wonderful hotel.

Extension: This poem is great to use for identifying rhyme schemes. Make an overhead transparency of Awful Ogre Stays At An Inn. Invite students to use colored markers and circle the rhyming pairs while displaying the poem. Discuss if Mr. Pretlutsky follows a repetitive rhyme scheme. Does he use rhyming couplets, lines 2 & 4, all lines rhyme, or something different? (discuss)

Read the poem aloud once more while the students chime in on the circled, rhyming words.

Prelutsky, Jack. 2008. Awful Ogre Running Wild. US: Greenwillow Books.

Photo courtesy of http://www.target.com/.

Module 4: Poetry Break: Spring

In March

By: Anna Grossnickle Hines

(Taken from the poetry book Pieces, A Year in Poems & Quilts)

Introduction: Plan a unit on the five senses in early March. Discuss, with lower elementary school students, the five senses. List them on the board (see, hear, touch, smell, and taste). Using sections of an orange, have students describe the senses used to describe the orange.

Take time mention that Spring begins in March. List characteristics that come to mind, when the students think of Spring.

Challenge the students to listen to the words as the teacher reads, In March. When this poem is read a second time, ask the students to think about the senses that come to mind. After the second reading, display the text and begin the extension activity.

In March

The long winter snow

melts in drips

and trickles

as, mittenless,

I splash in puddles,

squishing mud

on my boots,

while the creek

bubbles in celebration.

Extension: Discuss the feelings evoked by this poem. Could you relate? Have you experienced this before? Does it sound like fun? What was happening in the poem? Explain that often literature (in this case poetry) can provide sensory experiences. Provide students with these statements and ask them to picture in their mind the events from the poem.

I can hear:
I can see:
I can smell:
I can feel:
I can taste:
A summary of how I feel about this poem:
Take time to share.

Hines, Anna Grossnickle. 2001. Pieces, A Year in Poems & Quilts. US: Greenwillow Books.

Photo courtesy of http://www.aghines.com/.

Module 4: Poetry Book Review: Curriculum Connection

Scien-Trickery

Riddles in Science

By J. Patrick Lewis

Introduction: The award winning poet, J. Patrick Lewis, compiles eighteen humorous science-based riddles into a brightly illustrated book. Each of the rhyming, riddle poems revolve around subjects such as germs, magnets, oxygen, gravity, electricity, sound, oceans, and Albert Einstein. Educators will enjoy using these silly riddles at the beginning or culmination of various science lessons. Large, colorful illustrations by Frank Remkiewicz provide clues that provide a connection to the text. Most of the riddles are easy and make each topic more memorable. For example:

Shhhhhhhhhhh!

I am expressible
Only by decibel:

10 is a whisper,
30 is crisper,
60, in relation,
In normal conversation.
80 is traffic and telephones.
120? The Rolling Stones.
130 is a cannon shot!

150 is…what?

*Did you guess "sound" as the answer?

Lewis provides a page of “Notes” at the back of the book. The notes correlate to the riddles by giving short snippets of factual information for each subject which in turn could be used for extension activities. For example, the notes provided for Shhhhhhhhhhh include:

Shhhhhhhhhhhh!
"Sound is created when an object moves, even just a little. The movement causes a disturbance, which radiates outward through the air in waves. When the waves reach your ear, what you hear is sound."

Push Me, Pull me

“Say, what if we two,” she insisted,
“Could stick together?” He resisted.

Their north poles jitterbugged and may
Have touched…but quickly pushed away.

And so they tried to make a start
From south to south…still far apart.

Turning around and facing north,
She threw her little metal forth!

Kaaa-thwupp! Those two engaging chips
Were stuck like barnacles to ships.

Extension: Each rhyming riddle lends itself to a variety of presentation options as well. Push Me, Pull Me might be best performed as a dramatic play activity. After the educator provides students with time to explore the push and pull of real magnets, he/she reads the Push Me, Pull Me riddle several times. One day, have students follow the riddle by using two magnets to demonstrate the text. On the second day, have students get into groups of two and follow the text of the riddle while jitterbugging, and connecting together as the text states.

Scien-Trickery provides elementary school teachers with a fun, go-to book of creative riddles that correlate with many of the state standards.

Lewis, J Patrick. 2004. Scien-Trickery. New York: Harcourt, Inc.

