Thanhha Lai's _Inside Out and Back Again_

The Plot: Thanhha Lai's 2011 Inside Out and Back Again, a Newbery Honor book and winner of the National Book Award for Young People (along with Jacqueline Woodson's Brown Girl Dreaming and Virginia Euwer Wolff's True Believer, one of only three verse novels to ever win the award), follows 10-year-old Hà during a period of one year in her life in which she flees Vietnam with her family after the fall of Saigon and then struggles to adjust to her new life in Alabama. As Lai explains in her author's note, "much of what happened to Hà... also happened to me" (261). Lai further notes that her goal in writing Inside Out and Back Again was to capture Hà's emotional life on the page, as well as use her own memories to provide insight into the beauties of Vietnam and the "challenges of starting over in a strange land" for first generation Vietnamese-American children (262). The narrative begins with the poem "1975: Year of the Cat" and describes how Hà's family celebrates the first day of the lunar calendar. Hà lives with her mother and three older brothers in Saigon; her father has been MIA for the past nine years. Early poems also focus on Hà's beloved papaya tree.

The Poetry: Lai's verse novel utilizes free verse, often with a short line, throughout her narrative. Because Hà is intently focused on learning a new language during a good portion of the narrative, several poems make use of sound (particularly the elongated S-sound). The poem "War and Peace" is an interesting example of Lai's use of ekphrasis and makes use of anaphora, imagery, and caesura to delve into her young protagonist's experience of her American teacher's belittling her culture. (This poem calls to mind a similar experience detailed in Marilyn Nelson's title poem in How I Discovered Poetry.) The poem begins, "MiSSS SScott / shows the class / photographs" and the four stanzas that follow go on to describe iconic images of the Vietnam War; most notably the second stanza describes Nick Ut's Pulitzer Prize winning "The Terror of War" depicting "a burned, naked girl / running, crying / down a dirt road" (194). The speaker of the poem goes on to lament this reductive description of where she is from that leaves out the things she loves most about her country.

The Page: Divided into four sections--"Saigon," "At Sea," "Alabama," and "From Now On"-- each poem ends with either a specific date or more general temporal designations such as "every day." The verse novel opens and closes with a poem on the lunar new year (1975 and 1976), emphasizing the tumultuous year in the protagonist's life and the hope she has for the future in her new home.

As a genealogical verse novel, Thanhha Lai's Inside Out and Back Again is an example of an award-winning work that explores the immigrant experience in a nuanced way that does not sugar-coat the harsh realities of racism faced by the young protagonist and her family. I give Inside Out and Back Again five stars.

Margarita Engle's _Hurricane Dancers: The First Caribbean Pirate Shipwreck_

The Plot: In Hurricane Dancers: The First Caribbean Pirate Shipwreck (2011), a 2012 Pura Belpre Honor Book, Margarita Engle tells a story alternating five characters' perspectives: Quebrado, a young slave of Taino Indian and Spanish ancestry; Bernardino de Talavera, a real-life conquistador who became the first pirate of the Caribbean Sea in the 1500s when he stole a boat to avoid debtors' prison; Alonso de Ojeda, a brutal European slave trader and conquistador who was taken prisoner by Talavera; and two young islanders who are secretly in love -- Caucubu, the daughter of a Ciboney chieftain, and Narido, a fisherman. Engle invented the character Quebrado, but the remaining characters are all historical figures-- two European and two Cuban. Engle reveals in her author's note that she "became fascinated by the first Caribbean pirate shipwreck while researching [her] own family history" as one of her ancestors "was a Cuban pirate who used his treasure to buy the cattle each where many generations of [her] mother's family were born" (135). She notes further that she became the subject of the Cuban DNA project and discovered that she carries a genetic marker verifying tens of thousands of years of maternal Ameindian ancestry; Engle is "a descendant of countless generations of women like Caucubu. Indigenous Cubans do survive in body, as well as spirit" (135).

The Poetry: The majority of Hurricane Dancers meditates upon the enslaved life of Quebrado, who is referred to as "broken boy," "spirit-boy," "storm-boy," and "born-of-wind friend" by various characters throughout the narrative. While the experiences of the other characters in the narrative are interesting, the poems told from Quebrado's perspective are the most lyrical and lively on the page. For instance, the first poem in the collection "Quebrado," begins:

I listen

to the song

of creaking planks,

the roll and sway

of clouds in sky,

wild music

and thunder,

the groans

of wood,

a mourning moan (3).

The poem ends as the speaker links the old ship's sounds with the materials used to create it, explaining that the sounds echo the ship's memory of "her true self / her tree self / ... alive" (3). Poems like this one, steeped in metaphor reflecting the natural world and ringing with sound and rhythm, are characteristic of those told from the point of view of Quebrado.

The Page: Hurricane Dancers is divided into six parts: "Wild Sea," "Brave Earth," "Hidden," "The Sphere Court," "The Sky Horse," and "Far Light." Engle begins her verse novel with a quote uttered by Caliban in William Shakespeare's The Tempest and a description of Talavera from Bartolome de las Casas's History de las Indias; a note on her historical setting; and a list and description of the cast of characters. The verse novel ends with an author's note; a historical note detailing her narrative's connection to historical characters and events, culture and language, and literature; and a list of references.

I found Hurricane Dancers to be extremely engaging, and I thoroughly enjoyed Engle's characteristic use of free verse, lyricism, and imagery within her historical narrative. I give Hurricane Dancers four stars and highly recommend it.

Margarita Engle's _The Wild Book_

The Plot: The Wild Book (2012) by Margarita Engle is verse novel inspired by the stories and experiences Engle's maternal grandmother told her about her childhood growing up in Cuba in the early 1900s. As she explains in her author's note, the verse novel follows Fefa (Josefa de la Caridad Uria Pena) who lives on a small farm in the countryside during a time of "chaos following Cuba's war for independence from Spain and the subsequent US occupation of the island. It was a time of lawlessness, when bandits terrorized the countryside, kidnapping children unless their families agreed to deliver ransom money" (123). From the first poem in the collection, readers learn that Fefa has "word-blindness" (3)-- "a medical term used in the early twentieth century for what we now call dyslexia" (125). The narrative focuses on Fefa's struggle with dyslexia and learning to read and write through poetic exploration, as well as Fefa's encounter with Fausto, her family's old farm manager, who writes a sloppy "ugly" poem in her honor (42); Fefa is mortified by Fausto's attention.

The Poetry: Like many other of Engle's verse novels, The Wild Book employs free verse, lyricism, and imagery to tell the story of a young girl's experiences. The Wild Book in many ways shows a young girl developing a love for reading poetry and writing in her own wild book, which her mother gives to her upon her diagnosis with word-blindness: "Think of this little book / as a garden, / Mama suggests" (5-6). Her mother advises her to view her writing as a path to maturation and self-acceptance:

Throw wildflower seeds

all over each page, she advises.

