LS 5653--MODULE 4: CONFETTI: POEMS FOR CHILDREN

BIBLIOGRAPHY

Mora, Pat. 1996. CONFETTI: POEMS FOR CHILDREN. Illus. by Enrique O. Sanchez. Lee & Low Books: New York. ISBN: 1-880000-25-3

PLOT SUMMARY

CONFETTI: POEMS FOR CHILDREN is a collection of free verse poems written by a single poet. The poems are written in English with Spanish words and phrases interwoven into the text. Ms. Mora includes poems to which many readers can relate. Abuela’s Lap is an endearing poem about a child sitting in her grandmother’s lap. Other poems are more light and imaginative. They are open to greater interpretation. These poems include Cloud Dragons, Leaf Soup, and Mexican Magician. There is a poem for most preferences in this collection.

CRITICAL ANALYSIS

When one thinks of confetti, one is reminded of a party or New Year’s Eve. Confetti is associated with fun, good times, and happy memories. This collection of poems titled CONFETTI: POEMS FOR CHILDREN is aptly named. The poems are light, refreshing, and entertaining. Ms. Mora avoids controversial or upsetting topics. This collection would be ideal for any age student.

The organization of this collection is limited. There is no table of contents or index of poems. However, the book only consists of thirteen poems, so it would not take much work to locate a poem without these reference guides. The poems in the collection are not widely known. But many are about timeless topics. CLOUD DRAGONS is about what types of images one can see in the clouds. In this case, the viewer sees dragons. The reader is invited to look at the clouds and tell what s/he sees. In another poem, ABUELA’S LAP, readers are reminded the comfort and love found when sitting on grandmother’s lap. The lack of widespread knowledge of these poems will not diminish the meaning or their appeal.

The illustrations associated with each poem are fantastic. Each poem is placed on one page and the accompanying illustration is on the facing page. The acrylic painting illustrations bounce off every page. They are colorful, vibrant, and exciting. They extend the meaning of the poem without overpowering the text or the reader. The illustrator included many different people in the poems. He is careful to make each face distinctive and unique. Skin tones are not uniform; facial structures are varied; and hairstyles and hues are distinct. Individuals within a culture group still bear their own individual features. Not all Mexican faces look the same, and Mr. Sanchez does an excellent job creating the unique faces for the poems.

The attire that characters are drawn wearing can help or hinder the reader in understanding and/or relating to these characters. The clothing that the illustrator drew in CONFETTI is not culturally specific. Characters are not shown in traditional Mexican costume. They look like any other individual from any other culture. This encourages the reader to associate with the poems and the characters. Readers can see themselves in the illustration.

The activities that the characters are engaged in are also diverse. The children are shown playing, singing, relaxing, reading, and using instruments. The adults shown are an artisan in PURPLE SNAKE, a baker in MEXICAN MAGICIAN, a farmer and an animal herder in I HEAR, I HEAR. The tasks presented are as individual as the people doing them. The illustrator takes care to not present the adults only as “maids, lawn mowers, and laborers.” These Mexican adults are not bound by stereotype.

Ms. Mora uses a variety of poetic devices to bring her poems to life. All of the poems contain a rhythm and cadence that will draw in readers. Most of the poems are not laden with rhymes. The last word in stanza will rhyme, but usually that is all. This is an excellent tool to use to show young readers that all poems do not have to rhyme. Many of the poems contain onomatopoeia. In COLORS CRACKLE, COLORS ROAR readers can hear the “tzz-tzz” of yellow sizzling, the cooing of blue birds, and the “rum-rum-rum” rumble of thunder.

Ms. Mora interweaves Spanish into the predominantly English poems. She does not provide a direct translation within the poem text. This could lead to confusion or a lack of poetic flow if she chose to do this. Instead, she provides context clues within the poem for the translated meaning. The illustrations also aid readers in translating the text. Ms. Mora also includes a glossary of Spanish terms at the end of the text. No meaning should be lost or interrupted using this method.

This poetry collection would be an excellent introduction to multicultural poetry. The text is simple and accessible to all readers. The poems are straightforward and interesting. The illustrations are warm and welcoming. This would be an excellent addition to many collections.

REVIEW EXCERPTS
From BOOKLIST: “A good choice for choral reading or for reading aloud. A glossary with pronunciation guides is included.”

From KIRKUS REVIEWS: “The best of these poems that mix English and Spanish (``I say yo soy libre'') warmly evokes familiar touchstones of Mexican-American life.”

From SCHOOL LIBRARY JOURNAL: “Narrative poems in free verse capture the rhythms and uniqueness of the Southwest and its culture as seen through the eyes of a Mexican-American girl.”


CONNECTIONS

Students will study about Pat Mora.
www.patmora.com
Students will read Pat’s list of children’s books writing tips. Then students will write a 5-8 page book that will be published in the classroom.
http://www.patmora.com/tips.htm

Reading CONFETTI will be an introduction to a poetry unit, students will read other books of poetry and will write a short collection of poems.
www.gigglepoetry.com
**Note to teacher: www.gigglepoetry.com has many pages of sample poems and fill in the blank poem templates for students who are struggling.
http://www.poetry4kids.com/index.php
http://teacher.scholastic.com/wrItewIt/poetry/