Adedjouma, Davida, ed. 1996. The palm of my heart: Poetry by African American children. Christie, G. (Illus.). New York: Lee & Low Books.
Alarcón, Francisco X. 1997. Laughing tomatoes and other spring poems. Gonzalez, M. C. (Illus.). San Francisco: Children’s Book Press.
Brown, Calef. 2008. Soup for breakfast: Poems and pictures. Brown, C. (Illus.). Boston: Houghton Mifflin Company.
Florian, Douglas. 1998. Insectlopedia. San Diego: Harcourt Brace & Company.
Greenfield, Eloise. 1991. Night on neighborhood street. Gilchrist, J. S. (Illus.). New York: Dial Books for Young Readers.
Grimes, Nikki. 2004. What is goodbye? Colón, R. (Illus.). New York: Hyperion Books for Children.
Hopkins, Lee Bennett. 1995. Been to yesterdays: Poems of a life. Rendeiro, C. (Illus.). Honesdale, PA: Wordsong/Boyds Mills Press, Inc.
-----. 1999. Lives: Poems about famous Americans. Staub, L. (Illus.). New York: HarperCollins Publishers.
Jacobs, Leland B. 1993. Just around the corner: Poems about the seasons. Kaufman, J. (Illus.). New York: Henry Hold and Company.
Janeczko, Paul B. 2007. Hey, you! Poems to skyscrapers, mosquitoes, and other fun things. Rayevsky, R. (Illus.). New York: HarperCollins Publishers.
Johnson, Angela. 1998. The other side: Shorter poems. New York: Orchard Books.
Krensky, Stephen. 2004. There once was a very odd school and other lunch-box limericks. Petrosino, T. (Illus.). New York: Dutton Children’s Books.
Lewis, J. Patrick. 2002. A world of wonders: Geographic travels in verse and rhyme. Jay, A. (Illus.). New York: Dial Books for Young Readers.
Livingston, Myra Cohn. 1989. Remembering and other poems. New York, NY: Margaret K. McElderry Books.
Smith, Charles R. Jr. 2003. Hoop queens. Cambridge, MA: Candlewick Press.
Soto, Gary. 2009. Partly cloudy: Poems of love and longing. Boston: Harcourt.
Wayland, April Halprin. 2002. girl coming in for a landing: a novel in poems. Clayton, E. (Illus.). New York: Alfred A. Knopf.
Worth, Valerie. 2002. Peacock and other poems. Babbitt, N. (Illus.). New York: Farrar, Straus and Giroux.
Thursday, April 23, 2009
Sunday, February 22, 2009
MODULE 6 POETRY CHOICE BOOK REVIEW: POETRY BY CHILDREN
The Palm of My Heart: Poetry by African American Children
Edited by Davida Adedjouma
Bibliographic information:
Adedjouma, Davida, ed. 1996. The palm of my heart: Poetry by African American children. Christie, G. (Illus.). New York: Lee & Low Books.
Excerpts:
“Black Stride”
by Pre’Chezz Rudolph
Black Stride? It’s:
the arch of my back
the curve of my spine
the way I stand
and my stance
is
pride.
(pg. 1)
_______________________________________
“Black Poetry”
by Erica Nicole Rose
Black poetry
is a dance in the sand,
a song from a faraway land.
Come, let’s dance and sing a song,
all night long.
(pg. 13)
___________________________________________
“Black Freedom”
by Brandon N. Johnson
Black ancestors
died for my freedom.
My great uncle Jimmy risked
his life to help
Black people vote.
My great great grandmother voted
for the first time
when she was
80 years old.
Black is boldness.
(pg. 18)
___________________________________________
Evaluation:
This poetry collection, a Coretta Scott King Honor book for Illustrations, presents poems that exemplify the diversity and pride of African American children. The poems, written by children and teens, are short, yet filled with powerful images and stories. It is their unique perspective that lends itself to a greater understanding of cultural pride and self-confidence through these poems.
