The Llama Who Had No Pajama: 100 Favorite Poems

BIBLIOGRAPHY

Hoberman, Mary Ann. 1998. The llama who had no pajama: 100 favorite poems. Ill. by Betty Fraser. Boston: Houghton Mifflin Harcourt. ISBN 9780152055714

BOOK SUMMARY

Mary Ann Hoberman combines 100 poems in a collection covering numerous topics. Pulling from several previous publications such as Yellow Butter Purple Jelly Red Jam Black Bread (1981), Bugs (1976), and Hello and Good-by (1959), The Llama Who Had No Pajama: 100 Favorite Poems offers a wide sampling of Hoberman’s beloved writings.

CRITICAL ANALYSIS

The poems in this collection scream to be read aloud. In fact, as I was reading through them, I caught myself reading, not silently in my head, but aloud. Most of the poems are short in length—no more than 15-20 lines with a peppy rhythm that might induce a bit of head bobbing. Many lines consist of only a few syllables—less than 10 syllables, producing a fluid sound.

The ABAB or AABB rhyme scheme of the poems adds bounce to the lines as they’re read aloud. The rhyme patterns do not sacrifice the meaning or quality of the text.

Hoberman uses onomatopoeia in poems like “Raccoon”, “Click Beetle” and “How Many?”.  These poems are especially enjoyable to read aloud when readers can add the sound effects already incorporated in the text. Several poems have lists of actions performed by the poems’ subjects, such as in “Fish” where the creatures are described as “Wiggling / Swiggling / Swerving / Curving”. “Worm” also includes a list of descriptive words. The lists, read aloud, help create a light, whimsical feel to the poems.

In type, the stanzas are arranged in a number of ways. It seems almost as if poems like “Mouse” and “Comparisons” are meant for multiple voices because parts of the poems are aligned differently with the text sounding like a response to what has already be written. While no notations are included to give direction for how poems ought to be read, Hoberman offers hints such as italicizing the last line of a poem as if suggesting a single voice read it. In “Foxes”, the final line is italicized and necessitates a single, quieter voice to emphasize the closing of the poem. Emphasis is also added with italics in “Mosquito”—however, this poem requires a louder voice to end the piece.

The alignment of the poems adds to the character of the poem. In “Time”, the stair-step format of the words shows the reader a “ticking away” of time as the clock struck. The dual column in a portion of “Windshield Wipers” describes how windshield wipers move by separating the phrase “This way  / That way”.  The small variations Hoberman adds is just enough to set each poem apart and make them special in their own right.

Hoberman’s poems have very literal meanings with vivid imagery to assist readers in creating a mental image. In particular, the poem “Shrew” painted a clear picture to me of what the creature’s short life is like. I could visual its movements as it “scampers about along tunnels and trails” and as “her motor runs down / It gets lower and lower / Goes slower and slower / And finally / Stops”.

Several of the poems in this collection give information about insects and animals. These poems provide readers with hearty information about different species while adding a fanciful kick to what could be otherwise dull information.  Other poems tell of childhood playtimes (“Lets Dress Up” and “Here We Go”), weather (“Hello, Rain” and “Snow”), and silly scenarios (“Advice” and “The Folk Who Live in Backward Town”). The points of view are those children can relate to and adults can reminisce about. The poems are light-hearted, sometimes nonsense poems designed to entertain the reader.

The collection is loosely organized by topic. Many insect poems are together. Other animal poems are grouped together but separate from the insect poems. Childhood activities and nonsense rhymes can be found near one another.

While the poems are not even organized by their original publication, I found it fascinating that the one illustration on a page spread sufficed for the 2-6 poems found across those pages. Illustrator Betty Fraser nicely sketched scenes that would encompass a number of poems, rather than focusing on only one poem on the page. A wonderful example of Fraser’s ability to tie poems together with an illustration is on pages 56-57. The poems “Fish”, “Way Down Deep”, “A Thought”, and “Whale” are all included within the illustration.

In efforts to easily locate poems, the book includes a table of contents and an index of first lines.

While this collection’s appeal may be directed at young readers, intermediate and adult readers alike will enjoy the playfulness of the poems that hide non-fictitious information in with memories of playing pretend. No matter the age of the reader, The Llama Who Had No Pajama: 100 Favorite Poems includes a poem for all ages and interests!

AWARDS AND REVIEWS

“Animals and bugs, as well as a variety of ordinary childhood experiences, are featured in poetry that is sometimes funny, and often playful in its rhythm and repetition of sounds. Fraser's illustrations add a cheery, appealing look to the book without overwhelming the text.”

—Susan Dove Lempke, Booklist, April 1998

“Good for beginning or experienced readers of poetry, this should indeed become a favorite.”

—Nina Lindsay, School Library Journal, April 1998

A National Parenting Publications Gold Award Winner

A Books Sense Book of the Year Finalist

Author Mary Ann Hoberman, Children’s Poet Laureate 2008-2010

CONNECTIONS

SCIENCE

Read some examples of Hoberman’s animal poems. After researching a different animal, write a descriptive poem informing readers of that animal’s inherited traits.

CHILDHOOD MEMORIES

Brainstorm a list of childhood memories, games, or activities. Choose one event about which you’ll write a 4-8 line poem using AABB or ABAB rhyme. Also incorporate the use of one simile.

READ ALOUD

Choose one poem that sounds neat when read aloud. After practicing, record yourself reading the poem aloud. Once you’ve listened to it, write a 3 sentence critique explaining good qualities of the recording and ways to improve your reading.