Photo courtesy of http://www.shopping.yahoo.com/

Module 4: Poetry Choice: Biographical Poetry: Poetry Break

Miss Crandall's School

for Young Ladies & Little Misses of Color

Poems by Elizabeth Alexander

and Marilyn Nelson

Poets Elizabeth Alexander and Marilyn Nelson tell the story of Prudance Crandall's school for "Young ladies and Misses of colour" through short sonnets in this collection of poetry. Prudence Crandall was an educator, emancipator, and human rights advocate who fought great battles to change a world when few agreed with her determination. She proved herself to be an outspoken champion for equality of education and the rights of women. The poems, in this award winning book, are written from the perspective of the students at Miss Crandall's school.

Before using this poetry book, read: Forbidden Schoolhouse: The True and Dramatic Story of Prudence Crandall and Her Students by Suzanne Jurmain. This will create an understanding between the correlation between the true story and the innovative voices found in Miss Crandall's School for Young Ladies & Little Misses of Color.

Introduction: This lesson would be effectively taught during February's, Black History Month. Share background information regarding the non-fiction novel (Forbidden Schoolhouse: The True and Dramatic Story of Prudence Crandall and Her Students by Suzane Jurmain). Discuss what Miss Crandall and her students faced while showing their courage to stand up to those who tried to discourage them. Let students express their feelings towards this injustice and how they might react as students who were discriminated against.

Hunger

The flour tin has been empty for a month.
No one in town will sell us anything,
no milk, no flour, no salt, no eggs, no tea.

The townsfolk have invented their "Black Laws"
to drive us out, keep everyone away
so we will stop our learning, leave, or starve.
They celebrate their laws with cannon fire.

We girls are not accustomed to rough bread
but learn to eat leaves made from stone-ground meal
and drink tea from the many different weeds
Mariah and Sarah discuss and sort.

In the cellar summer kitchen, salt pork,
sacks of kidney beans, potatoes sprouting
eyes we'll bury in dirt inside, and tend.

Extension: Have students enter a role play situation and write "unsent letters" home as students of Miss Crandall's school. Each student will write three letters describing their first impressions of Miss Crandall's school, when the "Black Laws" are established, and when the school is closed. Students must use their imagination and engage in interpretive and evaluative thinking. Provide a sharing period at the culmination of this extension activity.

Awards

• Winner in the category of Children's Author for the 2008 Connecticut Book Awards.
  Featured in BOOK LINK's "Best New Books for the Classroom" list in the November 2007 issue.
• Will be featured in BOOK LINK'S "Top Ten in Black History" list in the February 1, 2008 issue.
• Featured in MOSAIC 2007, an annual multicultural literature exhibit hosted by Lincoln (NE) Public Schools Library Media Services. The exhibit featured the best and most current multicultural titles from 2006-2007.
• Included in the 2008 edition of The Best Children’s Books of the Year, an annotated bibliography from the Children’s Book Committee of Bank Street College of Education in New York City.

Alexander, Elizabeth and Marilyn Nelson. 2007. Miss Crandall's School for Young Ladies & Little Misses of Color. Pennsylvania: Wordsong.

Photo courtesy of http://www.wordsongpoetry.com/

Module 3: Poetry Break: Unusual Form: Senryu

Wing Nuts: Screwy Haiku

by Paul B. Janeczko and J. Patrick Lewis

Creating Haiku and then Senryu: One of the most beautiful and delicate forms of poetry is the tiny haiku, developed in long-ago Japan. Haiku comes from the word hokku, meaning "beginning phrase." The poet begins a picture with his words, and the reader completes it with his imagination. A haiku poem unites the poet and the reader for one brief moment in a common life experience.

The formula for writing haiku is simple.

Line 1 = 5 syllables

Line 2 = 7 syllables

Line 3 = 5 syllables

Haiku is usually about nature and typically has two thoughts. The first thought is what the poet observes. The second thought is his personal feelings or interpretation of what he sees.

As the authors of Wing Nuts: Screwy Haiku say in their forward, "Senryu is the kissin' cousins of haiku!" A senryu poem has the haiku structure and is often confused with it. Named after its inventor, Senryu Karai, the poem's topic centers on human nature, particularly the dark side. Cynicism or dark humor can underlie the images. Modern senryu can be a form of flash fiction, like a snapshot of a situation but layered with meaning. (http://www.ehow.com/)

Introduction: While this book had me at the title: Wing Nuts: Screwy Haiku, I was delighted to open the book and be satisfied with hilarious senryu's that are silly, pithy, and filled with outrageous remarks! This type of poetry would be best experienced following a unit on Haiku.

My older sister

gets a complete makeover--

very mascary!

