WORDS WITH WINGS by Nikki Grimes

Review by: Christi De Leon

a.    BIBLIOGRAPHY

Grimes, Nikki. Words with Wings. Pennsylvania: WordSong, 2013. ISBN 9781590789857

b.    SUMMARY & CRITICAL ANALYSIS

This verse novel by Nikki Grimes consists of free-verse poems that tell a story of a girl named Gabriella, who is known as a daydreamer. Written from Gabby’s point of view, she writes about her parents’ separation as she sees it and how a teacher named Mr. Spicer eventually influences her to become a writer.

Gabby’s daydreams are an escape from reality. These poems seem to shine a positive light amidst struggles, such as her parents’ divorce and having a hard time staying focused. Layers of Gabby’s background are uncovered one by one as the story continues. She expresses how her mother is concerned, how she relates more to her father, and how important it is to have a friend that understands her. The many dimensions of her personality are shown in this process. This book truly conveys the power of words, especially when Gabby’s teacher ties daydreaming into a writing activity at the end. The Contents page is a great feature that allows readers to access individual poems quickly. The Acknowledgements at the end of the book provide readers with insight into the writing of this book, including some of the author’s real life connections.

Each poem is clearly written and understandable. Less text on each page versus a typical novel makes reading more manageable, especially for those who prefer a fast-paced reading experience. The line breaks help each poem fly effortlessly with a natural rhythm. This verse novel is also filled with figurative language, enhancing the story being told through poetry. Although these narrative poems are written concisely, they are still profound. Reading these poems, for instance, has the capability to cause one to consider their own thoughts and daydreams. Imaginations are likely to soar along with Gabby, encouraging creative thinking. Just as Gabby is inspired to write, this book celebrates finding one’s voice.

c.    POEM TO SPOTLIGHT & SHARE

“Roller Coaster”

Say “roller coaster,”

and I squeeze my eyes tight,

dig my fingers into

the safety bar

as we climb six stories,

then speed down again,

faster than my screams

can carry.

And as soon as we reach

the end of the ride,

I’m the first to yell,

“Do it again!

Do it again!”

The poem “Roller Coaster” is a prime example of how a daydream can be turned into quality poetry as described in the analysis.  Written with a free verse form and vivid details, it is sure to capture the attention of children. This poem, in particular, was chosen because the details describe the common experience of riding a roller coaster. Whether big or small, most children have been on some kind of ride. Sharing this particular poem may help students make connections themselves, stimulating their imaginations.

To share this poem, students could close their eyes and “daydream” about the roller coaster ride as it is read aloud as an example of how imagination has turned into a poem. To follow up, students can be given time to daydream freely, similar to the opportunity given by Mr. Spicer in the book. Referring to the poem “Announcement” on page seventy-five in the book prior to beginning may help set the stage. Afterwards, students can write about their own daydreams.

WHEN GREEN BECOMES TOMATOES: POEMS FOR ALL SEASONS written by Julie Fogliano and illustrated by Julie Morstad

Review by Christi De Leon

a.    BIBLIOGRAPHY

Fogliano, Julie. When Green Becomes Tomatoes: Poems for all Seasons. Ill. by Julie Morstad. New York: Roaring Brook Press, 2016. ISBN 978159643852

b.    SUMMARY & CRITICAL ANALYSIS

This poetry book progresses through the four seasons, beginning and ending with the date of March 20^th. The collection contains 48 poems written in the format of a poetry diary. Days with entries are at random, but in order throughout the year.

When Green Becomes Tomatoes shows the journaling of poems sharing the splendor of nature throughout a year’s time. Although comprehensive, this is not a typical poetry book about seasons. For instance, a variety of moods are captured in each season making the poems more realistic and personalized. Each day within a season has its own unique set of physical details, similar to what readers might observe day to day in real life. There are poems in this book that readers at nearly any age could enjoy. Some poems even have the potential to bring back memories for adults. Regardless, each one is naturally written and appealing. Many poems are free verse, but others have a rhyming pattern of some kind. Overall, this book is a great example of journal writing with poetry.