The poems in this collection all demonstrate a strong authenticity of voice, as the poets portray the power of their experiences and heritage in simple, yet powerful poems that begin with the word “Black.” The repetition of this word throughout the collection reiterates the strong heritage felt by these children and teens as they connect to their lives and the lives of their relatives through free verse.
The illustrations and font choices support the authenticity and strength of the poems themselves, as the bright colors and images portray the strong African American tradition and heritage. The purposeful bolding of the certain words in each poem adds to the effect, as these words and phrases – “Black,” “life is good,” “freedom,” “differences are good” – emphasize the power of the African American spirit and leave the reader with a vivid image of the poets’ experiences.
The poems in the collection demonstrate strong emotion and experience, while also supporting poetic elements such as repetition, rhyme, and even onomatopoeia. The repetition occurs throughout the collection, most often repeating a certain word within a poem. For example, Erica Nicole Rose repeats the words ‘song’ and ‘dance’ in her poem when she writes “Black poetry / is a dance in the sand, / a song from a faraway land. / Come, let’s dance and sing a song, / all night long” (p. 13). Rhyme is also present in Rose’s poem, further allowing the reader to get a sense of the rhythm of the story she is telling through her poem. The description of the wind in Ratisha Hawkins’s poem showcases onomatopoeia when she writes “…They wiggle, / wwwhhh, / like the wind” (p. 7). These poetic elements give each poem a unique flair while all connecting to the pride felt by the poets themselves.
This poetry collection will be enjoyed by children from all backgrounds, as they enjoy reading poems by children and teens. The poems’ focus on the poets’ identity and their African American culture lend themselves to the human experience that can be felt by children of all cultures and experiences. By reading the poems in this collection, it is hopeful that other children will try their hand at expressing their feelings through poetry, too.
Edited by Davida Adedjouma
Bibliographic information:
Adedjouma, Davida, ed. 1996. The palm of my heart: Poetry by African American children. Christie, G. (Illus.). New York: Lee & Low Books.
Excerpts:
“Black Stride”
by Pre’Chezz Rudolph
Black Stride? It’s:
the arch of my back
the curve of my spine
the way I stand
and my stance
is
pride.
(pg. 1)
_______________________________________
“Black Poetry”
by Erica Nicole Rose
Black poetry
is a dance in the sand,
a song from a faraway land.
Come, let’s dance and sing a song,
all night long.
(pg. 13)
___________________________________________
“Black Freedom”
by Brandon N. Johnson
Black ancestors
died for my freedom.
My great uncle Jimmy risked
his life to help
Black people vote.
My great great grandmother voted
for the first time
when she was
80 years old.
Black is boldness.
(pg. 18)
___________________________________________
Evaluation:
This poetry collection, a Coretta Scott King Honor book for Illustrations, presents poems that exemplify the diversity and pride of African American children. The poems, written by children and teens, are short, yet filled with powerful images and stories. It is their unique perspective that lends itself to a greater understanding of cultural pride and self-confidence through these poems.
The poems in this collection all demonstrate a strong authenticity of voice, as the poets portray the power of their experiences and heritage in simple, yet powerful poems that begin with the word “Black.” The repetition of this word throughout the collection reiterates the strong heritage felt by these children and teens as they connect to their lives and the lives of their relatives through free verse.
The illustrations and font choices support the authenticity and strength of the poems themselves, as the bright colors and images portray the strong African American tradition and heritage. The purposeful bolding of the certain words in each poem adds to the effect, as these words and phrases – “Black,” “life is good,” “freedom,” “differences are good” – emphasize the power of the African American spirit and leave the reader with a vivid image of the poets’ experiences.
The poems in the collection demonstrate strong emotion and experience, while also supporting poetic elements such as repetition, rhyme, and even onomatopoeia. The repetition occurs throughout the collection, most often repeating a certain word within a poem. For example, Erica Nicole Rose repeats the words ‘song’ and ‘dance’ in her poem when she writes “Black poetry / is a dance in the sand, / a song from a faraway land. / Come, let’s dance and sing a song, / all night long” (p. 13). Rhyme is also present in Rose’s poem, further allowing the reader to get a sense of the rhythm of the story she is telling through her poem. The description of the wind in Ratisha Hawkins’s poem showcases onomatopoeia when she writes “…They wiggle, / wwwhhh, / like the wind” (p. 7). These poetic elements give each poem a unique flair while all connecting to the pride felt by the poets themselves.