Freedom vanishes

as the babysitter arrives...

kids are tied in nots

Traveling circus--

the knife thrower

hiccups

Extension: Read each of the three senryu's (that are written on the board) and without discussing or showing the book illustrations, ask the students to illustrate one of the senryu's. Take time to read each poem again and ask students to share their interpretations. Leave the book available for students to read other senryu's and to enjoy the comical illustrations! This book and activity would be a great introduction for a lesson on figurative language (simile, metaphor, alliteration, onomatopoeia, personification, hyperbole, idioms, clichés).

Janeczko, Paul B. and J. Patrick Lewis. 2006. Wing Nuts: Screwy Haiku. New York: Little, Brown and Company.

Photo courtesy of http://www.target.com/

Module 3: Book Review: Verse Novel

Stop Pretending: What Happened When

My Big Sister Went Crazy

by Sonya Sones

Plot Summary: This novel in verse by Sonya Sones is an autobiographical memoir. It tells the story of what happened when the author was thirteen years old and her nineteen year old sister had a nervous breakdown and was later hospitalized. Feeling quite alone, the author writes about her loneliness, her family torn apart by grief, and the heartbreak of losing her sister to mental illness.

Critical Analysis: This novel, told in first person, is a compilation of poems which are no less than five lines and no more than three pages long. The authors use of free-verse poems in this award winning novel, allows the reader to share in the heroine’s thoughts and feelings. Reading the journal entries, a bond is created between the reader and "Cookie" (aka Sonya Sones). Cookie’s losses feel real and painful. The small glimmers of hope become joyful celebrations to the reader. Sones' choice of book title, Stop Pretending: What Happened When My Big Sister Went Crazy immediately caught my interest as I have a teen-age niece who was recently diagnosed as bi-polar. This novel could have easily been written by her younger sister and one that I wish I could tactfully recommend that she read. Sones' novel is by no means a lighthearted book of prose poetry but a memoir of a young lady who faces a life changing experience while mourning the loss of her sister, as she once was, to manic depression.

Excerpt:

In The Morning

there's

this golden moment

when the sun

licks through the gauze

fluttering at my window

warming my eyelids to opening


this golden moment

when I'm not yet awake enough

to remember

that there are things

I would rather

forget

Extension: Read this novel in a middle/high school literature class. Discuss what Cookie might be feeling if she was a student at your school. Locate other novels that depict mental illnesses such as The Bell Jar, or Girl Interrupted and/or films such as Sybil, or One Flew Over the Cuckoos Nest in order to gain a deeper understanding of what it feels like to lose someone to mental illness. This may help students be more understanding towards the lives touched by mental illness and perhaps enable them to be more sympathetic to others who are "different".

Sones, Sonya. 1999. Stop Pretending: What Happened When My Big Sister Went Crazy. New York: HarperCollins Publishers.

Photo courtesy of http://www.target.com/

Module 3: Poetry Choice: Poetry That Does Not Rhyme (Poetry Break)

Hope Through Heartsongs
by Mattie J.T. Stepanek

Matthew J. T. Stepanek (Mattie) was twelve when he wrote and illustrated Hope Through Heartsongs. Mattie has written poetry since the age of three and this book is the fifth book he wrote. Mattie was diagnosed with Dysautonomic Mitochondrial Myopathy which interrupts autonomic, or automatic, functioning (for example, breathing, heart rate, blood pressure, body temperature, digestion, utilization of oxygen...). While Mattie had a disability, he never let that slow him down. He was named the National Goodwill Ambassador for MDA and enjoyed speaking about peace efforts and global tolerance. Young Poet and Peacemaker Hero Mattie Stepanek passed away on the morning of June 22, 2004. Mattie’s poems of peace and hope have touched millions of lives; his heartsongs will continue to reach people of all ages around the world for decades to come.

Introduction: The teacher should visit http://www.mattieonline.com/ to learn more about this author and share with the students personal information regarding Mattie's diagnosis, accomplishments, and information that sparked an interests in writing poetry. (This poem would be a great poem to read at the beginning of the year when establishing classroom rules.)

Fair Feelings

Everyone has feelings--

Love, fear, sadness,

Happiness, confusion, hope...

Feelings depend on one's

Personal situation at a given time.

We should feel free and

Encouraged to express feelings,

But never in a way

That hurts the feelings of others.

Even if a person does not think

It is a big deal to say something

That could upset another person,

It could be a very crushing

Experience to that person.

It could affect the rest

Of his or her life, and

Possibly, even the lives of others

Subsequently touched by that person.

Attitudes are contagious.

March 2000

Extension: Ask students about what they heard. (Did this poem rhyme, what was he writing about, etc.) Display a large copy of the poem (written on chart paper) and let the students follow along slowly as you read it a second time. Again, discuss any new ideas relating to the poem. Lead a discussion about feelings and attitudes in the classroom and how they can contribute to a positive environment. Continue to read the poem weekly for the first few weeks of school and sporadically throughout the school year.