The illustrations enhance the text on each page by laying the foundation for the poems. Each illustration seems to fit to the poem. Much of the artwork is simple, yet some is quite detailed. These illustrations consist of gouache and pencil crayons. Diversity is evident in the illustrations as children are shown taking part in various activities. Most poems call attention to the reader’s senses along with the visual scenes. Examples of this include sniffing lilacs on “May 10” and tasting the slightly salty peanut butter sandwiches at the beach on “July 12.” Each poem begins with the bolded date that it was written on, and the placement varies throughout the book. Each season is labeled as it occurs, and the layout is arranged appropriately to present the journal entries.

c.     POEM TO SPOTLIGHT & SHARE

“August 30”

By Julie Fogliano

if you could take a bite

out of the middle of this morning

it would be sweet

And dripping

like peaches

and you would need a river

to jump in

before a bee comes along

and calls you

a flower

This poem, “August 30,” starts out with figurative language as connections are made between mid-morning and peaches. As mentioned in the analysis, many of the poems in this collection also evoke sensory images like this one. The descriptive language used by the poet may bring out the reader’s sense of taste when referring to the peaches. Likewise, the feeling of jumping into a river may also be imagined. Overall, this poem is a great example of how this collection in its entirety is impressively written.

One possible way to share this poem with kids is to give them each a slice of a peach to eat while listening to the poem being read aloud. To make this and all other poems in this collection even more meaningful, poems can also be read on the date they were originally written. As a follow-up activity, students could choose a day that is not included in the book and create a poem that relates to the particular season based on their experiences.

THE ARROW FINDS ITS MARK: A BOOK OF FOUND POEMS written by Georgia Heard and illustrated by Antoine Guilloppé

Review by Christi De Leon

a.    BIBLIOGRAPHY

Heard, Georgia. The Arrow Finds its Mark: A Book of Found Poems. Ill. by Antoine Guilloppé. New York: Roaring Brook Press, 2012. ISBN 9781596436657

b.    SUMMARY & CRITICAL ANALYSIS

In this collection of forty poems, numerous contemporary poets participate in finding poetry in their surroundings. This concise anthology includes poems encouraged by signs, media, notes, lists, bookshelves, and much more.

In The Arrow Finds Its Mark: A Book of Found Poems, readers experience found text that has been turned into poems. Some of these poems derive from text found in the oddest of places, such as a Lasertag Results Report. It is important for readers to accept this randomness, especially since the poems are not interconnected as many poetry collections are. Beyond this, these poems have a way of suggesting poetry as part of daily life. By conveying that poetry is all around us, this book shows readers that the process of writing poems can be less intimidating. These poems have the potential to inspire elementary or middle school students to think like poets and see with “poetry vision.” This collection is definitely different from a typical book of poetry, but well worth reading!

The illustrations in this book are drawings in black and white. These illustrations complement the text but do not seem to enhance the poems. There is clearly a stronger focus on the words themselves. Prior to each poem, information on who found it and where it was found is given. The name of each poem is shown in bolded text and all caps. Various forms of poetry complete this collection including haikus, free verse, end rhymes, sonnets, and brief narratives. The Table of Contents is a useful feature in locating specific poems and the Introduction provides some key background information on the creation of these found poems. Overall, the idea for this collection of poetry is a clever one, and it incorporates tons of creativity.

c.    POEM TO SPOTLIGHT & SHARE

“Book Haunting”

Found by Lara Anderson from book titles on her daughter’s bedroom bookshelf

Giants

Ghosts

And Goblins

Wait til the moon is

Over the house in the night.

Frankenstein

Makes a sandwich;

Monster soup for the ghost

(a splendid friend, indeed)

that had to go…

where the wild things are.

This poem called “Book Haunting” is a fun example of the creativity of this collection. Consisting of book titles from the shelves in her daughter’s bedroom, poet Lara Anderson pieces together a themed poem perfect for sharing around Halloween. As mentioned in the analysis, poems like this one show children how poetry can be found anywhere. “Book Haunting” is written in free verse with line breaks and is uniquely presented in an engaging way.

Reading this poem aloud would be a great way to share the idea that although this poem may be "scary," writing poems does not have to be. This can lead into an activity in which they discover poetry in their surroundings and write their own found poems. This can be done in the library with titles of books, for instance. Encouraging students to stick to a theme, like in the poem “Book Haunting,” may be helpful in narrowing their search in order to successfully create a poem they will love.

