INSIDE OUT & BACK AGAIN, By Thanhha Lai

Lai, Thanhha.  2011.  Inside Out & Back Again. New York, NY:  Harper Collins.  ISBN 978-0061962790

SUMMARY AND CRITICAL ANALYSIS

This novel in verse is based on the life experiences of the author, Thanhha Lai.  She tells the emotional story of fleeing Vietnam in 1975 as the country was falling to Communist forces.  It is told from the point of view of Ha, the youngest of four children and the only girl.  Her father is missing in action and her mother attempts to veil her grief and find a way to care for her family.   Lai has divided the novel into three sections, the first chronicles life during escalating war in Vietnam and the disappearance of their father.  The middle section tells of the family’s narrow escape at sea and the complications of the voyage.  The final and longest section reveals the highs and low, hopes and dreams, fears and frustrations of starting a new life in Alabama.  

The story is very compelling and will have the reader vacillating between a myriad of emotions.  Beginning with the sorrow, despair and grief of leaving Vietnam, Ha shares her raw emotions.  A roller coaster of relief, sadness and frustration on the ship; hope, confusion, loneliness and even joy while acclimating to the foreign land of Alabama make up the range of feelings Ha faces.   

There is a quick cadence and rhythm in Lai’s writing style.  She is very succinct and direct in the way she quickly creates a scene, sets up tension and keeps moving the story forward.  She has expertly selected just the right amount of detail to chronicle an entire year of events.  The verses do not bog down or drag in any way; instead the reader catches snippets and vignettes of life that exemplify the most significant emotions and events of that tumultuous year.  Each poem is carefully crafted to economize words without compromising detail or rich emotion.

This poetry will inform many children who have never experienced such loss and change.  Many children will be surprised at the challenges of relocating.  Other children will connect with Ha’s struggles, as it will remind them of challenges they have faced in their lives as immigrants or travelers to new places. 

There are cringe-worthy moments for teachers as they read the ways that Ha was put on the spot in the classroom.  The emotional descriptions make it easy to empathize with Ha, a vulnerable and confused newcomer to the class. Teasing and name-calling seem to be universal problems for most children and readers will likely relate with Ha's pain.  Most children do not want to be perceived as different and Lai did an excellent job of allowing the reader to feel Ha's discomfort in many awkward situations.

The three sections of the book define the dramatic changes for Ha and her family and frame the context for the experiences.  The short length of each poem makes this novel accessible to many types of readers. The transformation of heart and soul in Ha and her family members over one year's time is both believable and authentic. An informative and interesting interview with the author is provided at the end of the book.  Discussion questions and writing suggestions are also included and will be helpful to classroom teachers.  

This high quality book is not to be missed.  It has earned the Newbery Honor Award and is a National Book Award Winner.  It can provide a terrific introduction to verse novels for students unfamiliar with this format.  Most importantly, Lai has told an authentic and powerful story that has the potential to enrich and enlighten middle school and older students.  Her writing is direct and engaging.  This story will challenge readers to consider their own family stories as well as their own role in the lives of those around them.  

SPOTLIGHT ON A POEM

This book will be an excellent choice for middle school and older students.  I think it would be best if each student had a copy of the book to read it at his or her own pace.  Selected poems could be shared with the entire group or students could choose their favorite ones to share with the class. This book would work well within the context of a social studies unit that was covering this time period in history. 

Background knowledge about the Vietnam War is necessary to add to the understanding of this story.  Carefully selected photos, a map of the region and a general overview of how families like Ha's would have ended up in the United States will be necessary to gain maximum comprehension of the important time in history that is described in this book. 

A common theme among immigrant children is a frustration over the lack of validation they receive for the knowledge they bring with them to a new place.  The following poem captures the frustration and humiliation of a young child who is misunderstood.  I think this poem has universal appeal to any child who has been misunderstood.  This poem lends itself to a dramatic presentation with several children acting it out while a narrator reads it out loud.  The following roles are needed: a teacher, the young girl named, Ha and three to four children to represent a classroom full of students.  Presentation suggestions are included in parenthesis and are not a part of the original text.

     (Narrator states the title and recites the entire poem)

     "Feel Dumb"

     "MiSSS SScott   (Teacher points)

     points to me, 

     then to the letters

     of the English alphabet.

     I say   

     A B C and so on.  (Ha repeats after the narrator, A, B. C)

     She tells the class 

     To clap.  (The children clap 4x in unison)

     I frown.  (Ha makes exaggerated frown)

     MiSSS SScott  (Teacher points)

     points to the numbers

     along the wall.