This poetry collection will be enjoyed by children from all backgrounds, as they enjoy reading poems by children and teens. The poems’ focus on the poets’ identity and their African American culture lend themselves to the human experience that can be felt by children of all cultures and experiences. By reading the poems in this collection, it is hopeful that other children will try their hand at expressing their feelings through poetry, too.
MODULE 6 POETRY BREAK: SERIOUS
What is goodbye?
by Nikki Grimes
Bibliographic information:
Grimes, Nikki. 2004. What is goodbye? Colón, R. (Illus.). New York: Hyperion Books for Children.
Introduction:
“Getting the News” – Jesse
My ears aren’t working.
My hearing’s broke.
Mom’s lips are moving.
Is this some joke??
Why can’t I make out
a single word?
My sister’s crying.
What has she heard?
Somebody tell me!
Why are you sad?
Something’s happened.
Something bad.
Why can’t I feel
my hands anymore?
The only thing
I know for sure
is that my mother
couldn’t have said
my big brother,
Jaron, is dead.
(pg. 2)
__________________________________________________
Extension:
Have students write, on a different colored slip of paper, words from the poem that connect with how they reacted to the serious issue in their life. For example, some students may have reacted with the same “Is this some joke??” thought.
Then, have students rate their feelings about the issue now. On a scale of 1 to 5, with a 1 being that they still feel the same as the day they received the news and a 5 being that they can think about it and not be emotionally fragile, students should write the number on the back of the same slip of colored paper.
Finally, distribute to each student a balloon. Have them put the slips of paper in the balloon – the ones from before the reading of the poem and the ones from after the reading of the poem. Then, blow up the balloons. After everyone has their balloons full of air, go outside and release the balloons. Ask students how this makes them feel and follow up with discussion of resources and materials in the library that can help people deal with serious issues in their lives.
by Nikki Grimes
Bibliographic information:
Grimes, Nikki. 2004. What is goodbye? Colón, R. (Illus.). New York: Hyperion Books for Children.
Introduction:
Students of all ages often deal with serious topics in their lives, far earlier than an age at which they should have to deal with such things. This poem highlights one of those moments, as one of the characters finds out that his brother has died.
To help introduce students to this poem and the heavy topic it discusses, ask each student to write on a slip of paper something serious that has happened to them in their life. It could be the death of a relative, the death of a pet, a serious accident or injury, the breakup of a relationship, etc. Then, on the other side of the same slip of paper, ask students to write how they dealt with this issue or how they reacted to it when it happened in their life.
Poem:
“Getting the News” – Jesse
My ears aren’t working.
My hearing’s broke.
Mom’s lips are moving.
Is this some joke??
Why can’t I make out
a single word?
My sister’s crying.
What has she heard?
Somebody tell me!
Why are you sad?
Something’s happened.
Something bad.
Why can’t I feel
my hands anymore?
The only thing
I know for sure
is that my mother
couldn’t have said
my big brother,
Jaron, is dead.
(pg. 2)
__________________________________________________
Extension:
Have students write, on a different colored slip of paper, words from the poem that connect with how they reacted to the serious issue in their life. For example, some students may have reacted with the same “Is this some joke??” thought.
Then, have students rate their feelings about the issue now. On a scale of 1 to 5, with a 1 being that they still feel the same as the day they received the news and a 5 being that they can think about it and not be emotionally fragile, students should write the number on the back of the same slip of colored paper.
Finally, distribute to each student a balloon. Have them put the slips of paper in the balloon – the ones from before the reading of the poem and the ones from after the reading of the poem. Then, blow up the balloons. After everyone has their balloons full of air, go outside and release the balloons. Ask students how this makes them feel and follow up with discussion of resources and materials in the library that can help people deal with serious issues in their lives.
