Jump Back, Paul: The Life and Poems of Paul Laurence Dunbar by Sally Derby

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Nonfiction Picture Book Wednesday

Nonfiction Picture Book Wednesday is hosted by Kid Lit Frenzy and was started to help promote the reading of nonfiction texts. Most Wednesdays, we will be participating and will review a nonfiction text (though it may not always be a picture book).
Be sure to visit Kid Lit Frenzy and see what other nonfiction books are shared this week!

jump back paul

Jump Back, Paul: The Life and Poems of Paul Laurence Dunbar
Author: Sally Derby
Illustrator: Sean Qualls
Published September 22nd, 2015 by Candlewick Pres

Goodreads Summary: Discover the breadth and depth of Paul Laurence Dunbar’s poetry—and learn how it reflects his singular life as a late-nineteenth-century black man.

Did you know that Paul Laurence Dunbar originated such famous lines as “I know why the caged bird sings” and “We wear the mask that grins and lies”? From his childhood in poverty and his early promise as a poet to his immense fame and his untimely death, Dunbar’s story is one of triumph and tragedy. But his legacy remains in his much-beloved poetry—told in both Standard English and in dialect—which continues to delight and inspire readers today. More than two dozen of Dunbar’s poems are woven throughout this volume, illuminating the phases of his life and serving as examples of dialect, imagery, and tone. Narrating in a voice full of admiration and respect, Sally Derby introduces Paul Laurence Dunbar’s life and poetry to readers young and old, aided by Sean Qualls’s striking black-and-white illustrations.

My Review: I came into this book not knowing much about Paul Laurence Dunbar aside from knowing that the line “I know why the caged bird sings” was written by him which inspired Maya Angelou’s autobiography’s title; however, I didn’t know much else about his life or his poetry. Derby’s book does a fantastic job remedying that. Not only are you exposed to more than 20 of Dunbar’s poems, you are exposed to them in very specific ways as Derby tells Dunbar’s life story. Each poem’s inclusion is purposeful and perfectly timed. When finished, I wanted to read more of Dunbar’s poems and actually hear some of them being performed (his dialect poems are screaming to be read aloud). Qualls also does a brilliant job, as always, illustrating the tone of the text in beautiful black-and-white drawings.

Teachers’ Tools for Navigation: This book not only can be used to share information about Paul Laurence Dunbar’s life and his poetry, but it also includes fascinating information about what it was like to live after the Emancipation Proclamation then after Plessy v. Ferguson.

First, in an English classroom, this text truly puts Dunbar’s poems in a perspective which will allow more depth when analyzing. The way Derby set up the narrative of Dunbar’s life around his poems helps the reader understand the underlying meaning of his poetry even better than they would with a cold read.

Also, cross-curricularly while studying Dunbar’s poems, during history, a tie-in to this tumultuous time period would be easy and effective.  The time period that Dunbar lived in is not often discussed as it is a time after slavery but before segregation that many students may not know about.

Discussion Questions: Who do you think had the biggest influence on Dunbar becoming a poet?; Do you think Dunbar’s father’s absence affected how he was as a husband to Alice?; How do you think Frederick Douglass influence Dunbar?; How was the voice that told the story chosen by Derby? Do you think the way she structured and told the story was helpful in understanding Dunbar’s life and poetry?

We Flagged: “You never heard of the poet Paul Laurence Dunbar? Child, where’ve you been? I got to have a word with you. Why, back in the day, you’d have whole families sitting around listening while one of them performed “When Malindy Sings” or “Little Brown Baby” or “A Negro Love Song” (which folks most always call “Jump Back, Honey”).”