     I count up to twenty. (Ha begins to count to 20 after the narrator finishes the line)

     The class claps

     on its own.  (The children clap 4x in unison)

     I’m furious,  (Ha pantomimes her anger and frustration)

     unable to explain

     I already learned 

     fractions

     and how to purify 

     river water. 

     So this is (narrator does this with deep feeling)

     what dumb

     feels like.

     I hate, hate, hate it."  (Ha repeats this line 2x after the narrator says it, growing in volume.)

Allow the actors to practice the poem several times before presenting it to the class.  After the students have listened and watched the first time, supply them with a printed copy of the poem and allow them to follow along as the actors repeat the performance.  Invite children to talk about the poem and relate it to their own personal experiences. Allow time for discussion about times they may have felt similar to Ha. If other groups of children would like to present the poem allow them time to prepare and present it to the class.  Allow children time to write a journal response about a time they may have “felt dumb.”  Provide time for those who want to share their writing.  

POEM DEPOT, AISLES OF SMILES by Douglas Florian

Florian, Douglas.  2014.  Poem Depot, Aisles of Smiles.  New York: NY. Penguin.  ISBN 978-0803740426

OVERVIEW AND CRITICAL REVIEW

Douglas Florian has created yet another book of fun poetry for children. This collection is arranged in eleven chapters, each designated as an “aisle” in the Poem Depot.  Catchy chapters use alliteration and rhyme for titles like “Jests and Jives”, “Miles of Smiles” and “Chortles and Chuckles.”   Florian explores a variety of topics that will naturally appeal to children.  He plays with wishful thinking, exaggerated experiences and silly solutions.  He includes puns, idioms and word play. Many of the poems have unexpected twists and the kind of surprise endings that keep children engaged until the very last word.  This collection is reminiscent of Shel Silverstein’s poetic and artistic style, but Florian has added his own personal technique. 

This collection is filled with humor and playfulness.  Readers will laugh when they read  “Wild Willy,” as Willy bravely tackles tigers and wrestles bears, but is then terrified of a little mouse.  They will enjoy hearing how “Slippery Sam” can slip through cracks and doors and even out of his skin.  

The strong rhythm and beat found in most of the poems make them an excellent choice for reading aloud.  There are several variations of alternating rhyme schemes. A strong example of an abab alternating rhyme can be found in “Crazy Cozy,” with lines ending with night/tight, sheet/feet, wool/full, tight/light.  Florian plays with form in “Po m,” allowing the readers to supply the missing letters. The first line reads, “Th s po m is mi sing le ters.”  The repetition used in “Ditty Dum” makes the poem both challenging to say and fun to read aloud.  Shifts in pace and timing are reflected in the use of different rhyming patterns, varying lengths of poems and interesting word choice.  

Florian is both the author and illustrator for this collection.  He uses simple child-like line drawings in black and white to depict images for each poem.  The images range from the realistic to the fanciful, the outrageous to the absurd.  The artwork creates humor, surprise and comic relief.  Each illustration extends the experience of the poem. 

The organization of the book includes an index of titles as well as an index of first lines, making it easy to find just the poem you need.  The poems range in length from four lines to more than twenty. The unique artwork and limited text on many pages make this book very accessible to many levels of readers.  The poems in this collection are filled with humor and playfulness and they make an excellent introduction to a joyful poetry experience. 

SPOTLIGHT ON A POEM 

Children are often drawn to humor and this collection will provide many wonderful experiences with poetry.  School is a universal experience for most children and poems that reflect school experiences are often on the list of favorites. Florian explores an oft joked school topic in “Homework Shirk.”

“My hound dog ate my homework.

My kitty chewed it, too.

A taxi ran it over,

And a school bus passing through.

A flood filled it with water.

A cyclone tore it up. 

And then my father mixed it 

Inside his coffee cup.

Some birds used it for nesting.

They turned it into fuzz.

And that is why my homework

Now looks the way it does." 

I would bring this poem to life by preparing some “homework” in advance.  I would collect several pieces of paper and run them over with a car to create dramatic tire marks and then bring them to class.  I would have a bowl of water, a portable fan, a coffee cup and a bird’s nest all available to use as props to reenact this poem.  After presenting the poem I would invite the children to read aloud from large copies of the poem.  I would invite the children to add their own interpretations of the poem and provide time for sharing.  