MODULE 6 POETRY BOOK REVIEW: JANECZKO
Hey, You! Poems to Skyscrapers, Mosquitoes, and Other Fun Things
Selected by Paul B. Janeczko
Bibliographic information:
Janeczko, Paul B. 2007. Hey, you! Poems to skyscrapers, mosquitoes, and other fun things. Rayevsky, R. (Illus.). New York: HarperCollins Publishers.
Excerpts:
"Sneakers”
By Joan Bransfield Graham
Sneakers,
glancing from bed,
I see morning light cast
long shadows behind you just like
comets.
Your tails
flaring, you seem
ready to blaze into
the day, either with or without
my feet!
(pg. 7)
_______________________________________
“Skyscraper”
By Dennis Lee
Skyscraper, skyscraper,
Scrape me some sky:
Tickle the sun
While the stars go by.
Tickle the stars
While the sun’s climbing high,
Then skyscraper, skyscraper,
Scrape me some sky.
(pg. 34)
___________________________________________
Evaluation:
The draw to this poetry collection starts immediately with the front cover, as it portrays a lively sight of kids, a policeman, dogs, a moped, a skateboard, and skyscrapers. The unique combination of items and people illustrated on the cover lends itself to an interest in the unique poetry inside the book. From dust to toads, camels to hat hair, and shells to the moon, the poems in this collection allow the reader to venture into that place in their imagination where they ponder what exactly they would say to different objects, animals, and people. He even adds some subjects that are more serious (i.e. Vietnam Veterans Memorial), thus creating that additional layer of realism and importance to the collection overall.
Janeczko selected poems that lend themselves to vivid imagination, yet are tapered with an element of realism in that they are not so far away from the realm of possibility. For example, in the poem “The Octopus,” Ogden Nash writes “Is those things arms, or is they legs?” Truly, it is easy to fathom situations in which children would have that same curiosity and would ask an octopus that very question if given the opportunity. Thus, this collection taps into the readers’ sense of wonder and imagination, relating it all back to objects and animals and people that are already somewhat familiar.
The collection also has a nice balance of poetry that reflects free verse, rhyme, and even concrete poetry (“Light” by Joan Bransfield Graham). The mix of these types of poetic forms and styles will appeal to the reader because they provide contrast throughout the book, inviting the reader to continue on to the next poem to see the ways in which the power of language are harnessed in it.
Additionally, Janeczko paired together poems written by different authors, yet written on the same topic, allowing a nice organization to emerge throughout the collection. For example, Doug MacLeod’s poem “Lovely Mosquito” is paired opposite from “Mosquito Mosquito” by John Agard, offering the reader the chance to enjoy two poetic perspectives on the same topic.
Also, the illustrations in the book expand the imagery found in the poems as the bright colors and drawings mimic the play of words in the text. For example, for the poem “Light,” the darker background emphasizes the beam of light shining through the center of the page, displaying the poem. Additionally, the illustrations of snow and sledding aptly portray the fun of winter in the poem, all-the-while providing the backdrop to the poems “To A Snowflake” and “Hat Hair.”
This entire collection, built on the idea of addressing objects and animals directly, demonstrates great use personification throughout the poems. For example, in “Old Farm In Northern Michigan,” the barn “leaned too far” (p. 16). In “Letter Poem To A Mailbox,” the mailbox “swallowed” love letters (p. 26). With these and many other fitting personifications, the poems in this collection employ distinctive language that allows the reader to clearly visualize the objects themselves.
With its imagination and unique approach of addressing the objects themselves, Janeczko’s poetry collection will appeal to readers of all ages. Children will enjoy the interplay of vivid images and interesting subjects, allowing them to follow their imagination through the poems.
Selected by Paul B. Janeczko
Bibliographic information:
Janeczko, Paul B. 2007. Hey, you! Poems to skyscrapers, mosquitoes, and other fun things. Rayevsky, R. (Illus.). New York: HarperCollins Publishers.
