ANIMALS, ANIMALS

ANIMALS, ANIMALS

Poems compiled by Laura Whipple

Illustrated by Eric Carle

Image credit: www.sonlight.com

Bibliography:

Whipple, Laura. 1989. Animals, Animals. Ill. by Eric Carle. New York: Puffin Books. ISBN 9780399217444

Critical Analysis and Review:

Whipple has created an exquisite anthology of animal poems from some of the world's greatest poet's.  From the historical words of Rudyard Kipling, Lewis Carroll and Edward Lear to the modern voices of Jack Prelutzsky, X. J. Kennedy, Judith Viorst and Bobbi Katz, this collection is a who's who of notable poets.  In this collection, there are even poems from ancient texts such as the Talmud and the Bible.  Along with the variety of poets, there is also variety in form.  From several haiku, to rhyming couplets, to free verse, there is something for every reader.  Animal lovers of all ages would find this anthology enjoyable.

Eric Carle's illustrations in his signature style are what really set this collection apart from other poetry books.  While the poems are varied in style and form, Carle's illustrations work together to create a cohesive collection of animal poetry.  The vibrant painted tissue paper collage is engaging for even the youngest readers to enjoy.  Highlights of Carle's work are the diving ducks, the brightly feathered peacock, the horned narwhal, and the wildly colored roosters.  This collection also contains an "Index of animals alphabetically arranged" as there are more than sixty animals featured and an "Index of first lines."

Spotlight Poem

GIRAFFES

by Mary Ann Hoberman

Giraffes

     I like them. 

     Ask me why.

          Because they hold their heads up high. 

          Because their necks stretch to the sky.

          Because they're so quiet, calm, and shy.

          Because they run so fast they fly,

          Because their eyes are velvet brown.

          Because their coats are spotted tan.

          Because they eat the tops of trees.

          Because they their legs have knobby knees.

          Because 

          Because

          Because. That's why

I like giraffes.

I chose this poem about giraffes because the repetition makes it fun to read aloud.  Also, the illustration jumped out at me as it is stretched vertically across the double-page spread causing one to turn the book to see it.  The simplistic style of this poem would make an excellent mentor poem for young students to use as a model for their own animal poem. 

In a science class, in which students learn about mammals, amphibians, reptiles, etc., students would choose a favorite animal and incorporate its characteristics into their own poem in the style of Hoberman.  After performing basic research, each "Because..." statement would contain a fact about their animal of choice.  Students could even use collage or paint to create an illustration of their favorite animal incorporating its physical characteristics. 

Interested students can read more about author and poet Mary Ann Hoberman here.

RUTHERFORD B., WHO WAS HE?: POEMS ABOUT OUR PRESIDENTS

RUTHERFORD B., WHO WAS HE?: POEMS ABOUT OUR PRESIDENTS

by Marilyn Singer

Illustrated by John Hendrix

Image credit: books.disney.com

Bibliography
Singer, Marilyn. 2013. Rutherford B., Who Was He?: Poems About Our Presidents. New York: Disney Hyperion Books. ISBN 9781423171003

Critical Analysis and Review
In Marilyn Singer's collection of political poetry, she writes one poem for each of the forty four United States Presidents.  Using clever wordplay and rhyming free verse, Singer's poems contain facts and highlights of each presidency.  In the opening poem, Singer casually asks, "Who were these presidents?/ Who were these guys?"  Then, the presidential poems follow beginning with "George Washington" and ending with "Barack Obama."  Curious young readers would be intrigued by the bits of information from these poems.  They might be compelled to do further reading about these famous figures.

John Hendrix's cartoonish illustrations leap off the page showing each president's personality and memorable characteristics.  From Andrew Johnson's portrait with the large, red word "IMPEACHED" emblazoned across it to the portly President Taft in the bath, these drawings are entertaining.  A highlight is the sword-wielding Theodore Roosevelt atop a galloping white horse bursting across the page.  Many of the illustrations include a famous quote from the president such as Truman's memorable words, "If you can't stand the heat get out of the kitchen."

Following the poetry, this book includes a "Meet the President" page containing general facts about the office and a "Presidential Biographies" section with a brief paragraph explaining the major events that happened during each presidency.  Singer also lists her sources including books and websites she used to complete her research. 