Let the words sprout

like seedlings,

then relax and watch

as your wild diary

grows. (6) 

And eventually, a love of language emerges within Fefa. She exclaims later in the collection in a poem entitled "Fly to the Truth of Dreams" that she "love[s] the way poetry / turns ordinary words / into winged things" (68). In addition to the imagery and lyricism Engle relies upon, she also utilizes repetition and the space on the page to emphasize the ways in which Fefa's struggle with dyslexia manifests itself, as well as how she begins to find ways to allow herself to experience more comfort and pleasure in language.

The Page: Engle's verse novel begins with a dedication "for young readers who dread reading and for those who love blank books" which answers one of the chargers that the verse novel form is ideal for reluctant readers. This dedication is followed by a quote in Spanish with a translation from the poet Ruben Dario, who is referred to throughout the narrative as the Fefa's mother's favorite poet. The quote reads: "In the hour of daydreams my eyes watched / the blank page // And there came a parade of dreams and shadows" (from "La Pagina Blanca" or "The Blank Page"). This epigraph complicates Engle's dedication in that it demonstrates the complexity and intertextual, cross-cultural references made throughout the collection. The book ends with an author's note that includes a family photograph of Fefa from 1914 and an acknowledgements section.

I thoroughly enjoyed The Wild Book; I give it four stars and highly recommend it.

Margarita Engle's _The Firefly Letters_

On May 11, 2017 Margarita Engle was named the Young People's Poet Laureate by the Poetry Foundation. Engle follows Jacqueline Woodson, who was the previous honoree in 2015. As I've noted in previous reviews of Engle's work on this blog, Engle is a prolific verse novelist; she has published eleven verse novels to date (four of which I have reviewed here)-- one every year since 2008. Over the next year, as part of this blog's focus on the geneology of the verse novel, I will review the remaining six verse novels written by Engle, which date back to 2006.

The Plot: Engle's 2010 verse novel The Firefly Letters: A Suffragette's Journey to Cuba is the second book in her "loosely linked group of historical verse novels about the struggle against forced labor in nineteenth-century Cuba" (Lion Island, 160). Winner of a Pura Belpré Honor for narrative, The Firefly Letters is a polyvocal verse novel that tells the story of real-life historical figure Fredrika Bremer (1801-65) who traveled to Cuba in 1951 for three months and interacted with a fifteen-year-old African-born enslaved translator named Celia. Engle's narrative follows these two women and her invented twelve-year-old character Elena. Bremer, as Engle explains in her historical note, was Sweden's first female novelist and one of the world's earliest advocates of equal rights for women (146). The Firefly Letters combines the voices of Fredrika, Celia, and Elena to explore the struggles facing women from different backgrounds, of different ages, and of different races toward equality.

The Poetry: While I found Engle's verse novel rich in terms of narrative, The Firefly Letters lacked some of the more arresting lyricism and imagery evident in many of Engle's more recent verse novels. The elements of poetic form that The Firefly Letters employs include the use of free verse and the space on the page, the blending of voices (each poem is titled by the character speaking's name), and the occasional bit of imagery or use of metaphor. One such passage appears in the poem told from Elena's point of view where she describes the folds in cloth as stirring "in the sea breeze, / moving with a sigh / like wings" (139). In this poem, Elena is meditating upon a secret plan she has to help better Celia's life that involves her smuggling expensive fabrics from her house. The "e" sounds in the first quoted line enact the "sigh" mentioned in the second line, while the final line that describes the movement of cloth as that of wings alludes to a possible freedom or movement toward hope.

The Page: Within the 144 pages of the verse novel, poems alternate between the three characters' points of view. The narrative is book-ended with a quote from a letter from Bremer to the Queen of Denmark describing her visit to Cuba and a historical note, an author's note, acknowledgements, and references. Engle cites Bremer's New Sketches of Every-Day Life (1850) as comprising the "most complete known record of rural daily life on the island [of Cuba] at that time" (146).

I give Engle's The Firefly Letters four stars. Look forward to my reviews of Engle's verse novels from published between 2006 and 2012, as well as her newest 2017 verse novel in the coming months.

Pamela L. Laskin's _Ronit and Jamil_

The Plot: Pamela L. Laskin's Ronit and Jamil (2017) is a contemporary retelling of Shakespeare's Romeo and Juliet set in the Middle East. The protagonists, Ronit (an Israeli girl) and Jamil (a Palestinian boy), are teenagers living in the present-day on either side of the barrier fence that divides Israel and Gaza. Ronit and Jamil first meet when they go to work with their fathers. Ronit's father is a pharmacist and Jamil's father is a doctor; the two men know and respect each other. Once Jamil and Ronit fall desperately in love, though, their families do not support them and become hostile toward each other. The verse novel is told primarily from the alternating viewpoints of the titular characters, but also includes the voices of their fathers in act IV. As Laskin notes in her afterword, the voices of the two teenagers sound very similar and that was a conscious decision on her part (180). Although this technique makes it difficult to tell who is who at the beginning of the narrative, it allows the reader to not quite become fully immersed in the story.

The Poetry: Although the majority of the poems in the collection are told in free verse, with a mirrored version of the poem spoken by the opposite character, Laskin also employs a variety of other poetic forms throughout Ronit and Jamil including a series of ghazals (a Middle-Eastern lyric poem with a fixed number of verses and repeated rhyme, typically on the theme of love and often set to music) and a crown of sonnets (a series of multiple 14-line poems, where each new sonnet begins with the last line of the previous sonnet). Laskin utilizes lyricism, rhyme, repetition, and imagery in order to convey the sense of longing shared by Ronit and Jamil. For example in the ghazals that appear together in one spread, "Built of Bones: Jamil's Ghazal" and "Water: Ronit's Ghazal," the speakers of the poems meditate on embodiment and their connection:

There is nothing but the body

built of bones,

when I find myself beside you

I rise like bones;

from the dead and my desire

it grows like bones. (124)

In Ronit's counterpoint, she laments, "my body withers in brutal summer / so what I need is water" and "if your body's mine / I'll need no water" (125). Additionally, multiple poems reference lines from Romeo and Juliet, as well as work by other poet such as Mahmoud Darwish.

The Page: Ronit and Jamil is divided into five acts: "Naming Things," "Complications" (which includes the series of ghazals), "Dreaming an Escape: Overlapping Voices," "A Father's Lament" (which is made up of a crown of sonnets), and "Onward." The verse novel is also bookended by an introduction, reader's note, and epigraph, as well as an afterword and acknowledgement section. I found Ronit and Jamil to be an interesting and lively read. I give it four stars.