Read This If You Loved: Paul Laurence Dunbar’s poetry, I Know Why the Caged Bird Sings by Maya Angelou, Henry Aaron’s Dream by Matt Tavares, The Underground Abductor by Nathan Hale

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**Thank you to Candlewick for providing a copy for review!!**

Liberty’s Voice: The Story of Emma Lazarus by Erica Silverman

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NFPB2015

Nonfiction Picture Book Wednesday

Nonfiction Picture Book Wednesday is hosted by Kid Lit Frenzy and was started to help promote the reading of nonfiction texts. Most Wednesdays, we will be participating and will review a nonfiction text (though it may not always be a picture book).
Be sure to visit Kid Lit Frenzy and see what other nonfiction books are shared this week!

Liberty's Voice

Liberty’s Voice: The Story of Emma Lazarus
Author: Erica Silverman
Illustrator: Stacey Schuett
Published February 3rd, 2011 by Dutton Books for Young Readers

Goodreads Summary: Emma Lazarus overcame the barriers of her day to become one of the leading poets of the nineteenth century. She used her celebrity to help the poor and impoverished immigrants of Eastern Europe. When the statue Liberty Enlightening the World came to the United States as a gift from France, it was Emma’s poem “The New Colossus” that became forever connected with this American icon. Emma’s words have served as a rallying call to generations of immigrants. In breathtaking color, veteran artist Stacey Schuett brings life to Erica Silverman’s story of one of the great women of America.

My Review:  I am always looking for biographies of strong women, and this is one I’d definitely add to my list. Emma Lazarus is a poet who everyone knows, but may not know her name, and that should change. She did so much not only with poetry, but with her editorials and articles speaking out against the oppressed, specifically the Russian Jewish immigrants. Emma Lazarus was lucky enough to have a dad that supported women getting education and helped her become a published poet and meet her mentor, Ralph Waldo Emerson. Without her dad supporting her in a time where society would not have, we wouldn’t have her beautiful poetry and much of the oppression being faced on Ward’s Island would not have been known by the public.

Teachers’ Tools for Navigation: This text is a wonderful introduction to Lazarus, but also to the plight that Jews faced in Russia because of pogroms in the late 1800s. It would be a great cross curricular read aloud to start discussions about poetry in reading/English as well as the history of Russia during this time.

Discussion Questions: How could Emma’s life have been different if she’d been poor or had a father who didn’t support her poetry?; Why were so many Russian Jews immigrating to America in the 1880s?; What is the meaning behind “The New Colossus,” and what does imply about America’s acceptance of immigrants?

We Flagged: “Emma thought about the immigrants she had met on Ward’s Island. They had known so much fear and suffering. They needed to be held, welcomed, comforted. If this statue was to have a name, it should be . . .

Mother of Exiles. From her beacon-hand
Glows world-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame.

Read This If You Loved: A River of Words: The Story of William Carlos Williams by Jennifer Fisher Bryant, The Dreamer by Pam Muñoz Ryan, The Right Word: Roget and his Thesaurus by Jennifer Fisher Bryant

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Blog Tour with Review and Author Guest Post!: Won Ton and Chopstick: A Cat and Dog Tale Told in Haiku by Lee Wardlaw

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Won Ton and Chopstick: A Cat and Dog’s Tale Told in Haiku
Author: Lee Wardlaw
Illustrator: Eugene Yelchin
Published: March 17, 2015 by Henry Holt and Co. (BYR)

Goodreads Summary: Won Ton has a happy life with his Boy, until…
Ears perk. Fur prickles.
Belly low, I creep…peek…FREEZE!
My eyes full of Doom.

A new puppy arrives, and nothing will be the same.Told entirely in haiku and with plenty of catitude, the story of how Won Ton faces down the enemy is a fresh and funny twist on a familiar rivalry.

Ricki’s Review and Teachers’ Tools for Navigation: A Review in Haikus:

Quite Adorable
Fun for All, Especially
Middle Grade and Teen

Vocabulary
Will Teach the Crowds to Love Words
Fantastic Must-Read

Recommended for
Use as a Mentor Text for
Creative Writing

The Illustrations
Capture the Fun of this Tale
Or Should I Say Tail?

