2003 WINNER: Little Dog and Duncan

This is the 2003 winner of the Claudia Lewis Poetry Award:

Little Dog and Duncan by Kristine O'Connell George (Clarion, 2002)

Here is a Readers' Guide for Little Dog and Duncan created by Jenni Stechmann Crume.

Bibliographic Information:
O’Connell George, Kristine. 2002. Little Dog and Duncan. Ill. By June Otani. New York: Clarion Books. ISBN 061811758X

Recommended age levels: Preschool-Grade 2

Summary:
The poems in this book chronicle Duncan’s visit to Little Dog’s house. At first, Little Dog isn’t sure that it’s a good idea because Duncan is a big dog and takes up a lot of space. As the day progresses, Little Dog discovers that he loves to play with Duncan and they become the best of friends. When Duncan has to go home, Little Dog is very sad. Will he still have a friend?

Awards ( for the book):
Claudia Lewis Poetry Award (2003)
Horn Book Fanfare 2002
Capitol Choices 2002: Noteworthy Books for Children

Awards (for the author):
Lee Bennett Hopkins Poetry Award Promising Poet Award

Review Excerpts:
“The author and artist of Little Dog Poems (1999) reunite with this equally pleasing book of poetry for both young listeners and new readers(.)…Otani’s tender watercolors, with bright, white, uncluttered backgrounds, link the poems, at the same time showing how much alike the dogs are. They record the action with charming sincerity underline[d] by gentle humor.”
– Stephanie Zvirin - Booklist
http://www.booklistonline.com/Little-Dog-and-Duncan-June-Otani/pid=1113697

“George has a real knack for choosing ordinary moments and describing them in accessible yet lyrical language, transforming the mundane into the magical. The poems have been pared down and polished to perfection; although written in free verse, they have the elegance and quiet eloquence of haiku. Otani's watercolor paintings are filled with personality and charm(.)…Glowing with warmth and gentle humor, this book makes a great choice for reading aloud, or for quiet sharing while children are snuggled up with their favorite pet or stuffed pooch.”
– School Library Journal
http://www.kristinegeorge.com/little_dog_and_duncan.html

Questions to ask before reading:
1. Ask the children questions about their friendships. “Have you ever met someone that you didn’t like at first but then started to like them? What happened?”
2. Have the students look at the cover and make predictions: “What do you think the poems will be about?”
3. If the children have read Little Dog Poems: “Who do you think Duncan is? Why do you think he is with Little Dog?”
4. Ask who has pets. Ask who has dogs. “Have you ever watched two dogs play together? Describe it for me.”

Suggestions for reading aloud:
1. Have the kids choose actions or motions for each time Little Dog is mentioned and one for each time that Duncan is mentioned. The students can keep it the same through the whole book or change it every couple poems.
2. Break the class up into groups. Have each group read a poem of the book out loud, in unison. Read through the whole book this way.
3. Read a poem once. On the second reading, have the children echo each line.
4. Rotate through the room and have a student read a line of each poem.
5. Have the children form a circle. Hand the first reader a small, soft ball. After they read a set amount of a poem, they toss the ball to someone in the circle, who then reads. Continue until everyone has read.

Follow-up activities:
Art:
• Have the students brainstorm what they think the “next” poem would be about. Have them illustrate the poem.

Communication Arts:
• Have the children write poems about dogs. Alternatively, they could write poems about other pets they might have.
• Tell students to close their eyes and visualize the setting as you reread a poem. Have them describe the scene.
• Identify unfamiliar words. Have students guess the meaning of the words based off of context clues and setting. Look up the word and explain meaning. How close were they?
• Create loose strips of paper with pictures or instances in the book. Have the students put them in order.
• Compare/Contrast: Have the children list ways that Duncan and Little Dog are the same. Have them list how they are different.

Math:
• (Preschool): Have the children go through the book and count how many times Little Dog is mentioned. Have them count how many times Duncan is mentioned.
• (K-1): Give fraction worksheets using dogs – larger dogs representing Duncan and smaller dogs representing Little Dog. Have students identify which Little Dog is half or a quarter of the size of Duncan.

Social Studies:
• Work with students to find more information about Kristine O’Connell George. Where is she from? How old is she? Where did she get inspiration for the Little Dog poems?

Science:
• Build a “Science Guide” about dogs. Examples could include:
o Who’s bigger? Little Dog or Duncan?
o Descriptions of Little Dog/Duncan (color, texture, sounds they make, etc)
o Comparison of the two dogs barks (pitch, loudness, etc)
o Pictures and sequence description (Little Dog is left of Duncan, etc.)
o Charts for height/weight (can use paper cut outs to measure and approximate weights)

Websites/Blogs:
1. Author’s website for the book (contained in her personal website). This website contains information about Kristine O’Connell George, suggested activities for teachers and information about the dogs that inspired the book.
http://www.kristinegeorge.com/little_dog_and_duncan.html

2. This blog contains information about books that have won the Claudia Lewis Poetry Award. Not only does it have Little Dog and Duncan, but it is a great resource for other books that teachers and parents would love to use.
http://claudialewispoetryaward.blogspot.com/2012/02/2003-winner-little-dog-and-duncan.html

3. LoveYourDog.com is a website that contains poetry created by students about their dogs.
http://www.loveyourdog.com/poetry1.html

4. Jacket Flap – this site contains a list of works illustrated by June Otani. It includes bibliographic information for each book and an icon of the book’s cover.
http://www.jacketflap.com/june-otani/83603

Related Books:
Related Book by Kristine O’Connell George:
*Little Dog Poems by Kristine O’Connell George (Ill. by June Otani)

Books Illustrated by June Otani:
*Chibi by Barbara Brenner
*If You Lived in Colonial Times by Ann McGovern
*What Makes a Shadow? By Clyde Robert Bulla

Books about dogs:
*Clifford the Big Red Dog (and other Clifford books) by Norman Bridwell
*Doggies: A Counting and Barking Book by Sandra Boynton
*Dog by Matthew Van Fleet

Note:
*Questions and Activities Based off of Missouri State Grade Level Expectations
* Clip Art on cover from Microsoft Word (Microsoft Office 2007)

2002 WINNER: Amber was Brave; Essie was Smart

This is one of two winners of the Claudia Lewis Poetry Award for 2002:

Amber was Brave, Essie was Smart by Vera B. Williams (Greenwillow, 2001)

Here is a Digital Trailer for Amber was Brave, Essie was Smart created by graduate student Jessica Holland. 

