Poetry For Children - Midterm Video Project

This video was created as a Master's course assignment for Texas Woman's University.

This is a Poem Movie created as a midterm project for my Poetry For Children course at TWU 

with Dr. Sylvia Vardell. The poet is Leslie Bulion and the poem title is "Water Round." Enjoy!

Rutherford B. Who Was He? - Book Review

This post was written as a Master's course assignment for Texas Woman's University.

1. BIBLIOGRAPHY

Singer, Marilyn. 2013. RUTHERFORD B. WHO WAS HE? Illustrated by John Hendrix. New York, NY: Hyperion Books. ISBN 9781423171003.

2. BOOK SUMMARY

Marilyn Singer's book about each United States president, and the things that made him unique, is a classic and unforgettable collection of poems. Each poem provides insight into the mind of each president, and gives the reader a lovely, rhyming, personalized scope of the span of American history. Brief biographies at the end add even more interesting background information to supplement the presidential poems.

Singer's rhymes give the poems a polished air, all the while adding bits of quirks and humor. Our first president, GEORGE WASHINGTON, "...agreed to father a newborn nation- and never took a real vacation." On several occasions, Singer uses a conversation snippet between multiple presidents to convey an idea of their values and political goals. In ANDREW JACKSON/MARTIN VAN BUREN, we learn about the "Indian Removal Act," though not explicitly stated, through the "dialogue" between these two presidents: "It's our splendid mission/to extend our area of freedom./The Indians must move farther west.(Jackson) (Van Buren): But what if they refuse?/What if they protest?" 

We see all sorts of quirks, prideful moments, promises made, and promises fulfilled. We see, in bright vivid details, the most-loved, most-hated, most-trusted, and most-useless of the presidents. The longest terms, the repeat terms, the ones who died, and the ones we loved; all of the presidents come to life in a memorable, personable way. THEODORE ROOSEVELT seems like a walking contradiction, but one that we remember because: "A president should speak quite softly,/but always carry a very large stick." 

This book is a wonderful example as a supplemental resource for social studies and history classes. In DWIGHT D. EISENHOWER, we see why: "They liked Ike... He said the U.S. should wage peace,/while flaunting nuclear power./He took no credit, took no heat-/Dwight D. Eisenhower." The rhymes contain bits of policy, preferences, and power struggles, but in an accessible, and not overwhelming, way. RICHARD M. NIXON's poem is a "reverso" poem (Singer's specialty), written first one way, and then in the reverse order, adding even more gravitas to his "tricky" situation. 

Illustrations by John Hendrix bring the poems into colorful, vibrant portraits full of humor. Built like humorous political cartoons, Hendrix adds layers to each outstanding poem. For example, nestled in the burning fireplace of the poem JOHN ADAMS/THOMAS JEFFERSON lies a quote that accentuates the conversation between the two men: "The most valuable of all talents is that of never using TWO WORDS when ONE will do." For ABRAHAM LINCOLN, we see the back of the president's famous stovepipe hat, with this quote: "I am a slow walker, but I never walk back." The details in the illustrations help to cement the images in the poetry.

3. POEM HIGHLIGHT

The poem I choose to highlight is JOHN F. KENNEDY. His presidency was fraught with big issues, but he remained an admirable leader for many in this country. This poem would be a perfect introduction to a history or social studies unit for a more in-depth study of this time period. As an educational follow-up, I would lead the students in a search for more information about space travel: where we've been, where we are now, and where we're headed in the future. Also, we would design and cut out the best, most aerodynamic shapes for spacecraft, former and future.

JOHN F. KENNEDY

(Democrat, 1961 - 1963)

Vision and television made him a star.

He told us we would travel far

     in the Peace Corps, to outer space.

But there were perils we would face:

     Soviet missiles at our back door,

     the alarming threat of nuclear war,

     the growing strife in Vietnam.

His was not a time of calm.