EXTENSIONS

Children will enjoy other titles by Douglas Florian.  Checkout his website for a list of his books and access to other information.  www.douglasflorian.com

GATHERING THE SUN, AN ALPHABET IN SPANISH AND ENGLISH, By Alma Flor Ada, English translation by Rosa Zubizarreta, Illustrations by Simon Silva

Ada, Alma Flor.  Gathering the Sun. (Ill. Simon Silva).  New York: NY, Harper Collins. (2001).  ISBN 978-0688170677

OVERVIEW AND CRITICAL ANALYSIS

Alma Flor Ada celebrates the dignity of hard-working farm laborers and their families, working the fields of California, in Gathering the Sun.  Short poems for each letter of the alphabet, written in both Spanish and English, capture the long days in the field, pride in a job well done and loving family connections.  The simple narrative poems tell the story from a child's point of view, portraying a child-like innocence and vulnerability.  The use of dual languages makes this book accessible to both English and Spanish speakers. It honors both languages and provides a distinctly Mexican-American context. 

The poems range in length from four to eight lines each.  Simile and metaphor are used throughout.  In "Peaches," the round fruit is compared to "a gentle caress."  In "Field Row" a seed lies "tucked in like a baby in a crib." Repetition adds emphasis in "One" with the repeating of the line "Not one … but many" describing the fields of flowers, fruit and trees.  The poem "Pride" repeats "Proud of my … " on every line, showing pride in family, culture and self.  

Simon Silva has created bold and colorful illustrations that transport the reader from a wide open asparagus field to the middle of a peach orchard.  Whether climbing a ladder or bending low near the earth, pushing seeds into the soft, rich soil, the dignity of work is honored in the art work.  Silva uses broad landscapes and expansive scenes to create a sense of the vastness of the farmland. The rhythms of farming life are depicted at the kitchen table where delicious traditional food is being prepared and beside the bed when it is time for nighttime prayers. The sun drenched days of working in the field are depicted in orange and yellows and are in contrast to the shady resting places under a tree. The combination of hard work and family tenderness is repeated in several scenes. The artwork provides an extension to the poetry and expands the poetic experience.  

Silva's painted scenes use smooth strokes and clear lines. The use of light is very effective in creating shadows as workers bend in the sun, rest in the cool shade or stand in the fading light.  Many cultural markers are evident in the artwork.  Brown skin tones reflect the Mexican heritage of the individuals.  Traditional foods like tortillas, hot jalapeño peppers and fresh vegetables reflect authentic ways of eating.  A woman in traditional dress in front of a Mayan scene shows honor to her family heritage. Both Spanish and English are given equal prominence. 

This enjoyable title is filled with quality poetry.  Readers will connect with the scenes and beautiful language of this book. It provides a vibrant and authentic view into the life and work of the many thousands of dedicated individuals who work in the farms and fields of California. 

SPOTLIGHT ON A POEM

Choosing one poem was a challenge because so many of the short poems in this alphabet book are like little gems.  The poem for the letter "J' uses the Spanish word Jardin, while the English word is spelled Garden. both versions are included below.

     "Jardin"

     Mi madre trabaja

     en un jardin.

     Cultiva claveles

     blanco y carmín.

     Los siembra, los riega

     y los transplanta

     Cuando florecen

     como le encantan!"

     "Garden"

     My mother works

     in a garden

     growing carnations

     both red and white.

     Seeding, watering

     and replanting…

     And when they bloom,

     it's pure delight!"

The language of this poem is gentle and pleasing.  It honors the work of a mother and the "seeding, watering, and replanting" that are all necessary to end with something that is "pure delight."  This narrative verse has a cadence that replicates the rhythm of field work, "seeding, watering, and replanting."  It feels like meaningful and purposeful work that results in something that will bring joy to others. 

I would introduce this poem within the context of the entire book.  I would highlight this poem by reading it aloud two or three times in English. I would request a Spanish speaking student to read it aloud in Spanish.   I would project several pictures of the farmland of Central California to provide context for this book. I would invite the children to respond to the poem and relate connections to their own mothers and the work they do.  Children would be encouraged to consider the work of their own mother or family member and to describe an aspect of the work. If there are bilingual children in the class, they would be encouraged to write in English or Spanish. The children would be encouraged to use interesting descriptive language to describe the work.  

I would read other poems in the collection and allow children to respond and discuss how the author used different types of language to honor the work of the individuals in the book. 

