A Jar of Tiny Stars: Poems by NCTE Award-Winning Poets

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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. 

Comets, Stars, the Moon, and Mars

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A. Bibliographic Data: Florian, Douglas. Comets, Stars, the Moon, and Mars. Orlando: Harcourt, Inc., 2007. ISBN 9780152053727

B. Critical Analysis: Plot Summary: These witty, educational and funny poems will take readers of all ages on a voyage to outer space! Each planet gets a visit, along with minor planets, the moon, black holes, comets, constellations, galaxies and many more stops! This book will be a great addition to classroom libraries looking to add some science to everyday reading. Douglas Florian did it again…these poems are out of this world!

Appeal: Who doesn’t want to travel to outer space? Speaking from personal experience, you don’t have to be a science whiz to find space interesting and exciting. All students, even those not interested in science will be drawn into this book. The illustrations, the shortness of the poems, the humor and of course the topic all come together to make this one highly appealing read for children! With endless facts and new tidbits of information, readers will automatically gain insight and increase their knowledge about space. Readers will also enjoy enhancing their linguistic skills as they see the different ways in which language can work together to present an idea.  Lastly, with a topic like space and the planets- readers’ imaginations will be free to go as wild as they can!

Meaning: These are great concrete poems for young readers. Their highly non-fiction nature provide readers with quality information without the mundaneness of a textbook. Students will be learning while their laughing! There is no doubt that all readers, regardless of age, will immediately see the meaning of these poems and will surely look forward to gaining even more information about space and Douglas Florian’s poetry.  

Rhythm and Sound: Every poem in this collection rhymes except one. Though the rhyming patterns differ with each poem, there is a definite sense of consistency achieved with this book. The poems are fluid and will be great to read aloud at any setting. Readers will find the poems easy to read and at a level acceptable to 2^nd-5^th grade readers. Each poem is titled and begins on its own page, complete with an entire page of illustrations and additional information. Repetition is also used to enhance the sound of the poems and the fluidity when reading them aloud.

Language: The language of these poems is mostly straight forward and to the point. Florian doesn’t use a lot of fluff words and instead focuses on the reality of the planets and presenting the facts in a simple yet humorous way. The occasional personification is used while similes and metaphors are nonexistent. The rhyming of the poems is natural and the language would be appealing to readers overall. The language used by Florian to present his ideas is done succinctly and uniquely while provoking new ideas in readers and encouraging imaginative feelings.

Imagery: Because the information in the poems is so straight forward, the imagery supported in these poems is limited. Though this may seem like a negative description, based on the topic and direction these poems were meant to go in, it isn’t at all! Readers will be able to create their own mental pictures of the planets, black holes, comets and galaxies based on Florian’s words but no emphasis is placed on meeting any of the other senses.

Emotional Impact: The predominant emotion that readers will gain from these poems is probably going to be awe and wonder. It’s always amazing to really think about outer space and how little we actually know compared to what’s out there and unknown. These poems have the power to spark curiosity, to get students thinking and excited about science and outer space, and may even encourage a reader to become an astronaut! Readers will laugh, they’ll think and they’ll definitely be emotionally impacted by reading these poems.

Layout and Organization: The table of contents found at the beginning of the books shows the organization of the entire book. The poems start by looking at what it means to skywatch, then goes into the universe and galaxy, the solar system, the sun, each planet (and moon), comets, constellations, black holes and the great beyond. Overall I would say the poems are effectively organized and are presented in a logical way. The illustrations are amazing! Cut-outs are used in the first few poems whereas the rest of the pages are decorated with beautiful paintings of colors and details. All but one of the poems has normal formatting and classic line breaks, the poem about galaxies is written in the shape of a spiral, immediately sparking readers’ interest. There is also a list of additional facts about outer space found at the back of the book.

C. Example: Poem                                           Pluto

                                                                Pluto was a planet.

                                                                But now it doesn’t pass.

                                                                Pluto was a planet.

                                                                They say it’s lacking mass.

                                                                Pluto was a planet.

                                                                Pluto was admired.

                                                                Pluto was a planet.

                                                                Till one day it got fired.

Introduction: I think this poem would be great way to introduce a lesson on Pluto and the recent discoveries concerning the planet and its place in our solar system. I would begin by reading the poem to the class, asking for initial thoughts, background knowledge and hold an informal class discussion. I would then read the poem again and ask students to share what sticks out the most to them, and whether or not they think Pluto should be a planet. The class discussion based on the poem will provide a great Segway into researching and further exploring outer space in a science lesson.

Ideas for Sharing: Because repetition is used so much in this poem, I see splitting the class into two groups. One group would say and repeat “Pluto was a planet” every time it appears in the poem. The other group would read the other lines in the poem. The poem could then be read again, having the two groups switch roles. This strategy is called call-and-response. I think this would also be a great poem to share at the beginning or end of the science fair, science showcase, or used in the science center.  

