Social Studies Poetry: Wicked Girls: A Novel of the Salem Witch Trials

Wicked Girls: A Novel of the Salem Witch Trials 

Bibliography:

Hemphill, Stephanie. Wicked Girls: A Novel of the Salem Witch Trials. New York: Balzer Bray, 2010.

Review:

Wicked Girls is a historical fiction-ish verse novel. The amount of research Stephanie Hemphill completed prior to writing this novel contributes to the perfectly formatted verse novel. Hemphill strings together the story of the Salem Witch Trials through the eyes of three young. The novel reads almost like a collection of poetic diary entries from the points of Mercy Lewis, Margaret Walcott, and Ann Putnam. These characters are based off of the real villagers who were at the center of the witch trials. It is through the format, perspective, and diction that Hemphill takes us back into the village of Salem to create a new insight into this historic event.

Hemphill's format ranges poems that are a few pages in length to poems that are short three stanzas. The poems are mostly descriptions of the young girls feelings and they thoughts about the world around them. The poems include conversations they have with others and their reactions to the other girls. Within the format is the change in perspective that Hemphill so eloquently transitions to and from. The reader gets to be inside the minds of these young girls as they transform from typical village girls of the time period to radical condemning pillars of history.

Other the other hand, the perspective shifts would be nothing without the captivating diction Hemphill uses to speak the thoughts of the afflicted young girls. Lines such as "I twist in the night/like a wrung-out rag,/ wet and worn,"create a beguiled imagined in the readers mind. As a reader you can't help but feel the anxiety building in each of the girls as they become more and more engulfed in their afflictions or lies. Stephanie Hemphill skillfully recreates the world of Salem through the eyes of the some of history's most mysterious girls.

Spotlight Poem:

The mystery of why and how the girls of Salem became afflicted is what students are always so stuck on when this piece of history comes up in the classroom. Hemphill's novel gives another view point on why/how the girls became afflicted, and helps students make their own conclusions. The poem young Ann writes about her mother is a glimpse of insight into the motivations these girls might have had to accuse fellow villagers.

Ann Putnam Sr.
Ann Putnam Jr. 12

Mother never questions where
I have been. She notices not my entrance
into the house. But I note each patter of her foot.

She treadles the spinning wheel
as though she weaves a song
of high tempo. I am mesmerized.

I set to work at her feet.
My hands sting just from drafting her wool.

"There are too many loose fibers."
Her voice is a whip.

I rub harder the flax between my hands
till the strands be perfect for the wheel.
Mother thanks me not.

"Will you teach me your way
to treadle?" I ask.
But Mother hears me not.

She hears only her own tapping
of the wheel.

She admires her yarn, refastens her bun
and motions me away.
"Go back to your study."

Follow-up Activity:

While it is obvious that this is a historical event, this poem lends itself to the societal politics that drives historic events. I would use this poem at the start of a research project on "what drives political change, historical events, and what really causes change in the world." I would ask the students to choose one event in history that caused long term change and research the roots of these changes narrowing it down to its smallest possible event. Just like Hemphill illustrates in her book, what could have happened if Ann Sr. chose to notice her child or teacher her treadle that day instead of sending her away? Would Ann feel the desire to be noticed to the point of acting out through afflictions? While the assignment would start out as a research assignment as it continued it would mold into a historical fiction assignment.

Biographical Poetry: The Poet Slave of Cuba: A Biography of Juan Francisco Manzano

The Poet Slave of Cuba: A Biography of Juan Francisco Manzano

Bibliography:

Engle, Margarita, and Sean Qualls. The Poet Slave of Cuba: A Biography of Juan Francisco Manzano. New York: Henry Holt, 2006.

Review:

Margarita Engle tells the heartrending story of Juan Francisco Manzano through verse and alternating speakers. Juan Francisco Manzano was a born into slavery in Cuba and was denied his basic human rights for his entire life. Through perspective, word choice ,and imagery Engles tells the sorrowful story of Juan Francisco Manzano.