Here is a Readers' Guide for Amber was Brave, Essie was Smart created by graduate student Stephanie Knoebel.

Bibliography
Williams, Vera B. 2001. Amber Was Brave, Essie Was Smart. New York: HarperCollins Publishers. ISBN 0060294604.

Recommended Age Levels: 7-13

Summary of Book

In the collection of poems, Amber Was Brave, Essie Was Smart, Amber is the main character, while Essie is her sister. They are very poor and have to rely on one another. The two girls cuddle together with Amber’s teddy bear Wilson in a “Best Sandwich” in order to keep warm because their heater is broken. They cannot use a telephone, because their mother cannot pay the bill. Their mother works hard to take care of the family, but she is not around often, except for late in the evenings and on Sunday. Sunday is finger nail painting day and their mother ends up insulting their new friend Nata-Lee who has recently moved in on the top floor of their building. Their dad is in jail because he forged a check. This is devastating for Amber, and she sends him her braids to ensure that he remembers her.

The poems reveal the relationship of Amber and Essie as both sisters and confidantes. We really feel their inner struggles with the world, their family, and each other. The story is so direct, yet the emotions are so rich. The pictures help emphasize that also by going from black and white to colored pencil drawings. In the end, they go with their uncle and mom to buy groceries just before their dad comes home.

Review Excerpts
“Williams opens with full-color portraits of the girls and closes with pastel drawings of the more dramatic moments; she punctuates the poems with black-and-white pencil drawings that convey the deep affection between these sympathetic sisters. Though the author taps into difficult themes, by relaying the events through the eyes of the two girls, she maintains a ray of hope throughout the volume.”
• Publishers Weekly

“Williams's heartwarming story takes readers on the emotional roller-coaster ride that is Amber and Essie's life. Williams's spare and touching verses capture every detail with clarity, humor, and heart. While the text is accessible to children just venturing beyond easy-readers, the story has a great deal of substance for older readers as well. Black-pencil sketches are full of action and as lively as Williams's poems, and fully capture the joys and sorrows of the girls' life. Finally, when the story has ended (or perhaps just begun), readers are treated to a full-color album of most of the high points and some of the low points the youngsters experience. A poignant testament to what it means to have a sister.”
• School Library Journal

“Two sections of full-color pencil illustrations add surprise and detail to the text. The opener, "Introducing Amber and Essie 4 Portraits," shows the girls from front and back, giving the reader a delightfully well-rounded portrait of each. The closing section, "Amber and Essie: An Album," adds additional action and color to some of the incidents. Poems and illustrations provide a portrait of close sisterly relationship that intimately and lovingly draws the reader into the joys and sadness of their lives. A wonderful story, brilliantly told.”
• Kirkus Reviews

Awards / Honors Received
• Boston Globe–Horn Book Award Honor Book
• ALA Notable Children’s Book
• Riverbank Review Children’s Books of Distinction Award
• ALA Booklist Editors’ Choice
• Publishers Weekly Best Book
• School Library Journal Best Book
• New York Public Library's "One Hundred Titles for Reading and Sharing"
• Jane Addams Book Award Honor Book
• Horn Book Fanfare
• Book Sense 76 Pick
• Texas Bluebonnet Award Nominee 2004-2005
• Claudia Lewis Poetry Award 2002

Questions to Ask Before Reading
Have the students discuss the following questions before reading aloud Amber Was Brave, Essie Was Smart.
• Before showing the students the title of the book, ask "Have you ever been compared to your brother or sister?" After several responses are shared, show children the title and ask "What clues do we have that this book is going to look at the differences between two sisters?"
• Do you have a brother or sister? What are some things that you do together?
• Do you have someone that you share your feelings and experiences with? Where do you share these things? Do you always get along with them? Explain.
• What are the differences between having one person at home versus two parents at home? What would you miss most about your family if it changed?
• How does your family cheer each other up? Is there something that always happens when someone in the family is sad or going through a hard time?
• What is it like to meet someone new? Where did you meet them? How did you become friends?
• What is a routine or tradition? Do you have a routine or tradition in your family? Is there something special that your family does on a set day or occasion?

Suggestions for Reading Poems Aloud
• “Conversation Under the Bed” – Have the students separated into 5 groups (organized by their tables), so each group gets a stanza to read aloud. They may act it out as a group when it is their turn to read aloud. This will help them focus on the meaning of a stanza and the meaning in the stanza.
• “Daddy Song” – Have all the children choral read the word daddy on every other line. They will then really hear the other words emphasized and as the focus. They get to see how things evolve or change with her experience with her dad. The main idea is Daddy, and the students will pick up on that from this activity.
• “No I Won’t / Yes I Will” – Divide the students into two groups. Have them take turns being either Essie or Amber. They will act it out bantering back and forth. This poem is perfect for this, because it is written like it should be a dialogue!

