The Oxford Treasury of Classic Poems

compiled by Michael Harrison and Christopher Stuart-Clark

This treasury is a compilation of over 90 classic poems. This book has some poems for younger children, but many have bigger words, making it better for a read aloud or a book to pick a poem from during a break as opposed to independent reading. The illustrations are beautiful, but do not distract from the poems, as they are confined to a smaller part of the page. The poems are in black ink using Times New Roman font on a white page. This makes the treasury look less friendly to children in my opinion, as it is set up in a very adult-like fashion. Some authors featured in this anthology are Langston Hughes, Lewis Carroll, William Blake, William Shakespeare, Robert Frost, John Keats, and E.E. Cummings. It also includes O Captain! My Captain! by Walt Whitman. I do not believe I would use this anthology for any grade under third, though it could be present in younger classrooms for children to flip through and attempt to read. Though this book was suggested by a librarian at SLPL for a great children's anthology, I think I would have to disagree with her. Though humor is present is some of the poems, such as The Galloping Cat by Stevie Smith, this anthology also includes "Death, Be not Proud" by John Donne:

"One short sleep past, we wake eternally,

And Death shall be no more: Death, thou shalt die."

With too much focus in younger grades on the poetry present in this book, children may become confused and will not enjoy poetry as much as poetry by Jack Prelutsky or Shel Silverstein. In a classroom, I believe books by those gentlemen as well as other poetry containing humor is much more beneficial than a book like this one.

Harrison, M., & Stuart-Clark, C. (2004). The Oxford Treasury of Classic Poems. New York: Oxford University Press, USA.

Where the Wild Things Are

by Maurice Sendak

ALA Notable Children's Book 1963

Caldecott Award 1964

Summary

Where the Wild Things Are chronicles one night in Max's life. The story begins with Max traipsing about his house in a wolf suit, making "mischief of one kind and another." Max's disturbance of his house gets him sent to his room to go to bed without supper. As Max closes his eyes while still standing, a forest grew in his room "until his ceiling hung with vines and the walls became the world all around." An ocean came by and picked Max up, and he sailed for over a year until he reached the place where the wild things are. When he got there, the wild things "roared their terrible roars and gnashed their terrible teeth and rolled their terrible eyes and showed their terrible claws." Max, however, was able to control them by staring into their eyes without blinking, and they made him king of all the wild things. For a few pages the wild things and Max have a wild rumpus, which is filled with full page illustrations of them playing on the island. Soon, however, Max becomes lonely and "wanted to be where someone loved him best of all." He smelled good things to eat and decided to give up being king of the wild things. He sailed back home, and upon arriving he found that it was the same night and his dinner was waiting for him. "And it was still hot."

Discussion

Where the Wild Things Are is a world renowned children's book for the imagination that it provokes in children. It is said that children's imaginations run away with them, and this book is the example of one child with a large imagination, that was able to believe he traveled away while angry and became king of the wild things. When I read this book as a child, I always imagined that my brother would become king of the wild things, and then I would have my own peace and quiet. When reading this book to very young children, I have found that they especially like to gnash their teeth and roar with the wild things, as those descriptive words allow for actions along with the book. Where the Wild Things Are could easily be used within a classroom, as well as a bedtime story at home. This week the theme in the preschool that I have been observing at is monsters, and this book is a favorite in the classroom.

As Children's Literature, Briefly states, "good fantasy actually tells the truth about life. It clarifies the human condition and captures the essence of our deepest emotions, dreams, hopes, and fears. If fantasy does not do these things, it fails." Where the Wild Things Are has the great ability to do all of this and more. Max's escape from his punishment allows children to imagine an easy escape and use their imagination to escape their lives. This is a common tool children with difficult childhoods use, as well as all children when they are merely upset with what is going on in their life. However, the story explains to children that even if they were able to go and rule their own colony of wild things, the pull of reality will reach them. It explains the importance of family and love, and that the feeling of being loved is one of the most powerful emotions in the world. No child likes to be lonely, which makes Max's return understandable, and it allows the book to end nicely. Where the Wild Things Are can relate to all children, as well as adults, in that everyone has had feelings of loneliness or a desire to escape their life and be in control in a wholly new place. Although Max is white, I don't believe that this boo marginalizes any one group, as everyone can relate to Max's feelings.