The verse novel opens with a description of the daily life for Juan from Juan's perspective. Juan's voice is the space between sorrow and hope. Engles channels his love for words, stories, and poetry into breathtaking lines such as "Instead of the raging, terrifying storm/ I will choose to measure its silent, peaceful eye." The voice of Juan that Engles creates is powerful and brave yet peaceful and placid. Then, through the flip of a page a whole new voice is created through a different perspective. The most eerie voice is that of La Marquesa De Prado Ameno. Ameno was the second owner of Manzano and was cruel not just through violence but also through psychological abuse. The voice that Engles creates for Ameno through lines such as, "And even when this is done (beatings) nine days in a row/still he bleeds and weeps,/trying to show me/ that he has won/he has triumphed once again/he has proven that he can still/make me sad./Evil child," force the reader to put the book down and walkaway for a minute and remember that this kind of evil was/is real, but the true message rest in the story of Juan Francisco Manzano, and his ability to keep moving forward despite the evils he has endured. In order for the reader to know the true hero Juan was, we also have to know the depths of the evils he faced. Engles immortalizes Juan Francisco Manzano by recreating his painful story.

Spotlight Poem:

As I mentioned, the poems in the book toggle between points of views of different characters in the book. The spotlight poem is from the view point of La Marquesa De Prado Ameno, the owner of young Juan. The poems tone is priggish and wicked, and is a clear depiction of the epitome of slave owner mindset.