Spotlight Poem

GEORGE WASHINGTON
(Independent, 1789-1707)
by Marilyn Singer

This great hero of the Revolution,
      after so much strife,
yearned to return to Mount Vernon
      and lead a quiet life.
But the citizens insisted
      his service wasn't done.
They begged him to be president--
      said he was the only one
who could fulfill the mission,
who would invent tradition.

He agreed to father a newborn nation--
and never took a real vacation.

I chose this spotlight poem because it is about the nation's first president, one in which most students are already familiar.  This poem sets the tone for the more than forty poems that follow.  With its rhythm and rhyming text, this would be a great poem to read aloud.  

This collection of poetry would be perfect to use as poetry breaks during February when Americans celebrate President's Day.  A social studies teacher could read one or two poems each morning to initiate a brief discussion about what happened in U. S. history during that president's time in office.  Singer sprinkles these poems with vocabulary that would enrich a social studies lesson about the government.  Terms such as "annex," "impeach," and "tariffs," could create productive discussion.

Teachers and librarians can build excitement for this book by showing the awesome book trailer found here.  Students can learn more about author and poet Marilyn Singer here.

EMMA'S POEM: THE VOICE OF THE STATUE OF LIBERTY

EMMA'S POEM: THE VOICE OF THE STATUE OF LIBERTY

by Linda Glaser

Illustrated by Claire A. Nivola

Image credit: www.amazon.com

Bibliography

Glaser, Linda. 2010. Emma's Poem: The Voice of the Statue of Liberty. Boston: Houghton Mifflin Books for Children. ISBN 9780547171845

Critical Analysis and Review

Linda's Glaser's work Emma's Poem: The Voice of the Statue of Liberty is a biographical poem picture book.  Written in verse, this book informs the reader about the early life of Emma Lazarus who grew up in a wealthy family in a posh home.  She became a "well-known writer" and lived in New York City.  One day, she decided to visit New York Harbor and began to learn about the struggles of immigrants just arriving from Eastern Europe.  She befriended some of the immigrants and helped many of them to find opportunities for a better life in America.  Later, Lazarus was asked to write a poem to support the building of a pedestal for a statue coming from France. Her sonnet "The New Colossus" would later be engraved on a plaque inside the entrance to the pedestal and become forever linked to the Statue of Liberty. 

Claire A. Nivola's paintings are rendered in watercolor and gouache and offer realistic portrayals of the events unfolding in the poem.  Using small brushstrokes to capture each detail, Nivola's illustrations show the grim faces of the immigrants arriving in New York Harbor.  Her illustrations add a great deal of impact and allow the reader to imagine the time period through the clothing, home decor, and colors used throughout the pages.  Glaser's poetry is written in free verse with stanzas of varying lengths.

The story of the poet Emma Lazarus is particularly relevant in today's political climate.  In the line, "At the time, the Statue of Liberty/ had nothing to do with immigrants," one realizes that Lazarus's poem changed the way people would think of the statue.  Originally, the Statue of Liberty was not created to be a symbol to immigrants entering the United States, but "Because of Emma's poem/ the Statue of Liberty/ had become the mother of immigrants."  This story shows the power of words and how poetry changed the perception of an American symbol.  Now, lines from her poem are some of the most recognizable in American culture.  In the back of the book, Glaser includes an author's note explaining more factual information about the life of Emma Lazarus.  Also, the complete text of "The New Colossus" is printed for readers to see. Finally, the last page shows a photograph of the original poem written in Lazarus's hand.

Spotlight Poem

An except from Emma's Poem: The Voice of the Statue of Liberty
by Linda Glaser

And what if the statue
were a real live woman?
What might she think
when she saw immigrants
arriving hungry and in rags?
What might she feel?
And, Emma pondered,
what would the statue say
if she could actually speak?

Emma took up her pen
and began to write.

I like the way these lines allow students to envision Emma Lazarus's thinking process while she was writing "The New Colossus."  Through poetry, Lazarus was able to personify and create a voice for the Statue of Liberty.  In an elementary social studies class, I would use this poetry book to kickoff a unit of study on the American symbols.  Students would further their learning by researching the Statue of Liberty and other symbols of the United States.

