CROSSING STONES

Frost, Helen. 2009. CROSSING STONES. New York: Frances Foster Books. 0374316538.

In Crossing Stones by Helen Frost, the author takes a creative approach to this historical fiction piece set in World War I Era rural Michigan. The story is told in verse from four of the characters’ perspectives; all intertwine to reveal the personal, political, and family struggles of this time period. The story focuses on two families living across the creek from one another. Muriel graduates from high school and finds that the young man next door, Frank, has a romantic interest in her. Muriel is known for having a mind of her own and does not believe her purpose in life is to marry and have children, “Mother: I have no intention of becoming the Mrs. Norman of your imaginary future. Who I am remains to be seen - and I alone intend to see it.”  Frank enlist in WWI and heads off to fight. Muriel’s brother, Ollie, is a bit of a gentle soul who longs for the traditional family ideal, “To tell the truth, I don't care as much about their lofty goals as I do about seeing my family again- there's a man on a bike, pedaling into the morning, bringing bread home to his family, I bet.”  Ollie lies about his age and joins the army hoping to get to see Frank. Unfortunately, Frank is quickly killed in battle and Ollie loses an arm. Ollie returns home to deal with his loss and find the family is dealing with the loss of Frank.

Muriel’s mother sees that her daughter is not one to simply follow along with the expectation of being a wife and mother, “Maybe you won’t rock a cradle, Muriel. Some women seem to prefer to rock the boat.”   Muriel becomes fascinated with the suffrage movement taking place in the US. Her aunt is active in the movement in Washington D.C. and draws Muriel into it when she goes to retrieve her aunt from jail.

Muriel returned home to find Grace, her sweet younger sister, gravely ill.  She also discovers Ollie and Emma, her friend across the creek and sister of Frank, beginning a courtship. She helps nurse Grace back to health and finds that she longs to return to DC to teach at a settlement house and participate in the suffrage movement. After she struggles inwardly with her responsibilities and wishes, she decides to return to Washington DC and follow her dreams.

The young adult book of poetry tells the story through a series of “cupped-hand” sonnets that sharing the events of the two families. The stone shape of Ollie and Emma’s poems and the jagged verse of Muriel’s verse are significant to the story. The stone format represents the conformity and desire to remain that they all share. It also connects these two characters that eventually end up together by creating a path across the creek. The jagged patterns of Muriel’s words symbolize the desire to move and change that she possesses. Although Muriel may desire a life beyond her surroundings, she is still loyal to her family and this connection gives her strength to be her own person.  She charts a new path and creates a new life by forging a new course for her restless spirit.

We wake up and Ollie’s not here –nothing

      so unusual; he’s probably gone over to the Normans’.

           Mama and Papa go to work, I milk Rosie

                    And make breakfast, Grace wakes up and eats it.

                          I feed chickens, churn the butter.

                  It’s early afternoon when Mrs. Norman

           comes to ask if Ollie might spare an hour or so

      to help them fix a leak in the roof.  What?

I thought he had been at your house since

      Six o’clock this morning.  We look everywhere

This piece could be used as an introduction to a study of WWI or the Woman's Suffrage Movement. Excerpt could be used throughout a historical unit to show the connection of poetry to this historical event.  It’s a nice pair with nonfiction pieces like With Courage and Cloth:  Winning The Fight For A Woman's Right To Vote by Ann Bausum.  As a larger study, the book could be match and Truce by Jim Murphy to explore the cost of war. As a connecting activity, students could write perspective pieces from a variety of viewpoints focusing on one central event.  Shapes could be integrated to develop meaning. 

The interwoven tales of the characters allows for the unique first person perspective of all of the main characters in the tale. This gives the reader personal insight into the struggles and pain as well as the reactions to one another’s decisions.  The shapes reinforce the metaphorical value of the piece and carry the reader through the story assisting with transitions between characters.  With the historical backdrop of WWI, the reader experiences an array of emotions and perspectives in this coming of age piece. 