La Marquesa De Prado Ameno
~~~~~~~~~~~~~~~~~~~~~~~
I let the sad poet-boy imagine
  that soon he will be free.

That way he learns
  many crafts
  preparing himself
  for the future
  as a tailor
  like his father
  or a pastry chef
  working with sugar and chocolate
  instead of ink.

Follow-up Activity:

I would use this poem in a history class prior to the civil war unit on slave owners in the United States and across the world. Often times when students are learning about slavery they imagine that if they were in the positions of the slaves they would simply runaway and that they just won't listen to the commands; however, with this poem I could illustration the evils of the institution of slavery. While the poem does not create an explicit image of smugness, the line "I let the sad poet-boy imagine that soon he will be free," is dripping with a self-righteous air. After reading and analyzing the power of word choice to create tone, I would ask students to think of other villains in history and create a sentence that shows their tone toward their heinous act.

Science Poetry: National Geographic Book of Animal Poetry

National Geographic Book of Animal Poetry 

Bibliography 

 Lewis, J. Patrick. National Geographic Book of Animal Poetry: 200 Poems with Photographs That Squeak, Soar, and Roar! Washington, D.C.: National Geographic, 2012.

Review:

National Geographic Book of Animal Poetry is a beautiful collection of photographs and poems that immediately boost the mood of the reader. The reader cannot read this book or even simply look at the pictures without having a renewed appreciation of mother nature and all of her beautiful creatures. The collection opens with a detailed table of contents that divides the book into nine sections ending with a comprehensive list of resources, indexes, and credits.

The range of poetry presented throughout the collection creates a fusion book of poetry and encyclopedia. The information is factual yet sincere and the poetry is playful yet deep. The scope of poetry is not just wide but deep as well. For example, the poem The Saddest Noise by Emily Dickinson is true to the nature of Emily Dickinson poems, in that they are, dreary but still powerful and honest, and the fact that the poem is accompanied by a gorgeous picture of a European Bee-Eater eating a bee gives the poem a new fresh perspective while keeping the integrity of poetry alive. National Geographic Book of Animal Poetry is filled with combinations of poetry and artwork that reveal a different side of poetry and a different side of the animal kingdom.

This anthology of animals and poets speak to readers of all levels and through different voices. Some poems that the perspective of the animal while some speakers reflect on the different species, and some speakers take on the voice of the hunter. The span of voices contributes to the authenticity of poetry within the collection.

The poems also stretch in types of poetry. At points the poems are short haiku's, jolly limericks, and creative free verse; other points the poems explore line length, meter, and word position. Because of this, the book is a perfect resource for all educators in all subject areas. I can picture this book being used in all classrooms at all ages. In a lower elementary classroom the book is a perfect introduction to types of animals and the organization of the animal kingdom; on the other hand, I can see the book being used at the high school level to analyze the impact of word choice and figurative meanings. Finally, National Geographic Book of Animal Poetry is a collection of poetry that is beautifully created and designed to spark a love of   

Spotlight Poem:

The Hippopotamus poem is the first poem in the series I read where I felt a shift in depths of the poems. The poem is from the prospective of hippo hunter which is an interesting lens for the reader because until this poem I felt the poems in the book were written from a protective and appreciative lens. That isn't to say that the speaker does not appreciate the offerings of the hippo; however, the reader is forced to recognize that animals are still viewed as providers for humans. This slightly dimmer view of a poem is what will tingle the hairs of a junior high reader. Therefore, as a teacher-librarian I use this book to transform poetry through perspective and point of view.

The Hippopotamus

I shoot the Hippopotamus
With bullets made of platinum.
Because if I used leaden ones
His hide is sure to flatten'em
- Hilaire Belloc

Follow-up activity:

The comprehensive collection is a great lead into a lesson on perspective. I would read this poem and others in the collection and think about the different perspectives the author uses to convey different meanings. For example, in The Hippopotamus poem the perspective is from the hunter; however, we still learn a fact about hippos. Another example is the Squirrel Forgets in which the perspective of the poem is from the squirrel. The perspectives of these poems help the reader learn various facts about the animals while still giving the reader something interesting to read. After reading these examples, would have the students choose an animal, do some basic research on the animal, choose one fact they found interesting or important to that animal, and create a poem that shares that fact for an interesting perspective.

  

All Kinds of Poetry: Verse Novel: Inside Out and Back Again by Thanhha Lai

Inside Out and Back Again by Thanhha Lai 

Bibliography 

Lai, Thanhha. Inside out & Back Again. New York: Harper, 2011.

Review 

Inside Out and Back Again starts shares the story of a Vietnamese family from the perspective of the youngest member Ha. Ha lives in Saigon Vietnam at the height of the Vietnam War, and everything, according to Ha, is moving along swimmingly, until a family friend notifies the family that it is time to evacuate. The family does evacuate Vietnam and takes a treacherous journey by boat to America. While fleeing to America was the safe thing to do for Ha and her family, the family feels completely lost in America. In addition to life adjustments in America, Ha has to adjust to the cruelty of children. At the height of the novel Ha is facing a physical fight with a bully who has been tormenting her since her arrival in the American school. Fortunately for Ha her older, much cooler brother Vu, swoops in saves her on his motorcycle.

Lai tells a timeless story about a girl going through life changes with the backdrop of dramatic events such as the Vietnam War.   Lai tells this story through verse novel organized into four parts over the time period of one year. Because the voices is that of a ten-year-old girl the poetry doesn't not have strict rhyme schemes, or elaborate metaphors, but it does experiment with line length, and imagery. For example Ha writes, "Uncle Son flares elbows into wings,/ lunges foward/protecting his children." Lai fills the pages with these simple yet powerful descriptions that make the novel a pleasure to read.

Spotlight

Rainbow takes place in part three of the novel just after the family is starting American schools and getting acquainted with life in America. The poem is a reflection of Ha's description of her new, different looking classmates.

Rainbow

I face the class.
MiSSS SScott speaks.
Each classmate says something.

I don't understand,
but I see.

Fire hair on skin dotted with spots.
Fuzzy dark hair on skin shiny as lacquer.