Margarita Engle's _The Lightning Dreamer: Cuba's Greatest Abolitionist_

The Plot: Margarita Engle's verse novel The Lightning Dreamer: Cuba's Greatest Abolitionist (2013), a 2014 Pura Belpre Honor Book, is a work of historical fiction based upon the life and writing of Gertrudis Gomez de Avellaneda (Tula) a poet, playwright, and novelist who lived from 1814-73. Avellaneda's boldest and most well-known work is Sab, "one of the world's first abolitionist novels and the earliest one written in Spanish. Sab is also the only known Latin American abolitionist novel that combines proemancipation views with feminist themes" (170). The Lightning Dreamer begins in 1827 when Tula is thirteen years old and is told from alternating viewpoints (including those of Tula, her younger brother Manuel, her mother, her maid Caridad, the Nuns whose library Tula often visits, the Orphans at the theater, and a young boy named Sab). The narrative follows Tula through 1836 when she is twenty-one years old and details her experiences on the marriage market, the blossoming of her passion for writing through discovery of Cuban Romantic poet Jose Maria Heredia's work, and her journey to Havana to write her novel.

The Poetry: Engle's verse novel is full of lyrical verse that combines imagery and metaphor to tell the story of a burgeoning young writer growing up in a time of oppression and injustice. At times Engle employs spare, rhymed verses in her narrative, such as: "I am alone / and my heart / is my own" (108). In other poems in the collection, Tula meditates upon the power of poetry's rhythms and silence: "I study verses with a drumbeat rhythm / like pounding music," "just as often, poetry is a free / dance / of birds in air," and "in each verse; / the stillness / between words" (45). Still other poems ask poignant questions about authenticity and the ethical implications of writing the story of injustices experienced by others:

Can a woman ever write

the true thoughts of a man?

...........................................

Can a free person

really understand one whose dreams

must fly up and soar

high above the depths

of slavery?

Is my imagination enough,

or do I need to add the ways

in which I myself

have felt enslaved? (162).

The Page: The Lightning Dreamer is divided into five parts: "Suns and Rays," "The Orphan Theater," "The Marriage Market," "See Me as I Am," and "The Hotel of Peace." The poems included in these sections are also book-ended by sections containing historical background and notes on the writing of Avellaneda and her mentor Heredia, as well as references. Engle also provides samples of poetry and prose written by both Avellaneda and Heredia in Spanish and with English translations.

Engle has written ten verse novels, several of which I have reviewed. The Lightning Dreamer is my favorite of Engle's verse novels for young readers. I give it five stars and highly recommend it.

Christine Heppermann's _Poisoned Apples: Poems for You, My Pretty_

The Plot: Christine Heppermann's Poisoned Apples: Poems for You, My Pretty (2014) is a collection of fifty poems that uses fairy tales to confront the realities of contemporary girlhood. I am not sure that I would categorize Heppermann's Poisoned Apples as a verse novel; it more clearly resembles a traditional collection of poems with strong narrative impulses (it reminds me a lot of Francesca Lia Block's 2011 collection, Fairy Tales in Electri-City). While there is no primary character within the collection, the speaker of the poems is almost always concerned with the bodily experiences of the teenage girl. As Heppermann explains in her author's note: "fairy tales and reality... run together, even though the intersections aren't always obvious. The girl sitting quietly in class or waiting for the buss or roaming the mall doesn't want anyone to know, or doesn't know how to tell anyone, that she is locked in a tower" (109). The poems in Poisoned Apples tell the story of the social and cultural regulation placed upon the female body through the lens of fairy tales and the voice of a present-day young adult heroine. 

The Poetry: The poems in Poisoned Apples make use of lyricism, metaphor, and imagery. Formally, Heppermann primarily employs free verse, but also includes haiku and villanelle. Many of the poems are quite arresting. For example, the poem "Spotless" features a five-stanza poem juxtaposed with a black-and-white photograph of a woman in white buried to the waist in a mountain of snakes, her face averted from the viewer. The speaker of the poem in "Spotless" begins, 

So I whet one razor 

after another against the stony

flesh of my leg until in barely

any time at all I have seven sharp

lines (95).

The poem then uses anaphora and imagery in its description of the body: "as deep as the silence of my days, / as straight as the path I ran from / the huntsmen, / as red as those three drops" (95).

The Page: The poems in the collection are accompanied by black-and-white photographs by various artists. The photography adds considerably to the collection in that it contributes yet another example of the way in which fairy tales can be updated to reflect contemporary realities. 

I thoroughly enjoyed Heppermann's collection, and I give it four stars. 

Ashley Bryan's _Freedom Over Me: Eleven Slaves, Their Lives and Dreams Brought to Life_

In honor of National Poetry Month, I will be posting two reviews each week during the month of April! One of my reviews each week will be focused on a picture book verse narrative. I have become more interested in the ways in which authors for children incorporate verse narratives into their writing beyond the novel form (picture books and shorter narrative poems). I have explored this in a few of my reviews previously. At the end of January the American Library Association announced the winners of the Youth Media Awards, and Ashley Bryan's picture book Freedom Over Me: Eleven Slaves, Their Lives and Dreams Brought to Life (2016) was selected as a Newbery Honor Book, a Coretta Scott King Author Honor Book, and a Coretta Scott King Illustrator Honor Book.

The Plot: Freedom Over Me is a collection of twenty-one poems in which Bryan imagines the lives and dreams of eleven slaves. Bryan explains in his author's note that the inspiration for this collection came when he "acquired a collection of slave-related documents... dated from the 1820s to the 1860s." The estate appraisement document that Bryan works from lists only the slaves' names and prices as they appear next to livestock and farm equipment. Bryan further notes: "My art and writing of this story aim to bring the slaves alive as human beings. I began by creating painted portraits of these eleven slaves. I studies each one, listening for their voices. I wrote what I heard in free verse to give emphasis to their words." The collection includes an introductory poem in the voice of Mrs. Mary Fairchilds, followed by a reproduction of the actual document upon which Bryan based the collection, and two poems written in the voice of ten of the eleven slaves listed in the document.

The Poetry: Bryan's free verse poems begin as primarily descriptive, with each character declaring her/his identity as a member of the Fairchilds' estate. Gradually, the poem expands the narrative behind the selling of the Fairchilds' estate. These poems employ lyricism and imagery to delve into the inner workings and longings of each character. For example, in the poem "John," the sixteen-year-old speaker describes himself as a "birthday gift" to Mrs. Fairchild, and the poem ends on his dream of freedom, "my thoughts of escaping / to freedom / grow stronger every day" and "Oh Freedom, Oh Freedom, / Oh Freedom over me!" According to the end pages, these last lines and the title of the collection come from the spiritual "Oh Freedom!": "which likely came into being soon after the end of slavery.... Like many African American spirituals, the song has more than one meaning, and was commonly sung as part of the civil rights movement in the 1950s and 1960s."

