Poetrees

*Image from classroombookshelf.blogspot.com

A. Bibliographic Data: Florian, Douglas. Poetrees. New York: Beach Lane Books, 2010. ISBN 9781416986720

B. Critical Analysis: Plot Summary: Douglas Florian has done it again with this all about trees book! Readers will not only fall in love with the poems, but with the illustrations and overall uniqueness of the book as well. Unlike an ‘ordinary book’, this book opens vertically instead of horizontally. What better way to accentuate the idea of towering trees than with a tall book? Poetrees would be a great complement to any science lesson and or to any classroom library. Readers are sure to grow right along with the trees as they read this book!  

Appeal: Douglas Florian is one of the more well-known poets among children’s literature. Because of this, readers will be more likely to gravitate towards one of his books, providing instant popularity. I also think the beautiful illustrations and way the book opens will also draw potential readers in. Throughout the book, Florian uses concrete poetry which may or may not be new to readers. This technique is sure to spark readers’ imaginations though and enhance their overall reading experience. This book does a wonderful job of supporting readers’ imaginations and personal creativity while educating and extending knowledge about trees and their worth…Who wouldn’t want to read a book like that? J

Meaning: Because these poems have such a strong connection to science and factual knowledge I would describe these poems as concrete. It is fair to assume Florian’s main purpose for writing these poems was to educate readers and provide them with insight into the world of trees. That’s not to say these poems aren’t entertaining though! Florian makes learning fun and easy with his appreciation of language and use of poetic form.

Rhythm and Sound: Rhyming is pretty consistent throughout this book. This is a great way to encourage and support reading poetry aloud. Other sound devices used include: alliteration, onomatopoeias, consonance and assonance. Though each poem has a different pattern (some are considerably shorter than others) and meter, Florian’s voice can be heard in every poem, providing a solid consistency throughout the book. One of my favorite lines of this book is on page 21, “…their nibbling left a scribbly drawing- a work of art by boring, gnawing. From their munching, lunching, chewing- lovely woodcuts for the viewing”.

Language: Personification is heavily used throughout this book. In hopes of capturing the life and essence of trees, Florian tends to give trees human-like characteristics. For example, “as root hairs drink the rain that pours they sip it up like tiny straws…”(16). Similes and metaphors can also be found in these poems, providing readers with great opportunities to make connections and comparisons. Overall I would describe the language as very effective yet simple enough for young readers to clearly understand the intended message. Readers will be exposed to new ways to use language!

Imagery: Most often, readers will be able to create mental images of the different sights brought to life through these poems. Unlike most other imagery found in literature, there’s also an emphasis on the different textures found around trees. For example, there’s an entire poem on the bark of a tree- with a full description of what the bark feels like upon touching it. Very little emphasis is placed on the sounds, smells, or tastes of trees.

Emotional Impact: I do believe readers will feel some sort of emotional connection to these poems. In the end, readers will have a clearer image and perception of different trees while hopefully understanding the importance of saving those trees for the future well-being of our planet. By giving the trees a voice, Florian is also emphasizing the fact that trees are alive and should be treated as so. We need the trees, so let’s treat them with care!

Layout and Organization: The book begins with a table of contents in which each of the eighteen poems is given by name and page number. The poems then begin followed by a “glossatree” in which additional information is given about the various trees mentioned in the poems. This is a great resource for students and teachers to use when promoting personal inquiry, lessons, and extension activities! As mentioned before, the illustrations of this book are simply beautiful. They provide the perfect complement to Florian’s poems! Each poem is acceptable in length; and each poem is given two pages (even if the poem is 4 lines long) to provide ample room for the illustrations.

C. Example: Poem:

Coconut Palm

I’m nuts about the coconut.

I’m cuckoo for the coco.

I’m crazed for this amazing nut.

For coco I am loco.

I’m never calm to climb this palm.

I scurry up and hurry

To knock one down onto the ground,

Then eat it in a flurry.

Introduction: Because of the strong relationship with science, I would use any of these poems in the book as an introduction to a science lesson. Dr. Vardell has encouraged the use of poetry breaks throughout the day- and this type of poetry would be just perfect! The poems are not too long, are not gender specific and would serve as a great Segway into a science lesson, a transition period, or simply a much-needed break! J

Ideas for Sharing: Because this is such a short poem, I see the class sharing it as two groups. Group one would read lines one, three, five, and seven while group two would read lines two, four, six, and eight. This would be a great way to get all students involved and actively engaged with the poem. Even shy students would feel comfortable and willing to participate!