Hair the color of root on milky skin.
Lots of braids on milk chocolate.
White hair on pink boy.
Honey hair with orange ribbons on see-through skin.
Hair with barrettes in all colors on bronze bread.

I'm the only
straight black
on olive skin.

Follow-up Activity 

I love this poem because it describes most people in the class without saying "she has brown hair" or "she has red hair" it challenges the reader to make these pictures in their minds, but also done so artfully. I would use this poem to teach show not tell. Show not tell is a classic lesson in writing class where you encourage children to look a picture and describe what is there without simply naming the item. I would challenge the students to write a poem based on their classmates without using their classmates names or labeling them "kid in third row". These would make for great getting to know you poems to display at the beginning of the school year. 

All Kinds of Poetry: Poetic Form: Zombie Haiku by Ryan Mecum

Zombie Haiku by Ryan Mecum 

Bibliography

Mecum, Ryan. Zombie Haiku. Cincinnati, Ohio: HOW Books, 2008.

Review

Zombie Haiku mashes together two unlikely forms, gore and haiku. The verse novel starts with the journal writings of the new owner of the journal Chris Lynch. Lynch is running from the zombies that have taken over the world in the back drop of an airport. Lynch finds this journal that contains the haiku's of another owner. At the beginning of the haiku journal, the original owner is capturing the beauty of the world right before the zombie takeover. As haiku's progress, we learn that we are really reading the novels of a newly bitten human, and we read their transformation into a zombie. The poems are little expressions of the inner thoughts and feelings of a zombie as it is making its way through this new and violent life.

Mecum creates this eerie voice of a zombie through word choice, punctuation, font, images, and structure. Firstly, words and lines such as "With his jaw snapped off/ he can't bite into people..." this line is shockingly grotesque, but some how doesn't cross the line into inappropriate. It is these lines that keep the reader intrigued with one hand over their mouth, and reading out of the side of their left eye. Secondly, the punctuation ranges from uses of commas, hyphens, and colons. The punctuation adds to the rhythm of the poems and guide the reader through the poems seamlessly. The use of quotation marks brings in the voices of other humans and adds to the intensity of the novel; for example, "When there's no more room in Hell..." As the reader you then place yourself in the place of that human and experience the emotions of the human. In addition to punctuation, the font types and graphic images give the novel a feeling of authenticity. The handwriting font ranges from big to small to spread out to smashed together, and this detail creates the ominous mood. Finally, the structure of the haiku novel creates a movie in you mind. Opening with journal entries, and moving the character from human to zombie and then back again with the second character creates a truly unique collection of poetry.

Spotlight

The turning point of the novel when the main voice is bitten by zombie and he is making the transformation from human to zombie is an intense process and a teaching point in voice. The voice moves from one of scared and running to acceptance and empty.

My skin is drying.
my veins are much more pronounced
and I'm turning gray.

The diseased outside
slowly stop clawing the car,
uninterested.

My lungs slow and stop.
and I can't find my heartbeat.
but I'm still hungry.

Follow-up Activity

I would use this collection of poems to demonstrate that poems can express the emotions of all sorts of living and none living things. I would as the students to chose something that goes from living to dead and speak the point of view of that thing. Whether it be fantasy creatures, plants, or animals I want the students to speak the voice of the typically unspoken, and tell the story of something that isn't typically heard.

All Kinds of Poetry: New Poetry: Hope is a Ferris Wheel by Robin Herrera

Hope is a Ferris Wheel by Robin Herrera

Bibliography 

Herrera, Robin. Hope Is a Ferris Wheel. New York City, New York: Amulet Books and Amulet Paperbacks, 2014.

Review

Hope is a Ferris Wheel is the story of a girl (Star Mackie), Emily Dickinson, and finding hope in the hopeless. After moving to a trailer park in California, Star, a ten-year-old girl, makes it her mission to start the most successful club her school has ever seen. After a rough start with the self titled "trailer park club," the innocent Star regroups and creates the "Emily Dickenson Club". From the inspiration of her boring and lame homeroom teacher Mr. Savage, Star finds a deep connection to the Emily Dickenson poem "Hope is a Thing with Feathers," and thus starts her journey to loving poetry.

Robin Herrera, the young, up and coming author, masterfully weaves together a poetic novel. Through a combination of list poetry, prose poems, and haiku's sprinkled throughout, Herrera builds a unique piece of literature. The list poetry comes in the form of vocabulary homework. Mr. Savage, Star's lame and boring teacher, assigns the class vocabulary words weekly. These vocabulary assignments, or list poetry, become an insight into Star's inner conflicts. Herrera uses the vocabulary list to help the reader understand the inner struggles both superficial and serious that Star navigates through. The prose poetry, true to its definition, comes in the form of paragraphs. The paragraphs
lead the reader through the novel focusing on Star's feelings, thoughts, fears, dreams, and most importantly her hope for the future. Lastly, Herrera comically uses haiku's to demonstrate the clubs attempts at poetry. These poems offer a comedic relief for the reader.

The hallmark of Hope is a Ferris Wheel is the honest, innocent, and strong voice of Star Mackie. If I did not know any better, I would assume a ten-year-old wrote the novel. The voice is true to the thoughts, actions, and feelings of a ten-year-old that the reader finds themselves in their own ten-year-old brain. Herrera's word choice for Star creates a girl who is observant about life and truly wants to seek a larger purpose. Star is the perfect balance of blind hope and realistic dreaming, and it is through word choice, voice, and structure that this beautiful character and novel is created.

Spotlight

Hope is a ferris wheel-
It takes you Low and High
And when you reach the Top.
It's like you can touch The Sky!
And when it takes you Down-
Hope becomes A Thing
That, When you're getting Off,
You take With you to Bring.

- By Star Mackie

The entire novel is written around Star writing this poem. It takes several attempts and quite a few life experiences to complete this poem. The poem is a clear mimic of Emily Dickenson's Hope is a Thing with Feathers, but it is written to express Star's recent realizations about life, hope, and the future.

Follow-up Activity 

A subplot of this story is the author study that Star and her friends experience in the Emily Dickenson Club. As a follow-up activity, I would ask my students to choose an author of poetry that they would like to study. I would have the students research and evaluate the poet, then create a book or small collection of unique poems that share the qualities of that author.