Friday, August 29, 2014

Poet to Poet: Julie Larios and Skila Brown

It's time for another installment of my "Poet to Poet" series-- in which one poet interviews another poet about her/his new book. Today, Julie Larios (author of the marvelous Yellow Elephant and Imaginary Menagerieasks Skila Brown three questions-- about her new book, Caminar, a novel in verse set in Guatemala, about her childhood memories, and about writing that inspires her.
JL: This question won't surprise you, Skila, because you know I struggle with it. You're drawn to both poetry and fiction, and your story Caminar (which is so well-written - and haunting) took the form of a verse novel. What do you think poetry can do to a reader, and what can fiction do, and what can the verse novel do that is distinct from either of these? 

SB: Fiction gets in your head. A good story feels real while you’re reading it. The people, the setting, the relationships—it can all suck you in, alter your mood, give you a new perspective, and build a bridge between you and somewhere you’ve never been. Not just a place, but also a kind of character you can suddenly empathize with. Fiction—good fiction—is difficult to read slowly. It’s like a delicious meal when you’re hungry, and you’re consciously trying to eat slower than you’d like.
Poetry, I think, feels like a beautiful mountain. You can enjoy it from so many different levels. But the more you climb, the more you work, the more you can see. It requires work on the reader’s part, work to shake off preconceptions, carefully consider new meanings and uses for words, and think about other possibilities. It’s often a jolt to your senses. It can be populated with images and descriptions that are real and vibrant and unique. It encourages lingering. 
A verse novel can do both. It’s a versatile form that allows the reader to get sucked in to the story, rapidly turning the pages to find out what happens next. Or it provides the space and the weight for a pause, maybe an image or a metaphor that is so sharp the reader stays with that poem for a bit and savors it. Novels in verse allow the reader to choose how to digest the story, and, because of that, it can appeal to a wider audience.
JL: If given a wish now, as adults, we might wish for world peace or for our children to be healthy and happy - grand, important, sweeping wishes, full of fear and hope.  But I'm interested in whether we can really capture what we were like as children. So I'd like you to do this: Close your eyes and pretend that it's your tenth birthday (plus or minus a year is fine) - you have a cake in front of you with candles on it, and if you blow those candles out with one breath, your wish will come true. Here comes a multi-part question: What do you wish for and why and how much do you want it and how much do you believe it will come true? 
SB: So, Julie. I remember my tenth birthday very well. It happened to be the birthday in which I closed my eyes, made a wish, leaned over my cake to blow out my candles…and then promptly lit the edges of my hair on fire. 
I smelled it before I felt it. In that tiny third of a second before the corner of my eyes filled with the flame and my ears filled with everyone shouting and telling me what to do, there was the smell. This terrible burning chemical odor that filled up my nostrils because I’d just spent hours the day before sitting in a chair, with little plastic curlers on my head, and enough chemicals to burn my eyes for a week. I’d gotten a perm. 
I’d gotten a perm because I’d just moved into a new house and a new school and the kids in this school all did everything differently than the kids in the school I’d attended before. Suddenly the things about me that made third graders like me were the very things that made fourth graders hate me. I couldn’t figure out what I was doing wrong. And maybe I thought my curl-less hair was part of the problem. 
I don’t remember what my specific wish was that day, that second before my hair caught on fire. I’m sure it wasn’t a sweeping wish, like “Let people like me.” Or “Let me make friends.” But I think it was a ten-year old’s version of that. “I wish I’d get a Walkman just like Jenny’s.” or “I wish I’d get picked first tomorrow at recess.” Or “I wish we’d never play dodge ball again because it’s humiliating the way everyone aims for me, always me, only me.”
However I might have vocalized the wish, whatever specific thing I might have fixated on, the root of it was really that I wished I fit in. I wished people liked me. I probably spent a decade of my life wishing that wish, in some form. And yes, it came true, over and over again. I think that wish, like a lot of sweeping big wishes, falls in and out of True over the course of a life. I’ve had lots of friends, lots of good circles of support, lots of people who have loved me and love me still. But there have been many times I’ve felt lonely and unseen and without a shoulder to lean on. 
I think it’s a rare kid who doesn’t wish for this very thing at some point in her life. But the luckiest of us will outgrow it. And instead of wishing for “people to like me”, we’ll wish instead to find the village that is our own. 
JL: Do you remember a book you read (as an adult or as a child) where you finished it and said, "That's what I'd like to do - I'd like to be able to write like that"? What book was it, and what made you feel that? (Give me details!)
SB: Oh, I love it when that happens. It happens to me a lot, actually. Jandy Nelson’s The Sky is Everywhere is the first book I remember reading, closing the book, and then immediately opening it back up to page one and starting again. The book made me ache. I remember thinking I wanted to write a story that makes people ache. 
Libba Bray’s Beauty Queens gave me instant writer-envy. I’m a huge fan of satire. And I’m a very opinionated person when it comes to social, moral, and political issues. I hope to one day be able to tell a story that’s both entertaining but also squirm-inducing, just like that one. 
David Levithan’s The Lover’s Dictionary is another book that made me green. I really love stories that are told in an unusual form. Many times I think unusual forms get in the way of the story, but sometimes they are the perfect complement. And the story is all the richer. 

