Friday, February 20, 2009

Module 2 Multicultural Poetry Book Review


Module 2 Multicultural Poetry Book Review
5663 Poetry
Diana Stephens

Honeybee by Naomi Shihab Nye

How does one organize emotion? When the poems zing and sting, and the tears well up, and one stops to THINK? And connect. And one wonders, and remembers, and GETS IT. And it’s so good, because the work of all that made the revelation stunning? The only solution seems to be to write the review in poetry, which would take too long.

Naomi Shihab Nye takes the plight of the honeybee for inspiration and metaphorical comparisons throughout the 82 poems and prose essays. The book is dedicated to her grandmother who is quoted: “Instead of going to heaven at last, I’ve been going there all along.” Honeybee reconfirms the impression that Ms. Nye, herself, is acquainted with the goodness of heaven, revealed in the way the bees teach her, and her readers, that: “drinking it in,” (as in “dipping and diving down into the nectar of scenes,”) is essential in order to live well, and to be able to pay attention to the reasons why we are losing the “small things that blink in our darkness” like bees and lightning bugs. The alliteration, strong images, and word choices spawn stimulating, poetic prose [Introduction].

The poems are written in free verse, with pleasing sound combinations. She uses rhyme only occasionally (“Broken,” third verse,) but finding it in the prose was surprising and especially welcome: “. . . I was a fool, and I will always be a fool, and there will never, never, be a last day of school.” Assonance occurs more often: “A bumblebee is not a honeybee. It only pretends to be.”

The second stanza of “Communication Skills” demonstrates her considerable abilities with alliteration “The strength of strangers will help us survive. /Strangers are so generous. /they don’t know our faults, our flaws, /muttering good morning. . . .”

Generating metaphor, often extended, where a subtle reference at the beginning of a poem becomes the theme at the end of it, is poetic mastery, as demonstrated in “Young Drummer Leaving Alamo Music Company.” The scene is set with “losing two friends in a week and didn’t say good-bye /to either of them, when you’re staring straight ahead /at things getting worse in the world, wishing everybody could hear.” Drum sticks are personified, becoming you (the reader) “still hitting odd rhythmic patterns on the skin of this world,” and the “rat-a-tat” is the worldly pain that “is still hitting you.” This moving metaphor produces a wallop of emotional impact.

Emotional impact is exactly where the poet excels, using sensory images to arouse emotion, as in “Pacify”: “Teenage boy lying asleep on a Toronto sidewalk . . . /baby’s pacifier tucked in his mouth. . . . /Where is his mother? /How many times all mothers fail . . . .” The plea to the human family, “please someone /protect him on behalf of /the family /(for everyone’s sake) /we need to be” is poignant.

She introduces her theme of fighting, and how people are affected by it, in “Someone You Will Not Meet.” Specific sensory details are very effectively used to bring to a young person to life: “/Gives her brother an orange because /he likes them more than she does”; “/Gives her mother a handwritten booklet”; “/Rolls her socks into balls”; “/never could she have imagined being jealous of a bee” (who can come and go freely). This character is nearly frozen emotionally by living in violence: “/Staring at the sesame seeds /she could almost give them /names.)

The theme of the child (her son, by inference,) leaving/left the nest continues throughout, but the mother’s heart is especially exposed in “Password.” “I have made so many mistakes /you might think I would sit down,” acknowledges that the mistakes are not final, “till something that might not have happened had a chance again,” and also the fact, that, as mothers, we still don’t get it, “I have slept so many times /you might think I would really be awake by now.” More of this theme occurs in “The Little Bun of Hours,” such a gem. The metaphor, comparing food to time draws attention, “Days that felt like sheet cakes in long silver pans.” Then details of a specific childhood are recounted, before the knockout punch “/And I will try to remember when you liked me more than when you didn’t. It is the butter on the bread.”

Animals are often used to various purposes. My favorite is “Running Egret,” where the “unexpected, unpredictable . . . nonpartisan egret” becomes an eloquent metaphor for man’s need to see the answers to himself in nature.

The pacing or placement of the poems is very effective, especially evidenced in touches of wit that offset the heaviness of fighting and an empty nest. “Girls, Girls,” ends with “Clover honey is most popular /and clover is a weed. /All the worker bees are female. /Why is that no surprise?” And on the very next page is “Deputies Raid Bexar Cockfight,” where I laughed with Naomi at the idea of escaping participants running away “carrying a mean rooster. One mean rooster is a huge dad-gum rooster.”

Ms. Nye’s very adept associations of the familiar with the unfamiliar also explain why her poetry succeeds poem after poem. “Our Best Selves” contrasts a machine’s shifting gears with the bees’ “waggle dance,” taking us to a world where our work puts things together “in the hopeful hour,” and “won’t be blown apart, dissolve, or disappear.” When she brings back the bees, “Did you know bees ventilate their homes by hovering outside and fanning their wings?” to contrast with, “Light passes through thinking, /helps us find the field again;” one is amazed at the ‘light’ or truth of how much we need nature to keep us focused on our humanity.