Stepanek, Mattie J.T. 2002. Hope Through Heartsongs. New York: Hyperion.

Photo courtesy of http://www.target.com/

Module 2: Poetry Break: NCTE Award Poet

The Dark

By Myra Cohn Livingston

Introduction: Never mind how distracted I was by the wonderful collection of poems in this Big Book of Poetry! I concentrated on the three poems by NCTE Award winning poet, Myra Cohn Livingston. I chose to use The Dark for my Poetry Break. The Dark is a poem for every child who has had some apprehension when the lights go out at bedtime. This poem would be fun to read in the dark with a flashlight. After reading the poem, look around the darkened classroom and identify things that look much different in the dark than they do with the lights on.

The Dark

It's always

dark

around my bed

and darkest

where I put my head;

and there are nights

when strange sounds

call

inside

the hollow

of the wall

and creaking noises

from inside

the closet

where

the

nightmares

hide;

so after I have said

my prayers

and hear them

talking from

downstairs,

I look around

so I can see

where everything

I know should be--

especially

along the floor,

the crack of light

beneath the door.

Extension: Follow up with the Caldecott award winning book, Where the Wild Things Are by Maurice Sendak. Take time to notice the illustrations as Max's bedroom furnishings transform into exotic locations with mythical creatures. *Invite students to share scenarios they have imagined after their lights go out at bedtime (* discuss with older elementary students)

Martin, Jr, Bill and Michael Sampson. 2008. The Bill Martin Jr Big Book of Poetry. New York: Simon & Schuster.

Photo courtesy of http://www.target.com/

Module 2: Poetry Book Review: Naomi Shihab Nye (Multicultural)

A Maze Me

Poems For Girls

by Naomi Shihab Nye

Illustrated by Terre Maher

Naomi Shihab Nye, is an American, an Arab, a Poet, a parent, a woman of Texas, a woman of ideas. The daughter of a Palestinian father and an American mother, she's lived in old Jerusalem, in St. Louis, and now with her own family in San Antonio, Texas.

Naomi Shihab Nye provides insight into her childhood in her Introduction at the beginning of A Maze Me. She reflects on her desires to stay a twelve years old and the frustration of having to grow up. She encourages tweeners to write three lines down in a notebook every day and to reflect upon those thoughts in order to identify uncanny connections.

Nye provides the reader with over 70 poems that speak to females from age 11 to 99. Many poems in this collection provide imagery and life application lessons. In the poem "The Bucket", a little girl who frolics by the sea offers a lesson in the simplicity of a child's life. "I Said to Dana's Mother" provides insight into a teenagers yearning for adulthood. Dana's Mother quickly and succinctly states, "Missy", she said (not my name), "you'll never be as free as you are now." Teenage angst is found "In the School Cafeteria" ("You're not here today. Are you sick? Why are you absent? And why, among all these faces, is there only one I want to see?") and in "Where He Is" ("Because I knew the boy I haven't met yet is here too, somewhere close by, and I knew he was looking up. I could feel him looking."). Nye provides young women with poetry that can be referred to during the formative years of adulthood in a way that they can relate to. This poetry book is a must for any female coming of age.

Life is a tangle of

twisting paths.

Some short.

Some long.

There are dead ends.

And there are choices.

And wrong turns,

and detours,

and yield signs,

and instruction booklets,

and star maps,

and happiness,

and loneliness.

And friends.

And sisters.

And love.

And poetry.

Life is a maze.

You are a maze.

Amazed.

And amazing.

Nye, Naomi Shihab. 2005. A Maze Me. Greenwillow Books.

School Library Journal Best Book
ALA Notable Children’s Book
Lee Bennett Hopkins Poetry Award

Photo Courtesy of http://www.alibris.com/ and Michael Nye.

Module 2: Poetry Choice: Douglas Florian, Poetry Break

Insectlopedia

by Douglas Florian

Introduction: I selected the poem The Daddy Longlegs, from Douglas Florian's, Insectlopedia for the sheer reason that I enjoyed how the words rolled off my tongue. This would be a wonderful poem to echo with the students. Read each line of the poem and have the students repeat each line after you.

The Daddy Longlegs

O Daddy

Daddy O

How'd you get

Those legs to grow

So very long

And lean in size?

From spiderobic

Exercise?

Did you drink milk?

Or chew on cheese?

And by the way,

Where are your knees?

O Daddy
Daddy O

How'd you get

Those legs to grow?