Love to Mama: A Tribute to Mothers

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A. Bibliographic Data: Mora, Pat, ed. Love to Mama’ A Tribute to Mothers. Illustrated by Paula S. Barragan M. New York: Lee & Low Books Inc.,2001. ISBN 1584300191

B. Critical Analysis: Plot Summary: This is a collection of poems written by Latino poets celebrating mothers, grandmothers and their special place within the world. Each poem is rich with culture and often has both English and Spanish words for the reader’s enjoyment. Each poem tells a beautiful story while encouraging readers to make connections to their own relatives through humor and love. This book of poems would be a great addition to any library looking to encourage multiculturalism and high quality poetry.  

Appeal:  Though the majority of the poems in this book lack rhyming words (which is especially appealing to beginning readers) the topics and natural fluidity of the poems will keep readers wanting to read more. The youngest of readers may feel overwhelmed with the length of some of the poems, while they will be just right for 2^nd-5^th grade readers. Insight into the world of Latinos is provided with these poems, as well as knowledge about the specifics of the culture. Such topics as types of food, language, and women’s rights are all addressed. Readers’ emotions and imagination will definitely be stimulated by reading these poems. Readers will be anxious to share their own Mom and Grandma stories and discuss similarities and differences among the women they know and those of the poems!

Meaning: Though the meaning of these poems can be applied to various aspects of life, their meaning is undoubtedly concrete. Readers will immediately see the truth in these poems as the poets retell their fondest memories of time spent with mothers and grandmothers. Latino childhood is brought to life with their words and readers will be sure to notice their realness and validity. The poems are set up by an introduction written by Pat Mora in which she describes the reason and purpose of collecting these poems. Readers are able to read more about the poets used in this book by turning to the back pages and reading each blurb about the poets. Both resources add to the readers ability to make connections and appreciate the meaning of these poems.

Rhythm and Sound: As mentioned before, the poems in this book do not rhyme. Instead the poem’s rhythm and fluidity is achieved through punctuation, stanzas and word placement. Though this will take practice for new poetry readers, once achieved the correct reading of these poems will provide readers with a much more complex rhythm and a sound very pleasing to their ear. Though each poem was written by a different Latino poet, there is a sense of consistency that is easy to see throughout the entire book. This stems from the use of Spanish words and the emphasis on emotions and family.

Language: What makes the language of this book so special is without a doubt the use of both English and Spanish. Especially in Texas the number of bilingual students and readers is always growing. This book will be able to relate to those students and make them feel comfortable in reading and enjoying poetry. Similes, metaphors and personification are also used to enrich the language of readers while providing a great foundation for mental pictures and imaginations to take off.

Imagery: Of the five senses, the ability to create mental pictures is most well represented among these poems. There is also emphasis placed on sounds and smells, though not so much on taste and touch. Each poet has an uncanny ability to bring readers into the experience they’re sharing while allowing just enough room for readers to create their own pictures as well. The illustrations also provide great support for the images the poets’ diction present.

Emotional Impact: These poems provide a great platform for readers to be emotionally impacted. The poems in this book not only celebrate mothers and grandmothers but they also celebrate women- in which every reader will know a certain woman that is dear to their hearts. It is a subject that will affect many and will draw new readers in as well. The tone and mood of the book is light hearted and has the ability to bring spirits up.

Layout and Organization: The poems of the book do not seem to be arranged in any particular theme. All poems are about the same general topic and so they are placed in a way that best suits the overall flow of the book. The illustrations are highly appropriate and do a great job at supporting the poems and their images. The poem formatting enhances the poems and makes them easier to read and understand. Though Pat Mora is significantly known among children’s poetry, I was unfamiliar with any of the other poets used in this collection. The poems’ lengths are acceptable though one or two seem to be a little longer than usual. All emotions and feelings expressed are consistent, making this book a natural and fluent read!

C. Example: Poem                         Song to Mothers

                                              Your laugh is a green song,

                                              cancion verde,

                                              that branches

                                              through our house

                                              its yellow blooms smelling

                                              like warm honey.

                                             Your laugh peels apples

                                             and stirs their cinnamon bubblings,

                                             then opens a book and pulls me

                                             onto your lap.

                                             At night, your laugh kisses

                                            us soft as a petal, smooths my pillow

                                            and covers me, a soft leafy blanket,

                                            green and yellow.

                                            I snuggle into your laugh,

                                            your cancion verde

                                            and dream of growing

                                            into my own green song.

                                                                                                -Pat Mora

Introduction: To spark students’ interest, I would first read the poem without giving them the title. I would have them listen to the poem, look at the poem and discuss the poem with a neighbor. I would then survey the class to see the different ideas of who the poem could have been written about. I would emphasize this as being a beautiful part of poetry-that everyone can have their own interpretation and that one poem has the ability to speak to each of us differently. I will then share the title with students, reread the poem and ask them how their opinion of the poem has changed since they now know who the poem is about.

Ideas for Sharing: Of course this poem immediately makes me think of Mother’s Day and having the students share this poem (or even better-one they wrote following this one as a model) with their mothers or special female relative. During class though, I think it would be a great poem to share out loud with each student reading a line. Since there is 18 lines this is realistic considering the size of classrooms. I also think it would be beautifully read in chorale with each student starting after the other student has read the first line.