Much of this work will appeal to older teens who have matured enough to be aware of the rest of the world. They may key in on the themes of violence, or the environment, or communication. Animal lovers will be amused (“This Is Not a Dog Urinal”).

This tome feels older, wiser, freer, and more eclectic than 19 Varieties of Gazelles. The shifting themes pull the reader from animals to war to tea to presidents to school, all the time finding a reason to be encouraged, a way to hope. (These poor sentences have barely articulated how well it succeeds. And I did not even get to the really great poems, at least that’s how it feels.)
Nye, Naomi Shihab. 2008. Honeybee. New York: Greenwillow Books.

Thursday, February 19, 2009

Module 2 Poetry Break 2 with Doug Florian



Module 2 Poetry Break 2
5663 Poetry
Diana Stephens

"Dog Log" and "Cat Chat"
by Douglas Florian from the book bow wow meow meow: It's Rhyming Cats and Dogs
Introduction: Explain to children ahead of time, that tomorrow we will be reading poems about cats and dogs. Ask students to bring pictures of these animals, of their own pets, or any other pictures from magazines or books.

On the next day, let students show their pictures and comment on them. Then read “Dog Log” to them from a sheet that has the two poems “bow wow meow meow” and “Cat Chat” typed on it side by side. Hold up the illustration for viewing.

“Dog Log” by Douglas Florian

Rolled out of bed.
Scratched my head.
Brought the mail.
Wagged my tail.
Fetched a stick.
Learned a trick.
Chased a hare.
Sat in a chair.
Chewed a shoe—
Table, too.
Got in a spat
With a cat.
Buried a bone.
Answered the phone.
Heard a thief.
Gave him grief.
Time to creep
Off to sleep.

Students read the poem again, one line for each student. Praise the reading.Ask students if they have any questions about the poem or the illustration, and ask them to comment on what they noticed or liked about it.

“Now let’s read a poem about a cat.” Hold up the illustration.





"Cat Chat” by Douglas Florian

You have sharp claws
But velvet paws.
You chase down rats.
Race other cats.
You nap all day.
Then wake to play
With balls of string.
All night you sing.
You make a fuss.
You’re cur-i-ous.
You have soft fur
And love to purr.
You steal my chair
Then stare at the air.
You are a cat
And that is that.

Scat!

Students read the poem again, one line for each student. Praise the reading. Ask students if they have any questions, and ask them to comment on what they noticed or liked.
Extension Suggestions:

1. Divide the class in half and assign each half one of the two poems. Then direct the group reading the dog poem to read the first line, to which the other group responds by reading the first line of the cat poem, and so on, each group reading one line of their poem at a time until the last group reads, “Scat!”

2. Briefly discuss and show the other poems and illustrations in the book.

3. Introduce Sharon Creech’s Love That Dog, and have multiple copies available for silent and oral reading on another day.

4. Compare and contrast discussion: pass out an activity sheet with an outline of a dog and cat that overlap enough to create a Venn diagram. Discuss how dogs and cats are the same and different, especially referring to the qualities mentioned in the poems, and guide writing of these descriptions onto their Venn diagrams.

5. Students may use the phrases in the Venn diagram on the sheet to create more poems with illustrations, or write a compare/contrast paragraph about dogs and cats and illustrate it.

6. Have the deep thinkers explain what this quote might mean and whether they agree with it, (after you explain the meaning of prose,) “Cats are poetry; dogs are prose.”

Florian, Douglas. Bow Wow Meow Meow : It's Rhyming Cats and Dogs. New York: Harcourt Children's Books, 2003.

Module 2 Poetry Break. NCTE Winning Poet


Poetry Break Module 2
5663 Poetry
Diana Stephens

NCTE Poet Nikki Grimes

Introduction: I want to share a poem today from this book, (hold up), My Man Blue by Nikki Grimes, who is an award winning poet. She is also African American, and you remember that we are still celebrating the African American Heritage month of February. Here’s her picture, (shown on data projector).

I want you to know before I read it to you, that ‘indigo’ is a dark blue color.
Can a man be both tough and gentle?

“My Man Blue” from the book, My Man Blue, by Nikki Grimes

His leathery skin’s
Like indigo ink
This rugged dude
Who some folk think
Looks fierce in clothes
Of midnight black.
Then there’s his teeth:
One gold, three cracked.
And I suppose the shades could go.
He wears them night
And day, I know.
Still, underneath
This shell, Blue hides
A harmless
Gentle-giant side.

What do you like about that poem? Look at the illustration. Do you think it captures both the tough and gentle qualities mentioned in the poem? Would someone please read it again?

Listen while I read the second poem, and be ready to tell me why the poem is called “Second Son.” I need a volunteer to read the part of the son.

