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.
No comments:
Post a Comment