Follow Up Activities
Writing
• In this poetry book, Essie helps Amber cut her braids. Amber wants to send her braids to Daddy, so he does not forget her. Amber would have liked to have included a letter with her braids. The letter would have reminded her dad why she is so special. Have the students write a personal essay about why they are special.
• In the book, Nata-Lee gets her feelings hurt on “Sunday Beauty Parlor.” The mother of Amber and Essie tells Nata-Lee that she cannot participate as fully or as well, because she does not take care of her fingers. Amber becomes embarrassed by her mother. Have the students write a personal narrative about a time when they got embarrassed by a family member.
• In the book, Nata-Lee becomes a new friend to Amber and Essie. It was a very convenient friendship, since she moved into the same building. Have the students write a personal essay about a time that they made a new friend.

Math
• After reading the poem At the Table in Nata-Lee’s Turret House and Knowledge, discuss fractions with the students. Essie, Amber, and Nata-Lee split four apples evenly among three people. Have them think of things that they share and split among friends. Practice by splitting the pencils, crayons, erasers or snacks evenly among the students.
• After comparing the two poems, Thursday Afternoon, where money and food were difficult to obtain, and Full Cart, where money was not as much of an issue, talk to the students about money. Discuss the importance of a budget and spending money wisely. Practice by giving the students a realistic budget for groceries. Print up a list of items at the grocery store, and let them ‘purchase’ and total their mock-bill. Have them sort what they bought and determine how many meals they can make with what they bought. Afterwards, discuss positive choices. They are also then practicing addition.
• After reading the poem Amber’s Pleasure, discuss the value of 150. Bring in containers or things that have more or less than 150 items in them. Discuss with the students greater than, less than, and equal to. Students can then bring in their own items and make an anchor chart of their things that are greater than, less than, and equal to.

Social Studies
• Students can begin a unit of study on the Great Depression. They can research using both historical fiction and nonfiction texts. They can then compare and contrast the recession now to the Great Depression then. Additional information available at http://www.loc.gov/teachers/classroommaterials/themes/great-depression/students.html.
• After reading the poem Knowledge, have the students locate the equator and the continents. Have them create and label a map. Sing the continent song, which is viewable at http://www.youtube.com/watch?v=NVrN-0aQV1o.
• During the Great Depression, many people struggled financially. Discuss the economic ramifications this poverty caused in the family structure.

Science
• After reading the poem Best Sandwich, discuss friction. Amber and Essie had to try to keep warm. They chose snuggling up close to each other to do so. Have students try rubbing their hands back and forth together to create heat. Discuss why this works and identify this as friction. Also, have the students breathe on their own hands to feel heat.
• After reading the poems Amber’s Pleasure and Whoops, discuss gravity. Discuss which objects they think will hit the ground first with different objects and model it. Have the students pick an object that they would like to test in groups. Calculate the time that each object takes to reach the floor when dropped at the same height. Discuss the principle that all take the same amount of time and that it is called gravity.
• After reading the poem Full Cart, discuss the importance of a balanced nutrition. Discuss healthy foods while looking at the food pyramid. Discuss the benefits of eating healthy, such as increased energy and healthfulness. Have children create a poster advertising delicious healthy foods and their benefits.

Arts – Music, Art, Drama
• Students can create their own play to perform a Reader’s Theater. Once a script is written, allow the students to assign roles and gather props. Allow the students ample time to rehearse their parts. Let them perform their Reader’s Theater.
• Have the students write a song just like Amber did for Daddy Song.
• Review the pictures at the beginning of the book. The author Vera Williams created the pictures by using colored pencils. Take a picture of the kid’s faces and the backs of their heads. Give them their photos and have them create their own portraits using the same materials as Vera Williams.

Counseling Issues
• A counselor may use this book to lead into whole group or one-on-one discussions with children about friendship, sibling rivalry, latchkey kids, poverty, death of a parent, single parent households, or having a parent in jail.

Related Web Sites
An Interview with Vera B. Williams
www.youtube.com/watch?v=LNIXrAxonMo
[Check out this video clip to hear Vera Williams say this book is her favorite and say how it was inspired by her own life experience.]

Great Depression
www.loc.gov/teachers/classroommaterials/themes/great-depression/students.html
[Check out this website for more information about the history of the Great Depression.]

Vera B. Williams
http://whatsupwiththebooks.edu.glogster.com/verabwilliams/
[Check out this website for more information about the author and her other works.]

Related Books
Fiction
Hanson, Warren. 2005. Raising You Alone. Tristan Publishing. ISBN 0972650466.
Downey, Roma. 2001. Love is a Family. Gasquet, Justine. HanpeerEntertainment. ISBN 0060393742.
Jenkins, Emily. 2004. Daffodil. Bogacki, Tomek. Farrar, Straus &Giroux. ISBN 037316767.
Amato, Mary. 2008. The Children of the Family. Durand, Delphine. Putnam. ISBN 0399241965.
Nonfiction
Freedman, Russell. 2010. Children of the Great Depression. Sandpiper. ISBN 0547480350.
Stanley, Jerry. 1993. Children of the Dust Bowl: The True Story of the School at Weedpatch Camp. Crown Books for Young Readers. ISBN 0517880946.
Lied, Kate. 2002. Potato: A Tale from the Great Depression. National Geographic Children’s Books. ISBN 0792269462.

Poetry
Winter, Jonah. 2011. Born and Bred in the Great Depression. Schwartz and Wade. ISBN 0375861971.
Hesse, Karen. 1999. Out of the Dust. Scholastic. ISBN 0590371258.
Greenfield, Eloise. 2008. Brothers and Sisters: Family Poems. Amistad. ISBN 0060562846.
George, Kristine O’Connell. 2011. Emma Dilemma: Big Sister Poems. Clarion. ISBN 0618428429.