EXTENSIONS

Alma Ada Flor has published many wonderful books for children.  Her website is inviting and user friendly.  Encourage children to explore her other work at http://almaflorada.com.

ANOTHER JAR OF TINY STARS, By Bernice Cullinan and Deborah Wooten

Cullinan, B. E., and Deborah Wooten. "Another Jar of Tiny Stars: Poems by more NCTE award winning poets." Honesdale, PA: Wordsong/National Council of Teachers of English (2010).  ISBN 978-1590787267

OVERVIEW AND CRITICAL ANALYSIS

Another Jar of Tiny Stars is a collection of favorite poems as selected by children from 15 NCTE award-winning authors.  This delightful and engaging collection includes a wide range of poetry styles.  Poems range from humorous to serious, playful to thought provoking.   The various poems, each reflecting the poet's style, create a mosaic of rhythms, sounds and sensory experiences.  Poetry lovers will find their favorite style of poem, whether it is free verse, strong rhyme or narrative verse. Not-yet-poetry-lovers will be enticed by this collection and might be persuaded to choose one of the poems as a new favorite. Emotional impact will come in the form of laughter, giggles and serious reflection across the span of authors. 

A brief sample of what can be found between the covers of this book is highlighted with some perennial favorites. Listen to David Mc Cord's strong beat and repetition in The Pickety Fence.” 

     “…the pickety fence/The pickety fence/Give it a lick it’s/

      the pickety fence/Give it a lick it’s/A Clickety fence…”

Nikki Grimes captures the beauty of a winter day in “Snow.”

  

     “… Magic! Evening snow

       drifts turn each streetlight into

       a star on a stick.”

Myra Cohn Livingston and X. J. Kennedy both write about Martin Luther King, Jr.  Each bringing a different perspective. Livingston gives a gentle tribute while Kennedy creates a steady rhythm and beat that will carry you along to the final syllable.  Arnold Adoff uses delicious figurative language to describe his family in “Flavors.”  He also scatters his words across the page, causing the reader to stretch out the words and slow down the reading.  Karla Kuskin changes font size in “I Woke Up This Morning” to add emphasis and volume to her poem.  It seems the final words are practically shouting from the page.  

Readers will connect with the range of experiences they will find in the poetry.  Children who love the beach will enjoy “The Summer Song” by John Ciardi.  Dinosaur lovers will not be able to resist Valerie Worth’s “Dinosaurs.”  Many children are animal lovers and there are several poems to satisfy like “Puppy” by Lee Bennett Hopkins.  Poems with universal appeal abound in this collection.  

These award-winning poets deliver quality on every page.  Covering a range of topics makes the collection fresh and unpredictable.  Black and white drawings of each poet, along with a personal quote separate each section.  The “About the Poets” section in the back of the book adds personal perspectives from each poet and interesting facts about their personal and professional lives.  Other poets included in this collection are, Aileen Fisher, Eve Merriam, Lillian Moore, Arnold Adoff, Barbara Juster Esbensen, Eloise Greenfield, Mary Ann Hoberman and Nikki Grimes.  A star-studded cast of poets make this collection a must for every classroom. 

SPOTLIGHT ON A POEM

Engaging, rhythmic and rich in sensory images, "My Cat" by Barbara Juster Esbensen paints a peaceful picture. 

     "My cat is asleep — white paws
     folded under
     his chin     He is a soft gray
     smudge on the round rug

     Dozing in the sun
     He is a warm round stone
     with a fur collar

     My cat is taking
     a nap     Not a whisker
     trembles     Not a hair
     moves     His breath goes
     softly in and out

     Stay in your holes
     mice!     My cat sees you
     in his dreams
     and he has left his motor running!"

IN THE CLASSROOM

Many children love animals and have pets of their own.  This poem will remind them of animals they know.  Project multiple pictures of sleeping cats for the class to view and enjoy before reading this poem.  Read it aloud two or three times so the children can enjoy the rhythm and try to imagine this peaceful, sleepy cat.  Project the words for all to see and let the class read the poem chorally, alternating sections with groups of children.  Allow the children to discuss the figurative language found in the the poem.  Talk about how the author uses the rug, a round stone, a fur collar and a running motor to help the reader to "see" the cat sleeping on the rug.  Provide pictures of sleeping cats and active cats for children to view.  Working individually or with partners, encourage children to create their own poems about cats, using the pictures to stimulate ideas.  As time permits, allow students to share their work with the class.