COMETS, STARS, THE MOON, AND MARS: SPACE POEMS AND PAINTINGS by Douglas Florian

Review by Christi De Leon

a.    BIBLIOGRAPHY

Florian, Douglas. Comets, Stars, the Moon, and Mars: Space Poems and Paintings. Orlando, Florida: Harcourt, Inc., 2007. ISBN 9780152053727

b.    SUMMARY & CRITICAL ANALYSIS

This book contains twenty poems that all revolve around the topic of outer space. Specifics include components of the universe, planets of the solar system, the sun, the moon, constellations, and more.

Comets, Stars, the Moon, and Mars is a one-of-a-kind poetry book that adds a bit of rhythm to science by joining astronomy with quality poetry. Young scientists, especially those who love astronomy, will enjoy this collection of space poems. Each double-page spread is dedicated to a specific subject with a short, yet well-crafted poem. The poems are thoughtfully pieced together beginning with two kids observing the night sky with wonder. Planets, for instance, are introduced according to their distance from the sun. The poems themselves are a fusion of information and fun, with traces of humor mixed in. Each poem is presented somewhat differently, but still has a rhyming pattern. For example, the poem called "A Galaxy" exemplifies a concrete poem that takes the shape of a spiral.

At first glance, readers are likely drawn to the luminous font and illustrations on the midnight blue background of the cover. Florian continues to present the spectacular sights of space throughout the book with artwork that does not disappoint. The double-page spreads consist of cosmic artwork to accompany the poems. This art consists of gauche, collage, and rubber stamps. Cutout pages represent many of the planets in a unique way. Additional features include a table of contents and a page called “selected bibliography and further reading.” Another valuable component is “A galactic glossary.” This provides readers with a concise description about each subject from the book. Overall, this book is a must-have for library and classroom collections.

c.    POEM TO SPOTLIGHT AND SHARE

"The Moon"

A NEW moon isn’t really new,

It’s merely somewhat dark to view.

A CRESCENT moon may seem to smile,

Gladly back after a while.

A HALF moon is half dark, half light.

At sunset look due south to sight.

A FULL moon is a sight to see,

Circular in geometry.

After full, the moon will wane

Night by night, then start again.

This poem shows an example of how Douglas Florian uses rhyming and excellent word choices to get a fun, educational message across to readers. The connection between a crescent moon and a smile, for instance, is a fascinating idea. This poem has the potential to help students visualize the phases of the moon as they have seen in the sky.

This poem could be shared by reading aloud as a way to introduce the phases of the moon. Displaying a slideshow of real photographs with the various phases would help students make connections. The educator could show the photograph of each phase as it is introduced in the poem. Afterwards, students can read the poem again chorally.

CONFETTI: POEMS FOR CHILDREN written by Pat Mora and illustrated by Enrique O. Sanchez

Review by Christi De Leon

a.    BIBLIOGRAPHY

Mora, Pat. Confetti: Poems for Children. Ill. by Enrique O. Sanchez. New York: Lee & Low Books, 1996. ISBN 9781880000857

b.    SUMMARY & CRITICAL ANALYSIS

This poetry collection includes thirteen narrative poems about the wondrous nature in the Southwest. These poems are written in free verse through the view of a Mexican American girl who resides in this region.

These poems are told as perceived from a Mexican-American girl who embraces the Southwestern culture. It is evident that the girl takes pride in where she comes from, making the poems celebratory in nature. Text in the Spanish language is mixed into many of the poems. A glossary is included at the end of the book that provides the pronunciation of each Spanish word used. As a window into the Hispanic culture, this collection of poems is insightful for all children by building familiarity with the Hispanic way of life. English Language Learners who speak Spanish can relate to these poems, and the repetition makes some poems more understandable. This book of poetry is especially great for sharing aloud or reading chorally. The poems encourage creative thinking and use of the imagination.

