Beauty In Children's Novels Written In Verse

Poetry Friday can be enjoyed with Carol at Carol's Corner!

Home Sweet Home

No matter what kind of writing I am working with both personally and in my teaching, I always return to saying, “tell the story”.  Recently, I have read several books that tell their wonderful stories in verse.  They are both written for children, and both are heartbreaking in the telling of memories of place.  They communicate more than about being homesick, but rather grief stricken or heartsick for their homes.  Thanhha Lai won the National Book Award this year for her poetic novel, Inside Out And Back Again, which tells the tale of a family immigrating to the United States at the end of the Vietnam War and the fall of Saigon.  And Karen Hesse, whose book Out Of The Dust won the Newbery in 1998, also wrote Aleutian Sparrow, a chronicling of the removal of the Aleut people from their homes in the Aleutian islands in order to protect them from the Japanese at the beginning of World War II.  They were not allowed to return, although the Japanese threat ended in 1942, until April of 1945, only to find their villages looted and destroyed.  It can’t be easy to write an entire novel in verse, but these two writers, along with others, create something very easy to read.  I’d like to share a little bit from each.

From Inside Out And Back Again:

         When the main character’s mother visits a kind of fortuneteller in the New Year:        

This year he predicts

         our lives will twist inside out.

         Maybe soldiers will no longer

         patrol our neighborhood,

maybe I can jump rope

          after dark,

         maybe the whistles

         that tell Mother

         to push us under the bed

         will stop screeching.

From Aleutian Sparrow:

         I was six when I stood outside Alfred’s grandfather’s house,

                  where the old ways steep like tea in a cup of hours.

and: 

Most of us dreamed of going Outside, hungry for a taste of

         life beyond the Aleutians.

Few of us truly meant it, few of us ever really intended to

         leave the fog and the wind, the sun and the rain, the

         hunting and trapping and fishing, the easy welcome

         of neighbors.

We never thought who we were was so dependent on where

we were.

Other books in verse I’ve enjoyed are Love That Dog and Hate That Cat by Sharon Creech, Witness, also by Karen Hesse, the trilogy beginning with Make Lemonade by Virginia Ewer Wolfe, and Keesha’s House, by Helen Frost.  There are others.   Each tells a compelling story like the ones above, and is worthy of recommendations to students who might think they don’t like poetry, but do love to read a great story.  

A Possible Newbery, But Already A Winner

                          Tuesday Slice of Life can be found at the Two Writing Teachers blog

In my reading life, I’ve been trying to read books about which others are whispering NEWBERY, NEWBERY!  The most recent book I’ve read is Breadcrumbs, by Anne Ursu and illustrated by Erin McGuire.  The book is marketed for middle grade readers, yet I know I would encourage my middle school aged students to read it, too.  It speaks with such compassion about the pain that children feel when they are suffering from tragedy in their lives that not only young adults, but parents and teachers should also read this poignant tale.  And tale it is, including the heroine, Hazel who saves her knight, Jack, because that is what friends do.  The book is over three hundred pages, yet I imagine that reading it aloud to a class would open up such opportunities for immediate personal sharing in either conversations or in writing workshop that it would be worthwhile to spend the time.  It is about friendship, bullying, heroism, reversing the stereotype of the prince saving the princess, and being true to oneself.  It is about so many things important to growing up.

On one level, I can see that students will love the sweetness of Breadcrumbs about a friendship and the things one can imagine doing for a friend, even challenging and defeating the Snow Queen.  On another level, if a student has been often immersed in fantasy, the subtle references to other favorite tales delight often.  Not only are there references to stories of Hans Christian Andersen, but from Philip Pullman and J.K. Rowling, too.   From the viewpoint of a teacher, one can read this book to see examples of the incredible strength of childhood/young adult friendship, and the alarming disconnect of these same children with the adults in their lives.   I know we teachers make strong connections with our students, and I am proud of those relationships; yet I have also known that many of my students did not tell all. 

Read this passage from Ursu:  ‘Hazel Anderson’, said Mrs. Jacobs, who was the thing that had deflated, ‘would you sit still?’ / Someone sniggered.  From somewhere in the back of the room, someone else sneered, ‘Yeah, Hazel,’ which was not the greatest insult ever, but one thing Hazel had learned at her new school was when it comes to insults it’s the thought that counts./Mrs. Jacobs looked at her with weary eyes, and Hazel froze.  She was still like the snow-covered morning.  She did not even breathe, at least very much.  She was going to listen, she was going to try, because she was not a little kid anymore, because it was her job to sit still and listen to the teacher and we all have to do our jobs in the world, even if we don’t like them very much.  There are other times in the book that Hazel tries to do what everyone wants her to do, to say the words they want her to say, and I felt sorrowful that I have probably been that teacher sometimes, and watched as the student dried up, became quiet, and did as he or she was told. 