EXTENSIONS

If you want to read more about Barbara Juster Esbensen you will find an interview with her located here http://www.ncte.org/library/NCTEFiles/About/Awards/Esbensen.pdf.  She was a prolific writer and you can find her books on www.amazon.com.  Additional animals poems are included in Another Jar of Tiny Stars.

REVENGE OF THE LUNCH LADIES, THE HILARIOUS BOOK OF SCHOOL POETRY, by Kenn Nesbitt, illustrated by Mike and Carl Gordon

Nesbitt, Kenn.  2007.  Revenge of the Lunch Ladies. (Ill. Mike and Carl Gordon).  Minnetonka, MN:  Meadowbrook Press.  ISBN 978-141694648   

OVERVIEW AND CRITICAL ANALYSIS

Revenge of the Lunch Ladies is a playful collection of 47 poems about school life by Kenn Nesbitt.  It is told almost entirely from the perspective of a child, with a few poems told from a teacher’s point of view. Topics range from school supplies to homework, school lunches to bad days and so much more.  Fast paced and funny, children of all ages will find something to relate to within the pages of this book.

Nesbitt has captured the school experiences common to many children.   Readers will laugh at “My Lunch,” a poem about a lunch full of forbidden treats.  They will groan at “Class Gas,” when they hear about stinky feet.  They will understand the embarrassment in “My Teacher Calls Me ‘Sweetie Cakes,’” when the teacher is also your mother.  They will marvel at how many ways you can say you are feeling bad in “What I Told Mrs. Morris When She Asked How I Was Feeling Today.”  They will be wishing for their very own homework machine when they hear, “The Marvelous Homework and Housework Machine.”  Puppy love, loneliness, best friends, and dreaded school lunches are other topics that are explored.  Poems of a few lines and others that fill the page will challenge readers to stay engaged with the couplets and other rhyme schemes, free verse and surprise endings.   Readers will want to pay attention so they can be in on the joke too.  

This book is light-hearted and playful.  It  allows children to poke fun at themselves and others with this format.  It invites children to have fun with poetry and makes poetry relevant to their own lives.    

Each page has a similar layout.  The language of the poems is very accessible to many types of readers.  More difficult words are interspersed in several poems and provide a creative use of vivid vocabulary.  A table of contents in the front makes it easy to find just the poem you need; the index in the back helps the reader track down poems by listing them in alphabetical order. 

The illustrations are black and white cartoon drawings that add a lot of humor to each poem.  They add context and playfulness.  Even non-readers will enjoy the illustrations while listening to the poems being read aloud.  The colorful cover will pique the interest of most readers and they will want to look inside.  This collection of poems will be a favorite in the hands of children.

SPOTLIGHT ON A POEM

Children learn many things in school and sometimes what they learn is not what their parents intended.  Nesbitt describes the possibilities in "My Excellent Education." 

     How to juggle.

     How to hop.

     How to make 

     my knuckles pop.

     How to whinny.

     How to cluck.

     How to talk like Donald Duck.

     How to wiggle

     both my ears.

     How to fake 

     convincing tears.

     How to yo-yo.

     Capture flies.

     Roll my tongue

     and cross my eyes.

     How to make a piggy snout.

     How to make my eyes bug out.

     These are things 

     I learned in school. 

     Education —

     ain't it cool?

IN THE CLASSROOM

The pleasing rhythm of this poem along with the myriad of skills outlined here will make it an enjoyable read.  Before reading the poem aloud ask the children to generate a class list of all of the things they have learned in school so far.  Give everyone the opportunity to share.  Introduce the poem "My Excellent Education," reading it  aloud two or three times.  Let the children respond to the poem.  Then ask the children if they want to add anything to the class generated list of things they have learned.  They will probably have new ideas to share after hearing the poem.  Allow time for children to contribute ideas.  Project the poem for all to see and read it again to the class.  Ask them to listen to the rhythm of the poem.  Have everyone join in a choral reading.  Do this two or three times so the children are very comfortable with the flow of the poem.  

EXTENSIONS

Kenn Nesbitt's poetry website www.poetry4kids.com is a must for home and school use. It is filled with poetry, games, contests, activities and so much more.  You will also find a list of Kenn's books that will delight your readers.  His playful approach to poetry can be used for daily readings, also as a springboard for writing and for independent reading times.  If you are looking for materials to hook your students into poetry you will want to include Kenn's books.