IF IT RAINS PANCAKES: HAIKU AND LANTERN POEMS written by Brian P. Cleary and illustrated by Andy Rowland

Review by Christi De Leon

a.    BIBLIOGRAPHY

Cleary, Brian P. If it Rains Pancakes: Haiku and Lantern Poems. Ill. by Andy Rowland. Minneapolis: Millbrook Press, 2014. ISBN 9781467744123

b.    SUMMARY & CRITICAL ANALYSIS

This collection includes two different forms of ancient Japanese poetry: haiku and lantern poems. The topics of the poems vary greatly. Among these are food, school, animals, and nature.

Consisting of two sections, this lively book includes twenty haiku poems and fifteen lantern poems. An introduction of each type of poem provides background information, line requirements, and examples. This feature makes this book especially useful for teaching students about these poetry forms. The analogy relating a haiku to a “sandwich” of syllables, for instance, is helpful and clever. Likewise, lantern poems are described as resembling the shape of an actual lantern with a visual included. The Table of Contents makes each individual poem more accessible, especially for classroom use. A page at the end of the book is dedicated to Further Reading. It includes bibliographic information of four related books and four kid-friendly poetry websites.

These entertaining poems are likely to get children eager to write poems using haiku and lantern forms. Since haiku is often a less preferred form of poetry by kids, this fun book could make all the difference in their opinions. This collection puts the day to day life of being a kid into words. It includes a vast assortment of topics that kids of this age are interested in, such as sports, pizza, burps, and more. In comparison to typical haiku and lantern poems, these selections lack finesse making them a bit more appropriate for a younger crowd. The cartoon illustrations are colorful and complement the text. These illustrations also include multicultural representations with characters of diverse backgrounds. Overall, this collection is an awesome pick for motivating students to write poetry of their own.

c.    POEM TO SPOTLIGHT & SHARE

“What If?”

If it rains pancakes,

I’ll need no umbrella, just

Syrup, fork, and plate.

The poem “What If?” is an example of a haiku poem that is engaging, yet silly. Many of the other poems found in this collection give off similar, happy-go-lucky vibes. Although this poem is simply short, it encourages imagination and is likely to call attention to taste buds. The poems in this book have differing poetic qualities that make them all wonderful for sharing.

This poem could be shared by reading aloud along with showing the illustrations as a way to introduce the book since it corresponds with the title. Considering that they are likely fans of food, serving mini pancakes could also help draw kids’ attention to the book and the topic of poetry altogether. By using the information on the page “What is a haiku?” as a guide, a lesson on the haiku poetry form could follow. Once they are familiar with what a haiku entails, students could try writing one themselves.

FALLING HARD: 100 LOVE POEMS BY TEENAGERS edited by Betsy Franco

Review by Christi De Leon

a.    BIBLIOGRAPHY

Franco, Betsy. Falling Hard: 100 Love Poems by Teenagers. Cambridge, Massachusetts: Candlewick Press, 2008. ISBN 9780763648396

b.     SUMMARY & CRITICAL ANALYSIS

This poetry collection of 100 poems is written by teenaged poets and compiled by Betsy Franco. The poems express a variety of viewpoints, and are related to love in many different ways.

In this poetry anthology, readers will find varying perspectives of love as told by teenagers. The specifics in the poems derive from both thoughts and real-life experiences with a blend of emotions from passion to pain. Many of the poets take an honest approach and do not hold back in the way they share their feelings. Some poems are rather blunt at times. Diversity is embraced as evident through various cultures, backgrounds and sexual orientations. The poem called “Who I Am and What I Need” by Anonymous is one of many examples. Some relationships described are also interracial. Overall, this book addresses many important aspects of diversity through poetry. Varying in length, the poems consist of quality writing, mostly free verse.

This anthology is sure to have something relevant for those who are in the adolescent years. Written by teens themselves, teen readers can relate because the poets speak their language. This book also gives students the opportunity to understand one another despite differences. Additionally, it has the potential to inspire teens by conveying that they have a voice. Through reading this anthology, teens are likely to see the ability to express oneself through poetry as well. These poems were sent by email from within the U.S. and other countries. The names and ages of each poet are given following each poem. Useful features include contents listing the page number of each poem, an introduction to the book, credits and acknowledgements.

c.    POEM TO SPOTLIGHT & SHARE

“Love is Like” by Hector Jasso

the sweetness of honey

falling from a bee hive

You have to be careful

Not to get stung.