2002 WINNER: Love that Dog

This is one of two winners of the Claudia Lewis Poetry Award for 2002:

Love that Dog by Sharon Creech (HarperCollins, 2001)

Here is a Digital Trailer for Love that Dog created by graduate student Reagan Sofia.



Here is a Readers' Guide for Love that Dog created by graduate student Judith McGill.

Creech, Sharon. Love that Dog. New York: HarperCollins Publishers, 2001. ISBN 978-0060292874

Recommended Ages
Ages 8-12. 

Summary
This is a short verse novel in the form of journal entries throughout one school year.  11-year old Jack is reluctant to write poetry because he feels poetry is not for boys.  His teacher, Mrs. Stretchberry, continues to encourage the class and Jack by reading short poems. She reads poems by William Carlos Williams, Robert Frost, William Blake, Valerie Worth, Arnold Adoff, S.C. Rigg and Walter Dean Myers.  It is because of these poems that Jack understands how poetry can tell of personal experiences.  Jack recently lost his dog and he is heartbroken.  Inspired by Walter Dean Myers’ Love That Boy, and with Mrs. Stretchberry’s continued support, Jack is now optimistic about writing poetry.

Awards
• ALA Notable Children’s Book
• IRA/CBC Children’s Choice
• NCTE Notable Children’s Book in the Language Arts
• Carnegie Medal Finalist
• Publishers Weekly Best Book
• School Library Journal Best Book
• New York Times Bestseller
• Amazon.com Editors’ Pick
• Book Sense Pick
• Christopher Award
• Claudia Lewis Award
• Dorothy Canfield Fisher Children’s Book Award (Vermont)
• Maine Student Book Award
• Mitten Award (Michigan)
• Great Stone Face Book Award (New Hampshire)
• Volunteer State Book Award (Tennessee)
• New York Public Library’s “100 Titles for Reading and Sharing”

Review Excerpts
“A really special triumph.”  
—Kirkus (Starred review*)

 “This is a book for teachers to read aloud and talk about with kids.”
 —Booklist

“A poignant, funny picture of a child’s encounter with the power of poetry.
This book is a tiny treasure.”
—School Library Journal (Starred review*)

"Creech examines the bond between a boy and his dog to create an ideal homage to the power of poetry and those who write it."
—Publishers Weekly

Questions to ask before reading
1.    Judging from the cover, what is this book about?

2.    Who is Sharon Creech and what other books has she written?

3.    What are verse novels?

Suggestions for reading aloud
•    Allow the children to take turns being Jack by reading aloud every two pages. Discuss the techniques (metaphors, similes, etc.) used by the author to paint a picture in the reader’s mind.

•    Stop and discuss the book.  Why does Jack want to remain anonymous?  How does Jack’s attitude change as the story goes on?

•    Just as Mrs. Stretchberry did, read a short poem every day and have the classroom discuss its meaning.

Follow up activities
Science

Investigate why do dogs have their tongues hanging out of their mouths most times.
Language Arts
Find examples of consonance and rhyme in the poems.

Writing
Write a letter to an author or poet that you admire.  Tell him or her which specific works have caught your attention and why.

Art
Make a drawing of your favorite pet, present or past.

Related Websites
http://www.sharoncreech.com/
This is a website by Harper Collins Publishing on Sharon Creech. It includes biographical information on Ms. Creech, a list of her books, her upcoming books and a teacher’s guide.

http://claudialewispoetryaward.blogspot.com/2012/02/2002-winner-love-that-dog.html- 
This blog includes a digital trailer on Love that Dog.

http://blog.schoollibraryjournal.com/afuse8production/2012/05/15/top-100-childrens-novels-poll-100-love-that-dog-by-sharon-creech/#_
This is the School Library Journal blog that lists Love That Dog in the Top 100 Children’s Novels.
   
http://loribailey.wordpress.com/2004/11/15/love-that-boy-complete-poem/
This blog has the complete poem Love That Boy by Walter Dean Myers.

Related Books
Poetry
Creech, Sharon. Hate That Cat: A Novel. New York: HarperCollins, 2010.  ISBN 978-0061430947
—A sequel to Love That Dog. Jack continues to write poetry.

Myers, Walter Dean.  Looking Like Me. Ill. by Christopher Myers.  New York:     EgmontUSA, 2009. ISBN 978-1606840016
—A book of poetry written by Walter Dean Myers about a kid who has many identities.

Schmidt, Gary D, ed. Poetry for Young People: Robert Frost. Ill. by Henri Sorensen.     New York: Sterling, 2008.  ISBN 978-1402754753
— A selection of Robert Frost’s poems together with water color illustrations for young readers.

Fiction
Bruce, Cameron, W. A Dog’s Purpose. New York: Forge, 2010.  ISBN 978-    0765366764
─ Read about the relationship between a human and a dog.

Bruce, Cameron, W.  A Dog’s Journey. New York: Forge, 2012.  ISBN 978-    0765330536
─ This is the story of a dog’s loyalty.

Non-Fiction
Desmond, Morris.  Dogs: A Dictionary of Dog Breeds.  North Pomfret, Vt.:     Trafalgar Square Publishing, 2002.  ISBN 1570762198
─ Find the different dog breeds in this dictionary.

2001 WINNER: Mammalabilia

This is the 2001 winner of the Claudia Lewis Poetry Award:

Mammalabilia by Douglas Florian (Harcourt, 2000)

Here is a Digital Trailer for Mammalabilia created by graduate student Megan Moulton.

Here is a Readers' Guide for Mammalabilia by graduate student Holly Koder.

Bibliography: Florian, Douglas. 2000. Mammalabilia. Harcourt, Inc.

