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A. Bibliographic Data: Cullinan, Bernice E. ed., A Jar of Tiny Stars: Poems by NCTE Award-Winning Poets: Children Select Their Favorite Poems. Honesdale: Boyds Mills Press, 1996. ISBN 1563970872
B. Critical Analysis: Plot Summary: This collection honors ten NCTE (National Council of Teachers of English) award-winning poets by sharing some of their most praised and well liked poems. The poets presented include: David McCord, Aileen Fisher, Karla Kuskin, Myra Cohn Livingston, Eve Merriam, John Ciardi, Lilian Moore, Arnold Adoff, Valerie Worth, and Barbara Esbensen. Each poet is introduced with a portrait, a quote summing up their feelings about poetry, and five of their most beloved poems. Further information about the poets is given in the back of the book under “About the Poets”. Subjects of poems range from Martin Luther King to dinosaurs…and everything in between! This is a wonderful way to introduce students to high-quality poetry and poets.
Appeal: With such a wide variety of topics and subjects, this book has the ability to appeal to a very wide variety of students. Though older students will be able to read this book independently, I would suggest using this book as a read-aloud to younger students to ensure they get the full effect of the poetry. The poems are definitely thought-provoking and provide insight into such issues as feelings, JFK, books, and songs of the seasons. The language is often presented in non-traditional ways, drawing the reader in and ensuring their attention and enjoyment.
Meaning: For the most part, I would describe these poems to have concrete meaning with a dash of abstract meaning here and there. As mentioned, most of the poems have a direct foundation built upon reality or a tangible object. Other poems such as Sometimes I Feel This Way by John Ciardi tells of two talking heads deciding whether to be bad or good. This can be tied to the internal struggle so much of us deal with on a day to day basis, politics, or even religion. Either way, readers are definitely going to take something away from these poems.
Rhythm and Sound: Each poem is different and unique in its own way. Each pattern, rhythm, and meter is dependent not only on the individual poet’s style but the poem as well. One poet has the ability to write two completely different poems (as seen repeatedly throughout this book) and readers will enjoy reading each poem and its unique sound. Repetition, alliteration, onomatopoeia, dialogue, and consonance are among the many different sound devices used.
Language: Again each poet uses their own personal style to create the language of their poems. Figurative language is abundant and can be seen through the use of personification, metaphors, similes, and hyperboles. Overall the language used is consistently pleasing when read aloud or placed to a familiar song. The language used is definitely unique and is used in a new and exciting ways to present ideas, topics and stories. Imaginations and feelings will both be provoked with the language of these poems.
Imagery: All senses are addressed through these poems. Each poem does a wonderful job of creating mental pictures for readers which additional senses are provoked depending on the topic of the poem. This not only makes reading these poems more enjoyable, but provides a solid foundation for building upon prior knowledge and making connections. The illustrations used are simple and support the poems while remaining in the background. All illustrations are done in black and white.
Emotional Impact: With such a variety of topics covered it would be close to impossible to not emotionally impact readers in some way. The poems themselves are thought provoking, emotion provoking, and are sure to set any imagination on its way. Based on personal experiences, readers will be more likely to relate to the poems making stronger emotional ties and relations. I am confident that readers of all ages will relate to these poems, and walk away from them with new insights, fresh ideas and enhanced experiences.
Layout and Organization: The poems are arranged according to poet. Each poem uses its own distinctive formatting, line breaks and spacing. These poets may be unknown to young readers, but after being introduced to them with this book they won’t be any longer. I think most of the selections are older, but I don’t think that seems to make a difference in the poems’ ability to relate to readers and to spark their interest. The book is well organized with a table of contents, an “About the Poets” section, a notes section, a bibliography, a permissions page, and an index.
C. Example: Poem: Martin Luther King
Got me a special place
For Martin Luther King.
His picture on the wall
Makes me sing.
I look at it for a long time
And think of some
Real good ways
We will overcome.
-Myra Cohn Livingston
Introduction: I would start by reading this poem aloud and then giving the students a few minutes to silently reflect on the poem. I would then re-read the poem and allow students a few minutes to share their thoughts in their journals or with a neighbor. We will then have a class discussion in which students share their thoughts with the class. Some questions to guide discussion (if needed): what are some other feelings MLK provokes? What does the poet wish to overcome? Have we overcome anything great since this poem was written? How far do we have left to go?
Ideas for Sharing: I think it this poem would be a great candidate for the call-and-response method. The two groups of students would read alternating lines, and come together to read the last line “We will overcome” together as a whole. This would be a powerful poem to share around MLK Day and during black history month.
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