elefantina's dream written by x.j. kennedy and illustrated by graham percy

Kennedy, X.J. Elefantina's Dream, Illustrated by Graham Percy. New York: Penguin Young Readers Group, 2002. ISBN: 9780399234286

Critical Analysis:

     In the book Elefantina's Dream, the author conveys the story of Elefantina by collaborating poetic and literary elements such as personification, rhyme, structure, and theme. The author, X.J. Kennedy incorporates personification by attributing human characteristics to an elephant. The protagonist, Elfantina, is an elephant who dreams of being a professional figurine skater. The theme is enhanced by the descriptions of what Elefantina endures as she proceeds to become an ice skater. Throughout this book, Kennedy utilizes stanzas as well as a rhyme scheme. In the spotlight excerpt below, Kennedy's utilization of stanzas and rhyme scheme can be seen. Kennedy incorporates an AABCBC rhyme scheme within each stanza. By the usage of a rhyme scheme, Kennedy provides his audience with a friendly upbeat rhythm. Another supporting element is the collaboration between author and illustrator. Kennedy pairs with Graham Percy who provides the book with illustrations. The illustrations created for this title include vibrant colored pencil drawings that coincide with the written context. In the spotlight excerpt, provided below, Percy illustrates a modern day living room with a television screen that displays an elephant who is ice skating. By incorporating these illustrations, the illustrator and author leave no question on the story that is being portrayed. 

Spotlight Excerpt:

Watching ice-skaters skim

round the jumpy and dim

tiny screen of her old TV,

Elefantina sighs

and with stars in her eyes

cries, "If only that could be ME!

"Oh, how happy I'd feel

wearing blades of steel

on a glimmery, glittery rink!

In my silvery suit

I could execute

double cartwheels in a wink!

                                       - X.J. Kennedy

Connections:

• Assign children to certain excerpts within the book and have them point out which lines rhyme. By pointing out these words, the lesson of end rhymes and rhyme scheme can be taught.
• Ask children what their dreams are and have them create a story web on how to obtain their goals.
• In collaboration with the story webs, have children illustrate their ending outcome just like Elefantina.

tap dancing on the roof written by linda sue park and illustrated by istvan banyai

Park, Linda Sue. Tap Dancing on the Roof, Illustrated by Istvan Banyai. New York: Clarion Books, 2007. ISBN: 9780547394121

Critical Analysis:
     Linda Sue Park is an Asian-American recipient of the Lion and the Unicorn Award for Excellence in North American Poetry. This award nationally recognizes excellent poetry written for children and young adults. Tap Dancing on the Roof is one of her many poetry works and is a compilation of poetry based on a traditional Korean verse form known as sijo. This verse form utilizes the emphasis of stressed syllables within each line and concludes in an ironic twist of humor. In the spotlight poem below, the first line contains fifteen syllabus which demonstrates the criteria of a sijo by containing fourteen to sixteen syllables. Another element of a sijo is the format that of which it's written. As seen below, the poem utilizes a three line format; sijos are formatted in either three or six lines. Outside of the typical sijo verse form, the author incorporates figurative language. The words warm, soft, and delicious are examples of figurative language that directly enhances visual appeal.
     Along with the figurative language used to enhance the content, Park collaborates with Istavan Banyai for illustrations. Banyai utilizes an unique but simplistic approach within his illustrations; however, each illustration successfully captures the essence of each sijo. Throughout this compilation, a majority of each illustration includes light blue. By using this specific shade of blue, Banyai conveys peace and serenity. The collaboration between Banyai and Park positively contributes to conveying the essence of sijo.

Spotlight Poem:

"Breakfast"

For this meal, people like what they like, the same every morning.
Toast and coffee. Bagel and juice. Cornflakes and milk in a white bowl.

Or -- warm, soft, and delicious -- a few extra minutes in bed.
         