Recommended age levels: 6-10

1. Summary of Book
In this book, Florian has provided us with a collection of witty, humorous poems about many different mammals, some of which are not quite your everyday zoo animal. Each poem is about a different mammal and is paired with a simple and almost childlike illustration of the animal. These poems have great rhythm to them, and children will love their rhymes. Florian truly used language and text to his advantage when writing these fun poems.

2. Review Excerpts / Awards
♣ Bluegrass Award Nominee
♣ Red Clover Award Nominee
♣ Great Lakes’ Great Books Award Nominee
♣ Garden State Children’s Book Awards Nominee
♣ Claudia Lewis Poetry Award
♣ Publishers Weekly starred review; “an irresistible homage to mammal memorabilia”
♣ School Library Journal starred review; “Florian has created a zoological garden of delights”

3. Questions to ask before reading
Invite the children to discuss the following:
♣ Have you heard of the word “memorabilia”? What do you think it might mean? Is there part of that word that sounds familiar?
♣ What kinds of ways can you describe an animal other than the way it looks?
♣ The different sounds that words have and make can really make a difference in poetry. Other than rhyming, what are some special ways to use the sounds in words?

4. Suggestions for reading poems aloud
♣ “Bactrian Camel” -- while the entire group reads the poem aloud, have them trace the line of the text as it is printed in the book in the air with their finger.

♣ “The Zebras” -- for this poem, have 7 volunteers each read a sentence in the poem, one for each voice used.

♣ “The Mule” -- have the group read the last word in each stanza, which are the words that rhyme.

5. Follow up activities
♣ Experimenting with poetry
Have the students break into pairs and try to write a short poem while manipulating form of the text in a way to fit the poem.

♣ Animal Art
Have each student choose a different animal. They can research the different qualities of their animal and then draw a picture of it to emphasize a particular characteristic that they discovered.

♣ Performing Poetry
Since these poems are so readable, have each student memorize a different poem. Then, host a poetry reading to showcase their recitations as well as the poems and artwork they created in response to the book.

6. Related web sites / blogs
♣ All About Animals
www.allaboutanimals.org.uk
Find great information about teaching about animals, animal poetry and kid-made drawings of animals.

♣ Poetry as We See It
http://library.thinkquest.org/J0112392/
Find resources on how to teach your students about different poetic techniques with definitions and examples.

♣ Kid’s Corner
http://www.sheppardsoftware.com/content/animals/kidscorner/kidscorner3.htm
This site has many different activities and games to engage kids while learning about animals.

7. Related books (poetry, nonfiction, fiction)
♣ Other animal poetry by Douglas Florian
Florian, Douglas. 1994. Beast Feast. San Diego: Harcourt.
Florian, Douglas. 1998. Insectlopedia. San Diego: Harcourt.
Florian, Douglas. 2003. Bow Wow Meow Meow. San Diego: Harcourt.
Florian, Douglas. 2005. Zoo’s Who. San Diego: Harcourt.

♣ Nonfiction books about mammals
Schaefer, Lola M. 2001. What is a Mammal? Mankato, MN: Pebble Books.
Richardson, Adele. 2005. Mammals. Mankato, MN: Captsone Press.
Kalman, Bobbie and Kristina Lundblad. 2005. Animals Called Mammals. New York: Crabtree Pub.

More fun animal poems
Worth, Valerie. 2007. Animal Poems. Ill. by Steve Jenkins. New York: Farrar Straus Giroux.
Prelutsky, Jack. 2010. Carnival of the Animals. Ill. by Mary GrandPre. New York: Alfred A. Knopf.
Sidman, Joyce. 2010. Dark Emperor & Other Poems of the Night. Ill. by Rick Allen. Boston: Houghton Mifflin.

2000 WINNER: Stop Pretending

This is the 2000 winner of the Claudia Lewis Poetry Award:

Stop Pretending; What Happened When My Big Sister Went Crazy by Sonya Sones (HarperCollins, 1999)

Here is a Digital Trailer for STOP PRETENDING created by graduate student Michelle Brosi.

Here is a Readers' Guide for STOP PRETENDING created by graduate student Sarah Buckner.

Sones, Sonya. 1999. Stop pretending: what happened when my big sister went crazy. New York: HarperCollins Publishers.

*Recommended reading level:  Ages 12 and up

1. Summary of book
Stop Pretending:  what happened when my big sister went crazy is inspired by Sonya Sones’ own account of what happened when her older sister had a nervous breakdown.  In the book, 13 year old Cookie recounts her older sister being admitted to a mental hospital after a Christmas Eve breakdown.  The book follows Cookie as she visits her sister in the psychiatric ward, witnesses her parent’s marriage self destructing, loses her friends, and loses hope.  Not all is bad though as Cookie finds hope again in a new hobby, new friends, and a new boyfriend.  This collection of poems is both heart breaking and inspiring and readers will find themselves rooting for Cookie and her family all the way to the very end. 

2. Review Excerpts/Awards
*Christopher Award-Best Children’s Book
*Claudia Lewis Award-Poetry
*Myra Cohn Livingston Poetry Award
*Gradiva Award-Best Poetry Book
*Chosen as an ALA 2000 Top Ten pick for reluctant readers
*Named and International Reading Association Young Adults’ Choice for 2001
*Booklist starred review-“This novel-in-verse shows the capacity of poetry to record the personal and translate it into the universal.”
*School Library Journal-“An unpretentious, accessible book…”
*Boston Globe-“Stop Pretending is a tour de force debut”

3. Questions to ask before reading
Students can discuss these questions before getting into the poems:
*Cookie finds solace in photography. What hobbies do you enjoy doing to take your mind off stress?

*Talk about a time when you felt like you were being excluded by your friends.  How did you handle that? 

*If you had a friend whose sister was hospitalized for a mental illness, what advice would you give her?