Later in the book, the main story shows Hazel defying the rules and taking back the pieces of her self in order to save her friend.  The story of this friendship as told so clearly by Ursu, although couched in fantasy terms, shows fantastical heroism as the metaphor for the real-life saving done by children for their friends. 

And my approach to curriculum seems to have changed lately, perhaps because of conversations I’ve been having with teachers I coach about their students.  This book, Breadcrumbs touched me so much because it showed the ability of a child to be lost in a class lesson when experiencing personal turmoil.   I’ve been thinking more about the student’s personal and emotional support that leads to improved success in the curriculum.  To integrate thoughtful lessons that connect to the personal seems critical.   There are writing experiences that do come from the heart, and do help us know our students.  If we are not gaining the trust needed, if students aren’t personally ready for the lesson (no matter how well prepared is the lesson), plus if students aren’t getting the care they need—rest and food first, then we have a battle like Hazel’s to fight, to forge the good relationships in order that we might teach well.  What to do?  What to do?

Feeling Grateful Before and After Thanksgiving, Too

              I have written recently of my many blessings; this past Thanksgiving was rich because of them.  When counting the blessings this year, I must include being welcomed into a writing community mostly through the Two Writing Teachers blog.  It has been a life-changing experience for me as a teacher, to meet teachers all over the world who will talk (write) about their teaching lives with such dedication to and compassion for their students.  Years ago, Adlai Stevenson said, “On this shrunken globe, men can no longer live as strangers.”  I imagine it would interest him to see just how small our world today has become because of the Internet.  I am grateful to be a part of this new kind of community.

As part of the community, I reflect on those words written by others, many times about their teaching experiences.   One of the words that describe what I’m ‘hearing’ is resilience.  According to the online Free Dictionary, the definition of resilient is marked by the ability to recover readily, as from misfortune.  I often wonder if those who do not teach understand how resilient teachers must be in their day-to-day challenges while teaching?  There are a number of times, when a lesson must be adjusted (read changed, dropped, or interrupted) because of circumstances beyond the control of the teacher and/or the students.  While beginning a lesson, when students are settling into the group, one may burst out crying and run from the room.  Another might get sick, right there, in the meeting area.  Someone might say, “I have to go really bad!”   The electricity may go. Two students might whisper to tell that they have to talk about their conflict, right then, right now!  This is beginning to look like a list poem.

Of course, we realize there are often glitches in the plans and one must be flexible enough to make changes.  We are ready and know that we’ll find ways to make up time lost because we take care of the sudden problem even if the lesson must be abandoned.  We make time for that which is most important, the students.  I’m sorry that I don’t remember where I found the following link, but this man, Michael Josephson, a radio commentator and founder of the nonprofit Josephson Institute of Ethics and CHARACTER COUNTS, has re-worked a piece by a teacher named Taylor Mali, who wrote a strong response to a critic who was putting down teachers.  It’s called Making Lives, and shows well what teachers do in the very midst of being resilient.

One year when my school site was downtown near our capitol, I had planned on the very first day to walk the class to that capitol to climb to the top and look out over the city.  We were going to write our first notebook entries there, with the caption “this is my world to explore”.    On the morning of the first day, I glimpsed one of my first students arriving, with his mother helping.  He was moving slowly up the stairs on crutches!  My mind whirled as I greeted him with a big sympathetic smile.  This day was changing already, but we had a very good start to the year (in the building).  Do you have a story to tell about your resilience?  I imagine you have more than one.  Give yourself a pat on the back for “making lives”.

Passing Down Traditions - Daughter to Daughter

   Heidi Mordhorst at my juicy little universe is hosting Poetry Friday.  It's a lovely way to start your weekend.

     My daughter (with her husband) hosted Thanksgiving yesterday.  I added to the table, but it was her day to take, to make her own.  I am happy to give it over and enjoyed being a guest.  She has recently had her second baby, and even more recently returned to work.  I admire her ability to live her life well, and to manage all the details she must manage.  Her husband helps of course, but it wasn't always so in the past.  This day filled me with memories, of past women’s Thanksgivings and all that they accomplished in order to create this day of thankfulness for food and family.  It isn’t easy crafting a feast.  In the work days, part of the mind works out the menu, the shopping, the seating.  It takes some planning ahead in addition to sneaking in the silver polishing late at night when the babies sleep.  I had a wonderful day watching my daughter take care of the day, and counted all my blessings.   When we returned home, I wrote this poem for her, and for her daughters.

                Sestina Memoir

From the mantle shelf, the book

was chosen lovingly by the mother.

She turned then toward her daughter,

inviting her to sit by the fire

and listen to poems of the seasons,

at this time of cold, snow, ice—of winter.

Soon, the words reminded of a long ago winter

when others sat and marveled over a book,

this book, the only one twas valued, about the seasons.

It told of monthly tasks, that mothers

were to perform as their duty.  The fire

blazed, illuminating the face of the daughter.