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 
Thank you, Julie and Skila (pronounced Sky- luh) for sharing so personally and generously!

Be sure to check out their sites and blogs at Julie Larios (A Drift Record) and Skila Brown (full of photos and quotes) and don't miss Caminar, a very compelling story of war and childhood, family and honor.
Meanwhile, head on over to Jone's place for more Poetry Friday fun. Check it out!

Photo credits: skilabrown.com, numerocinqmagazine.com; 100itrecruitment.uk.co

Friday, August 22, 2014

GUIDE for Crossover by Kwame Alexander

As we "crossover" from summer to back-to-school, I want to encourage you to put Crossover, a novel in verse by Kwame Alexander on your must-share list for the new school year-- particularly if you work with kids in 4th - 8th grade. It's such a fresh story with twin 12 year old boy protagonists who love playing basketball and are growing up-- and maybe apart-- as they cope with middle school, girls, and the expectations of their parents. The poems are full of energy and propel the story forward energetically. But I especially loved the picture of family life that comes across as each boy is trying to carve out his own identity, their dad (a former pro basketball player himself) is a hilarious character with a big story arc of his own, and their mom is the school's vice principal-- more savvy than they give her credit for. The family dynamics are lively and authentic and the picture of life at school rings true too. I'm calling it part Love That Dog meets The Watsons Go to Birmingham meets Slam. 

Here are just a few nuggets from the Readers' Guide I developed for the book and you'll find the whole guide here


1. As students read or listen to this verse novel, encourage them to visualize each of the main characters and talk about what they look like and how they talk and act. Work together to draw character sketches or find magazine or web-based images that look like these characters:
  • Jordan (JB) Bell
  • Josh (“Filthy McNasty”) Bell
  • Dad: Chuck Bell (“Da Man”), a former professional basketball player
  • Mom: Dr. Crystal Stanley-Bell, the assistant principal at the boys’ school (Reggie Lewis Junior High)
Talk about how the twins are alike and how they are different. For example, Jordan (JB) and Josh (“Filthy McNasty”) are identical twins, but JB shaves his head bald and plays shooting guard and Josh has shoulder length dreadlocks (at first) and plays forward. It is usually Josh’s point of view we see as the story unfolds.


5. Several of the poems in this novel lend themselves to readers theater performance, so that students can get a sense of the characters’ voices. The following poems offer text in two parts: plain text and italicized text for two volunteers or two groups to read aloud in turn.
  1. “Conversation” pp.17-19
  2. “The game is tied” p. 36
  3. “Mom doesn’t like us eating out” pp. 41-42
  4. “The inside of Mom and Dad’s bedroom closet” pp. 44-47
  5. “Dad Takes Us to Krispy Kreme and Tells Us His Favorite Story (Again)” pp. 63-65
  6. “Mom calls me into the kitchen” pp. 96-98
  7.  “Phone Conversation (I Sub for JB)” pp. 106-109
  8. “Suspension” pp. 138-141
  9. “I run into Dad’s room” pp. 165-167
  10. “School’s Out” pp. 188-189
  11. “Santa Claus Stops By” pp. 207-209
  12. “Questions” pp. 210-211
7. The author also introduces crucial vocabulary terms through twelve key poems presented at critical intervals throughout the book.
  • “cross-o-ver” p. 29
  •  “ca-lam-i-ty” p. 38-39
  •  “pa-tel-la ten-di-ni-tis” pp. 48-49
  • “pul-chri-tu-di-nous” p. 55
  • “hy-per-ten-sion” p. 76
  •  “i-ron-ic” p. 104
  • “tip-ping point” pp. 118-119
  • “chur-lish” pp. 142-143
  •  “pro-fuse-ly” p. 154
  • “es-tranged” p. 187
  •  “my-o-car-di-al in-farc-tion” p. 201-202
  • “star-less” p. 229
Talk with students about how the poet uses the usual dictionary format in presenting the vocabulary term: the word is shown in syllables, with a pronunciation guide, the part of speech is indicated, and the poem provides a kind of definition along with examples of the meaning of the word (using the phrase “as in:”). Working together, look up some of these words in a dictionary (or online) and compare your findings with the vocabulary poem. Challenge students to write their own “vocabulary” poems for a new word they encounter in the book using Alexander’s “formula.”