The Page: The visual elements of each page of the picture book are quite fascinating. Bryan juxtaposes a portrait of each slave with a collaged background of newspaper clippings, images, and handwritten legal documents. The facing page includes a poem titled after the name of the speaker of the poem ("Peggy") and usually appears on a dull-colored background. The next spread includes a poem on a brightly-colored background, entitled with the character's name and the word "dreams" ("Peggy dreams"). This poem is mirrored with a painting of the character engaged in an her/his artistry (whether cooking, carpentry, basket making, or painting). This painting often includes the character surrounding by individuals from his/her community.

Bryan's verse narrative is a beautifully constructed, and the poems together with the inclusion of an actual historical document come together to create a thoughtful addition to historical visual literature for young readers. I highly recommend Freedom Over Me and give it five stars. I also suggest Reading While White's spotlight on #ownvoices post on the book and the New York Times article "Black Lives Didn’t Matter: New Children’s Books Tell Slaves’ Real Stories" as companions to this picture book.

Sonya Sones's _Saving Red_

The Plot: Saving Red (2016) is Sonya Sones's sixth verse novel for young adults. Like her first verse novel, Stop Pretending: What Happened When My Big Sister Went Crazy (1999), Saving Red takes on the topic of mental illness; the protagonist, 14-year-old Molly, experiences severe anxiety and panic attacks, while other characters in the verse novel suffer from PTSD and schizoaffective disorder. A poem early in the collection provides insight into Molly's panic attacks: "I can't breathe...! // ... I'm having a heart attack! // But then Pixel's here--" (12). Pixel is Molly's service dog that accompanies her everywhere. The narrative begins cryptically alluding to the root of Molly's anxiety by referring to "the awful thing / that happened last winter" (26), but readers don't learn that "the awful thing" has something to do with her brother, Noah, until 163 pages into the narrative. Beyond exploring Molly's family and personal history with mental illness, the verse novel also examines Molly's encounter with a homeless youth named Red and her quest to reunite her with her family before the holidays.

The Poetry: Like many verse novels for young adults, Sones's work is a problem novel and is devoted primarily to narrative. Saving Red is over 400 pages and told in short, free verse poems. Sones's verse novel conforms to expectations readers of poetry might have about the way a collection should be presented (multiple stanzas, each poem titled, poems that are 1-3 pages in length). Each poem title runs into the poem, but beyond that, there is little attention to the ways poetry can use language and imagery to communicate to readers differently than traditional prose. The only poetic techniques evident in Sones's verse novel are her use of the space on the page and a sporadic simile. For example, in the poem "I suck in a Breath," the speaker describes feeling "something like / a steel plate // splitting / apart // deep inside / of me" (371). This is the closest Saving Red comes to a poetry that allows the reader to slow down or focus on language; this seems like a missed opportunity in the collection.

The Page: The end of the verse novel includes an acknowledgements and author's note section in which the author describes her own experiences of having a family member with a mental illness and how these experiences inspired her to write Saving Red. Overall, the most compelling part of Saving Red is the plot; I found the poetry to be pretty lackluster. I give it three stars.

Patricia Hruby Powell's _Loving Vs. Virginia_

The Plot: Patricia Hruby Powell's Loving Vs. Virginia: A Documentary Novel of the Landmark Civil Rights Case (2017) with artwork by Shadra Strickland is an interesting approach to the verse narrative form. Powell's work tells the story of Mildred and Richard Loving, who fell in love as teenagers in Caroline County. The Loving's story underscores the ways in which the cruelties and injustices of segregation and racism impacted one couple. The narrative begins in the fall of 1952 and follows the couple through the US Supreme Court's final ruling on their case in 1967. The narrative describes Mildred and Richard's experience growing up together in their small community, their love story, their marriage and the birth of their three children, and their almost decade-long court battle to allow them to live together as husband and wife in their hometown.

The Poetry: Powell's Loving Vs. Virginia is a polyvocal narrative that alternates between poems from Mildred and Richard's point of view, with each poem titled with one character's name and often with a date and place. The poems are told in free verse and make use of short lines and the space on the page to encourage reader contemplation. Interspersed throughout the poems are various documents and photographs (as indicated by the subtitle of the narrative) illustrating the historical context of the Loving's story. While the poems in this collection don't stand out particularly in their lyricism or use of language, together with the documentary elements of the work, the most successful poems in the collection seem to be those that focus on the characters' emotions. For example, in one poem in the middle of the work, the speaker of the poem Richard relates his experience of seeing Mildred "holding a bunch of greens / like they was a bouquet of wedding flowers" and the way that her smile makes "any doubts I might've had-- ... / drifted away on the wind" (142). The poem ends with the lines: "My country gal / I am her husband" (142). This short 12-line poem is juxtaposed with an illustration of Mildred smiling in the family's garden.

The Page: One of the most striking elements of Powell's Loving Vs. Virginia is the way in which various formal elements are woven together to tell the Loving's story: Strickland's artwork, the blue-toned photographs, the quotes from court cases and public figures, and the poems co-mingle together to make this a unique work. The narrative includes several timelines, an epigraph from Langston Hughes, a bibliography of sources, and notes from the artist and author.

I enjoyed the hybrid, collage-style form of Powell's verse narrative. I give it four stars.

Kwame Alexander's "Seventy-Six Dollars and Forty-Nine Cents: A Story-in-Verse"

The Plot: Kwame Alexander's "Seventy-Six Dollars and Forty-Nine Cents: A Story-in-Verse" is the penultimate story the anthology Flying Lessons and Other Stories (2017) edited by the cofounder of We Need Diverse Books, Ellen Oh. Alexander pitched the work as a "novella-in-verse" or a "story-in-verse" on twitter the day before the book's release in early January. "Seventy-Six Dollars and Forty-Nine Cents: A Story-in-Verse" is a 48-page series of poems about 12-year-old Monk. The series begins with the poem "How to Write a Memoir" which details why Monk begins writing his poems (159). The next poem in the series, a haiku, is entitled "Question About the Assignment" and underscores the unique aspect of this story-in-verse: "I know memoir is / based in fact, but can it have / a little fiction?" (160). The story goes on to detail how after a car accident, Monk develops the ability to read people's minds, and ultimately he uses his powers on Angel Carter, his crush, to impress her enough to maybe get her to go on a date with him.

The Poetry: Alexander's story-in-verse is told primarily in free verse, with the exception of one haiku, and another poem which includes a haiku stanza. In addition to these formal aspects, Alexander also employs rhyme and anaphora sporadically throughout the series, as well as imagery and space on the page. Overall, "Seventy-Six Dollars and Forty-Nine Cents: A Story-in-Verse" is more focused on story than it is on poetic device, which makes sense for a shorter work. One aspect of Alexander's series that is particularly effective is his use of parenthetical aside in several of his poems. For example, in "How to Write a Memoir," Alexander uses five of these asides to develop the voice of his protagonist:

After reading

"Oranges"

by Gary Soto

(who I like)

Mr. Preston

(who I don't)

asks us

if we liked it

(which I did)

then makes us

write

(which I hate) (159).