Teachers and librarians can find an excellent discussion guide created by Houghton Mifflin Harcourt here.  In this guide, there is a useful writing exercise that asks students to create their own poem imagining that they are imagining the words that the Statue of Liberty would say.  In a language arts lesson, this writing activity could be fun for students.

WON TON AND CHOPSTICK

WON TON AND CHOPSTICK: A CAT AND DOG TALE TOLD IN HAIKU

by Lee Wardlaw

Illustrated by Eugene Yelchin

Image credit: www.leewardlaw.com

Bibliography

Wardlaw, Lee. 2015. Won Ton and Chopstick: A Cat and Dog Tale Told in Haiku. New York: Henry Holt and Company.  ISBN 9780805099874

Critical Analysis and Review

In this follow up to Won Ton: A Cat Tale Told in Haiku, this charming picture book is a story told in haiku. Once again, Won Ton narrates the action in 5-7-5 syllables as she is faced with the trials of a new pet sibling. When Won Ton's owner gets a puppy, Chopstick, Won Ton must learn to share her home and her Boy's attention.  Just as Won Ton possesses all of the typical feline qualities, Chopstick is a mischief-making puppy.  They begin their relationship as enemies, in which Won Ton and Chopstick have an "altercation".  Later, Won Ton begins to adjust to the new pet, and then on a rainy day, Won Ton finds some common ground with the puppy.  Will they ever find a way to get along?

Eugene Yelchin's simple illustrations are appealing and add depth to the poetry.  Using graphite and gouache, Yelchin's color palette is soft, but engaging. His illustrations animate Won Ton and Chopstick using their eyes, facial expressions, and body movement.  Won Ton appears angular and stiff lurking through the pages, whereas Chopstick is squishy and pudgy. This contrast mirrors their characterization. 

In the Author's Note, Wardlaw explains that this book is actually written in senryu which is a form of Japanese poetry similar to haiku.  However, in senryu, "the foibles of human nature ...are the focus, expressed by the narrator in a humorous, playful, or ironic way." Won Ton's words are consistently playful in each poem, including the use of her favorite expletive, "Great Rats!" Wardlaw utilizes italics, capital letters, and creative spacing to create emphasis like in the line "Breaking news: YOU SNORE."  Even with "a maximum of seventeen syllables," Wardlaw is able to convey humor, sarcasm, and irony throughout the text.  This book would appeal to children that have ever experienced sibling rivalry or those that are cat or dog lovers.

Spotlight Poem

The Surprise

by Lee Wardlaw

Ears perk. Fur prickles.

Belly low, I creep . . . peek . . . FREEZE!

My eyes full of Doom.

This haiku is a favorite as it describes the moment Won Ton lays eyes on her new nemesis.  Won Ton's "sneaking suspicion" was correct that there is now a dog in her home.  Even with the brevity of the text, this poem creates a clear image of Won Ton's dissatisfaction in her first glimpse of Chopstick. 

After reading the entire story Won Ton and Chopstick: A Cat and Dog Tale Told in Haiku, I would have students discuss Won Ton's attitude in "The Surprise" to her new persona by the end of the story.  We would reread "The Surprise" and contrast her actions to her different approach in "Harmony" in which she finally lets her guard down and asserts that "Some parts of woof I / will never understand. But / practice makes purrfect." Interested teachers and librarians can find more lesson resources for this book on Lee Wardlaw's website.

SLICKETY QUICK: POEMS ABOUT SHARKS

SLICKETY QUICK: POEMS ABOUT SHARKS

by Skila Brown

Illustrated by Bob Kolar

Image credit: www.candlewick.com

Bibliography

Brown, Skila. 2016. Slickety Quick: Poems about Sharks. Somerville, MA: Candlewick Press. ISBN 9780763665432 

Critical Analysis and Review

Skila Brown's debut picture book is a topical collection all about the ocean's most infamous predator.  With fourteen poems each describing a different type of shark, an ocean lover would surely be entertained with this selection.  There is a poem about well-known shark species including the great white shark, tiger shark, and mako shark, and there are also poems about lesser-known sharks like the wobbegong and frilled shark.  In addition to the poem, each page has a brief paragraph explaining additional facts about the diet and habits of that type of shark.