“Love is Like” is one of the shorter poems in the collection. However, it still exemplifies the quality poetry of this collection as a whole. This poem also acts as an analogy that compares love to the honey from a bee hive. The details evoke sense imagery, such as the taste of the “sweetness of honey” and the feeling of getting “stung.” Overall, the simplicity of this poem makes it great as an introduction to further reading and writing of poetry.

This poem could be shared as a way to encourage teens to think deeply about the topic of love in general, stimulating different emotions among individuals. As a follow-up, students could write their own love comparison. Writers can make their poem as heartfelt or lighthearted as they wish. This opportunity could also show teens how they can express themselves through poetry in the future.

FIREFLY JULY: A YEAR OF VERY SHORT POEMS written by Paul B. Janeczko and illustrated by Melissa Sweet

Review by Christi De Leon

a.    BIBLIOGRAPHY

Janeczko, Paul B. Firefly July: A Year of Very Short Poems. Ill. by Melissa Sweet. Somerville, Massachusetts: Candlewick Press, 2014. ISBN 9780763648426

b.    SUMMARY & CRITICAL ANALYSIS

Firefly July is a collection of thirty-six short poems selected by Paul B. Janeczko. The poems include topics related to the four seasons. Work by children’s poets and adult poets are both included in this anthology.

Kids are likely to light up when being introduced to Firefly July. The selections are written by a variety of poets, both new and familiar. The poems are short and sweet, making this book perfect for presenting poetry for the first time. All of the poems in this collection are comprised of ten lines or less. Also, each poem is fairly easy to understand, making them even more kid-friendly. The poems themselves vary greatly despite the short length. Some are written in haiku form, others have a simple rhyming pattern, and a few are free verse poems. Since it includes poems from throughout the year, this anthology can be a valuable resource at any time. It can even be integrated into science when teaching the seasons to younger students.

The colorful, creative cover page and its glowing firefly will instantly draw the attention of readers. The artwork consists of watercolor, gouache, and mixed media collages. The captivating illustrations speak for themselves, especially with such a large format. The visuals complement the text, and the layout is fitting. The added features make this book even more great. The Contents page not only leads readers directly to the page they are seeking, but it is organized by the seasons. This can be extra helpful when intentionally matching poems with the current season. The Acknowledgements page includes bibliographic information for each poem in the anthology. This feature can be handy for readers who would like to read more poetry by a particular poet.

c.    POEM TO SPOTLIGHT & SHARE

“Window” by Carl Sandburg

Night from a railroad car window

Is a great, dark, soft thing

Broken across with slashes of light.

Written in only three lines, this poem indicates how concise the poems in this collection are. However, it is easily understandable for young children, and it allows opportunities for students to use their imagination. The night, as seen by the passenger, is described as a great, dark, soft thing. The descriptive words used allow students to capture the experience in their minds.

“Window” is an ideal poem for practicing visualization and bringing life to the poem in unique ways. To introduce this poem, students could listen to the words being read without looking at the pictures at first. While engaged in listening, they could imagine they are on a train looking out. To follow up, students could create their own artwork by illustrating what they “see” out of their railroad car window. Many of the other poems in this collection lend themselves to similar activities.

WINTER BEES & OTHER POEMS OF THE COLD written by Joyce Sidman and illustrated by Rick Allen

Review by Christi De Leon

a.    BIBLIOGRAPHY

Sidman, Joyce. Winter Bees & Other Poems of the Cold. Ill. by Rick Allen. Boston: Houghton Mifflin Harcourt, 2014. ISBN 9780547906501

b.    SUMMARY & CRITICAL ANALYSIS

This collection of winter poems consists of 12 selections on various topics. Snakes, bees, trees, and chickadees are among the included selections. In addition to each poem, additional information on the given topic is provided.

This poetry collection combines poetry and facts in an interesting way. Most poems are about animals and other sources of life that survive the wintertime, although one entry is all about snowflakes. Explanations accompany each poem explaining how each animal or life source lives in a winter climate. These facts are fascinating for nearly any age, even adults. There are many opportunities for connections to various science concepts, especially with these pieces of information included. The contents page directs readers to the page number of each selection. The glossary at the end is a user-friendly feature that includes definitions of the more difficult vocabulary from the book. All of these access features make this book especially great for discovery.