Extension Activity: Borrow jump ropes from the P.E. coach and encourage students to jump rope while you chant this poem. Students will not only enjoy using the poem in a different setting outside the classroom but also in love bringing it outside to the playground! Encourage the students to make up gestures that follow the poem as they jump! Endless possibilities!!

Florian, Douglas. 1998. Insectlopedia. New York: Scholastic Inc.

Photo Courtesy of http://www.alibris.com/

Module 1: Poetry Choice: African American Poetry, Poetry Break

Honey, I Love
and other love poems
By Eloise Greenfield

Introduction
This poem comes from Honey, I Love and other love poems and shares the sadness of one child over the loss of an adult friend. Discuss what a keepsake is. A keepsake could be a favorite note, trinket, photo, or other object that holds a special memory or meaning to the individual. Brainstorm, with the upper elementary students, possessions that they hold dear to their hearts. After the discussion, read the poem.

Keepsake
Before Mrs. Williams died
She told Mr. Williams
When he gets home
To get a nickel out of her
Navy blue pocketbook
And give it to her
Sweet little gingerbread girl
That's me
I ain't never going to spend it.

Extension
Draw illustrations about students own keepsakes. Using a written copy of the poem Keepsake, hang students illustrations around it as a display in the classroom or hallway.

Greenfield, Eloise. 2003. Honey, I Love and other love poems. New York: HarperCollinsPublishers.
Photo courtesy of http://www.amazon.com/

Module 1: Poetry Book Review: Hopkins Anthology

America At War

Poems Selected by:
Lee Bennett Hopkins

Introduction:
America At War is filled with selections by Lee Bennet Hopkins and is illustrated by Stephen Alcorn. This book is described as "Poetry of War". It is divided into eight sections that cover raw emotions from the American Revolution to the Iraq War. This book is a collection of 54 poems by more than forty poets, such as Stephen Crane, Carl Sandburg, e. e. cummings, and Walt Whitman. Stephen Alcorn uses watercolor illustrations in a variety of styles. His images capture the meaning of the ideas contained in each poem. The book is divided into sections by eight significant wars in America's history. Each introductory page contains the name of the war, the dates it was fought, a quote about the war, and a short summary of the conflict. I found it interesting that the number of recorded deaths and wounded were listed on the introduction of each war.

An example of how each section is organized:

PERSIAN GULF WAR

(1991)

"We make war that we may live in peace."

Aristotle (384-322 B.C.)

Greek philosopher

* * *

This anthology of poems leaves the reader thoughtful, silent, and mournful of how war ravages the soul. There are numerous examples of sensory imagery and emotional impact throughout this collection. Many of the poems I found hard to read but knew that they deserve to be absorbed. These are true depictions of the harshness of war!

My Brother's Shirt

Rebecca Kai Dotlich

It is mine now,
one stiff army shirt,
THOMPSON printed
on the pocket.
United States Army
sends something home;
gives part of you back.
The part that cannot
breathe, or speak
or tease me
anymore.

This free verse poem is but one example of the poignant submissions one would find in America at War. Dotlich evokes several sensory images through her carefully written words. As with nearly all of the poems in America at War, My Brother's Shirt stimulates a variety of emotions from the reader.

This anthology of war poems is a must have for any teacher conducting lessons on the various wars that America participated in. The poems allow the reader to grasp the magnitude of emotions associated with warfare. America at War exposes effects of war and pays tribute to those who have served, those now serving and those who have given their lives to protect our freedoms.

Hopkins, Lee Bennett Hopkins. 2008. America At War. New York: Margaret K. McElderry Books.
Photo Courtesy of: http://www.target.com/

Module 1: Poetry Break: School/Library/Books

They Don't Do Math in Texas

By Kalli Dakos

Introduction: This poem expresses exaggerated details of a school left behind. Read the poem aloud with the voice of Kate and the other student to further distinguish between the two characters (bring it with attitude).

They Don't Do Math in Texas

Kate used to live in Texas.
I'd like to shoot her to the moon,
Or into another galaxy,
Whenever she says the word Texas.

"In Texas," Kate says,
"I was in sixth grade,
Instead of just in fourth
Like I am here."

"In Texas the kids stayed up
All night watching television
Because school didn't start
Until four o'clock."

"In Texas we only did math
In kindergarten.
Once we learned that
One plus one equaled two
We never had
To study math again."

"In Texas we only went to school
On Mondays and Fridays,
And every classroom
Had a popcorn machine,
A drink machine,
And a candy machine
With five different chocolate bars
And six choices of gum."