Bob Kolar's illustrations are digitally created using a beautiful palette of blues and blue-greens.  Each full-bleed illustration is a double-page spread depicting the shark in its habitat.  The poems are clearly visible in over-sized text.  Kolar's artistry simultaneously captures the dreamy darkness of the ocean and the eeriness of the sharks with their hollow eyes and razor-sharp teeth. A highlight is the amazing whale shark that stretches across both pages dwarfing the nearby scuba diver while showing off its speckled gray spots. 

Brown utilizes several poetic devices including rhyme, repetition, and metaphor to enliven her words.

Using advanced language, Brown is enriching readers' vocabulary like in the opening line of "Bull Shark" that says "Tenacious, aggressive, and stocky, / you ambush your prey at the shore."  Brown uses metaphor to describe the mako shark as an "underwater cheetah" and a "muscle torpedo."  Alliteration is an effective tool in "Wobbegong" as the poem begins "Wibbly, wobbly, wobbegong" describing its sluggish nature.  The poems vary in form with some free verse, several concrete, and one "poem for two voices."  Since many students are enthralled with sharks, this collection of poetry just might inspire them to write their own shark poems. 

Spotlight Poem

MEGAMOUTH SHARK

by Skila Brown

Deep down in the ocean, in the belly of the dark, 

are the rubbery lips of the megamouth shark,

swishing on the plankton that he swallows all day

from his home at the bottom, where he swims in the gray.

His monster of a mouth opens wide in a roar

that's a lonely whisper from the ocean floor.

At the bottom of the sea, in the belly of the dark,

in the cold and quiet, lives the megamouth shark.

In the book, this poem appears as a concrete poem as it is printed in the oval shape of a megamouth shark's mouth.  The repetition and rhyme in this poem are consistent with the style of Brown's poetry.  Like all the poems in this collection, this poem uses a few lines and provides numerous facts about the shark species.  In "Megamouth Shark," the reader learns that a megamouth eats plankton, swims at the bottom of the ocean, and has a large "monster of a mouth".

I would use this poem as a poetry break to introduce a science lesson.  As a class, it would be fun to read this poem chorally in our best "megamouth shark" voice -- very deep since it lives in deep water.  Then, we would read it again in a whisper since it is so quiet when the megamouth creeps along the ocean floor.  

LOVE THAT DOG

LOVE THAT DOG

by Sharon Creech

Image credit: www.sharoncreech.com

Bibliography

Creech, Sharon. 2001. Love that Dog. New York: Joanna Cotler Books. ISBN 9780064409599

Critical Analysis and Review

Written by award-winning author Sharon Creech, this verse novel is about one student's reluctance to love or even like poetry. Beginning in September, Jack writes every few days about his thoughts toward poems that his teacher shares with the class.  He has a negative attitude toward poetry and doesn't understand any of the poems.  The teacher convinces Jack to use his love for his deceased dog as inspiration and he begins to find his voice as a poet.  

By May, Jack is asking his teacher to type up his own poems to share with others.  The poetry of Walter Dean Myers particularly moves Jack to write a letter to the poet asking him to visit his school. Myers is actually able to come to the school and the students are spellbound with his presence.  Jack ultimately declares himself Myers' "number one fan."

Creech uses free verse to capture the voice of no-nonsense Jack and his transformation into a poetry lover.  Like many verse novels, the brevity of the poems make this book a page turner! There is an added element of intrigue as the teacher uses real poems from notable poets, like Robert Frost's "Stopping By Woods on a Snowy Evening" among others to inspire her students.  It is interesting to learn Jack's cynical response to these classic works.  Some of the poems Miss Stretchberry uses in the story are written at the end of the novel.  This book will appeal to students as the text is approachable and features a realistic character.  Additionally, the story elicits a range of emotion as the reader learns the truth about Jack's beloved dog, Sky. 

Spotlight Poem

NOVEMBER 9

by Sharon Creech

I don't have any pets

so I can't write about one

and especially 

I can't write 

a POEM

about one.

This poem exemplifies Jack's negativity toward poetry at the beginning of the novel.  I think students will identify with this character and his reluctance toward poetry.  As I read this verse novel with students, I would have them keep a running list on chart paper of Jack's assumptions about poetry.  The first one would be "it's for girls", then "you can't write a poem about pets if you don't have one", and so on.  After finishing the book, have students look at the list and discuss if Jack still believes any of these assumptions or has he changed his misconceptions about poetry?