Kellee’s Review and Teachers’ Tools for Navigation: Well, Ricki sure one-upped me on this one! But I think she showed a really great example of what you can do with this book. I think it is a perfect introduction to haiku. It makes poetry accessible and fun which is the opposite of what students think when they think of poetry. I actually shared the first Won Ton book with my class at the time, and we wrote our own haiku about our favorite animal. Lee Wardlaw also includes very descriptive and specific vocabulary which would lead to a wonderful conversation about word choice and imagery.

I loved the first Won Ton book (see my review here), and I was happy to see that Lee Wardlaw had written a second so I could see what Won Ton was up to now. I am completely a cat person, so I love how Lee captures the nuances and thoughts of Won Ton.

Bonus Features: Activity Kit for Won Ton and Chopstick and Teacher’s Guide for Won Ton and Chopstick

Discussion Questions: How do the author’s haikus add to the complexity of this tale?; How does the vocabulary enhance the story?; What did you learn about friendship?; How do the illustrations enhance the themes of this book?; How does Won Ton’s feelings for Chopstick change throughout the book?

We Flagged: 

“Master of escape!
High-flying, dog-defying
acrobatic cat!”

Read This if You Loved: Won Ton by Lee Wardlaw; One Leaf Rides the Wind by Celeste Davidson Mannis; If Not for the Cat by Jack Prelutsky; I Haiku You by Betsy E. Snyder; Dogku by Andrew Clements

Check out Won Ton and Chopstick at the Other Stops the Blog Tour:
Mon, Mar 30
Library Fanatic
Tues, Mar 31
Kid Lit Frenzy
Wed, Apr 1
Teach Mentor Texts
Thurs, Apr 2
Sharpread
Fri, Apr 3
A Foodie Bibliophile in Wanderlust
Sat, Apr 4
Booking Mama
Mon, Apr 6
The Children’s Book Review
Tues, Apr 7
5 Minutes for Books
Wed, Apr 8
Cracking the Cover
Thurs, Apr 9
Unleashing Readers
Fri, Apr 10
Word Spelunker
Sat, Apr 11
Bermuda Onion
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Author Guest Post:

“Eight Things I Learned from My Cats about Writing Haiku”

by Lee Wardlaw

1. There is no yesterday; there is no tomorrow. There is only you, scratching me under my chin right now.

Haiku poems focus on a right-this-instant experience—or from a memory of that experience. So remind your students to write in the present tense.

2. When poised at a hole, remain still—and use your ears, eyes, nose, whiskers and mouth to detect a lurking gopher.

Observation is crucial to haiku. It’s hard for children today to quiet their minds, especially when they’re constantly bombarded with TV, internet, iPhones, video games, etc. So take them outside, away from all of that! Encourage them to sit alone on the playground, under a tree, on a sunny bench, whatever, and use all five senses to absorb, appreciate, and anchor the moment.

3. Be patient. Then, when least expected—pounce!

Haiku captures ONE moment in time, revealing a surprise . . . or evoking a response of a-ha! or ahhh. This pounce helps the reader awaken and experience an ordinary moment or thing in an extraordinary way.

4. Most cats have 18 toes—unless we’re polydactyl; then we might have 20, 22, even 28 toes!

Japanese haiku feature a total of seventeen beats or sound units: five in the first line, seven in the second, five again in the third. But this 5-7-5 form doesn’t apply to American haiku because of differences in English phonics, vocabulary, grammar, and syntax. Too many teachers focus only on the 5-7-5 because they use haiku as lesson about syllables. Please don’t! When children force an unnecessary adjective or adverb (or a bunch of adverbs) into a haiku simply to meet the 17-beats rule, it ruins the flow, brevity, meaning, and beauty of a poem. It’s not a poem at all, just a laundry list. You end up with poems like this:

My cat is so cute.

He’s really, really, really

cute and so fluffy.