Yet he gave us hope. He gave us the Moon.

He gave us a presidency that ended too soon.

By Marilyn Singer

National Geographic Book of Animal Poetry - Book Review

This post was written as a Master's course assignment for Texas Woman's University.

1. BIBLIOGRAPHY
Lewis, J. Patrick (Edited by). 2012. NATIONAL GEOGRAPHIC BOOK OF ANIMAL POETRY: 200 POEMS WITH PHOTOGRAPHS THAT SQUEAK, SOAR, AND ROAR.Washington, DC: National Geographic Society. ISBN 9781426310096.

2. BOOK SUMMARY
This fabulous anthology of animal poetry, edited by J. Patrick Lewis, covers all sorts of creatures from the animal kingdom: large or small, hairy or slick, dangerous or harmless. Lewis recommends to read the book in pieces, in whatever order strikes your fancy, as opposed to straight through. He also recommends to read the poems out loud to add to the enjoyment. Some of the poems appear in free form, others as "shape poems," some have rhyming, and others have great rhythm. Many of the entries are from well-known poets, from the classic writers to present-day favorites.

This book is divided into seven sections, based on fun categorizations of the type of animal: the big ones, the little ones, the winged ones, the water ones, the strange ones, the noisy ones, the quiet ones. There are also a few opening poems at the beginning, as well as a few closing ones at the end. This is a book that would appeal to all ages of children and would be a wonderful addition to any children's collection.

Each section of animals offers a unique portrait of the members in that group. The accompanying photography is astounding, as expected from the National Geographic archives (and Shutterstock photography). The "big ones" feature predominantly large-sized animals, like buffaloes, cows, rhinoceros, giraffes, horses, etc. Valerie Worth's words describe the imposing presence of a large animal in COW (pg. 20): "Moves/Like a Mountain/Towards us." One of my all-time favorite poems, "Eletelephony" by Laura E. Richards (pg. 26) appears in this collection, to my delight.  And in "The White Horse" (pg. 35) by D.H. Lawrence, we feel the true nature of a glorious horse: "They are so silent, they are in another world."

The "little ones" feature a number of creepy crawlies, including the cockroach, scorpion, lizard, and fly, as well the cute critters: the chipmunk, squirrel, mice, and hamster. The charming flying critters are included too, from the bee to a delicate dragonfly, eloquently captured by Georgia Heard (pg.42): "Wings flicker and still:/stained-glass windows/with sun shining through."  The "winged ones" and "water ones" feature some guaranteed favorites, especially "The Walrus" (pg. 90) by Jack Prelutsky: "The thundery, blundery walrus/has a rubbery, blubbery hide./He puffs up his neck when it's bedtime/and floats fast asleep on the tide." And representing the crustacean world, "The Crab" (pg. 93), by Conrad Aiken, introduces a big dose of humor: "(Perhaps it's mean/to mention a tureen.)"

Rounding out the collection, the "strange ones," "noisy ones," and "quite ones" add more fun in a variety of interesting animal shapes. "A Flamingo Is" (pg. 118) by J. Patrick Lewis, actually assumes the shape of a flamingo, and "The Octopus" (pg. 108) by Ogden Nash poses an interesting question: "Is those things arms,/or is they legs?/I marvel at thee,/Octopus;/If I were thou,
I'd call me Us." Of course, the well-loved dogs, wolves, cats, and turtles make an appearance towards the end, although the "favorite animal" argument could be made for each creature that appears in this wonderful collection.

3. POEM HIGHLIGHT
Out of eight potential favorite poems to highlight from this book, this one poem, MAKE THE EARTH YOUR COMPANION (pg. 169, by J. Patrick Lewis), sums up the collection well, and finishes the book on a nice, warm tone. As an educational follow-up activity, I would choose to read the different sections of this book, one week at a time, and upon finishing, take the students on a field trip to the zoo, of course.