4. Suggestions for reading aloud
*Two voices-Like Alice
Ask for two female students to volunteer to read this poem.  One student will read the part narrated by Cookie and one will read the lines of her sister.

*Adult Read Aloud
Choose important and impactful poems from the book and read them aloud to the class.  Project the poem onto a screen so students can read along.  Suggestions include My sister’s Christmas Eve breakdown and During history class.

*Chorus-After Shock
In the poem, After Shock, the word ‘nope’ is repeated.  Read the poem aloud but have the class read each ‘nope’ in unison. 

5. Follow-up Activities
*Art-Magazine Collage
Gather old magazines and have students recreate a scene in the book.  This could be Christmas Eve, the mental hospital, school dance, etc. 

*Writing-Christmas Eve free-verse activity
Christmas Eve was an eventful night in the book.  Students can write a free verse poem of their last Christmas Eve and if willing, share with the class.

*Science-Mental Health
Assign small groups of students the task of creating a short presentation of various mental illnesses such as manic depression, anxiety disorders, schizophrenia, etc. Students can use resources found in the author’s note section of the book.

6. Related websites/blogs
*Sonya Sones’ website:
http://www.sonyasones.com/index.html
[Look here for reading suggestions, writing tips, and more from Sonya Sones]

*Teen mental health website:
http://teenmentalhealth.org/
[Look here for resources about mental illnesses for teens]

*Teen Ink poetry website:
http://www.teenink.com/poetry/
[Look here to find poetry written by teens and for teens.  Students can also submit their own poetry to the website.]

7. Related Books (Poetry, Nonfiction, Fiction)
*Related poetry:
Sones, Sonya. What my mother doesn't know. New York: Simon & Schuster Books for Young     Readers, 2001.
Sones, Sonya. One of those hideous books where the mother dies. New York: Simon & Schuster     Books for Young Readers, 2004.
Sones, Sonya. What my girlfriend doesn't know. New York: Simon & Schuster Books for Young     Readers, 2007.

*Related non-fiction:
Kaysen, Susanna. 1994. Girl, interrupted. New York: Vintage Books.
Pipher, Mary Bray. 1994. Reviving Ophelia: saving the selves of adolescent girls. New York:     Putnam.
Shandler, Sara. 1999. Ophelia speaks: adolescent girls write about their search for self. New York: HarperPerennial.

*Related fiction
Halpern, Julie. 2007. Get well soon. New York: Feiwel and Friends.
Klavan, Andrew. 2012. Crazy dangerous. Nashville: Thomas Nelson.
Shaw, Susan. 2002. Black-eyed Suzie. Honesdale, Pa.: Boyds Mills Press.


Here is an extra bonus-- a mini Readers' Guide for Stop Pretending created by graduate student Kristin Shieldknight. Click on this Glogster link here.

1999 WINNER: I, Too, Sing America

This is the 1999 winner of the Claudia Lewis Poetry Award:

I, Too, Sing America; Three Centuries of African American Poetry compiled by Catherine Clinton (Houghton Mifflin, 1998)

Here is a Digital Trailer for I, Too, Sing America created by graduate student Alexis Gross.

Here is a Readers' Guide for I, Too, Sing America created by graduate student Sabrina Ramirez.

Bibliography
Clinton, Catherine. 1998. I, Too, Sing America: Three Centuries of African American Poetry. Ill by Stephen Alcorn. Houghton Mifflin. ISBN 0395895995.

Recommended Age Levels 8 – 12

Summary of Book
I, Too, Sing America is a collection of poetry from several different well known African American poets. In this book, Catherine Clinton has showcased twenty-five influential authors’ poetry. The collection of authors range from the 1800’s up until some that are still living and writing works today. Prior to the works of each author, Clinton gives a short biography about that author and reveals notes about the poem being presented. Each author speaks from the heart about the difficult struggles and hardships African Americans have faced and are still facing. The tone of this thirty-six poem collection ranges from despairs and struggles of the past to hope and equality of a better future. Stephen Alcorn uses his unique colorful illustrations to add an emotional visual image to each of the inspiring poems.

Review excerpts/awards for book
“A splendid, rattling good collection of African-American poetry.” – Kirkus Review

“Readers will need other resources to explore these writers more fully, but this collection should "touch the imagination," as the author hopes. Each poem is illustrated on the facing page with one of Alcorn's strong, colorful, and imagistic paintings (reminiscent of the work of Aaron Douglas and the Harlem Renaissance). This artwork as well as the taupe patterned block prints make this book a truly beautiful visual interpretation of the collection.” – School Library Journal

“The strong selections that are included here coupled with the dramatic paintings they have inspired are likely to put readers on the trail to the poets' further works.” - Publishers Weekly

Questions to ask before reading book
After reading the title, showing the cover and artwork of the book, invite students to discuss the following questions:
Look at the men, women, and children illustrated on the cover and throughout the book, brainstorm who they think the book might be about.
Discuss how long is a century? How long is three centuries? Discuss how the poems in this book range from authors that were born in the late 1700s to the 1900s.
Discuss how Catherine Clinton isn’t the author of the poems but how she selected them to create the book.
Why would the illustrator, Stephen Alcorn, put the two strings tied together on the front cover?

Suggestions for reading poems aloud
Invite African American guest readers come during Black History Month to read poems throughout the month of February.
Divide students into small groups to read and discuss certain authors and poems. Have groups share with the class an overall report on what they read and discussed on their assigned poems.
Assign each student an author and poem. The student must become an expert on that poet and share information about that poet to the class. Once the poet information has been completed, have the student recite one of the poems.

Follow up activities (writing, art, science, etc.)
Writing
Have students select his or her favorite author and poem from the book. The students must create a similar poem to read and present to the class. The teacher will collect all the student created poems to create a book for the class.