Encourage your students to experiment with any pattern they prefer (e.g. 2-3-2, 5-6-4, 4-7-3)—provided the structure remains three short lines. Remember: what’s most important here is not syllables but the essence of a chosen moment.

5. When I’m out, I want in; when I’m in, I want out. Mostly, I want out. That’s where the rats, gophers, lizards, snakes, bugs and birds are.

Traditional haiku focus on themes of nature, and always include a kigo or “season” word. This doesn’t mean you must be explicit about the weather or time of year. A sensorial hint (e.g. a green leaf indicates spring; a russet leaf indicates fall) is all that’s needed.

6. What part of meow don’t you understand?

Tease a cat and it won’t bother to holler—it will bite and scratch. It shows its annoyance rather than tells. Good haiku follows suit. Instead of explaining, haiku should paint a picture in the reader’s mind of the feeling it evokes. So encourage children to show the reader how cute and fluffy their cat is instead of just telling us.

7. If you refuse to play with me, I will snooze on your keyboard, flick pens off your desk, and gleefully shed into your printer.

Yes, haiku has “rules,” but remember to play! Encourage students to use words like toys, to frolic with them in new ways to portray images, emotions, themes, conflicts and character.

8. When in doubt, nap.

Good writing comes from revising. But before working on a second (or third . . . or fourth!) draft, both the students and their haiku need a “nap.” Set aside the poems for a few days (a few weeks is even better!). What needs revising will be much more obvious if the poems are read again with rested eyes, alert ears, and a fresh mind.

 About Lee Wadlaw:

Lee Wardlaw swears that her first spoken word was “kitty.” Since then, she’s shared her life with 30 cats (not all at the same time) and published 30 books for young readers, including Won Ton: A Cat Tale Told in Haiku, recipient of the Lee Bennett Hopkins Poetry Award and many other honors. Lee has a B.A. in Education, an AMI-Primary Diploma from the Montessori Institute of San Diego, and is finishing her M.Ed. in Education/Child Development. She lives in Santa Barbara with her family. http://www.leewardlaw.com

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**Thank you to Barbara at Blue Slip Media for providing copies for review and giveaway!**

Presidential Misadventures by Bob Raczka

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Presidential Misadventures: Poems that Poke Fun at the Man in Charge
Author: Bob Raczka; Illustrator: Dan E. Burr
Published: January 27, 2015 by Roaring Brook Press

Summary: A spoonful of poetry helps the mockery go down! This collection of presidential poems is historical and hysterical.

The clerihew is a simple poetic form specifically invented to make fun of famous people—and who is more famous than the misbehaving presidents of the United States? Here are forty-three poems teasing the commander-in-chief that are fun to read aloud and even more fun to write yourself. From the author of the incredibly inventive Lemonade: And Other Poems Squeezed from a Single Word comes a new collection filled with zingers, humdingers, and Presidential Misadventures.

Review: As a student, history was always my least favorite class. But yet, I would go home and cuddle on my couch with historical fiction. Admittedly, presidents have never interested me much (and I am not proud to say this). This book is FUN. The poems made me giggle, and I found myself googling the facts in the poems to learn more about the background of the stories. After reading this book, I was inspired to reserve Lemonade: And Other Poems Squeezed from a Single Word because the author is quite clever. I read this book aloud to my son and husband while we were eating dinner, and I kept holding out the book and saying, “Oh my goodness. Look at this drawing!” Those who are knowledgeable about presidents (like my husband) will likely know many of these stories, but kids will enjoy learning about history and be inspired to learn more about the presidents.

Teacher’s Tools for Navigation: Each of the poems in this book is discussed in depth in the back matter. I would have my students each take two poems and perform them in front of the class. Then, they could briefly describe the history behind the story. This would help students practice speaking skills, and the poems would stick in the other students’ minds. Of course, having students research their own facts about presidents to create poems would also be fun!

Discussion Question: Which presidential story was your favorite? Look up one more fact about that president and write a short poem to reflect the information. Be prepared to share this fact with the class.