                                                                                        - Linda Sue Park
Connections:

• In order to teach children about syllables, have children clap out each syllable.
• Teach children about imagery by having them describe a simple object such as a desk. 
• Ask children how they feel when they see specific colors throughout the books. After they share what they think, educate children on how different shades of blue convey differing emotions. 

autumnblings written and illustrated by douglas florian

Florian, Douglas. Autumnblings. New York: Greenwillow Books, 2003. ISBN: 9780060092788

Critical Analysis:

     Autumnblings is a compilation of poetry that follows the criteria of a thematic collection specifically relating to the season of Autumn. The author, Douglas Florian, utilizes poetic elements such as form, sound patterns, and meaning which all contribute towards his vivid and personal style. Throughout this compilation, Florian incorporates a majority of descriptive poems that include elaborate imagery and descriptions that ultimately enhances the content and themes of Autumn. In the poem "What I Love About Autumn," words such as flickering, cool crisp, and clear blue are used to depict certain objects. These adjectives allow the audience to vividly picture the elements described. In correlation with his usage of descriptive poetry, Florian also includes the usage of sound patterns, such as word sounds and rhyme scheme. Again, in the poem, "What I Love About Autumn," the author incorporates an end rhyme scheme within every two lines, as well as the usage of alliteration in the pairings of frisbee flickering; cool crisp; and bracing breeze. The inclusion of these sound plays emphasizes certain sounds and words that support the theme within this compilation. 

      With the usage of watercolor paints and colored pencils, Florian provides his audience with illustrations that coincide with the content of this title. Throughout these vibrant paintings, the colors orange, brown, and reds are thoroughly used. These colors are thematic and directly relate to Autumn by appealing to the visual eye. Not only does Florian incorporate illustrations that depict visual appeal, but he includes concrete poems to provide the same effect. In the spotlight poem below, Florian situates the words falls and tumbles in a manner that coincides with the words used; the word falls is actually falling, and the word tumbles is actually tumbling. By arranging the words in this manner, Florian is able to convey the meaning of the words through illustrative appeal. By illustrating and compiling his own poetry, Florian is able to provide his audience with vivid imagery that effectively conveys the content of each poem. 

Spotlight Poem:

"Autumnblings"

                                                                - Douglas Florian

Connections:

• Have an Autumn themed day during the first day of Autumn. Assign the task of children bringing in leaves that have began to change color. Discuss with children what occurs during this change. 
• Provide children with paper, watercolors, and color pencils. Proceed to read Autumnblings without displaying the illustrations and have children illustrate what they hear.

honey, i love and other love poems written by eloise greenfield and illustrated by leo and diane dillon

Greenfield, Eloise. Honey, I Love: and other love poems, Illustrated by Leo & Diane Dillon. New York: HarperCollins Publishers, 1986. ISBN: 9780064430975

Critical Analysis:

     Honey, I Love is a collection of sixteen poems told from the vantage point of a child about the enjoyable things of life. The author, Eloise Greenfield, does not follow a specific arrangement in the layout of her poetry, but each poem conveys the small things that children love through their perspectives. From the noises and movements of train rides, to the keepsakes given by loved ones, to the accent of a cousin from the South, the author is able to provide her audience with descriptions of these simplistic events in methods that illicit innocence. This innocence is strengthened by the incorporation of language that would be used by children, thus, providing an element that appeals to children. 

     Most of the poems included in this collection are free verse; however, there are some poems that have distinct rhythms, rhyme schemes, and word sounds. In the poem "Things," Greenfield utilizes repetition by repeating the entire line "Ain't got it nomore." The utilization of this concept emphasizes the idea and concept of this specific poem. Another contributing factor that enhances these poems are the incorporation of illustrations by Leo and Diane Dillon. These illustrators use a technique of collaborating realism and cartoon-like children's illustrations together which continues the theme of a child's perspective. Throughout the collection, the concept of a child's perspective is maintained through techniques that recollect childhood experiences that are described by children themselves.

Spotlight Poem:

"Things"

I went to the corner,

Walked in the store,

Brought me some candy,

Ain't got it no more.

Ain't got it no more.

I went to the beach,

Played on the shore,

Built me a sand house,

Ain't got it no more.

Ain't got it no more. 

I went to the kitchen,

Lay down on the floor,

Made me a poem,

Still got it,

STILL GOT IT!