The use of the short line and the parenthetical aside ask the reader to move more quickly and rhythmically through the poem and mirror Alexander's signature technique in his previous verse novels that focus on rhythm, linguistic play, and voice.

The Page: Like longer verse novels, Alexander's novella- or story-in-verse makes use of the space on the page, and among the nine other works in Flying Lessons and Other Stories, "Seventy-Six Dollars and Forty-Nine Cents: A Story-in-Verse" takes up the most space in the collection. Alexander's use of this shorter form of the verse narrative is new and groundbreaking; perhaps many other verse novelists will turn to this shorter form as poetry and verse narratives become more popular in contemporary children's and YA literature.

You can listen to a soundcloud recording of Alexander reading his story HERE. I highly recommend "Seventy-Six Dollars and Forty-Nine Cents: A Story-in-Verse" and the other nine stories in the collection. I give it five stars.

Kelsey Sutton's _The Lonely Ones_

The Plot: Kelsey Sutton's 2016 verse novel The Lonely Ones follows Fain, a high school student who feels deeply disconnected from her family and her peers. Fain finds solace in writing, her imagination, and the quarry near her home. While her older brother and sister are consumed with sports, friends, and significant others, her mother and father are constantly fighting about money. Fain spends time with her younger brother Peter and enjoys caring for him, as she perceives her parents cannot. One interesting element of The Lonely Ones is the repeated reference to Fain's midnight explorations with monsters. This was a strange detail that seemed to serve as a metaphor for Fain's experiences of escape through writing and storytelling, but it ultimately became overly didactic and tired toward the end of the novel. Fain struggles at school with her peer group; early on in the narrative she meets and falls in love with a boy named Matthew, but he ultimately only considers her a friend. Midway through the narrative, Fain's younger brother becomes ill and this brings her family closer together.

The Poetry: Sutton's verse novel is told in free verse and uses short, abrupt lines. The primary poetic devices at work in The Lonely Ones include imagery and metaphor, but Sutton does not use these techniques to great effect. Often her verse comes off as cliched and purple. For example, the poem "The Hole" describes Fain's feelings after discovering her love interest does not share her feelings:

There is a hole

in my chest

where my heart

has been ripped out.

I don't know why

people call it heartbreak

when there's nothing left

to crack. (189)

This poem attempts to use the line to emphasize particular words and add weight to the scene, but ultimately Sutton's poem falls flat. Additionally, Fain's writing becomes an overly didactic tool in the final poem in the collection, where the speaker of the poem relates how she writers about "a girl who is learning" various lessons from her experiences (227).

The Page: As Sutton notes in the acknowledgement section of her book, this was her first attempt at writing poetry (and her editor's first attempt working with a verse text as well), and it shows throughout her verse novel. While elements of the narrative were at times surprising, much of the poetry lacked an attention to the ways the form can enrich narrative. I give Sutton's verse novel two stars.

Ann E. Burg's _Unbound: A Novel in Verse_

The Plot: Ann E. Burg's 2016 Unbound: A Novel in Verse follows nine-year-old Grace, a light-skinned enslaved girl, as she moves from her mother's cabin to the "Big House" where she will work in the kitchen. Within the first pages of the narrative, Grace's mother appeals to her: "Promise you'll keep / your eyes down," "Promise you'll keep / your mouth closed," and "Promise you won't / talk back" (4). Similarly, Grace's Aunt Sara echoes her mother's warning: "Grace, stay out of trouble" (23). Aunt Tempie takes Grace under her wing, and begins to teach her how to cook, clean, and work in the kitchen. Almost immediately upon entering the Big House, Grace begins to break her promises to her family by questioning and speaking out against the various injustices that occur at the hands of the Missus. Grace meets other house slaves, including Jordon (a server who Aunt Tempie refers to as "a runner" who never smiles and has a wife and daughter that he will never see again) and Anna (a young girl who is the Missus's personal slave and who receives some of the worst treatment). Because Grace has such a hard time following her mother and Aunt Sara's warnings, the Missus begins to punish her. One night Grace overhears the Missus and Master Allen planning to sell her mother and two younger brothers at auction to teach her a lesson. Grace decides to take action and implores her family to flee. The rest of the narrative tells the story of Grace's family and their escape to the Great Dismal Swamp.

The Poetry: Burg's novel in verse is told primarily in short lines of lyric, free verse. Throughout the verse novel, Burg makes use of a dialect that drops Gs and uses "what" in place of "that," and while she does note in the end pages of her novel that she used research from "narratives of the formerly enslaved... prepared by the Federal Writers' Project" (348) and consulted the work of anthropologist Dr. Daniel O. Sayers and historian of the African diaspora Dr. Sylviane A. Diouf to assist her in writing her novel, I was hoping for a bit more discussion in her Author's Note and Acknowledgement sections relating to her use of dialect and her linguistic choices. In terms of poetic devices, Burg makes use of some lovely imagery, simile, and lyricism throughout her narrative. For instance, in the first section of the verse novel, Grace feels her resolve begin to crumble:

like a clap of thunder

in a sweet blue sky,

all my promisin

starts feelin like

a fistful of thorns

is scratchin my brain. (4-5)

and in the lines that end the second section of the narrative as Grace's family moves closer to freedom:

Moonlight glistens

on a dark lake

what's set before us

like a shimmerin

piece of fallen sky. (282)

Although these lines evoke some engaging images, they do not make up for the overall sense that something in this project is missing in terms of language and poetic technique. I am wary of the use of dialect in this verse novel, particularly by a white writer, without citation of any source material or discussion of these linguistic choices in her end pages.

The Page: Unlike most other verse novels for young readers, Burg does not separate her narrative into individual poems. Instead the verse novel is divided into three parts: part one is around 170 pages, part two around 100 pages, and part three around 75 pages. Each poem is untitled, but is a few pages long and its ending is denoted with a grey dot. As previously noted, Unbound does include an Author's Note and an Acknowledgements section, but Burg could have included much more information about her research, her sources, and her use of dialect throughout her narrative. I give Unbound three stars.