MAKE THE EARTH YOUR COMPANION

Make the Earth your companion.
     Walk lightly on it, as other creatures do.
Let the Sky paint her beauty-she is always
     watching over you.
Learn from the Sea how to face harsh forces.
Let the River remind you that everything will pass.
Let the Lake instruct you in stillness.
Let the Mountain teach you grandeur.
Make the Woodland your house of peace.
Make the Rainforest your house of hope.
Meet the Wetland on twilight ground.
Same some small piece of Grassland for a red kite
     on a windy day.
Watch the Icecaps glisten with crystal majesty.
Hear the Desert whisper hush to eternity.
Let the Town weave a small basket of togetherness.
Make the Earth your companion.
     Walk lightly on it, as other creatures do.

By J. Patrick Lewis
 

Wicked Girls - Book Review

This post was written as a Master's course assignment for Texas Woman's University.

1. BIBLIOGRAPHY

Hemphill, Stephanie. 2010. WICKED GIRLS. New York, NY: Balzer & Bray, an imprint of HarperCollins Publishers. ISBN 9780061853289.

2. BOOK SUMMARY

This fictional account of young girls involved with the Salem witch trials of 1692 is based on the real women that lived in Salem during that time. The story is written in verse, with each poem switching between the perspectives of the main girls: Ann, Margaret, Mercy. This characters are fiction, but the trials that happened in Salem were very real, and this book serves as a haunting reminder of the strange happenings, the accusations, and the deaths that occurred during the witch trials.

We meet Ann and her cousin Margaret, young women of stature who are among main group of young women who "see" the witches and their work. Mercy, the house servant for Ann's home, is also highly involved in the disturbances and the finger pointing. The language used in the book is speckled with words from the time: "thee," "ye," and "I be..." The girls play at "fortune telling" with egg whites, and the hysteria begins slowly, grinding, gathering momentum as the accusations start, and bringing the witch hunt to full throttle.

The descriptions of being "pricked" by a witch leave the reader wondering, at first, if the tormenting is possibly real. Ann says: "Someone makes my legs/whip about like sheets in the wind" (p.58). Meanwhile, Margaret is in hot pursuit (and is pursued, herself) with Isaac, her emotions wildly rising as she sneaks away to meet with him: "His eyes catch on me/like he be holding lightly/my face with his hand" (p.26). Margaret, and most other girls in town, becomes extremely jealous of the blonde beauty, Mercy, who works as a servant, but seems to have higher expectations of her place in society.

Betty, Abigail, Elizabeth, and Susannah also play roles in the rising hysteria, acting out their spasms, screaming, and writhing on the floor with the rest of the girls. Mercy sees that Ann is not entirely consumed by something outside of herself: "But [Ann's] eyes blaze/They bid me,/Come into the madness, Mercy" (pg. 75).  The first mention of AFFLICTION (pg.89) affirms the seriousness of the girls' actions, especially when the society elders and leaders listen quite seriously and closely to their words, taking them at face value. Playing with their new power, the hunt marches terribly on, until the girls, one by one, begin to realize what they have truly done.

The author's details, especially sounds and smells, are pungent and memorable: "While whirling high above us/the wind screams/wild lashings/across the leaves" (pg. 131). The free verse poems move quickly over the pages, from one girl's mind to the next, carrying the dialogue. The author's note at the end of the book explains her motivation for writing this novel, and gives historical background about the true young women involved and the outcome of the witch trials in Salem.

3. POEM HIGHLIGHT

The poem I would like to highlight, SHADOWS IN THE SUN (pg. 224), from this hair-raising collection, falls almost in the center of the story, and gives a good indication of the emotional temperature of Salem. As an educational follow-up activity, I would gather other scary stories about witches and ghosts, and have the students share their favorites aloud. We would conclude with a brief writing exercise about what they think really happened during the Salem witch trials, and how the students themselves would have reacted, had they been alive at that time.