Excerpts:
"Sneakers”
By Joan Bransfield Graham
Sneakers,
glancing from bed,
I see morning light cast
long shadows behind you just like
comets.
Your tails
flaring, you seem
ready to blaze into
the day, either with or without
my feet!
(pg. 7)
_______________________________________
“Skyscraper”
By Dennis Lee
Skyscraper, skyscraper,
Scrape me some sky:
Tickle the sun
While the stars go by.
Tickle the stars
While the sun’s climbing high,
Then skyscraper, skyscraper,
Scrape me some sky.
(pg. 34)
___________________________________________
Evaluation:
The draw to this poetry collection starts immediately with the front cover, as it portrays a lively sight of kids, a policeman, dogs, a moped, a skateboard, and skyscrapers. The unique combination of items and people illustrated on the cover lends itself to an interest in the unique poetry inside the book. From dust to toads, camels to hat hair, and shells to the moon, the poems in this collection allow the reader to venture into that place in their imagination where they ponder what exactly they would say to different objects, animals, and people. He even adds some subjects that are more serious (i.e. Vietnam Veterans Memorial), thus creating that additional layer of realism and importance to the collection overall.
Janeczko selected poems that lend themselves to vivid imagination, yet are tapered with an element of realism in that they are not so far away from the realm of possibility. For example, in the poem “The Octopus,” Ogden Nash writes “Is those things arms, or is they legs?” Truly, it is easy to fathom situations in which children would have that same curiosity and would ask an octopus that very question if given the opportunity. Thus, this collection taps into the readers’ sense of wonder and imagination, relating it all back to objects and animals and people that are already somewhat familiar.
The collection also has a nice balance of poetry that reflects free verse, rhyme, and even concrete poetry (“Light” by Joan Bransfield Graham). The mix of these types of poetic forms and styles will appeal to the reader because they provide contrast throughout the book, inviting the reader to continue on to the next poem to see the ways in which the power of language are harnessed in it.
Additionally, Janeczko paired together poems written by different authors, yet written on the same topic, allowing a nice organization to emerge throughout the collection. For example, Doug MacLeod’s poem “Lovely Mosquito” is paired opposite from “Mosquito Mosquito” by John Agard, offering the reader the chance to enjoy two poetic perspectives on the same topic.
Also, the illustrations in the book expand the imagery found in the poems as the bright colors and drawings mimic the play of words in the text. For example, for the poem “Light,” the darker background emphasizes the beam of light shining through the center of the page, displaying the poem. Additionally, the illustrations of snow and sledding aptly portray the fun of winter in the poem, all-the-while providing the backdrop to the poems “To A Snowflake” and “Hat Hair.”
This entire collection, built on the idea of addressing objects and animals directly, demonstrates great use personification throughout the poems. For example, in “Old Farm In Northern Michigan,” the barn “leaned too far” (p. 16). In “Letter Poem To A Mailbox,” the mailbox “swallowed” love letters (p. 26). With these and many other fitting personifications, the poems in this collection employ distinctive language that allows the reader to clearly visualize the objects themselves.
With its imagination and unique approach of addressing the objects themselves, Janeczko’s poetry collection will appeal to readers of all ages. Children will enjoy the interplay of vivid images and interesting subjects, allowing them to follow their imagination through the poems.
MODULE 5 POETRY CHOICE BOOK REVIEW: NEWER BOOK PUBLISHED IN 2008/2009
Partly Cloudy: Poems of Love and Longing
by Gary Soto
Bibliographic information:
Soto, Gary. 2009. Partly cloudy: Poems of love and longing. Boston: Harcourt.
Introduction:
This poem addresses the nature of love and how hearts are broken in the modern age of new gadgets and technology.
To get the listeners thinking about love and technology, ask them to brainstorm ways in which technology helps them in their lives and the ways that technology can create cruel situations.
Poem:
“Fake Love”
When you moved away,
You said you would write and call.
I checked my e-mail and my cell phone
A hundred times a day.
You were a fake. I was the one who helped
You in math. You didn’t learn anything!