We Flagged: 

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Image from: http://us.macmillan.com/presidentialmisadventures/bobraczka

Read This If You Love: History, Humor, and/or Poetry

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**Thank you to Macmillan for sending this book for review**

Jumped In by Patrick Flores-Scott

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Jumped In
Author: Patrick Flores-Scott
Published August 27, 2013 by Henry Holt and Co.

Goodreads Summary: Sam has the rules of slackerhood down: Don’t be late to class. Don’t ever look the teacher in the eye. Develop your blank stare. Since his mom left, he has become an expert in the art of slacking, especially since no one at his new school gets his intense passion for the music of the Pacific Northwest—Nirvana, Hole, Sleater-Kinney. Then his English teacher begins a slam poetry unit and Sam gets paired up with the daunting, scarred, clearly-a-gang-member Luis, who happens to sit next to him in every one of his classes. Slacking is no longer an option—Luis will destroy him. Told in Sam’s raw voice and interspersed with vivid poems, Jumped In by Patrick Flores-Scott is a stunning debut novel about differences, friendship, loss, and the power of words

My Review: This book is about depression, friendship, poetry, music, loyalty, teachers, and family.. It is amazing that through Sam’s interactions with Luis and introduction to poetry, he goes from trying to be invisible on purpose to having a whole different view of his surroundings. Luis changes how he sees the world because Luis ends up being everything he thought he wasn’t.

This book surprised me. I didn’t know what it was about when I started, so I wasn’t sure what I was getting myself into. At first Sam seems to just be a slacker that is hard to connect with, and I thought it was going to be similar to many other books with a bully that I’ve read. But it ended up being like Luis was to Sam–everything I thought it wasn’t going to be, and it was so unpredictable. From page 1, the author had me. The images just jumped out at me. And that was just the beginning of me being thoroughly impressed with the book. Both of the voices in this book resonated with me for a long time after (As much as I end up liking Sam in this book, I think Luis may be one of my favorite characters ever. He has a beautiful voice, and I felt privileged to meet him.). It was one of those books that I had to let marinate before I could pick up another one because it was still banging around inside of my head (and I couldn’t stop hearing Sam and Luis’s voices).

Teachers’ Tools for Navigation: This is a poetry-friendly book. First, although Sam is telling the story, throughout Luis’s voice is shared through his poetry. Beautiful poetry. Also, one of the main settings of the book is an English classroom with a pretty awesome English teacher talking about poetry. There are even examples of poems that she asks her students to write such as diamantes and nonets. All of her poetry unit (and writing process) activities would be perfect to use in the classroom.

Discussion Questions: Was there ever someone you judged by looking at them, but later learned that they were not what you thought?; Have you ever just tried to be invisible? Why?; Do you ever have “brain movies” like Sam when your brain just won’t stop thinking?; How does Luis’s friendship change Sam?; How is Luis different than what Sam assumed he would be?; How does Gilbert affect Sam?

We Flagged: “I pull away from everyone, and after a while, I pretty much quit talking altogether. It’s been two years. I’m a sophmore. I shouldn’t still be stuck like this. But the pit I’ve dug for myself feels so deep, I can’t climb out of it. I want to. I want to climb out and join the world. But I can’t. I don’t know how.” (Sam, p. 32)

Callado

I’m Callado
Still waters, aguas quietas

But in school you have to speak
To be seen as running deep

To be thought of as more than
The tragic mask
I wear to put you off
I don’t know why, so don’t ask

Someday I’ll scrap the mask
I’ll let loose my new, crazy words
I’ll speak my piece
Without ceasing till you’ve learned…

That I’m as deep
As Everest is voluminous

I’m as thoughtful
As the sun is luminous

As lucid
As Casanova is amorous

As passionate
As a grizzly is carnivorous…” (Luis, p. 51)