SHADOWS IN THE SUN

July 1692

Hot, stuffed in skirts

and screaming "Witch!"

some of us girls point fingers

from positions of sunlight,

others of us hide

under a parasol of leaves.

Sisters all, we choir a cacophony

of caws together.

None in the Village dare step

on the shadows we forge,

lest their name

be next proclaimed.

For as evening approaches

and heat subsides

our elders shrivel and shrink,

and we girls

grow spine tall.

By Stephanie Hemphill

The Firefly Letters - Book Review

This post was written as a Master's course assignment for Texas Woman's University.

1. BIBLIOGRAPHY
Engle, Margarita. 2010. THE FIREFLY LETTERS. New York NY: Henry Holt and Company, LLC. ISBN 9780805090826.

2. BOOK SUMMARY
With a chilling introduction, Engle brings the reader into the world of Matanzas,Cuba in 1851, while the slave trade was still widely practiced there.  This novel in verse carries the reader through the story using different perspectives and voices, including those of: Cecilia, Elena, Fredrika, and Beni (Cecilia's husband). The reader learns gradually about the back story of each character, and through the language of the poems, begins to hear each character's voice more clearly.

The book begins with the voice of Cecilia, a slave who was sold to a trader in Africa. She lives as a slave on an estate in Cuba, on which the young lady Elena, daughter of Papa, lives. We hear a third voice from Fredrika, a Swedish woman who would rather have freedom of voice and expression than her wealthy inheritance, and also believes in the equality of all people, and so she goes to the estate in Cuba as a writer. 

Gorgeous language spans the pages of this book; through all of the different voices, we hear unique phrases and observations of the land and the time. In Elena, we hear the language of a slightly spoiled teenage girl: "her own gloomy, sullen,/annoying way" (speaking about Cecilia, pg. 4). She describes Fredrika with disdain, at first: "the Swedish lady/eats like a castaway/right after the long-awaited rescue/from starvation," (pg. 19).

Fredrika offers a fresh perspective, a woman ahead of her time, and with a highly descriptive vocabulary: "there is always the scent/of rotting tropical vegetation,/a smell that releases a bit of sorrow,/like the death of some small wild thing" (pg. 7). The poem highlighted below is also Fredrika's poem.

The author uses a mix of beautiful words, such as cocuyos (fireflies), etc., to enhance the authentic feel and sounds of Cuba.  She portrays some terrifying and grotesque moments, and also moments of astounding beauty.  Most of the poems are around the same length, from one page + one stanza, to sometimes a bit longer.  This lovely verse novel would appeal to independent readers, and would be a great introduction to the author's other, similar works.

3. POEM HIGHLIGHT
The poem that I chose to highlight from this verse novel is below. Written from the perspective of the Swedish lady, Fredrika, it encapsulates the magic of the fireflies at night, and the hope of a better future for the other two main characters.  As an educational follow-up activity, I would have the children imagine writing a poem from someone/something else's perspective (even an animal's or an insect's point of view). What would that voice sound like? What words would that author use, and what would it describe? What could it see that we cannot? How is that animal/person/entity's experience different from ours? After composing the poems, the students could also share aloud, if they chose.


FREDRIKA

Cuban fireflies are the most amazing
little creatures I have ever seen.
They flock to me at night,
resting on my fingers
so that, while I am sketching
and writing letters,
I need no other lantern,
just the light
from their movements.

I skim my hand across the page
while the brilliant cocuyos help me decide
what to write - there is so much to tell.
How can I describe this shocking journey?

I must speak of Cecilia's homesickness
and her lung sickness

and the way her baby 
is doomed to be born
into slavery.

I must describe Elena's loneliness 
and her longing for a sense of purpose.

Somehow, I must show my readers
the bright flowers and glowing insects
that make Cuba's night
feel like morning.

(By Margarita Engle)

The Arrow Finds Its Mark: A Book of Found Poems - Book Review

This post was written as a Master's course assignment for Texas Woman's University.

