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.