School Fever

*Image from neubeckerbooks.com



A. Bibliographic Data: Bagert, Brod. School Fever. Illustrated by Robert Neubecker. New York: Dial Books for Young Readers, 2008. ISBN 9780803732018

B. Critical Analysis: Plot Summary: This collection of poems takes a very humorous look at school! From alien classmates to a mousey beast in the library-this book is sure to make readers chuckle, smile, and even think a little outside the box. With sweet undertones and sincere messages embedded in each poem, educators will also enjoy sharing and reading this collection. Brod Bagert does a wonderful job of meshing the sometimes silly impressions of school with the genuine need and importance of learning and reading. This book would be a great addition to any library or classroom!

Appeal: Brod Bagert does a great job of utilizing commonalities to enhance the appeal of this book to readers. For instance, the subject is so well-known that just about everyone (at some point in their life) will be able to immediately relate to it! Rhyming will draw in young readers while the deeper messages and meanings will keep adult readers entertained as well. I do believe in some ways the poems are able to enrich insight by pointing out the importance of reading and learning. The language will be clearly understood and readers will have a fun time following their imaginations to a school with no homework, dancing principals and superheroes.

Meaning: Again, the meaning of these poems is far more concrete than abstract. They are heavily based on school and actual occurrences (with creative, fictional twists), making them instantly believable and realistic. Readers will be able to relate to the poems and use them to build knowledge.

Rhythm and Sound: Each poem has its own distinct meter and pattern. Rhyming patterns are consistent throughout the book, giving the poems fluidity and consistency. The poems sound as though they were meant to be read aloud, making the rhythm enjoyable to both listeners and readers. Bagert’s use of sound devices also increases the poems’ overall effect on readers. The sound devices used include: dialogue, onomatopoeias, and repetition.

Language: Though there isn’t an overwhelming amount of figurative language used, Bagert still manages to reach readers by drawing them in with his words. I think this comes from the silliness of each poem, and the humor given to readers through Bagert’s use of language. Occasionally, personification is used as well as a simile or metaphor thrown in here and there. Over all though, dialogue is heavily used as well as very descriptive words which help reader s to get a clear picture of what’s being described.

Imagery: Most often, sight imagery is used throughout these poems. Smell as well as sound imagery is sporadically used too. Not much emphasis is placed on taste or touch. Readers will be able to make their own mental pictures of what’s going on in these poems, and will have the freedom to let their imaginations run wild. With or without the illustrations, these poems come to life and will definitely take all readers back to their favorite (or not so favorite) school day experiences.  

Emotional Impact: Poetry about school is great! As I mentioned before, no matter how old or young the reader is, he/she will have some experience with school themselves. This automatically heightens the emotional responses readers will have to these poems! More emotional responses equal more connections, and more connections equal more appreciation! The tone and mood for these poems is pretty consistently light-hearted. There is a strong emphasis on humor while maintaining a respect and seriousness for the joy of reading and learning. This combination is sure to draw in readers!

Layout and Organization: The poems of this book don’t seem to be organized in any particular theme. Robert Neubecker’s illustrations are great complements to the poems and add to the overall comical feel of the book. The visual design of the book is acceptable, and readers are able to clearly transition between poems and illustrations. Most poems are broken into stanzas consisting of four to five lines each. This also adds to the consistency of the poems by giving them a common layout. The poems used in this book are fairly recent which gives readers an upper hand when connecting them to present-day schools. The collection and individual poems are appropriate in length and will not overwhelm students. Brief blurbs about the author and illustrator can be found on the back sleeve of the book.

C. Example: Poem:                             “Inner Light”

School started last September,

It seems so long ago,

There was so much stuff to learn,

All the things I didn’t know.

My brain felt like a cloudy day,

But then the sun came out,

It happened when I realized

What school is all about.

Nine whole months of learning,

It’s been an awesome year,

And I’m headed for a future

I no longer have to fear.

‘Cause the darkness went away

As my thoughts began to glow,

It’s like sunshine warm inside me,

I’m a kid who loves to know!

Introduction: I would introduce this poem towards the end of the school year when it would be appropriate for students to reflect on their learning and how far they’ve come. I would initially ask students to jot down a few ideas in the writing journals about the school year, their favorite and not so favorite parts, a few things they learned, etc. After a few minutes they can share their ideas with a nearby partner. Next, I would present the students with the term “inner light”. I would ask them to take a few minutes and reflect further on the school year, choosing a thing about themselves or the year that they would consider to be their own “inner light”. I would then model the poem by reading it aloud.

Ideas for Sharing: I think this would be a great template for students to write their own poems to share with parents at the end of a school year. I also think using the refrain strategy would place emphasis on the important lines in the story. This will increase connections and comprehension. Examples of places students would join in would be “there was so much stuff to learn”, “it happened when I realized what school is all about”, “And I’m headed for a future I no longer have to fear”,  and “I’m a kid who loves to know!”. Both methods would be great when using poetry during open houses, administrative visits, and recording video to include in students’ digital portfolios.