Wednesday, May 2, 2012

Every Thing On It by Shel Silverstein



Silverstein, Shel. Every Thing On It: Poems and Drawings. New York: Harper, 2011. ISBN: 9780061998164

Twelve years after his death, Shel Silverstein’s family has compiled never before released drawings and poems. Anyone familiar with Silverstein’s talent and humor will find his posthumous contemplation just as odd, gross and hilarious as his other works. Every Thing On It includes 145 poems in all. Silverstein rejected these pieces from his earlier publications as they did not fit the tone he was trying to achieve in prior works.

The collection is arranged with a single poem taking up a page or a two page spread accompanying one of Silverstein’s black and white drawings. His use of figurative language makes the collection one that stimulates fun, as the use of play on words creates a laughing good time.

In Her…

In her mink coat
And her buckskin pants
And her lizard skin boots
With the rattlesnake bands
And her beaver hat
With the raccoon tails
We heard her shoutin’…
SAVE THE WHALES

Included in the book is an index, making it easier for readers to locate particular drawings. The book's opening, dedicated “For You” and the final poem, “When I’m Gone” causes the reader to reflect on the author, his other works and the part each has played in our lives.

When teaching about plagiarism/cheating to elementary students I would begin the lesson with a reading of Silverstein’s poem titled,

The Problem.

Jim copied the answer from Nancy
Sue copied the answer from Jim
Tim copied the answer from Sue, and then
Anne copied the answer from him
And Fran copied Anne and Jan copied Fran
The answer kept passing along
And no one got caught, but the problem was-
Nancy had it wrong.

Discussion could continue about the importance of doing one’s own work and giving credit to those we get information from.

Requiem: Poems of the Terezin Ghetto by Paul Janeczko.



Janeczko, Paul B. Requiem: Poems of the Terezin Ghetto. Somerville, Ma: Candlewick Press. 2011.     ISBN: 9780763647278

Poet Paul Janeczko takes a small part of the Holocaust and gives a haunting glimpse of Jews that were imprisoned in the Terezin Concentration Camp. This camp was noted as being the place where Jews of artistic talent were sent by Hitler.

While many of the characters found in Janeczko’s poetry in verse are fictitious, they were in fact researched by the author and are based on an actual place, time and facts of this horrific time period. The author weaves for the reader eye opening situations, pain and the feeling of despair. One short poem depicts the harshness of the situation and how desperate prisoners felt.

Blue sky
Beyond
Barbed wire.
I wish I were
Sky

The reader can envision what it would be like to stare at the big blue sky, looking at it through the wire fence and knowing there is no way out. The world keeps turning but for a prisoner in the camp, time stands still.
Free verse poems are cataloged in a Table of Contents by a person’s name, tattooed number or German military rank. Information about the actual encampment and people are included in a page provided by the author at the end of the collection. Also included are English translations for a few foreign words used in the book. Books, websites and multimedia resources are listed, so if the reader are so inclined, they may do additional research into the topic. Black and white charcoal drawings used to illustrate the camps life and its occupants are actual drawings that survived the Holocaust.

After reading this book with a group of students I would lead them in a research project about actual prisoners that were in the camp using library and internet resources. Students would select a prisoner and researchhis/her lives and outcome. I would then ask them to follow the “I Am From” poem template to write about their prisoner selection.


To lead this project I would reread and spend time discussing this poem from the book.

I am Miklos
The younger boys in L410
call me professor.
Because I know many words?
Because of my large glasses?
Because I like to write
in a small notebook
that I conceal from the guards
in my shoe?
I am fragile
With fear.

Miklos talks about his love of writing and the lengths he goes to conceal it. Discuss with students the importance of writing/journaling to document someone’s presence. Then, lead in with the poem activity after research.

Falling Hard: 100 Love poems by Teenagers edited by Betsy Franco



Franco, Betsy. Falling Hard: 100 LovePpoems by Teenagers. Cambridge, MA: Candlewick Press, 2008. ISBN: 9780763634377

Falling Hard is an anthology of poems written by teenagers from all over the world and were emailed at the request of the author. It is unclear how the project was launched but all poems contain the same theme:  love. Poems were sent from all ages, gender, sexual orientations and cultures. While the author only tells their name and age, from the poem one can get a sense of the poet’s background and their feelings about the topic. Teens will find the honest vocabulary, creativity and style of these poets, ones they can identify with, which makes this book a popular selection among teens.

Regardless

The phone rings
I feel a rush
The doorbell rang
It was you

I love you

The cops came
They asked me questions
They were looking for you

 I love you

The boys came
They swore and broke the windows
It was your fault

I love you

She asked where her money was
I knew it was you

I love you

We robbed the woman
I handed you $500
You disappeared
You’re a thief
I love you

You did that crazy thing to me and her
It felt good
It was you

I love you

As we rode side by side
Metal locking our wrists
We smiled

I love you

Lisa Vuolo, age 15

Poems range in content from infatuations, true love, love gone wrong and heartbreak. Many of the poems are mature in nature and need to be taken into consideration before sharing with an audience.

To introduce metaphors I would introduce the poem titled Love Poem.

I am
The flour
To your tortilla,
baby.

                By Juan Nunez, age 15

It’s short, simple and perfect for an upper elementary discussion.  To follow the lesson I would use the two worksheets listed below to adapt a library lesson suitable for the age group.

http://bogglesworldesl.com/metaphor_worksheets.htm