The title of the book along with the title of each poem is written in a fun, swirly font that complements the flowing rhythm. Most poems are relatively short, and are written on large, bold confetti-shaped pieces that overlap. Varying in form, some poems rhyme and others do not. "Words Free as Confetti," for instance, is an example of a free verse poem that is infused with similes and evokes sensory images. Although the subject of each poem varies, many capture the beauty of nature along with the artwork. The acrylic illustrations are colorful and spirited. The use of orange and yellow tones give a warm appearance to the book, while portraying the climate of the Southwest. The artwork also conveys the landscape, such as the wide open spaces and bright sunshine. Several pages are sprinkled with confetti. Overall, this lively book of poems is sure to engage readers!

c.    POEM TO SPOTLIGHT AND SHARE

"Castanet Clicks"

Uno, dos

one, two

baskets blue.

Tres, cuatro

three, four

one bell more.

Cinco, seis

five, six

castanet clicks.

Siete, ocho

seven, eight

copper plates.

Nueve, diez

nine, ten

count again.

This poem is a great example of how English and Spanish words are interwoven to create an exciting poem that rhymes. Some students are likely to recognize the familiar, catchy rhythm of this poem, since it is similar to the popular nursery rhyme “One, Two, Buckle My Shoe.” Those who speak Spanish as their native language are likely to be more receptive to the short lines, familiar words, and simple rhymes when hearing this poem for the first time.

Reading this poem aloud gives students a great opportunity to put music to the words. By giving students castanets, they can read the poem as they click along to the beat. Having this poem visible for all students during this activity would also benefit all students, including ELL’s. This would allow them to see the familiar number words in their native language in conjunction with the English number words. Students who are not ELL's can enjoy learning to count in Spanish with this poem.

SO, WHAT’S IT LIKE TO BE A CAT? written by Karla Kuskin and illustrated by Betsy Lewin

a.    BIBLIOGRAPHY

Kuskin, Karla. So, What’s it like to be a Cat? Ill. by Betsy Lewin. New York: Atheneum Books for Young Readers, 2005. ISBN 9780689859309

b.    SUMMARY & CRITICAL ANALYSIS

Written in cheerful verse, this poetic picture book gives readers a peek into a cat’s world. A curious boy interviews a clever cat to get answers to, “What’s it like to be a cat?” The book consists of a series of specific questions and responses between the two characters.

This book consists of a single poem that spans over a thirty-two paged picture book. Although entertaining for any reader, this poem picture book will especially catch the attention of cat lovers. As an example of personification, the cat in this book is given the human ability to communicate with the boy. Through fun rhymes, readers find out what the cat is thinking. The cat also compares itself to humans, which is an interesting perspective. The cat’s personality, with all its mannerisms and quirks, makes their chat even more humorous. The interview style is a creative approach that also makes this book such a great read aloud.

The words and artwork in this book rely on each other to move the poem along. Readers quickly see the combined talents of the poet and illustrator to create a fun-filled book for children. The illustrations consist of watercolor cartoons with thick, black outlines. The background is white, making the illustrations pop out. The expressions on the characters’ faces as they converse are priceless, especially the cat. The font changes according to which character is speaking, making the poem easier to follow. Overall, this book is lively and imaginative!

c.    POEM TO SPOTLIGHT & SHARE

Poem excerpt from So, What’s it like to be a Cat?

But can they nap as fast as you?

They cannot do what I can do.

They do not nap or leap or lie

as gracefully or well

as I.

They look peculiar with no fur.

They do not simply sit and purr,

instead they stomp around and yell.

But nonetheless I wish them well.

This authentic poem picture book allows children to imagine what life is like from a cat’s point of view through a simple conversation and rhyming. The excerpt provides the cat’s reply to the boy’s question, “But can they nap as fast as you?” in reference to what we call a “cat nap.” This part of the poem exemplifies the cat sharing its opinion of people, as mentioned in the review. The rhyming is natural and only enhances the ideas being expressed.

One way this poem could be shared is by doing a read aloud in which two individuals take turns reading, one as the boy and one as the cat. For younger students, this could be done through modeling by two educators. Older students may be interested in acting this conversation out themselves. Either way, hearing the two voices would help students distinguish between the two characters along with making it an entertaining experience.

As a follow up activity, students may enjoy writing a short poem from the perspective of their own pet or an animal of choice. They could begin by thinking of a question they would like to ask the pet or animal. Next, they could imagine how the animal might respond if given the ability to talk.