Each poem varies in form, length, and arrangement. Many rhyme while others are presented in free verse. However, all of the poems in this collection are written with quality and will likely capture the reader’s attention. The illustrations were uniquely done through a complex process, yet the results are stunning. The elements of each illustration were created from linoleum blocks. Then, the artwork was hand-colored. Through the illustrations and poems together, readers can sense the frosty landscape of wintertime. Readers may notice the fox or its tracks in each illustration as the animal roams throughout the book. This seems to be a subtle way of bringing all of the animals and plant life together into one wintry atmosphere despite their different ways of coping with the cold.

c.    POEM TO SPOTLIGHT & SHARE

“What do the trees know?”

What do the trees know?

            To bend when all the wind winds blow.

            Roots are deep and time is slow.

            All we grasp we must let go.

What do the trees know?

            Buds can weather ice and snow.

            Dark gives way to sunlight’s glow.

            Strength and stillness help us grow.

This poem answers the question “What do the trees know?” twice from the perspective of the trees using a triplet as the poetic form each time. This rhyme scheme engages readers in the topic of trees and how they survive the winter. Likewise, the other poems in the collection have various attention-grabbing elements of their own to convey this same idea of braving the cold.

Since this collection contains content that is science-rich, sharing this poem along with the information about deciduous and coniferous trees would be a great way to accompany a lesson on trees. Showing the illustrations in the book of each tree would give students another visual to reinforce the concept. To follow-up, reading a nonfiction book about trees would allow students to extend their knowledge further.

WATER SINGS BLUE: OCEAN POEMS written by Kate Coombs and illustrated by Meilo So

Review by Christi De Leon

a.    BIBLIOGRAPHY

Coombs, Kate. Water Sings Blue: Ocean Poems. Ill. by Meilo So. San Francisco: Chronicle Books, 2012. ISBN 9780811872843

b. SUMMARY & CRITICAL ANALYSIS

This book of sea poetry consists of 23 poems, all written by Kate Coombs. Various aspects of the ocean are described. Specifics include the sand, waves, the tide, ocean life, and much more.

This collection of short poems takes readers on a mesmerizing visit to the seashore and beyond. Word choice plays a huge part in making each of these poems absolutely amazing. Figurative language, for instance, is rich in this collection. In the poem “Shipwreck” the sunken ship is described as “the bones of twenty trees.” Similes and metaphors are found throughout the book as well. Many poems are also written from the point of view of the subject, each with their own expressions. Evidence of personification is found in poems such as “Octopus Ink” in which the octopus is an author who autographs the water. Each poem seems to sing its own song in an appealing way. Most poems have natural rhymes that allow the poems to coast freely from page to page.

The poems and illustrations are a wonderful pair in this collection. The illustrations consist of astonishing watercolors, and many images have intricate details. Each poem begins with a colored, cursive title. Poems are placed around the large illustrations in a pleasant arrangement. This book is a perfect choice for those who love poetry and the ocean. Going to the beach is a familiar childhood experience for most, therefore students are likely to make their own connections. This book would also be a great pick to read aloud to accompany a science lesson about the ocean. Overall, Water Sings Blue allows readers to escape into the beauty of the sea and is well worth the read!

c. POEM TO SPOTLIGHT & SHARE

“Blue Whale”

Rolling your belly like a tide,

sweeping the little fish aside,

billow and swell of midnight blue,

you’re as grand as a planet

passing through.

This poem demonstrates many qualities of the poems throughout the book. “Blue Whale” has a simple, natural rhyming pattern. Examples of similes include “rolling your belly like a tide,” and “you’re as grand as a planet passing through.” Word choices like “billow” and “swell” also help depict the immensity of the whale as it moves through the water.

This poem specifically could be shared aloud as an accessible way to set the stage for learning about the Blue Whale, the world’s largest animal. Pairing this poem with a nonfiction book on Blue Whales would present the topic through two different approaches while also giving students the opportunity to make connections.