Read This If You Loved: Dr. Bird’s Advice for Sad Poets by Evan Roskos, Rose Under Fire by Elizabeth Wein, Reality Boy by A.S. King, Wine Young Fool by Sean Beaudoin

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Firefly July: A Year of Very Short Poems selected by Paul B. Janeczko

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NF PB 2014

Nonfiction Picture Book Wednesday

Nonfiction Picture Book Wednesday is hosted by Kid Lit Frenzy and was started to help promote the reading of nonfiction texts. Most Wednesdays, we will be participating and will review a nonfiction text (though it may not always be a picture book).
Be sure to visit Kid Lit Frenzy and see what other nonfiction books are shared this week!

firefly

Firefly July: A Year of Very Short Poems
Selected by: Paul B. Janeczko
Illustrator: Melissa Sweet
Published March 11, 2014 by Candlewick Press

Goodreads Summary: Celebrated poet and anthologist Paul B. Janeczko pairs with Caldecott Honoree Melissa Sweet for a collection of short poems to sample and savor. 

It only takes a few words, if they’re the right words, to create a strong image. Whether listened to in the comfort of a cozy lap or read independently, the thirty-six very short poems in this collection remind readers young and old that a few perfect words and pictures can make the world glow. Selected by acclaimed poet Paul B. Janeczko and gorgeously illustrated by Melissa Sweet, Firefly July: A Year of Very Short Poemsinvites children to sample poems throughout the four seasons

My Review: Paul B. Janeczko did a wonderful job choosing poems that represent each season beautifully from amazing poets such as Sandburg, Williams, Hughes, and Fletcher, then add Melissa Sweet’s mixed media illustrations that engulf the page in color, and you have a perfect poetry anthology for any age.  There isn’t much more to say about this book, but that it is something every person should see.

Teachers’ Tools for Navigation: What can you not do with this book?! It has every type of poem imaginable that can be used in so many different situations. Need an example of a type of figurative language? You’ll find it in here. Need an example of a rhyme scheme? Yep, in here. Need to talk about rhythm? This’ll do. Want to introduce poetry? Have examples of poems for mentor texts? Allow students to draw how they interpret different poems and come back together and share? All can be done with this. And all with short, non-overwhelming, yet amazing poems.

Discussion Questions: What poems would you have chosen for the different seasons?; Which poem is your favorite?; How do you picture ______?

We Flagged: 

Read This If You Loved: Any poetry.

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**Thank you to Rachel at Candlewick for providing a copy for review**

The Star-Spangled Banner illustrated by Peter Spier

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The Star-Spangled Banner
Author: Francis Scott Key
Illustrator: Peter Spier
Published September 19, 1973 by Doubleday Books for Young Readers

Goodreads Summary: Due to careful research, Spier’s artwork depicts “the dawn’s early light” and “the rocket’s red glare” with remarkable authenticity and detail in this celebratory book. Among the highlights: a brief history of the anthem, a reproduction of Francis Scott Key’s original manuscript, music for guitar and piano chords and many photographs.

My Review and Teachers’ Tools for Navigation: Peter Spier’s illustrations bring our national anthem to life. Spier carefully researched all lines of them poem as well as other facts about the War of 1812 when the anthem was written and used all of this knowledge to help show the meaning behind Key’s words. In the afterword, Spier shares much of the research to help tie it all together. 

In the past, as a school, we actually had students do something very similar. They each received a line from the first verse, and they had to research what it meant and then draw an illustration to share with their classmates the meaning. These were then put together as a book, so that the entire national anthem could be read with illustrations showing the meaning. Students loved the activity, and I really think it helped make history mean more to them than just dates.

Discussion Questions: What is Key trying to say in The Star-Spangled Banner?; What caused Key to write this poem?; Had you ever heard the second or third verse before? What did you think of it?; For some of the lines, Spier chose to draw a modern setting–why do you think he chose these specific places? 

We Flagged: 

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Happy Fourth of July!

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