Sharon Creech's _Moo: A Novel_

The Plot: Sharon Creech's (2016) verse novel Moo: A Novel tells the story of twelve-year-old Reena. Reena moves with her younger brother, Luke, and her parents from the big city to Maine, where they encounter an old woman named Mrs. Falala. Mrs. Falala owns a farm and a stubborn cow named Zora. After a few strange meetings with Mrs. Falala, Reena and Luke's parents volunteer them to work on the farm helping Mrs. Falala clean and care for Zora the cow and her other farm animals. While Reena and Luke are at first skeptical and even scared of the old woman and her cow, they eventually grow quite fond of her. Luke, an avid drawer, spends time teaching Mrs. Falala to draw, while Reena works diligently to train Zora. With the help of a young man named Zep, Reena begins to train to show Zora at the county fair. The novel ends with Reena and Zora's first time showing at the fair, and an unexpected twist involving Mrs. Falala.

The Poetry: Creech's verse novel follows her previous work in this form, Love That Dog (2001), Hate That Cat (2008), and Heartbeat (2004), in that it uses free verse  throughout the narrative, in addition to concrete poetry and varied typography in several poems. Despite the fact that in Moo the emphasis is most often placed upon the narrative arc, instead of poetic devices and techniques, Creech does use the broken line, white space, and typographical variances in order to emphasize the significance of particular moments in the narrative and to encourage the reader to spend more time on the page. For example, in the poem "Back to Twitch Street," Creech uses imagery and typography to create a distinct picture in the reader's mind of life on the farm:

with the open attic window

and the

           f  l  u  t  e     m  u  s  i  c

                       drift

                               ing

                                     d

                                     o

                                     w

                                     n (61)

In this excerpt from "Back to Twitch Street," Reena and Luke return to the farm after riding their bikes through pastures and past views of the ocean. They are truly captivated by the scenes of the country after growing up in the city. Throughout the narrative, Reena and Luke are captivated the the flute music they hear Mrs. Falala playing from her attic window. They never seen her play, but they come to learn that her flute music and attic space help her practice "remembering."

The Page: The 74 poems that make up Creech's verse novel Moo trace the experiences of pre-teen Reena as she moves from the city to the country and transforms from an indoor girl to an outdoor girl. Creech's Moo was a fine verse novel that represents a growing trend in the blend of free verse, prose sections, and concrete poetry in the verse novel for middle grade readers. I give Moo three stars.

Skila Brown's _To Stay Alive: Mary Ann Graves and the Tragic Journey of the Donner Party_

The Plot: Skila Brown's 2016 To Stay Alive: Mary Ann Graves and the Tragic Journey of the Donner Party is a historical verse novel that explores the life and experiences of nineteen-year-old Mary Ann Graves, a real-life settler who traveled with her family, the Donner family, and several other families across the country to reach California in the 1840s. Brown bases her narrative on historical records and research to tell a particularly compelling story of a young woman's survival in a time of hardship, chaos, and ultimately horror. The nearly 300-page verse novel takes place over the course of one year, beginning in the spring of 1846 and ending in the spring of 1847. Mary Ann travels from Lacon, Illinois with her family which includes her mother, father, older married sister, three younger brothers, four younger sisters, and a hired teamster named John. Mary Ann is a quilter and a strong young woman who likes to speak her mind.

The Poetry: Brown's To Stay Alive is primarily comprised of free verse poems that make use of rich imagery, lyricism, and the space on the page, but the verse novel also includes a few concrete poems that take the shape of what they describe or allude to in the poem. For instance, the poem on page 3, "Father" is shaped like a sphere on the page and describes Mary Ann's father as "burning like the sun" and "itching" to leave on their journey. Likewise, the poem "Inside the Wagon" spreads single words across the space of the page drawing attention to the fact that riding inside the wagon is bumpy: "never still never / smooth / always bump shake rattle" (41). While these poems were interesting in terms of form and content, the poem that I found most moving and rhythmic was the final poem in the collection, "A New Quilt." This nine-page poem shows Brown's skill in the long lyric poem, something that I have yet to see many verse novelists for young readers do well. In "A New Quilt" Brown uses anaphora, lyricism, imagery, and a rhythmic line that mimics the work of quilting to tell the last bits of Mary Ann's narrative. The repeated refrains "I'm stitching / a new quilt" at the beginning of stanzas and "I stitch" justified to the right side of the page at the end of many lines become a place of meditation for the reader as she considers the ways that Mary Ann copes with her loss of many of her family members.

The Page: In addition to being divided into five sections that reflect the seasonal changes, Brown's verse novel also contains a variety of paratextual documents to aid the reader in understanding the historical time period and Brown's research process. The front papers include an article from The Lacon Home Journal announcing that a local family is headed to the west, as well as a two-page map spread that provides the path that Mary Ann's family followed. The end papers include an epilogue, an author's note, a photograph of the real Mary Ann Graves, a list of individuals who were part of the Donner party divided into families with their ages and survival status listed, and an acknowledgments section. Her website also includes an educational guide to pair with the verse novel and a variety of blog posts with more details about the Donner party.

I found Brown's To Stay Alive to be a surprisingly engaging narrative. While the subject matter (cannibalism) initially made me wary of the author's ability to tackle such a topic in a new way, Brown was able to skillfully and successfully weave Mary Ann's story together through her use of lyric poetry. To Say Alive was a page-turner. I give it four stars and highly recommend it.

Jeannine Atkins's _Finding Wonders: Three Girls Who Changed Science_

The Plot: Jeannine Atkins's Finding Wonders: Three Girls Who Changed Science (2016) is a three-part novel in free verse that explores the lives of three real women: Maria Sibylla Merian, Mary Anning, and Maria Mitchell. Each narrative is roughly 60 pages in length, and explores the life of these young women from pre-teens through middle-age. Maria Merian's story begins when she is 13-years-old living in Frankfurt, Germany in 1660. Maria is the daughter of an artist, and she practices painting, but she is extremely fascinated by caterpillars and their metapmorphosis. Maria travels the country, painting these animals and learning about different types of caterpillars. Mary Anning's story begins when she is 11-years-old living in Lyme Regis, England in 1809. She works together with her father and then her older brother excavating stones on the seashore; unlike her father and brother, who simple chisel the fossils from the earth to sell, Mary is mesmerized by the patterns in the stones and the creatures from the past they discover. Maria Mitchell's story begins when she is 12-years-old living in Nantucket, Massachusetts in 1831. Maria's father is a mapmaker, who teaches her how to make star charts, use telescopes, and repair chronometers for sailors. Maria's family gives her a room of her own to do her work, and she eventually becomes the first female astronomy professor at one of the first colleges open to women, Vassar. Each of these narratives pushes forward into the next, demonstrating the ways in which women in science have advanced despite some of the restraints placed on them by their families, religious beliefs, and communities.

