CELEBRATING POETRY MONTH

It's poetry month, my favorite time of year. Spring is in the air, school is almost out, and people everywhere are celebrating in verse. Here is a fresh take on a popular format, the cinquain. A cinquain is a five line poem traditionally written with a syllable structure of 2, 4, 6, 8, 2; however, a popular form with students uses word count instead of syllables as follows: 

Line 1 - one word title (subject of poem)

        2 - two adjectives describing the title

        3 - three word phrase or 3 gerunds

        4 - four words related to the subject

        5 - one word relating back to the title

I used a variety of poetry forms, including the cinquain, in my verse novel, Forget Me Not. I chose the cinquain to create brief character sketches to give the feeling of introducing a cast of characters.

Ally

afraid, alone

hurting, hiding, biding

never can go back

me

Elijah

brave, bold

knowing, helping, showing

he risks it all

friend

 Copyright 2012 Carolee Dean

If you are a teacher, consider having students do a fresh take on the traditional book report by incorporating character sketches written either in this format or the traditional 2, 4, 6, 8, 2 syllable structure of the cinquain. This is an activity that can be fun for all ages. 

If you are a writer, think about using the cinquain to create sketches for your original story characters.

Another poetry form I used in Forget Me Not was the pantoum. It can feel constricting and circular since the beginning of the poem often comes back around again at the end. A pantoum consists of four-line stanzas with the second and fourth lines of one stanza repeating as the first and third lines of the next one. Traditionally, these rhymed in quatrains of a,b,a,b. In many pantoums, the first and third line from verse one repeat in the final stanza.  The poem below from page 221 of Forget Me Not is an example of a pantoum.

In nice straight lines

He sets up pens

He orders life

He schedules plans

He sets up pens

the black, the blue

He schedules plans

For both of us

The black, the blue

Words on the fridge

For both of us

Tell where to go

Words on the fridge

Our whiteboard week

Tell where to go

The clock is king

Our whiteboard week

Filled to the brim

The clock is king

And I comply

Filled to the brim

A tight-run ship

And I comply

But it can sink

A tight-run ship

A neat abode

But it can sink

If there are holes

A neat abode

Is not enough

If there are holes

It fills up fast

It's not enough

He thinks that if

It fills up fast

He'll keep us both

He thinks that if

He orders life

He'll keep us both

in nice straight lines

Copyright 2012 Carolee Dean

The theme of this poem is fairly dark. Ally's father is a tightly wound and highly controlling man. Consider, though, what fun you could have with this poetry form if you had students take turns writing stanzas about a story they had read or perhaps a humorous subject or theme with the requirement that they need to repeat the second and fourth lines of the previous student's stanza as the first and third lines of their own.

While we are on the subject of poetry, consider using verse novels for your next class project. They are great for struggling readers because there is a lot of white space on the page. Also, if you are working on having students understand the main idea of a reading passage, you can focus on a page talk instead of a chapter. A page can be a much more manageable amount of information for many students.

Here are a few of my favorite verse novels:

May B. by Caroline Starr Rose (ages 8-12)

Home of the Brave by Katherine Applegate (ages 10 and up)

The Crossover by Kwame Alexander (ages 10 and up)

Girl Coming In for a Landing by April Halprin Wayland (ages 12 and up)

and my own Forget Me Not by Carolee Dean (ages 14 and up)

Last but not least, I was very excited to learn that Bethany Hegedus has a book coming out in August of 2019 about the life of Maya Angelou. That one is definitely going on my "to buy" list. See her post on the Nerdy Book Club page about Rise! From Caged Bird To Poet of the People, Maya Angelou (Lee & Low/ August 6, 2019). Maya's grandson, Colin Johnson, writes about her childhood in the foreword of the book.

The History of Novels in Verse

Join Me over at Cynsations for a piece I wrote about the HISTORY OF VERSE NOVELS.

Here's a sneak peak:

With authors like Ellen Hopkins, Sonya Sones, and Lisa Schroeder, there has been a virtual explosion of verse novels in the past decade, but do we really understand their place in literature?

Are verse novels a YA or middle-grade fad, a new art form, or something else? Are they even really poetry? Were there verse novels before Out of the Dust won the Newbery in 1998?

In truth, verse novels have quite a long history.
Looking back just a few years, we find that before Out of the Dust there was Soda Jerk by Cynthia Rylant in 1990 and Make Lemonade by Virginia Euwer Wolff in 1993.

And if we go back just a litter further in time we find Homer (not Simpson), who lived around 850 B.C.E. – the presumed creator of "The Iliad" and "The Odyssey," two Greek epic poems. Two of the oldest surviving works of Western literature happen to be written in verse. ...

For the rest of the post head over to Cynsations

IRA POETRY PANEL

Below is an Excerpt from my recent post on Crowe's Nest. To read the entire article go to the Crowe's Nest

On Sunday, April 29th, I took part in an all day preconference institute at the International Reading Association in Chicago with seven other authors and another Crowe's Nester - Lisa Schroeder.

The title of our institute was Rekindling the Reading and Writing Fire. We spent an entire day sharing author tips with teachers about how professional authors write and think about stories as we explored a variety of genres that ended with a poetry panel that included me, Lisa, April Halprin Wayland, and Caroline Starr Rose.

The focus of our panel was on exploring how to hook struggling readers with verse novels in our segment entitled: Social Issues in Contemporary Fiction and Verse Novels: Recognizing Literary Devices and the Implications for Struggling Readers

Lisa and I have special places in our hearts for struggling readers. I work in the public schools as a speech-language pathologist and both of us have books selected as YALSA Quick Picks for Reluctant Readers.