"In Texas we ate chips
And drank root beer
While we did our schoolwork."

"In Texas I was
The smartest kid
In the whole school.
I always had A's
In every subject
And for five years
I never had
One question wrong."

"In Texas
Everyone was my friend,
But my best friend was Jake."

"We practiced judo together,
Cooked our wild chili recipe for lunch,
And painted the colors
Of the desert
On canvas,
With our easels side by side."

"In Texas wild horses
Roamed as free as the wind.
For recess we went for long rides
In the sagebrush
And over the mountains."

"We rode as long as we wanted,
And when we turned back
The sunsets lit up the entire sky
With golden treasures."

"In Texas I was pure gold,
While here I'm just another rock."

I kind of feel sorry for Kate,
Even though I'd blow her to the moon
With the blink of my eye
If I could.

I'd like to ride in the sagebrush
At recess,
And see that golden sky,
And never do math again.

But I really don't believe
They have popcorn machines,
And drink machines,
And candy machines
In every classroom.

You'd have to go farther
Than Texas for that.
You'd probably have to go
To another galaxy
Before you'd find a school
That lets students
Drink root beer
And eat chips
While they do their work.

I do hope Kate learns
To like her new school
Before everyone
In our class
Hates her.

As for me,
I'm asking my mom and dad
to get new jobs

In Texas!
Just in case!

Dakos, Kalli. 1990. They Don't Do Math in Texas from If You're Not Here, Please Raise Your Hand. New York: Four Winds Press.

Children’s Choice Selection
International Reading Association
1991

Extension Activities: Have students verbally tell an exaggerated story comparing their hobby/sport to all of the other hobbies/sports on earth. Prove that your hobby/sport is the best, most popular, and greatest ever.

Photo Courtesy of: http://www.dontmesswithtexas.org/index.php

AMERICAN BORN CHINESE by Gene Luen Yang

C. Patterson's TWU Blog: Book Review Spring 2007
Welcome to the Book Review section of my TWU blog. This blog was established as a requirement of my TWU course: Literature for Children & Young Adults (LS 5603.20).

AMERICAN BORN CHINESE by Gene Luen Yang

Book Review: Michael L. Printz Award
AMERICAN BORN CHINESE by Gene Luen Yang

Bibliography
Yang, Gene Luen. 2006. AMERICAN BORN CHINESE. New York & London: First Second. ISBN 1596431520

Plot Summary
This story introduces three seemingly unrelated characters. The Monkey King of Flower Fruit Mountain aspires to be in alignment with other gods in the heavens but must become the creature that Tze-Yo-Tzuh, his awesome creator intends for him to be. Jin Wang, an American born Chinese, befriends Wei-Chen all while trying to fit into a typical United States upper grade school. Danny, an Anglo-American, is humiliated once again by a yearly visit by his outspoken Chinese cousin, Chin-Kee. These three separate plots intertwine throughout the story and mold together at the climactic end.

Critical Analysis
Graphic novelist Gene Yang presents three individual plotlines that deal with the issue of what it means to be Asian American and how that affects their ability to be accepted into American culture. These three completely independent storylines cleverly converge into a meaningful climax that leaves the message: accept who you are and you’ll be happier for it.

Young readers will identify with pop culture attributes such as Transformer toys, Coke, and sitcoms. Yang skillfully creates a clever and painfully humorous commentary about race, self-acceptance, alienation, and teenage angst.

Yang provides occasional Chinese ideograms or myths that blend with potty humor, playground politics, and racial stereotypes. Yang uncomfortably brings to head the realistic stereotypes that have existed in American for years through his depiction of Chin-Kee. Reviewers of this graphic novel contend that Chin-Kee and other characters promote an insulting portrayal of the Chinese culture with their grossly exaggerated stereotypes.

Yang creates strong visual interest to this novel through his crisp line drawings which are rich and vibrant. This accomplished graphic storyteller often produces the art that contradicts the written word thus creating a synthesis that engages the reader. The illustrations complement the story effectively without overshadowing the powerful text.


Review Excerpts
“Yang helps the humor shine by using his art to exaggerate or contradict the words, creating a synthesis that marks an accomplished graphic storyteller. The stories have a simple, engaging sweep to them, but their weighty subjects–shame, racism, and friendship–receive thoughtful, powerful examination.” -Booklist
“Even when Yang slips in an occasional Chinese ideogram or myth, the sentiments he’s depicting need no translation. Yang accomplishes the remarkable feat of practicing what he preaches with this book: accept who you are and you’ll already have reached out to others.” – Publisher’s Weekly
“… this novel explores the impact of the American dream on those outside the dominant culture in a finely wrought story that is an effective combination of humor and drama.” – School Library Journal

Connections

• Identify several Chinese Folktales mentioned in the story and research how they interconnect with American Born Chinese.