The Poetry: Finding Wonders utilizes lyrical free verse throughout, and the poems are rich with image, sound, and metaphor. For example, the poem "Metapmorphosis" in the first section of the book begins, "In a quiet revolution, Maria paints / on one piece of paper / first how a small egg breaks" (39), continues, "At last the cocoon breaks. / Pushing past sticky strands, / a fragile self unfurls," and finishes "Soft, moist, a moth fumbles / then unfolds four wings that flutter, / making her own faint applause" (40). In this poem, Atkins employs alliteration and the rhythm of soft vowel and consonant sounds. She also uses the caterpillars metamorphsis as a metaphor for Maria's own narrative of development as a young woman of science, pushing back against the suspicion her religious family has toward studying the natural world. Likewise, Mary's story uses metaphors of scientific and self discovery. In the poem "A Face in the Cliffs," Mary and her brother discover a huge fossil of a strange animal in the side of a cliff after their father and younger sibling's funerals. "After the rain, Mary walks by the sea, / which seems wide and empty. Pebbles clatter. / A gull drags its broken wing" (95); in these lines, Mary's feelings of loss and hopelessness are made manifest in the landscape by the speaker of the poem. Once they discover the creature, Mary's desire for knowledge is reignited: "She squeezes her hand, tastes salt on her tongue. / She'll scrape away stone. / Wonder doesn't have walls" (97).

The Page: Atkins's verse novel is divided into three distinct parts, "Mud, Moths, and Mystery," "Secrets in Stones," and "Many Stars, One Comet," and each section begins with an illustration of the young women its narrative charts and a prose paragraph titled "The ____'s Daughter" that locates the narrative in history and place. Interestingly, while each section begins by defining the young women by their father's professions, each of the narrative then turns this idea on its head by demonstrating the ways in which each young woman uses and moves forward from the knowledge she gains from her father. For example, in the last section, Maria's father is depicted as boasting about her accomplishment of locating a new comet, and the speaker notes "He enjoys introducing himself as Miss Mitchell's father" (178). The verse novel contains an author's note, a "reading past these pages" section, and a bibliography of sources.

Atkins's Finding Wonders is a beautifully written verse novel and the narrative is compelling. Atkins's purpose behind her narrative is to encourage young women's interest in the STEM fields and to bring recognition to female historical figures who helped to pave the way. Atkins's essay "Scrap by Scrap: Turning History into Poems" in which she explains her process would be a great pairing for this verse novel. I give her verse novel five stars, and I highly recommend it.

Laura Shovan's _The Last Fifth Grade of Emerson Elementary_

The Plot: Laura Shovan's 2016 debut The Last Fifth Grade of Emerson Elementary is a polyvocal verse novel that includes the voices of the eighteen students in Ms. Hill's fifth grade class during a transformative school year. At the end of the year, the crumbling school will be closed and bulldozed to make way for a shopping center. The verse novel explores this event through the eyes of each individual student. Ms Hill tasks the students in her class with keeping a poetry journal; their poems will go into a time capsule at the end of the year.

The Poetry: Each poem in the collection includes the date, the name and illustrated head shot of the student writing the poem,  and a title. The eighteen diverse characters within the verse novel who write poems include: Sydney, Rennie, Tyler, Norah, Rachel, Sloane, Mark, Ben, Katie, Gaby, Brianna, Edgar, Newt, George, Jason, Hannah, Shoshanna, and Rajesh. Their concerns run the gamut from having a mother deployed in the armed forces, to having a crush on a classmate, to a death in the family. The poetry within The Last Fifth Grade of Emerson Elementary strives to represent many forms and a multitude of content, but ultimately much of it is uninteresting and the eighteen viewpoints make it difficult for the author to flesh out characters. One interesting move the author makes involves her inclusion of Spanish poems writeen by Gaby and their translation by another student in the class, Mark, on the facing page. This use of translation in Shovan's verse novel is lost though in the multitude of perspectives and thematic concerns.

The Page: The Last Fifth Grade of Emerson Elementary is divided into four sections, each named for a different quarter of the school year. The poems within the collection allow for one poem per day during the school year. Shovan includes a lengthly section at the end of her verse novel that includes "A Closer Look at the Poems in This Book," which explains how the persona poems work throughout the collection; "Favorite Forms From Room 5-H," which includes a list and definitions of each of the forms used in the verse novel from acrostics, concrete poems, and haiku to free verse poems, found poems, and odes; "Form the Fifth-Grade Poetry Prompt Jar," that lists several ideas for beginning writing poetry; and a glossary. Much of the work of this verse novel is pedagogical, and I can see Shovan and/or her publishers envisioning this work being used in the classroom. Ultimately, though, this work falls short in both poetry and plot. I give Shovan's The Last Fifth Grade of Emerson Elementary two stars.

Ellen Hopkins's _Traffick_

The Plot: Traffick (2015) is the sequel to Ellen Hopkins's Tricks, and in it Hopkins presents the intertwining narratives of five teenagers from across the country who are living in Vegas and have been victimized by sex trafficking. As a sequel narrative, Traffick focuses on each characters' attempt to become a survivor of trafficking and their individual, rocky roads to recovery. The first character introduced is Cody, who wakes up in the hospital after being show to find that he is paralyzed from the waist down. Cody's struggles with gambling led him to sex work. Next, the story shifts to Ginger, who runs away from home with her girlfriend Alex after years of her mother selling her to men for drugs, but is eventually arrested for soliciting an undercover cop. Ginger is living in House of Hope, a Christian center for young sex workers looking to become survivors. Ginger practices writing her story through poetry while at House of Hope. Next, the narrative moves to Seth, a farm boy from Indiana whose father kicked him out after he came out to him. After a string of boyfriends, Seth finds the only way to survive is to begin working for an escort service. He also volunteers part-time at the YouCenter serving LGBTQ youth. After Seth, readers are introduced to Whitney, a girl from a wealthy family whose boyfriend/pimp Bryn facilitated her trafficking and heroin addiction. After the police find her, she is placed by her family in a five-star rehab facility called Clean Slate. Finally, the narrative turns to Eden, a preacher's daughter who after escaping from an abusive, religious facility called Tears of Zion, turns to prostitution to survive. After wandering into a Catholic church, Eden is directed to Walk Straight, a rescue for teen prostitutes intent on a better life. The narratives alternate every 10 pages or so for 500 pages.

The Poetry: Hopkin's Traffick is told through a series of alternating narratives. Each time a new character is introduced, a poem "written by" that character or someone close to them leads off the section. The poems are told in free verse and are typically one to three pages in length. Often, Hopkins will include a poem that manipulates the space on the page in order to isolate a specific phrase that can be read inside the poem, but also vertically as its own entity. For example, the first page of the verse novel is a poem written by Cody Bennett; it contains four stanzas with four lines justified left and four single lines appearing after each stanza justified right. The lines justified right form the phrase: "the abyss,... / would be... / preferable to... / this living hell" (1). Each right justified line can also be read as part of the larger poem, as in the first five lines:

The courage to leap

the brink, free-fall

beyond the precipice,

hurtle toward

                                                     the abyss, (1).