VERY SHORT TALL TALES TO READ TOGETHER written by Mary Ann Hoberman and illustrated by Michael Emberley

Review by Christi De Leon

a.    BIBLIOGRAPHY

Hoberman, Mary Ann. Very Short Tall Tales to Read Together. Ill. by Michael Emberley. New York: Little, Brown and Company, 2014. ISBN 9780316183296

b.    SUMMARY & CRITICAL ANALYSIS

This poetic collection tells stories of American folklore heroes through 15 selections. These characters include Davy Crockett, Johnny Appleseed, Annie Oakley, and many more. The book is written to be read in two voices.

This book is full of poetic elements such as rhymes, alliteration, and repetition to tell stories of folklore legends. These techniques make reading this book fun. The layout encourages interaction with others. The text is color coded making the process easier for each reader to know which part is theirs to read. The text is also arranged in a way that shows the separation into each voice. Each poem closes with a phrase such as, “I’ll read to you, you’ll read to me.” In addition to making reading an enjoyable experience, these poems help familiarize readers with different folk heroes. These tales are an important component of American literature, and they lend themselves to valuable learning experiences.

The illustrations consist of pencil, watercolor, and dry pastel. These amusing illustrations complement the text in an entertaining way. This book contains many access features that enhance the collection as well. First, the Table of Contents makes each individual tale more accessible. The Author’s Note provides information about tall tales and how these rhyming stories are meant to be read along with others. The first poem introduces readers to tall tales in an engaging way, and the last poem creatively wraps up the book. Overall, introducing this book is a great way to invite readers to participate in a form of poetry performance, reading in two voices, expanding their linguistic abilities and listening comprehension.

c.    POEM TO SPOTLIGHT & SHARE

Excerpt from “Davy Crockett”

I’ve Davy Crockett, frontier king,

A man who can do anything.

My story starts right at my birth:

A comet carried me to Earth.

It hit a hill in Tennessee

And Guess what happened? Out came me!

            That’s quite a story, if it’s true.

            Now let me hear what you can do.

This excerpt is only the beginning of the poem Davy Crockett, which is rather long. However, just in this small piece, there is evidence of upbeat rhyming, clever word choice, alternating voices, color coding, and a suitable layout. The content exemplifies a tall tale in which information is either exaggerated or not true. Nonetheless, this story starts off in a way that is sure to keep the attention of the readers and listeners.

Considering that students may have limited experience with reading poetry aloud along with another person, this poem could be first introduced through modeling by two educators. Inviting students to participate would follow. Many of these poems, such as “Davy Crockett," would be ideal for integrating into corresponding social studies lessons. For instance, “Davy Crockett” could be shared in two voices or chorally as part of a lesson about the Alamo.

DRUM DREAM GIRL: HOW ONE GIRL’S COURAGE CHANGED MUSIC written by Margarita Engle and illustrated by Rafael López

Review by Christi De Leon

a.    BIBLIOGRAPHY

Engle, Margarita. Drum Dream Girl: How One Girl’s Courage Changed Music. Ill. by Rafael López. Boston: Houghton Mifflin Harcourt, 2015. ISBN 9780544102290

b.    SUMMARY & CRITICAL ANALYSIS

Drum Dream Girl tells the true story of a young girl in the 1920’s who dreams to be a drummer, yet there are no female drummers in Cuba. She is constantly reminded of how only boys are supposed to play drums. Through her unfailing courage, she eventually becomes a famous Jazz musician.

This lively, inspirational story is written as a single poem spanning throughout the book from start to finish. The pairing of poetry and music makes this book an enjoyable read for all, especially those who have interest in playing a musical instrument. The sounds and details evoke the reader’s sense imagery. It is easy to follow and contains a small amount of text on each page, which makes it suitable for a younger crowd as well. Through rhythmic text, the reader gains insight into the norms of the Cuban culture during this time in history. This book also encourages discussions on topics such as gender equality. Overall, Drum Dream Girl is the perfect example of what it means to persevere, just as the brave girl in the story did.

The rich, vibrant illustrations consist of acrylic paintings. These illustrations pop with tropical island colors that are eye-catching for readers. The scenes are imaginative and extend upon the text creatively. The sun and moon also smile back at the girl, as if they are on her side. The artwork also depicts diverse backgrounds, such as nighttime in Cuba. This biographical poetry book is inspired by a courageous Chinese-African-Cuban girl named Millo Castro Zaldarriaga. A Historical Note is included at the end of the book, and provides readers with additional background information including her many accomplishments.

c.    POEM TO SPOTLIGHT & SHARE

Poem excerpt from Drum Dream Girl: How One Girl’s Courage Changed Music

her hands seemed to fly

as they rippled

rapped

and pounded

all the rhythms

of her drum dreams.