• Visit Yang’s blog: http://www.firstsecondbooks.com/authors/geneYangBlogMain.html


• Read The Trades Interview with Gene Yang: http://www.the-trades.com/article.php?id=5053


• Read other graphic novels by Gene Luen Yang
  GORDON YAMAMOTO AND THE KING OF THE GEEKS. ISBN: 0943151953
  LOYOLA CHIN AND THE SAN PELIGRAN ORDER. ISBN: 1593620055

Photo courtesy of www.amazon.com

CRISS CROSS by Lynne Rae Perkins

CRISS CROSS by Lynne Rae Perkins

Book Review: John Newbery Award
Criss Cross by Lynne Rae Perkins

Bibliography
Perkins, Lynne Rae. 2005. CRISS CROSS. New York, NY: Greenwillow Books. ISBN 060092726

Plot Summary
Debbie, age fourteen, wishes something would happen…SOON. She frequently spends time with her friends Lenny, Hector, Phil, and Patty sitting in the pickup listening to a radio show called Criss Cross. This book shifts between the life and times of various characters that are interwoven to create CRISS CROSS.

Critical Analysis
The Newbery Medal winner, Lynne Rae Perkins, pens CRISS CROSS, a book filled with various sub-plots that incorporate Haiku, poems, prose, and question-and-answer format. Art is found scattered throughout the book in a variety of mediums that include black and white photography, pencil, and ink. Many pictures are quirky sketches.

The story takes place in Seldem, a suburb in perhaps the central US during the 1970’s. Debbie, Hector, and their friends struggle with issues like relationships, self-concepts, and trying to fit into common cliques among peer groups. While most young adult novels focus on issues such as divorce, sex, rape, drug and alcohol abuse, this novel’s most risqué concept is driving without a driver’s license.

Debbie and other characters would “criss cross” or interact with others throughout the novel which explains the symbolism of the title. Debbie finally connects with someone unexpectedly, Peter from California, who is only visiting. At the end, Debbie feels there is no one for her, she “criss crosses” again and connects with Hector. CRISS CROSS shows teenagers who are trying to find their niche in the world. During this process, Debbie and Hector are believably sarcastic and insecure which makes them identifiable to others who may be of this age. Perkins reveals the characters personalities through a balance of narrative revelations about what they are thinking, as well as, through dialogue between the characters.

The beginning of this novel leaves the reader confused by the choppiness of the writing. The book provides a smoother read by the halfway mark. It is my opinion that this is symbolic of the uncertainty of youth followed by the learning curve that Perkins characters acquire near the end.

The only intriguing storyline that threads its way through the book is the necklace that says “Debbie”. This necklace changes hands many times until it finally is returned to its original owner. Debbie and Hector were to be brought together by the necklace but alas, the moment passes and the connection is lost.

This novel was mostly dull and had it not been an assignment, the book would have been promptly returned to the library. I believe that anyone under the age of fifteen would find the book disinteresting due to the adolescent feelings, lack of defined plot, and choppy writing style.

Review Excerpts
"Writing in a wry, omniscient third-person narrative voice, Perkins deftly captures the tentativeness and incompleteness of adolescence," said Award Committee Chair Barbara Barstow. “With seeming yet deliberate randomness, Perkins writes an orderly, innovative, and risk-taking book in which nothing happens and everything happens."
Young teens will certainly relate to the self-consciousnesses and uncertainty of all of the characters, each of whom is straining toward clarity and awareness. School Library Journal
Few cultural references set the book in the 1970s, but most readers will find their contemporaries in these characters. Best of all are the understated moments, often private and piercing in their authenticity, that capture intelligent, likable teens searching for signs of who they are, and who they'll become. Booklist

Connections

• Discuss identifiable lessons that are found throughout the story.
• Write an alternate ending to the story.
• Write and illustrate, “What If” (For example: What if Debbie went to the movie with Lenny? What if Russell turned in the “Debbie” necklace to the school Lost and Found? What if Lenny hadn’t taught Debbie how to drive?)
• Map the path of the necklace throughout the story.
• Read Lynne Rae Perkins’ companion novel to CRISS CROSS, ALL ALONE IN THE UNIVERSE.
  