Plus, the Readers Guide pinpoints:
  • poems in rap, 
  • incorporates the power of nicknames, 
  • connects with YouTube videos of sports and music figures in the book, 
  • looks at the role of rules in the novel, 
  • showcases various forms and types of poetry that are included, 
  • and examines the "crossover" themes. 
Check it out here.

There is also an audiobook version of this novel in verse available. It's narrated by Corey Allen and produced by Recorded Books. Here's one more way to get kids into the book-- by listening to a pro read it aloud! It's available on CD or as a download here.

Now head on over to Irene's place, Live Your Poem, for more Poetry Friday nuggets!





Friday, August 15, 2014

GUIDE for Silver People by Margarita Engle

One hundred years ago today, the first ship passed through the newly completed Panama Canal changing the route through the Americas forever. Although this was and is celebrated as a technological achievement, I wasn't aware of the cost in human lives and ecological impact till I read Margarita Engle's vivid and compelling novel in verse, Silver People

I was fortunate enough to read an early copy of the book and create an educator's guide for sharing the book with young readers. You can download the guide here. To whet your appetite, here are just a few components to explore.

To set the stage for reading this novel in verse, identify the time frame (1906-1914) for the story’s setting as well as the place and geographical location (Panama). Talk about what was going on in the world at this time (during Theodore Roosevelt’s presidency and prior to World War I) and locate Panama and the surrounding countries (particularly Cuba and Jamaica) on a map. Look for Bottle Alley, Lake Gatun, the Chagres River, the Gaillard Cut, and the island now known as Barro Colorado extensively studied by the Smithsonian Tropical Research Institute. Look for historical photos and documents that help provide a context for understanding the building of the Panama Canal. One resource is a jackdaw of facsimiles of primary source documents available at Jackdaw.com, specifically this collection: “Panama Canal: Building the 8th Wonder of the World.” This includes many maps, blueprints, ship’s dockets, personal letters and telegrams, ledgers, health records, period postcards, etc.

Characters
As students read or listen to this novel in verse, encourage them to visualize each of the main characters and talk about what they look like, what country they are from, what language they speak, how they feel about these events, and what dreams or goals they each have. Work together to draw character sketches or find magazine or web-based images for these characters.
  1. Mateo, from Cuba (our protagonist and a canal laborer who aspires to be an artist)
  2. Anita, from Panama (an orphan and herb girl, sweetheart of Mateo)
  3. Henry, from Jamaica (digger, friend of Mateo)
  4. *John Stevens (Chief Engineer) p. 43
  5. Old Maria (surrogate mother to Anita) p. 83
  6. *Theodore Roosevelt (U.S. President) p. 95
  7. Augusto (New York scientist and artist originally from Puerto Rico) p. 115-117
  8. *George W. Goethals (Chief Engineer) p. 149
  9. *Jackson Smith (Manager) p. 151
  10. *Gertrude Beeks (Welfare Department) p. 163
  11. *Harry Franck (Census Enumerator) p. 213
(*These characters are actual historical figures.)
Students could also each choose a favorite character and read aloud the poems from her/his perspective readers theater style.

Animals of the Panama Jungle
Each of the following animals is featured with a poem from its perspective. Students can choose one of these to prepare for oral reading, researching (online) images and sound effects to accompany their reading. One helpful resource is Animals.NationalGeographic.com
  1. Army ants p. 137
  2. Bullet ants p. 138
  3. Capuchin p. 200
  4. Crocodile p. 105
  5. Giant hissing cockroach p. 104
  6. Giant swallowtail butterflies p. 201
  7. Glass frogs p. 26
  8. Howler monkeys (see separate listings)
  9. Jaguar p. 106
  10. King Vulture p. 202
  11. Monkey-eating eagle p. 58
  12. Mosquitoes p. 172
  13. Poison Dart Frogs p. 231
  14. Poison dart tadpoles p. 245
  15. Quetzal p. 244
  16. Ruby-throated hummingbird p. 136
  17. Scarlet macaws p. 230
  18. Three-toed sloth p. 59
  19. Tree Viper p. 60
  20. Vampire bats p. 173-174
  21. Violet-Green swallows p. 175
Check out the GUIDE for more information on:
  • Teaching figurative language
  • Making STEM Connections: Engineering, Machinery, Math
  • Exploring themes
  • Offering literature links
Now head on over to Heidi's place for more Poetry Friday fun.



Image credits: welldonestuff.com;history.howstuffworks.com;paho.org;a-z-animals.com;revuemag.com