1. BIBLIOGRAPHY

Heard, Georgia (Edited by). Compilation copyright 2012. THE ARROW FINDS ITS MARK. Illustrated by Antoine Guilloppe. New York, NY: Roaring Brook Press. ISBN 9781596436657.

2. BOOK SUMMARY

This book answers the question: how is there poetry in everything, all around us? In a fantastic compilation of "found poems," Georgia Heard demonstrates the beauty of the already-written word, ready to be grasped and mingled with other "found writing," in order to create beautiful, insightful poems with original titles. Heard's small anthology of found poems features work from many poets of today with established reputations and a flair for writing with the young reader in mind. Some of the featured poets include: J. Patrick Lewis, Janet Wong, Naomi Shahib Nye, Joseph Bruchac, Marilyn Singer, and many others.

The specific set of guidelines that governed the creation of poems in this collection included the following:  poets were "encouraged not to change, add, or rearrange words," the poems must be created from text that already exists, they may "change punctuation, tense, plurals, and capitalization," and the titles may be original, in order to give "the poems depth and [add] another layer of meaning" (from the Introduction).  The book includes 40 different poems from a variety of poets, including Georgia Heard herself.

Some of the interesting original titles include: "A POEM TO SNEAK ONTO THE WALL OF A SCHOOL LUNCHROOM" (poem found by Patricia Hubbell, pg. 4) and "NICKNAMES IN THE NBA" (poem found by J. Patrick Lewis, pg. 12). The locations of the "found writing" varied immensely, from book titles in a library or on a child's bookshelf, to street signs, a teacher's memo, the dictionary, Facebook, a cleaning supplies container, calendars, speeches, a computer drop-down menu, other artists' work, such as Van Gogh painting titles, and the words of WALDEN POND by Thoreau. 

Here is a sample from the poem, "PLACES I'D LOVE TO VAN GOGH SOMEDAY," found by Bob Raczka: "Field with Poppies/Orchard with Blossoming Plum Trees... The Dance Hall at Arles/Cafe Terrace at Night" (pg. 22). The images are startling and beautiful, especially in this current arrangement.

Another fascinating sample is this one from "A BIRD POETRY READER," poem found by J. Patrick Lewis, from a book about bird songs in the wild: "see-wee...see-it...seedle-ee...see-o-wit...see-yer/oong-k'-choonk, oong-k'-choonk, oong-k'-choonk," (pg. 30). The poem features the bird calls of 19 different birds, and the poem begs to be read aloud and imitated. This poem is onomatopoeia at its best. What a perfect poem for a story time with children, or for an introduction to a science lesson about birds in the wild.

The poems vary in length, anywhere from two lines to two pages or more. This collection would appeal to younger children, up to reading age, and beyond, especially if they have already had some exposure to the authors, as well as anyone who is fascinated by found words or items.  This book proves the point of its challenge- to find poems in the words all around us, literally everywhere we look.

3. POEM HIGHLIGHT 
The poem I would like to highlight from this outstanding collection is the one that caused me to gasp out loud, with delight. It was found by Susan Marie Swanson, in the American Heritage Dictionary, from the first entry for the word "light." As a fun and educational follow-up activity, the children would look in newspapers, magazines, and around the room (at book titles, etc.) to create their own "found poems," with the option of sharing aloud.

THINKING ABOUT LIGHT WITH THE DICTIONARY OPEN

Light
may be
the human eye.
The brightness of a lamp.
Illumination.
Daybreak.
A source of fire or awareness.

Understanding.
A way of looking
set on fire.

(Found poem by Susan Marie Swanson)

Follow Follow - Book Review

This post was written as a Master's course assignment for Texas Woman's University.