“Second Son”
from the book, My Man Blue, by Nikki Grimes
[ Son]
We’re leaning on the stoop, see
counting wedges of blue sky
Sandwiched in between the roofs
and white clouds drifting by.

“Why’d you want my friendship, Blue?”
I blurt out there and then. [Blue]
“I had a son named Zeke,” Blue says.
“These streets became his friend.”

“He needed me but by the time
I came, it was too late.
He’d passed the point of trusting his
old man to steer him straight.

“Your missing daddy also left
a hole in you,” says Blue.
“If friendship fills it, there’s less chance
The streets will eat at you.”

[ Son]
“That’s cool,” I say, all serious.
“But I can’t take Zeke’s place.” [Blue]
“I know,” says Blue. “but your laugh sure
helps conjure up his face!” (Show illustration.)

Who is the Second Son? Would you be willing to be a Second Son to Blue? Let’s read it again, with two new readers.
Extension: Give a nickname to an adult in your life that is or has been important to you, and write that nickname inside a circle. Now, for one minute, creating a bubble map, write words or phrases that describe this person and/or their relationship to you. You may use the words you place on your bubble map to write a poem about this adult.

***Many young people need the affirmation that the person being parent to them doesn’t have to be their actual parent. The poems and pictures create a very positive and effective true-to-life relationship between a young boy and a man that is not his father.

Grimes, Nikki, and Jerome Lagarrigue. My Man Blue : Poems. Ed. Toby Sherry. New York: Dial, 1999.

Wednesday, February 18, 2009

Module 1 Poetry Break 2

Poetry Break #2 Module 1
Poetry 5663-21
Diana Stephens

Introduction: Because February is African American Heritage month, I have chosen a poem to share with you from Walter Dean Myers’ verse novel, Street Love. Here is a picture of Walter Dean Myers (from the data projector). He has written many books for teens, and is one of my favorite authors. He also wrote this verse novel, Street Love (holding it up).

The title of the poem from Street Love is: “Damien and Sledge,” who are the names of characters in this novel. The poem comes at the beginning, so I think we can understand that this poem is introducing these two characters. Chico, of the first verse, is Sledge’s friend. I am asking you to please figure out, what is the relationship between these named in the title, Damien and Sledge? I am having a hard time understanding some of the slang and hope you can clarify some things for me.

We are going to read this poem as choral reading, which means we are reading it in parts or together, as indicated on the sheet. Does everyone see how the dark print directs who reads a certain part? I need a volunteer to read whenever it says, “Damien,” . . . .

From Street Love by Walter Dean Myers

“Damien and Sledge”

Sledge “Yo, Chico, check it out.
Yo, Chico,
There goes Damien, sliding and gliding
Just strolling
And rolling his eyes
Away from the action
So we can’t get the satisfaction
Of him peeping our dazzle.”

Damien “Peeping your dazzle?” Damien replies,
White toothing all over Sledge.
“I thought I was scoping the
Frazzled chumdom of a downtown clown.”

Sledge “My game is my name,” Sledge replies.
“Call it if you want some.”

Narrator 1 Damien shakes his head.




Damien “Yo, Sledge, if talk was walk my man you would be
Halfway round the world. You’re confusing game with
Lame and Ball with stall. But at the end of the
Day your rap is weaker than your play."

Narrator Sledge comes chest to chest with Damien.
His eyes are slits that carve into the flesh.

Sledge “Yo Damien, Listen up, man
Your mouth is shouting and your lips are pouting
Like you’re somebody’s girlfriend
Running off to double latteville
‘Cause you know you ain’t got the heart
To start no get down with me.”

Reader 1 Damien scoped the scene and weighed it
Reader 2 Sledge’s crew was throwing signs
Reader 3 And gritting teeth
R. 1,2,3 They wore their colors but Damien didn’t
Know what was beneath those jackets

Damien “Yo, Sledge, we’ll get it straight one day”
Damien said. “Just the two of us.”
Not now, not here, but we’ll know when
We got to do what it looks like we got to do.”

Girls A brief conversation, hard looks in the air
Boys Damien walks away and Sledge stares.
All No big thing.
Girls No big thing.
Reader 1 Just two seventeen-year-olds
All Checking out a manhood jam.
Reader 2 Damien and Kevin make their way out
All Breathing easier as they start up to Sugar Hill
Reader 3 The late summer shadows accentuate the edges
All Of the hood, define it in shape and size
All Yes, and darkness
Girls The shadows on the corner shift as they walk by
Boys Sharp eyes weigh their pockets from the distance
Girls Heavy sisters weighing down the white brick
Girls Stoops watch the passing scene
All As they have for a hundred years

Extension: Use these questions to prompt a discussion:
Can you describe Sledge and Damien’s relationship?
Which part created an image in your mind? Are there any parts of this poem that are realistic? Which part(s)?
Is the slang in this poem the same or different as what you hear? Which part of it did you like, or not like?

Myers, Walter Dean. 2006. Street Love. New York: HarperCollins Publishers.