          - Eloise Greenfield

Connections:

• After the reading of one poem, ask children who do they think the poem was told by. Follow-up by asking them why they think the poem was told by their guesses and what things lead them to think that.
• Prior to this assignment, go around and ask adults to provide you with brief descriptions of everyday occurrences i.e. the car ride to school. After you've collected these descriptions, have children describe these same occurrences and observe the differences in perspectives.  

sharing the seasons: a book of poems written by lee bennett hopkins and illustrated by david diaz

Hopkins, Lee Bennett. Sharing the Seasons: A Book of Poems, Illustrated by David Diaz. New York: Magaret K. McElderry Books, 2010. ISBN: 9781416902102

Critical Analysis:

     Sharing the Seasons is a compilation of poetry that incorporates forty-eight poems based around the conceptual theme of the four seasons: Spring, Summer, Autumn, and Winter. The author, Lee Bennett Hopkins, arranges these forty-eight poems by subdividing them into each season. Each season includes twelve poems that specifically convey the essence that the specific season entails. Within each poem, Hopkins includes authors who specifically utilizes an unique usage of imagery with his words and descriptions. This form of poetry, descriptive poetry, allows the audience to visualize the season that Hopkins is trying to convey by his constant usage of adjectives and elaborate imagery. 

     Hopkins also collaborates with David Diaz to further strengthen the visualization of each poem. Diaz uses vibrant colors and elaborate airbrushing techniques that bring the poems to life. Specifically, for the season of Autumn, Diaz uses warm colors that directly coincide with the season, such as orange. The color orange is symbolic for energy and change, thus, directly relating to the change that occurs during Autumn. The collaboration between the author and the illustrator provide their audience with a definitive evocation of more than one of the senses. 

Spotlight Poem:

"Spring Sun"

I warm chilly bones of winter

melt snow banks

send ice floes gushing.

I open buds on branches,

stir frozen dirt,

release crocus

from its earthy bed.

When I shine

fiddleheads unfurl

their green frills to spring.

Children throw down their jackets,

jump rope, scoot scooters and 

call through open air

like new robins.

          

         - Elizabeth Upton

Connections:

• Before introducing the poems within this collection, advise children to thoroughly listen to the poem that will be read. After the reading of each poem, have the children guess which season each poem depicts. 
• Choose a poem from each season and during the reading, have children illustrate what it is they hear being read. This exercise will introduce the concept of imagery. 

no more homework! no more tests! written by bruce lansky and illustrated by stephen carpenter

Lansky, Bruce. No More Homework! No More Tests!, Illustrated by Stephen Carpenter. Minnesota: Meadowbrook Press, 1997. ISBN: 9780671577025

Critical Analysis:

      No More Homework! No More Tests! is a compilation of over thirty poems sharing the conceptual theme of school. The author, Bruce Lansky, organizes and arranges the poems in a manner where each poem flows with the chronological events throughout a school day; from the beginning of school with "Look Out!" to the end of the school day with "Class Dismissed." By organizing and arranging the poems in this manner, the author is able to evoke a variety of emotions as the school day proceeds. 

     Not only does Lansky utilize organization and layout throughout this book, but also he utilizes the elements of language and appeal to strengthen the compilation. The language seen throughout this book is in a kid friendly format that incorporates the usage of rhythm, cadence, and rhyming formats. By the incorporation of this, the authors are able to present and evoke feelings that children can relate to. In the poem "Monday," there is a cadence that provides an audience of children with a simplistic flow. Some of the ending lines of this poem rhyme; however, there is no distinct rhyming scheme. The flows of each poem are strengthened by Lanksy's collaboration with illustrator Stephen Carpenter. Carpenter's usage of black and white illustrations provides just the right amount of visualization for children without taking away from the content of the poetry. Lansky's usage of organization, language, appeal, and layout all provide children with elements that evoke a positive response to each poem.

Spotlight Poem:

"Monday!"

Overslept

Rain is pouring

Missed the bus

Dad is roaring

Late for school

Forgot my spelling

Dropped my books

Got them muddy

Flunked a test

Didn't study

Teacher says

I must do better

Lost my money

Tore my sweater

Feeling dumber

Feeling glummer

Monday sure can be

A bummer.

          - David L. Harrison

Connections:

• Monday is a good poem that can be introduced to children on Monday mornings after they settle into class.
• Ask children what are some things that happened before they arrived that didn't go their way. By asking children this, they will be able to eliminate the negative that has happened before the school day has begun and proceed through the day.