 

               

Although TAKE ME THERE is not a verse novel, it contains several original poems. It's about a boy who can't read or write, but dreams of becoming a poet. My first true verse novel, FORGET ME NOT, will be published by Simon Pulse in October of 2012.

To Read the Rest of the Article go to the Crowe's Nest

HOME OF THE BRAVE and THE SECRET LANGUAGE OF STORIES

One of the verse novels I read for poetry month was HOME OF THE BRAVE, by Katherine Applegate.

It is the story of a teenage boy named Kek, a Sudanese refugee who saw his father and brother killed in Africa and then came to America to live with his aunt. The spare verse is accessible for students ages 10 and up, yet the themes of relocation, ostracism, and political oppression make this book of interest for high school students as well, especially low readers (high interest-low readability). It fits well with themes of African studies. The variety of poetic and literary devices found in this story make it a good resource for covering those topics in preparation for SBA testing.

I will be using the 12 steps of my story analysis method I call THE SECRET LANGUAGE OF STORIES (SLOS) to talk about the plot. To learn more about SLOS see the tab on this blog.

 Kek, a young Sudanese refugee receives a CALL to adventure to leave his refugee camp and come to America. As the story begins, he is making his CROSSING from the OLD WORLD of the camp to the NEW WORLD of Minnesota in the dead of winter by way of a "flying boat" or airplane. He is met at the airport by Dave, a man assigned to help him make the transition to America. Dave serves as a MENTOR as he gives Kek advice about adjusting to his new live. The boy was reluctant to come to America without his mother and hopes that she will soon join him. Dave takes Kek to live with Kek's aunt and cousin Ganwar who lost his hand the same night Kek's father was killed.

On their way to his aunt's apartment, Kek sees a cow standing alone in the snow and asks Dave to stop so that he can pet the animal. Back in Africa, cattle meant life to Kek and his family who were herders.

Kek faces many challenges in making the adjustment to America. The language is totally confusing to him. He uses terms like "the fast-car road" to describe the highway and "the don't-move belt" to describe the seatbelt. Nothing is like it is back home. He looks up to his older cousin, Ganwar, who has already gone through the male initiation rite and bears the scars on his forehead that prove he is a man. Kek very much wants to become a man, but does not know how to do that in this strange new place. Ganwar is a very flawed and embittered role model.

A PROBLEM arises when Kek tries to wash his aunt's dishes in the washing machine in the basement and ends up breaking them. He makes a PLAN to repay her by going back to the farm where he saw the cow and asking the owner, a woman named Lou, if he can have a job. At the MIDPOINT of the story he does just that. He asks Lou for a job. During the DOWNTIME he enjoys his new employment and even PURSUES a position for his cousin Ganwar. Kek names the cow Gol which means family. Gol symbolizes both his family and his search for manhood because of the responsibility he assumes in caring for the cow.

Unfortunately, Lou is getting old and she decides to sell the farm. She's not sure what she's going to do with the old cow. Kek becomes despondent with this news and quits going to the farm. Shortly thereafter he receives news that Dave was able to track down the people who made it to the second refugee camp and Kek's mother was not with them. He then has a flashback about what happened the night she disappeared. Their camp was attacked by gunfire and they ran. His mother hurt her leg and couldn't go any further, but instructed him to keep running and return for her when it was safe. When he returned, she was gone. This is the DEATH and TRANSFORMATION point in the story, because all hope seems lost. At first this desperation just causes Kek to run away, to try to make it back to Africa to look for his mother, but as he passes the farm and Lou's house, he wants to tell her thank you and goodbye, so he gets off the bus. Lou shows him pictures of her and her husband and the farm when they were young. Then she shows him a picture of her sister's house in LA. She says she is hopeful because even though her sister's yard is tiny in comparison to the farm, she can grow things year round. Kek realizes that like him, Lou must leave the home she has always known. He remembers his aunt's words, "Kek finds sun when the sky is dark," and he realizes that finding the sun wherever you are is one way to be a man. His transformation occurs when he decides to go back to work for Lou as he stays in Minnesota and waits for his mother and tries to make the best of his new life.

At the CLIMAX of the story Kek, with Lou's permission, walks Gol, the cow, all the way to the zoo. He and Ganwar stop traffic and end up getting a police escort. When they arrive at the zoo the "zoo boss" is reluctant to accept the cow. This is not the way animals are usually acquired. Kek finally persuades him and as Gol is taken into the petting zoo, he makes the analogy the she is going to her new land to begin again. The REWARD is that he has found a place for Gol, but another reward awaits him. In the epilogue, his mother finally meets him in America.

Exploring Verse Novels in the Classroom

The following in an excerpt from an article about Verse Novels that I wrote for Caroline By Line

Novels in verse have become very popular with teens over the past few years and are a great way to engage students, including the sometimes hard to reach struggling reader. 

• Each poem encapsulates a complete concept so a student doesn’t have to struggle through an entire chapter before thinking about the main idea. 
• Sentences tend to be spare, rather than complex. 
• Punctuation encourages frequent pauses. 
• The amount of white space on the page is much less daunting than a dense text. 

Even so, these stories don’t come across as “easy readers.” Literary devices such as simile, metaphor, and personification abound. SBA tests frequently explore literary devices, yet these concepts and definitions are often abstract to students. They need numerous examples to recognize them, and verse novels often provide more examples of literary devices per page than other genres. 

To read the rest of the article visit Caroline's blog at Caroline By Line