Like you are one, I am two, we’re a pair!
You were a fake, an unsolved math problem,
Even when you put on a clip-on bow tie
And teased your hair to look like Einstein.
You were not smart enough to know
What you would lose.
(pg. 31)
__________________________________________________
Extension:
After listening to the poem once, break students into five groups. Give each group one of the stanzas and have them create a skit or a gesture, complete with props, for their given stanza. For example, members of the group representing the second stanza could demonstrate someone frantically searching their email or obsessively pulling out their cell phone. Then, re-read the poem, asking the groups to demonstrate their actions at the appropriate time in the poem, while also joining in reading their stanza aloud in unison.
by Gary Soto
Bibliographic information:
Soto, Gary. 2009. Partly cloudy: Poems of love and longing. Boston: Harcourt.
Introduction:
This poem addresses the nature of love and how hearts are broken in the modern age of new gadgets and technology.
To get the listeners thinking about love and technology, ask them to brainstorm ways in which technology helps them in their lives and the ways that technology can create cruel situations.
Poem:
“Fake Love”
When you moved away,
You said you would write and call.
I checked my e-mail and my cell phone
A hundred times a day.
You were a fake. I was the one who helped
You in math. You didn’t learn anything!
Like you are one, I am two, we’re a pair!
You were a fake, an unsolved math problem,
Even when you put on a clip-on bow tie
And teased your hair to look like Einstein.
You were not smart enough to know
What you would lose.
(pg. 31)
__________________________________________________
Extension:
After listening to the poem once, break students into five groups. Give each group one of the stanzas and have them create a skit or a gesture, complete with props, for their given stanza. For example, members of the group representing the second stanza could demonstrate someone frantically searching their email or obsessively pulling out their cell phone. Then, re-read the poem, asking the groups to demonstrate their actions at the appropriate time in the poem, while also joining in reading their stanza aloud in unison.
MODULE 5 POETRY BOOK REVIEW: NEW BOOK
Soup for Breakfast: Poems and Pictures
by Calef Brown
Bibliographic information:
Brown, Calef. 2008. Soup for breakfast: Poems and pictures. Brown, C. (Illus.). Boston: Houghton Mifflin Company.
Excerpts:
"Painting on Toast”
Thank you for joining me.
I’ll be your host.
The name of the program
is “Painting on Toast.”
Before getting started,
We need to prepare.
The primer is butter.
Apply it with care.
Blueberry jam
makes a beautiful sky.
Brush on some cream cheese
for clouds going by.
Honey is dandy
for mountains and hills.
Mix it with cinnamon.
Show off your skills.
Now for a barn
with a silo and shed.
Raspberry jelly
is perfectly red.
Our painting is done,
except for the sun –
a dab of orange marmalade.
Look at the farm we made!
(pgs. 19-20)
_______________________________________
“T.P.L.T.T.F.”
The Parking Lot That Time Forgot.
I kid you not, it does exist.
Clear your mind and picture this:
An endless sea of old sedans
with rumble seats and window fans,
classic coupes, and vintage vans –
in perfect rows they idle there,
completely free of wear and tear.
With lights aglow they seem to stare
from every parking space and every spot
in The Parking Lot That Time Forgot.
(pg. 3)
___________________________________________
Evaluation:
This collection of vibrant and imaginative poems by Calef Brown demonstrates the poet’s imagination and strength in playing on commonplace objects and ideas. The poems included in this collection are humorous and nonsensical, incorporating everything from a desire for bear paws to grandpa’s mustache. Brown’s ability to create poetry about these objects and situations speaks to the strong imagination that he brings forth in words and illustrations.
The pictures and illustrations that accompany the poems in this collection are full of bold colors that reflect the strong imaginative ideas found in the poems themselves. The illustrations match the poems in that parts of the poems are represented by the images. For example, the poem “Bear Paws” is accompanied by an illustration of a boy with bear paws as hands, which mirrors the first two lines of the poem.
