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.