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.