The poems include distinctive language throughout the collection, as Brown incorporates invented words to play on language. For example, to characterize youngsters who like to build things and display an interest in becoming architects, Brown calls them “Architots” and has a poem by that title.
Additionally, Brown builds on the poems meaning through sound, as he includes rhyme and repetition in many of the poems. For example, in the poem “Architots,” Brown writes “See them raising rows of flats, / art museums, and laundromats. / What will they imagine next? / Future famous architects.” (p. 10). In the poem “Grandpa’s Mustache” on page 16, Brown includes the repetition of “it grows, / and grows, /and grows” to assist the reader and listener with the image of the mustache itself.
This poetry collection is quite unique in that it incorporates a wide range of poetry on various topics. Despite all the silly and nonsensical verse, the collection ends with a touching poem entitled “Young Moth,” further highlighting Brown’s strength as a poet with diverse talent. With its vibrant illustrations, bold color choices, and unique poem topics, students will be drawn to this collection as it pushes them to think creatively and outside of the box as readers, causing them to re-think their concepts of what poetry can look like.
by Calef Brown
Bibliographic information:
Brown, Calef. 2008. Soup for breakfast: Poems and pictures. Brown, C. (Illus.). Boston: Houghton Mifflin Company.
Excerpts:
"Painting on Toast”
Thank you for joining me.
I’ll be your host.
The name of the program
is “Painting on Toast.”
Before getting started,
We need to prepare.
The primer is butter.
Apply it with care.
Blueberry jam
makes a beautiful sky.
Brush on some cream cheese
for clouds going by.
Honey is dandy
for mountains and hills.
Mix it with cinnamon.
Show off your skills.
Now for a barn
with a silo and shed.
Raspberry jelly
is perfectly red.
Our painting is done,
except for the sun –
a dab of orange marmalade.
Look at the farm we made!
(pgs. 19-20)
_______________________________________
“T.P.L.T.T.F.”
The Parking Lot That Time Forgot.
I kid you not, it does exist.
Clear your mind and picture this:
An endless sea of old sedans
with rumble seats and window fans,
classic coupes, and vintage vans –
in perfect rows they idle there,
completely free of wear and tear.
With lights aglow they seem to stare
from every parking space and every spot
in The Parking Lot That Time Forgot.
(pg. 3)
___________________________________________
Evaluation:
This collection of vibrant and imaginative poems by Calef Brown demonstrates the poet’s imagination and strength in playing on commonplace objects and ideas. The poems included in this collection are humorous and nonsensical, incorporating everything from a desire for bear paws to grandpa’s mustache. Brown’s ability to create poetry about these objects and situations speaks to the strong imagination that he brings forth in words and illustrations.
The pictures and illustrations that accompany the poems in this collection are full of bold colors that reflect the strong imaginative ideas found in the poems themselves. The illustrations match the poems in that parts of the poems are represented by the images. For example, the poem “Bear Paws” is accompanied by an illustration of a boy with bear paws as hands, which mirrors the first two lines of the poem.
The poems include distinctive language throughout the collection, as Brown incorporates invented words to play on language. For example, to characterize youngsters who like to build things and display an interest in becoming architects, Brown calls them “Architots” and has a poem by that title.
Additionally, Brown builds on the poems meaning through sound, as he includes rhyme and repetition in many of the poems. For example, in the poem “Architots,” Brown writes “See them raising rows of flats, / art museums, and laundromats. / What will they imagine next? / Future famous architects.” (p. 10). In the poem “Grandpa’s Mustache” on page 16, Brown includes the repetition of “it grows, / and grows, /and grows” to assist the reader and listener with the image of the mustache itself.
This poetry collection is quite unique in that it incorporates a wide range of poetry on various topics. Despite all the silly and nonsensical verse, the collection ends with a touching poem entitled “Young Moth,” further highlighting Brown’s strength as a poet with diverse talent. With its vibrant illustrations, bold color choices, and unique poem topics, students will be drawn to this collection as it pushes them to think creatively and outside of the box as readers, causing them to re-think their concepts of what poetry can look like.
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