Art
All of Stephen Alcorn’s illustrations in I, Too, Sing America depict people showing intense emotion. Students will create a similar illustration to match their own poem written for the writing activities. The illustrations will accompany the poems in the class poetry book.

History
Divide the class into three groups. Assign each group a century to research since the poetry from this book covers a range of three centuries. Have each group do computer and book research on historical events that took place in that century that helped African American people decrease inequality.

Related web sites/blogs
http://www.afropoets.net/
[This website gives you many links to famous African-American poets such as Maya Angelou, Nikki Giovanni, Langston Hughes, and many more. Each link on this website will give you their biography, poems, and a picture of that poet.]

http://myhero.com/go/directory/page.asp?dir=poet
[This website is another great resource to access information on several multicultural poets, many of which are classical and contemporary African American poets. This website also has many other links to other heroes.]

http://teacher.scholastic.com/writewit/poetry/index.htm
[A fantastic resource for getting children started on writing poetry. It offers step by step workshops with actual poets. Students can create and print their own poetry on this site.]

Related books (other poetry, related nonfiction, related fiction)
Hughes, Langston. 2006. Poetry for Young People: Langston Hughes. Ill. By Benny Andrews. Sterling. ISBN 1402718454.
Angelou, Maya. 2007. Poetry for Young People: Maya Angelou. Ill. by Jerome Lagarrigue. Sterling. ISBN 1402720238.
Rochelle, Belinda. 2000. Words with Wings: A Treasury of African-American Poetry and Art. Amistad. ISBN 0688164153.
Mandela, Nelson. 2007. Nelson Mandela’s Favorite African Folktales. W.W. Norton & Company. ISBN 0393329909.

1998 WINNER: The Invisible Ladder

This is the 1998 winner of the Claudia Lewis Poetry Award:

The Invisible Ladder; An Anthology of Contemporary American Poems for Young Readers compiled by Liz Rosenberg (Henry Holt, 1996)

Here is a Digital Trailer for THE INVISIBLE LADDER created by graduate student Melissa Carroll (with teen help).

Here is a Readers' Guide for THE INVISIBLE LADDER created by graduate student Jeanie Lively.

Rosenberg, Liz.  1996.  The Invisible Ladder: An Anthology of Contemporary American Poems for Young Readers.  New York: Henry Holt and Company.  ISBN 0-8050-3836-1

Recommended Age Levels 12-18

Summary of Book
The Invisible Ladder is an anthology of contemporary American poets.  Editor Liz Rosenberg read other anthologies of poetry for young people and was dissatisfied.  The poems were either too silly or by poets who were long dead.  She wanted an anthology of good poetry that would show the reader how poetry can influence their lives today and in the future.  Rosenberg grew up with poetry.  The poems she read as a child evolved and changed as she grew up, allowing her to build a relationship with them.  Today they are still an important part of her life.  She wanted to create the same experience for her readers.  To that end she chose some of the best contemporary American poets to include in the anthology.  The beginning of each poet’s sections includes a current picture and a picture from childhood.  The poets also write an introduction describing when they started writing poetry and what drew them to the art form.  Why do they believe poetry is important?  What place does it hold in our world?  The book shares the work of 38 poets including Robert Bly, Rita Dove, Martin Espada, Allen Ginsberg, Nikki Giovanni, Galway Kinnell, David St. John, Alice Walker and Robley Wilson.  As you can tell from this partial list not all of these poets are considered “children’s poets”.  But they are all good poets whose work is vibrant and demanding and makes you think and feel and that is exactly what Rosenberg wants for her young readers.

Review Excerpts
“Celebrated poets such as Rita Dove, Galway Kinnell and Stanley Kunitz preface their poems with commentary and black-and-white photos of themselves in childhood and adulthood in The Invisible Ladder: An Anthology of Contemporary American Poems for Young Readers, edited by Liz Rosenberg. The anthology introduces readers to an admirable range of poems written for adults but accessible to a YA audience. The poets' seductively personal and iconoclastic explanations of how they got hooked on their craft are likely to nab new converts.”  - Publishers Weekly
 “A striking array of poems by ``living poet[s]'' who do not write in a ``children's poetry ghetto,'' including Robert Creeley, Carolyn Kizer, Nikki Giovanni, Allen Ginsberg, Robert Bly, and W.D. Snodgrass.”  – Kirkus Reviews
“Teachers and researchers often discuss links between reading and writing, connections we hope students make in our classrooms and in their own lives. Poet Liz Rosenberg designs a collection to help readers make connections to their own writing-connections which encourage experimentation, freedom, thought, and development of personal style…What a treasure to share with young people! Rosenberg's philosophy, selections, and respect for students as intelligent readers and developing writers create a volume of pleasure and endless possibility.” - VOYA
"This anthology combines modern American poetry with commentary by the poets and photos of them as children and adults. Like...other fine YA anthologists, [Rosenberg] introduces many exciting new adult voices to young people." - Booklist

Awards and Honors Received
•    Hungry Minds Book of Distinction, 1997
•    Claudia Lewis Poetry Prize, 1997

Questions to ask before reading the book
Before introducing the book ask the class these questions to begin a discussion about the preconceptions of poetry and to start the students contemplating the place poetry has in their lives.
•    What is poetry to you?  Is it interesting or boring?  If someone gives you a book of poetry as a gift are you excited about it?
•    Do you think poetry has any connection with your world or your life?  Does it matter in today’s world?  Do you think it can make a difference in our lives?
•    Do you like to read poetry?  Why?  Why not?
•    When you read poetry do you understand it?
•    Do you like to write poetry?
•    Why do you think people create poetry?  What kind of a person is a poet?  Do you think poets are mainly men or women?  Should everyone be able to write poetry or just certain people?
•    What do you believe is the topic of most poems?  Are some topics more suitable for poetry than others?