The Page: In addition to the manipulation of space on the page, Hopkins also makes use of varied font to depict when characters write poetry or letters. Hopkins includes a detailed author's note in which she explains the research she did for Tricks and Traffick, relates the significance of the project to her, and provides a list of resources for young people. Overall though, I found Hopkins's writing in Traffick to be lacking. One of the biggest issues with the narrative is that it tried to develop the stories of too many characters, which became confusing as a reader and almost trivialized the horrific experiences of child sex trafficking being related. In addition to the five primary characters, readers are also introduced to a myriad of other characters who also share their unique stories of victimization. Ultimately, Hopkins verse novels are more successful when they focus on fewer characters. The inclusion of poems "written by" characters in addition to their narratives was interesting, but got lost in the chaos of narrative. I give Hopkins's Traffick two stars.

Madeleine Kuderick's _Kiss of Broken Glass_

The Plot: Madeleine Kuderick's 2014 YA verse novel, Kiss of Broken Glass, follows fifteen-year-old Kenna Keagan during her 72 hour stay at Adler Boyce Pediatric Stabilization Facility after she is "Baker Acted" (1) when a classmate catches her cutting in the bathroom at school. The poems in the narrative are told in second person (you) point of view, and over the course of three days,the reader steps into the shoes of Kenna as she makes friends at Adler, attends group therapy, and prepares for her family to attend a group session before she is released. Kuderick's work is most certainly a traditional YA problem novel, and much like Ellen Hopkins's Crank Series, the reader discovers in the author's note that the author was inspired to write the book after her own daughter's struggle with cutting and experience of being "involuntarily committed under Florida's Baker Act" (203).

The Poetry: While the author strives to utilize memorable imagery and crisp language that hold the reader in the narrative, ultimately most of it falls flat and reads as cliche or inauthentic. At times the imagery and lyricism work well; for example in the poem "By the Time My Mother Leaves," the speaker describes her urge to cut using simile, alliteration, and anaphora: "The way the blood pools warm at first / then cools like morning dew on slivered skin" and "The way the crimson dances 'round the bowl / then trickles tiny teardrops down the drain" (100-101). Beyond the poetry used to describe Kenna's experiences, one of the characters that she befriends, Skylar (who is also a cutter and is struggling with anorexia) also writes poetry which she passes to Kenna.

The Page: Throughout the narrative, almost every poem title includes one word with multiple strike-throughs obscuring it; this is one of the somewhat gimmicky things that Kuderick's Kiss of Broken Glass engages in that contributes to the at times tired approach to the topic of cutting. The author does include an author's note and a list of resources for young readers who might be struggling with self-harm themselves.

Overall, I found Kuderick's Kiss of Broken Glass to be a fine verse novel. It approaches the problem novel in a way that is becoming common-place with the verse novel form and strives to employ poetic technique while doing so. I give it three stars.

Margarita Engle's _Lion Island: Cuba's Warrior of Words_

The Plot: Margarita Engle's newest verse novel, Lion Island: Cuba's Warrior of Words (2016), is the fifth and final volume in what she calls her "loosely linked group of historical verse novels about the struggle against forced labor in nineteenth-century Cuba" (160). And it is a lovely and powerful work that follows three young, culturally diverse protagonists: twelve year old Antonio, a messenger boy with Asian, African, and European ancestry who eventually becomes a translator  (based upon the historical figure Antonio Chuffat-- a champion of civil rights for the Chinese Cuban community); Wing, a fourteen year old Chinese American boy whose family barely escaped the anti-Asian riots in San Francisco; and his twin sister, Fan, a talented singer and performer. Antonio, Wing, and Fan's stories intertwine to tell the tale of how a group of young friends worked hard to tell their stories and have their voices heard in a time of violence, with injustice, war, and rebellions swirling around them. Antonio works to record, translate, and help give voice to the experiences of those enslaved Africans and near-enslaved Chinese indentured servants who were forced or coerced to sign eight-year contracts to work in the fields of Cuba, while Wing's story leads him to eventually join the rebellion and Fan runs away from home to work at el teatro chino as a singer who assists runaways in hiding on their way to escaping enslavement.

The Poetry: As previously noted, Engle is a prolific verse novelist for young readers, having published nine well-received, award winning verse novels before Lion Island. This volume contains beautiful poetry, and I found the poems which Fan is the speaker of to be particularly moving as she longs to become an artist. Engle's use of imagery, lyricism, and metaphor contribute richly to her work. The poem "That Same Evening" in which the speaker Wing describes being robbed by Spanish soldiers ends with two rhythmic stanzas describing his emotions: "Rage comes and goes in gusts, / like a hurricane's furious / wind" and "Quietly, I return to work the next day, / trapped in the eye of my own / storm" (41). The quiet rhythm and movement on the page of these two stanzas enacts the content of the poem, tracing the rise and fall of the wind as well as Wing's anger. Later in the narrative, in the poem "Mirror," Fan meditates upon her experiences of being a young woman and the twin sister of a passionate brother:

Being the twin of a boy

is like shimmering

in and out of a shiny river,

the constant burst of rushing water

never peaceful enough to see my own

reflection (52).

Toward the end of this same poem, Fan notes that her brother can go anywhere and so or say whatever he pleases, while as a young woman she must constantly guard herself and speak and dream with caution. While Fan and Wing's stories are significant to the narrative, Antonio's experiences are the underlying drive of the work. In the poem "Quiet Truths" toward the end of the verse novel, Antonio examines his place as messenger, translator, and activist,

How difficult it is to describe injustice.

No wonder Fan used a knife on wood,

or a stick in mud, before discovering

her own songs.

.......................................................... 

There's nothing a warrior of words can do

for people who have already been murdered,

nothing but offer comfort so that the living

can begin to feel peaceful in the presence

of memories (142).

This seems to be the overall drive of Engle's series of historical verse novels that examine the struggles and injustices faced by so many during this time period in Cuba. Engle's Lion Island and her series as a whole draw attention to these experiences and histories.

The Page: Lion Island includes seven sections of poems: "Running with Words: Year of the Goat 1871," "The Beast of Hope: Year of the Monkey 1872," "Free Songs: Year of the Rooster 1873," "The Shadow Path: Year of the Rooster 1873," "Dangerous Flames: Year of the Rooster 1873," "Listeners: Year of the Dog 1874," and "Voices Heard Across the Sea: Year of the Tiger 1878." Engle's verse novel is not only rich in poetry and plot, but Lion Island also includes sections book-ending the narrative focused on historical background. Engle includes sections not only about Cuban history, but also about historical figures, and she provides a reference section and further readings for young people.

I give Engle's Lion Island: Cuba's Warrior of Words four stars and highly recommend it.