1. BIBLIOGRAPHY
Singer, Marilyn. 2013. FOLLOW FOLLOW. Illustrated by Josee Masse. New York, NY: The Penguin Group. ISBN 9780803737693

2. BOOK SUMMARY
Marilyn Singer created the intriguing form of poetry that appears in this book, called "reverso" poems. Intricately designed and difficult to execute, the lines of poems appear on the page, giving the reader one impression, and on the opposite side, the lines appear in reverse (with minor changes in punctuation and capitalization, if needed) with a completely different meaning, sometimes the direct opposite of the first. With this fascinating concept, bolstered by beautiful, colorful illustrations by Josee Masse, Singer's book offers a fabulous take on some old favorite fairy tales. This book would appeal to very young children, especially those who have had some exposure to the classic fairy tales that are highlighted throughout the book. Adults may also find enjoyment and a nostalgic look back at a new take on their old childhood favorites.

Within each page, the reverso poems offer a contradictory perspective, often with an element of sly humor. For instance, in the first poem, "FAIRY TALES," the reversed lines look like this:
         I.                                             II.
"I beg your pardon-                  "Fairies helped?
fairies helped."                        I beg your pardon!"

The author demonstrates a lot of thought in each line, because it must be considered both backwards and forwards in the stanza. The illustrations spice up the poems and add a lot of winking humor as well, as in "BIRTHDAY SUIT" (based on "THE EMPEROR'S NEW CLOTHES"), where a nearly naked Emperor appears, with his mirrored reflection showing a man clothed in elegant garb.

Throughout FOLLOW FOLLOW, the reader starts to really understand that there are two sides (or more) to every story. This sets a wonderful example for children, especially in learning about perspective and perception. The word choices are phenomenal and sparse, adding to the impressive feat that is accomplished on each page.

"SILLY GOOSE" (based on "THE GOLDEN GOOSE") is a wonderful example of how to approach and appreciate life, based on a positive vs. a negative attitude:

       I.                                                  II.
 "Laugh?                                        "Who can
 I was born to                                be serious all the time?
 be serious all the time."               I was born to 
                                                    laugh."

The author uses a current approach to the poem titles, updating the classics to fit the modern day, such as: "READY, STEADY, GO" (based on "THE TORTOISE AND THE HARE") and "WILL THE REAL PRINCESS PLEASE STAND UP?" (based on "THE PRINCESS AND THE PEA"). And a clear feminist perspective emerges in "THE LITTLE MERMAID'S CHOICE" (based on "THE LITTLE MERMAID"), which is highlighted below.

Playing on the concept of "the other side of the mirror" and "the devil's advocate," Singer offers a new spin on these classic fairy tales, and of course, the final poem is a perfect ending to send the reader off to sleep: "NOW IT'S TIME TO SAY GOOD NIGHT."

3. POEM HIGHLIGHT
The one poem I would like to highlight from this collection, since I can't share them all, is the new take on "THE LITTLE MERMAID," Singer's "THE LITTLE MERMAID'S CHOICE." The classic side appears first, as the Mermaid debates about whether or not to give up her life, and her voice, in order to please her potential mate. The reverso, from a feminist's perspective, offers a contradictory voice that urges the Mermaid to consider what it's worth to give up her home and her talents. 

As an educational follow-up activity, I would use this poem to introduce a learning section (with slightly older children) about meaning of feminism, the feminist movement, and some of the notable written works about it. I would also lead a written reflective assignment in which the readers will think and write about a time that they chose to give up something they cared very much about, and what kinds benefits or disappointments were the result.

THE LITTLE MERMAID'S CHOICE

For love,                                      You'll never catch me
give up your voice.                       playing
Don't                                            "Catch him."
think twice.                                 You can't
On the shore,                               be docile
be his shadow.                              in the unruly sea.
Don't                                            Keep your home.
keep your home                            Don't
in the unruly sea.                          be his shadow
Be docile.                                     on the shore.
You can't                                      Think twice!
catch him                                     Don't
playing                                         give up your voice
"You'll never catch me!"                 for love.

(By Marilyn Singer)