Suggestions for Reading Aloud
•    Poetry Contest:  Students will choose their favorite poem and present it to the class.  The students will vote on which of the presentations were the best.  If more than one class is studying poetry the top readers from each class can compete against each other.
•    Partner Practice:  If students are shy about reading in front of a group first have them practice presenting their poems to a partner.  Then divide students into small groups and have them practice presenting in that setting.  Finally have students present to the entire class.
•    Readers Theater:  Some of the poems in the book such as “The Need for Shoes”, “Tires Stacked in the Hallways of Civilization”, “Tree” and others would work well with multiple performers as reader’s theater.  Groups of students can choose a poem, divide it into parts and present it together.  This would be good for students who are uncomfortable presenting in a solo setting.

Follow Up Activities
Writing
•    In “Ways To Use This Book” Rosenberg recommends that teachers ask their students to create one new poem a month based on a poem written by someone else.  The students choose a poem from the book and then write a poem in response to it.  They can base their poem on one of the lines in the other poem.  They can answer a question the other poem asks.  They can ask their own question based on the poem.  The student poem can be a response to the emotion evoked by the other poem.  If the students memorize both their poem and the one on which it is based, at the end of the year they will know 24 poems by heart.
•    Jane O. Wayne’s poem “The Eavesdropper” is about a small girl listening in on the conversation of others.  Teens hear and see everything around them.  Have each student keep a notebook that records what they see and hear.   Use the entries in the notebook as prompts for writing poetry.
•    Many of the poems in The Invisible Ladder are biographical.  “The Portrait” by Stanley Kunitz is a good example of a biographical poem.  Many students have events in their lives that are just as strong as the one in the poem.  This would be a good opportunity to write a poem about that event using the biographical poems as a model.
•    Many of these poems feature different voices: the parent and child, the judge and defendant, etc.  Choose one of the poems that feature different voices and analyze each voice along with the students.  Students can then create their own poem using one of the voices they have studied responding to the original poem.

History/Government/Current Events
•    The poems of Martin Espada are political in nature.  Study his poems along with “They are Planning to Cancel the School Milk Program to Fund a Tax Cut for the Middle Class” by Liz Rosenberg and “Remember” by Alice Walker.  How do the poets use the imagery of poetry to discuss important political and social issues?  What are some current issues or historical events that are important to the students?  Lead the students in expressing their feelings about these issues through their own original poetry.

Music 
•    In his introduction Marvin Bell talks about music and how the lyrics of contemporary music are a form of poetry.  The students will pick their favorite song and evaluate how the lyrics use the elements of poetry: rhythm, rhyme, sound, language, imagery and emotion. 
•    The students will pick a poem from the book that reminds them of a song.  They will read the poem to the class and then talk about the music they have chosen.  They will explain why they chose that music.  What was it about the poem that made them think of that particular piece of music?  The student will then play the music for the class.

Related Websites and Blogs
•    Poetry 180: http://www.loc.gov/poetry/180/.  Part of the Library of Congress this site was created by former Poet Laureate of the United States, Billy Collins.  It offers one poem for each day of school for high school students.  The poems are meant to be read out loud to and by students.
•    Poetry Out Loud:  Poetry Out Loud is a national poetry recitation contest for teens.  It starts locally and moves up to the national level.  It includes tips on how to present poetry and audio clips of various writers and actors reading poems.  http://www.poetryoutloud.org/
•    Poets.org:  Sponsored by the Academy of American Poets.  A place to find all sorts of information on poets and poetry in America including updated bios and pictures of many of the poets included in the book.  The site also has videos and interviews of poets.  http://www.poets.org/
•    Teen Ink:   A website of poetry and other writings by teens only.  Teens can read and comment on the poetry written by other teens as well as upload their personal writings.

Related Publications
Anthologies
•    Rosenberg, Liz ed.  2005.  I Just Hope It’s Lethal: Poems of Sadness, Madness, and Joy.  Boston: Graphia.
•    Rosenberg, Liz ed.  2001.  Roots and Flowers: Poets Write About Their Families.  New York: Henry Holt and Family.
•    Franco, Betsy, ed.  2001.  You Hear Me: Poems and Writing by Teenage Boys.  Somerville, MA: Candlewick Press.

Works by Individual Poets
•    Angelou, Maya.  1994.  The Complete Collected Poems of Maya Angelou.  New York: Random House.
•    Bly, Robert.  2011.  Talking Into The Ear of A Donkey: Poems.  New York: W. W. Norton & Co.
•    Dove, Rita.  1986.  Thomas and Beulah.  Pittsburgh: Carnegie Mellon.
•    Ginsburg, Allen.  2007.  Collected Poems:  1947-1997.  New York: Harper Perennial Modern Classics.
•    Rosenberg, Liz.  2002.  17: A Novel in Prose Poem.  Chicago: Cricket Books.
•    Rosenberg, Liz.  2008.  The Lily Poems.   New York: Bright Hill Press.
•    Stern, Gerald.  1999.  This Time: New and Selected Poems.  New York: W. W. Norton & Co.

Walker, Alice.  2010.  Hard Times Require Furious Dancing: New Poems.  Novato, CA: New World Library.

About Liz Rosenberg
Liz Rosenberg is a children’s book author, poet and novelist who teaches creative writing at SUNY in Binghamton, New York.  Her books of poetry include The Angel Poems, Children of Paradise, The Lily Poems and Demon Love.  Besides The Invisible Ladder anthology she has also worked on I Just Hope It’s Lethal: Poems of Sadness, Madness and Joy and others.  Her novels include Heart and Soul and Home Repair.  Her children’s books include Adelaide and the Night Train, The Scrap Doll and I Did It Anyway.