BLUE LIPSTICK

John Grandits. 2007. BLUE LIPSTICK. New York: Clarian Books. 0618851321

In the poetry collection, Blue Lipstick, by John Grandits, the author uses 33 concrete poems to journey through common and not so common day-to-day happenings of 15 year-old Jessie. This book is the follow-up to the much loved, Technically, It’s Not my Fault: Concrete Poems, giving big sister Jessie an opportunity to respond to many of Robert’s complaints about her and asserting a few of her own complaints.  The graphics and limited color scheme enhance the concrete poetry and reinforce many of Jessie’s key points.  The creative structure of the poem carries the reader through friends, brothers, cellos, volleyball, and English class among others. The poems give snap shots of the typical types of kids found in a high school and strives to shows us how different the speaker is from others…and how very alike. The writer crafts a collection of poetry that reflects the irony of the struggles of a teen as they strive for individuality and yet try very hard to belong.  The poetry conveys the often-erratic moods of teens and takes on this out-spoken character.

This book of poetry takes a humorous approach to many of the typical teen experiences with its own whimsical flair. The author uses rich language to enhance the imagery of the poetry. With such lines as “…she’s falling, like, a mile straight down, and Ms. Kaufman just happens to be standing there and –get this-catches her. “ The pieces are packed with voice and tone allowing the reader to get a feel for this teenager. The poems are relatable to the reader with such haikus as, “Girls’ Bathroom,” “Essence of Lunchroom,” and “School Bus Driver,” the reader is sure to fall in love with this quirky character.

 

“Bad Hair Day” reflects the emotions and turmoil experienced after a major hair mistake.  Like many other pieces, this poem does a nice job of integrating the surge of teen emotion with the comfort of a good friend or caring mother always there to help Jessie recover from one crisis or another.  The art is a symbolic reflection of the extremity of emotions and twist and turns of life.

This piece and many of the others in the book could be introduced by sharing stories of embarrassing teen/preteen experiences.  The universality of theme and the artistic flair to the novel with hook even the most reluctant readers into the piece.  A fun extension might be to write a haiku about a common occurrence or sight within their high school. Build these pieces into a “Totally Lame” English Assignment like the assignments Jessie creates in the book.  To elevate the complexity and challenge older students, create a concrete poem based on teen experiences and include common literary elements such as imagery, personification, alliteration, and assonance.

THE POEM THAT WILL NOT END

Graham, J.B. 2013. THE POEM THAT WILL NOT END. New York: Two Lion.  9781477847152.

The Poem That Will Not End by Joan Bransfield Grahm weaves together a series of poems by utilizing a narrative framework to link these pieces over a variety of topics and structures.  The engaging mixed media illustrations underscore the story plot and each piece of poetry.  These poems pay tribute to some of the most normal day-to-day activities of the narrator.  It celebrates the role of poetry in normal occurrences and strives to show the reader that poetry can be found anywhere if only we will seek to find it.   He has been over taken by the poetic bug and cannot stop writing poetry about his life.  Before he knows it poetry has found itself in the most unlikely places.

It started with a rhythm,
a rhythm and a rhyme.
It wouldn’t let me stop,
it ate up all my time.

The draw of this book is the infection rhythm and rhyme schemes present throughout the pieces.  Even the main character’s name is Ryan O’Brian only reinforcing the role of rhyme in the book.  The author shares a variety of styles of poetry with the reader proving education of the style as the piece draws the reader in and keeps it interesting.  The familiar topics provide a connection between the reader and the pieces. The continual need to write even inspires him to write a couplet with french fries in the cafeteria.  “Captured” shows the futile efforts of the boy as he tries to escape “the urgent need to write” that “hounds him day and night” until it feels like a curse.

CAPTURED

I’m captured, won’t you help me find a way,

to free me from this urgent need to write?

It follows me and hounds me night and day.

I’m captured, won’t you help me find a way,

to toss aside this curse—| want to play!

You must admit . . . this is a scary sight.

I’m captured, won’t you help me find a way,

to free me from this urgent need to write?

Somewhat ironically, the book culminates with his teacher assigning a poetry writing assignment after he has just finished a day of fevered poetry composing.  At this point he has no poetry left in him and request he be allowed to submit the previously composed pieces from the day.  His teacher agrees and he goes on to deliver information on the poetry styles and literary techniques used in the book. 

This book opens the door for so much poetry study.  A fun activity might be to frame a picture of a common occurrence in the life of a student and have them write a poem for that common event.  Students could also create cards celebrating common events and compose a poem celebrating this everyday occurrence.  Choose a poetic for used by Ryan and integrate 3-4 literary elements.