This short excerpt demonstrates the poet’s rich use of poetic elements, such as figurative language in “her hands seemed to fly.” Also, subtle examples of alliteration include “rippled, rapped” and “drum dreams.” Descriptive words like rippled, rapped, and pounded all capture the reader’s attention through sound. Appealing elements like these are found consistently throughout the book making it an excellent choice for sharing with children.

This poem could be shared by reading aloud and giving students a close look at the illustrations, which enhance the text. A discussion could follow about how both girls and boys are free to dream big. Sharing the importance of never giving up on dreams by providing examples from the story gives students a positive, motivational message to carry with them in future aspirations. Students could also listen to related music played by drummers and jazz musicians.

VOICE OF FREEDOM: FANNIE LOU HAMER: THE SPIRIT OF THE CIVIL RIGHTS MOVEMENT written by Carole Boston Weatherford and illustrated by Ekua Holmes

Review by Christi De Leon

a.    BIBLIOGRAPHY

Weatherford, Carole Boston. Voice of Freedom: Fannie Lou Hamer: The Spirit of the Civil Rights Movement. Ill. by Ekua Holmes. Somerville, Massachusetts: Candlewick Press, 2015. ISBN 9780763665312

b.    SUMMARY & CRITICAL ANALYSIS

This book celebrates the life of Fannie Lou Hamer, a heroic activist and singer during the civil rights movement who left an unforgettable legacy. Consisting of fifty-six pages, Voice of Freedom tells her story poetically with experiences that occurred throughout her lifetime. Among these are her days as a sharecropper, participation in many efforts for freedom, and continued impact in her community.

Written in verse from Fannie Lou Hamer’s point of view, this biographical story captures her entire life in a powerful way, from her childhood on. Her determination and strong personality remain steadfast throughout. This is evident through her spirit and “never back down” mentality in the midst of difficult times, such as facing a beating. The writing reflects her personality in an amazing way and allows readers to make connections while growing in admiration for her. Each poem is arranged suitably and begins with a bolded title. Enriching features that add to the quality of this book include the Author’s Note, Time Line, Source Notes, and Selected Bibliography. Each gives readers the additional opportunity for further insight into Fannie Lou Hamer’s life and events taking place during this time in history.

The lyrical words and bold illustrations resonate in this inspirational story. The collage illustrations are large and detailed. The use of bright yellow, particularly in Fannie Lou Hamer’s attire, ideally corresponds with the setting of Sunflower County, Mississippi along with the “light” she strove to bring to the nation. This book is also an engaging choice for teaching history, especially the civil rights movement. Considering the amount of text and depth of understanding needed to comprehend some events, this book might be more suitable for older students. Fannie Lou Hamer faced many struggles that may not fully be understood by younger readers. Overall, this book is captivating and will not disappoint, as Fannie Lou Hamer’s voice continues to be heard by readers.

c.    POEM TO SPOTLIGHT & SHARE

Poem excerpt from “Fair”

School was open four months-

December through March-when children

were not needed to tend cotton.

I liked school even if black history was left out

and the textbooks made blacks seem like fools.

I recited poetry and won many a spelling bee.

            Fair.

            May I have a definition?

            Free of bias, dishonest and injustice.

            Fair. F-A-I-R Fair.

I sang, too, up through sixth grade,

And then left to work full-time in the fields.

This particular piece of the poem “Fair” from Voice of Freedom was selected because it shows the first hand perception of civil rights from the eyes of a child. Combining the common experience of a spelling bee with the meaning of the word “Fair” is an effective way to convey a bold statement to a young audience. This poem excerpt also provides an example of how insightful the words are throughout the book, furthering the reader’s knowledge. This poem specifically sets the tone for learning more about the civil rights movement.

Students are likely to relate to this poem since they are currently in school themselves. Children may also be more apt to ponder the words of another student just like them. Because of this, the poem “Fair” would be an engaging way to introduce students to the life of Fannie Lou Hamer. From listening to this poem being read aloud, students can make connections based on their own background knowledge. A discussion could follow on how issues of fairness and equality have changed since then.