“Mother, explain this to me,” said the daughter.

“We’ve often sat the long evenings of winter

talking and sewing, telling our stories by the fire.

Why is it that this time you remember that book?”

“Because you are almost a woman,” replied the mother.

“And I was told I would know the right seasons

to guide my life, my family.  Those seasons

of growing to young womanhood, my daughter

are what I’ve left to give you as your mother.”

The young woman shivered, for it was full winter.

She averted her eyes from the book,

to watch the embers glow in the fire.

Then in her body raged a new kind of fire

one that would take fuel from all the seasons.

And the things shown pictured in the book

were now asked after in detail by the daughter

because she did know that it was already winter,

and she desired answers from her mother.

“Yes, my dear, I have your answers,” said her mother.

“If you’ll just throw more logs upon the fire

and keep from me the sorrow of winter

I’ll share with you the secrets of the seasons.

First the spring, when you were my little daughter.

See, look here, at pictures in the book.”

They rambled on to winter, last of seasons,

then the mother turned and kissed her lovely daughter,

said goodnight, put out the fire, and closed the book.

Telling all of our stories on Thanksgiving

Tuesday Slice of Life is at Two Writing Teachers

  

John Two-Hawks is an awarding winning Lakota flute player.  He says:

"I cannot tell you the dreamy Indian story of your imagination simply because I am not imaginary - 
and my story is no dream...."

      Happy Thanksgiving everyone.  I am grateful for this community that helps me be a better teacher.  Thank you for your support this year and your kind comments.  I am grateful!

As Thanksgiving is upon us in a couple of days, I am reminded of my time in the classroom and the importance of sharing important truths with my students.  It’s a lovely thing to say thanks for our blessings, and I do.  I feel I have many and am forever grateful.  In my years in the classroom I developed a number of traditions to help students both to celebrate and to learn about the real history of Thanksgiving.  Although we are often proud of those we call pilgrims, in the spirit of the learning all the stories of our American history, I also wanted my students to understand that Native Americans, most especially the Wampanoag, the Native Americans who helped the early colonists through that first hard winter, are still here, still living in the United States, and living their lives as they have for 350 years.  I experienced the story firsthand with my students when we visited the Plimoth Plantation a few years ago.  It’s a wonderful place to experience history as ‘first-hand’ as one can get without the availability of time travel.  There is where we met the Wampanoag, spoke with them about their journey in history, and began to understand that for them, our Thanksgiving is not a day of celebration.

Plimoth woman

There is a new documentary out, which details a recent venture of saving the Wampanoag language.  It is titled “We Still Live Here – Âs Nutayuneânby” and tells the story of Jessie Little Doe Baird, a Wampanoag Indian who began to search for pieces of the language that hadn’t been spoken for 100 years.  You can find an article about it and a brief film clip here.  Her daughter is the first native speaker in seven generations to speak the language!  I share this story, in addition to sharing an article by Susan Bates, called “The Real Story of Thanksgiving” and one by a teacher, Chuck Larsen, titled “Introduction for Teachers”.  Both are here.  It is important to me that students learn the stories that have often been omitted, and to question and explore history instead of accepting every story as the only one.     

Wampanoag exterior

Because my school does acknowledge and celebrate Thanksgiving as part of our heritage, I also held other activities with students.  One year we created special thank you proclamations (art and words), and presented them to the special someone at the Thanksgiving table.  Another time we wrote and shared the exercise of answering this question:  If you could invite five people to your Thanksgiving table, whom would you invite, who would be the guest of honor, and at that dinner, what words would you say to them?  Various people were among the invited, like grandparents who had died before the students had met them, favorite cartoon characters, best friends who had moved away, along with famous people like Helen Keller, Albert Einstein, Neil Armstrong, and on.  After completing the exercise, we shared our writing on the day before the Thanksgiving break.  And beautiful, serious, along with tongue-in-cheek words were written.  Often on that day we have visitors, because many relatives visit at this time, so we share with them and ask them to share one person they might invite.  It is a rich experience to hear the array of people chosen, and even more exciting to hear the words chosen to say to the invitees.

Last, during the days before the holiday, we created a thank you wall, on which we posted notes of thanks to people in the school, and notes of gratitude for both people and things in our lives.  It was good to see the enthusiasm for this in the class and from our viewers. 

I know that we cannot review parts of the past as responsible researchers without some regret, but we can use this lesson that any study of past times is a way to research for truth from all the relevant viewpoints.   We can teach our students to write stories from their research in order to imagine standing in others’ shoes.   Instead of ignoring that wrongs were done in the past, we can look for those things done right, and be thankful for that.  As well, we can continue to give thanks that people all over the world are trying to learn how to live together in peace.

When my students celebrate Thanksgiving with their families, my hope is that they are richer for their knowledge.

wild turkeys

ready for pies?