  Photo courtesy of www.amazon.com
  

THE GOLDEN COMPASS by Philip Pullman

THE GOLDEN COMPASS by Philip Pullman

Book Review: Fantasy
THE GOLDEN COMPASS by Philip Pullman

Bibliography
Pullman, Philip. 1995. THE GOLDEN COMPASS. New York: Alfred A. Knopf, Inc. ISBN 679879242

Plot Summary
Lyra Belacqua, an eleven-year-old girl, spends her carefree days at Jordan College running through the town of Oxford with her friend Roger, the kitchen boy. Accompanying Lyra in all of her adventures is Pantalaimon, her daemon (the keeper of her soul). Lyra’s life as she knows it changes following a visit from her Uncle, Lord Asriel. Unbeknownst to Lyra, the journey to her ultimate destiny irrevocably begins. Such curious topics as Dust, severed children, and mysteries from The North intrigue Lyra as she secretly hides in the wardrobe in the Scholars Retiring Room.

Soon after this visit, children begin to disappear from Oxford and surrounding towns. “Gobblers” are the cause of such atrocities and all are apprehensive. Lyra receives word that the beautiful, young Mrs. Coulter, requests her presence as her assistant. Lyra believes that all of her questions about The North will be sated as she prepares to leave her humble life at Jordan College. Upon her departure, Lyra receives an althiometer, a golden compass, which will become a source of enlightenment for many things to come.

Lyra enjoys her new role as assistant to Mrs. Coulter for a short time before she discovers Mrs. Coulter’s cruel and possessive nature. She escapes from her benefactor and is protected by a family of gyptians, the Costa’s, with whom she knows from her carefree past. It is during her time with them that Lyra learns more about The North, Dust, and children who are captured by the Gobblers. Lyra discovers that her friend Roger, from the Jordan College, is among the children who are missing. Lyra joins countless gyptians, John Faa and Father Coram on a quest to unravel the mysteries regarding the Oblation Board. Lyra soon discovers the identities of her father and mother which encourage Lyra to locate and rescue Lord Asriel.

During the journey, Lyra learns how to operate and interpret the althiometer. This enables her, among other things, to aide a majestic, armored bear named Iorek Brynison. This gesture of goodwill produces a steadfast bond of friendship between the two. Lyra soon learns how advantageous this is as she, herself, is captured by the Oblation Board. While at their secret location, Lyra is reunited with Roger. Lyra learns about devastating experiments performed on pre-adolescent children that involve daemons being severed from their soul mates. Through nerves of steel and determination, Lyra creates a diversion and provides a means of escape to all that are held captive. Lyra and the children rejoin the gyptian group and continue their quest to The North to find Lord Asriel.

Lyra ultimately locates Lord Asriel only to discover that he, too, is interested in obtaining Dust from children by means of daemon separation. Lord Asriel separates Roger from his daemon and is provided with a means of travel over the bridge to a parallel world. Together, Pantalaimon, Lyra, and the alethiometer pursue Lord Asriel into this new world in order to search for the true purpose of Dust.

Critical Analysis
THE GOLDEN COMPASS is a fantasy complete with intrigue, heroism, and imaginative events. Pullman provides an intricate plot combined with unique, yet identifiable characters. Young readers may have difficulty visualizing many occurrences throughout Lyra’s journey but will identify with the individual choices made by key characters, and themes of love, friendship, and honor portrayed throughout the novel. Due to the graphic details related to destruction, death, and warfare, this novel is not for young audiences.

While many readers may experience difficulty immersing into Pullman’s fantasy world, this novel provides many cliffhangers, which entice readers to continue on Lyra’s quest. Fans of soft science fiction and fantasy will embrace the battles, plot twists, and heart-racing events. Those that embrace the journey will be delighted to know that THE GOLDEN COMPASS is the first in a series.

Review Excerpts
A totally involving, intricately plotted fantasy that will leave readers clamoring for the sequels. Booklist

"As always, Pullman is a master at combining impeccable characterizations and seamless plotting, maintaining a crackling pace to create scene upon scene of almost unbearable tension. This glittering gem will leave readers of all ages eagerly awaiting the next installment of Lyra's adventures.” --(starred review), Publishers Weekly

Connections
Discuss and illustrate the type of daemon you might have as a young adult.

Compile a dictionary of words used in THE GOLDEN COMPASS and make connections between Lyra’s world and ours.

Watch the THE GOLDEN COMPASS DVD. Compare and contrast related events from the book to the movie.

Read other books in His Dark Materials Trilogy

Pullman, Philip. 1997. THE SUBTLE KNIFE. New York: Alfred A Knopf. ISBN 069879250

Pullman, Philip. 2000. THE AMBER SPYGLASS. New York: Alfred A Knopf. ISBN 0679879269


Photo courtesy of www.amazon.com