Application

There are hundreds of created lesson plans for PreK-2nd classrooms related to Where the Wild Things Are. A few links are posted to some of the better lesson plans.

http://www.ecb.org/guides/pdf/ScholasticClassicsinWL/where_the_wild_things_are.pdf

This is a lesson plan for a Kindergarten classroom, going through the whole story and pulling out lessons across a variety of learning domains: http://www.easyfunschool.com/article1293.html

Sendak, M. (1988). Where the Wild Things Are. New York: HarperCollins.

Frogs

by Gail Gibbons

Summary

Frogs details the creation and growth of frogs from frog spawn to embryos to tadpoles to fully grown frogs. After the frogs are fully grown, the book goes into a discussion of what frogs are (amphibians), describes that frogs are cold blooded, details the many body parts of frogs, and even explains how frogs hunt for food and swim. The various sounds frogs make take up an entire page as well, which is enticing to children and amusing as well.

Discussion

Written for first or second graders, this book should be used as a supplemental learning aid when discussing amphibians or frogs or animals in general in a classroom. The helpful illustrations assist children in picturing the growth of the frogs, and it helps them to distinguish between a frog's growth versus another animal's growth. The second half helps them to understand what sets frogs apart from other animals, and what makes them unique and important in nature and the cycle of life.

An activity to assist teachers in planning after reading this book could be their own book. Each student could be given a different part of the frog's development and, using the book as their very own springboard, could illustrate a singular part to be put into a book for the class to use later.

Gibbons, G. (1993). Frogs. New York: Holiday House.

The Pobble Who has No Toes

by Edward Lear
illustrated by Kevin W. Maddison

Summary
The pobble in this book is initially introduced:
"The Pobble who has no toes
Had once as many as we;
When they said, 'Some day you may lose them all;' -
He replied, -'Fish fiddle de-dee!' "

As the story continues, it describes the Pobble's adventures throughout England, and his desire to swim the Bristol Channel. His Aunt Jobiska tells his that as long as he cares for his nose, he need not worry about his toes. However, although he had wrapped his nose in a piece of scarlet flannel, a Porpoise carried the flannel piece away, and when he checked, his toes were gone:

"Whether the shrimps or crawfish gray,
Or crafty Mermaids stole them away-
Nobody knew; and nobody knows
How the Pobble was robbed of his twice five toes!"

Upon his return to his aunt's home, she is seen bringing him breakfast in a garden as she says, "It's a fact the whole world knows, That Pobbles are happier without their toes!"

Discussion
This singular poem book flows like a poem but reads as a story, which will captivate children moreso than a book with little rhymes throughout. The nonsense story and funny pictures will amuse children, and this book could be read in either a classroom or a home setting. I believe it would be more fitted in a home setting or as a big book in a classroom, because the illustrations throughout the book are engaging, though not entirely bright and colorful. Unless I have missed it, this book lacks an underlying moral theme, but it does tell children to be happy with what they have.

Lear, E. (1978). The Pobble Who Has No Toes. New York: Viking Press.

The Boy Who Knew the Language of the Birds

by Margaret K. Wetterer

Summary

A long time ago in western Ireland, a boy named Colum learned the language of the birds just as humans learn their languages. His mother warned him never to tell anyone about his talent. Colum listened to the stories of the birds and repeated them to others, but he was never able to tell others where the inspiration from his stories came from. Soon, the king summoned Colum to share his stories with the royal family. While at the castle, Colum learned of the sadness of the royal family, that the first two sons had gone missing when they were only a few days old. The queen soon became pregnant again, and she gave birth to a boy. There were strict instructions all around the castle that no one from the Fairy World could pass into the gates, as it was feared that fairies stole the first two sons.

During the upheaval in the castle, the young princess was ignored, and Colum felt bad for her. Overhearing the birds discuss that the branch that they sat on was magic and could grant her three wishes, Colum took the branch and gave it to the princess. She did not believe him, and jokingly wished him to turn into a dog. The princess was horrified when he did turn into a dog, and decided she would use her second wish to turn him back and keep the third wish for herself, but Colum had run away with the magic stick by then. He decided that given his heightened senses, he enjoyed being a dog and guarding the castle. He overheard some sparrows discussing the Fairy Queen's plan to send an eagle to steal the newborn son, and he was able to overturn the plot just in time. The king and queen appointed Colum, now a dog, to guard the newborn prince. When the princess approached him and explained she would turn him back into a boy, he pleaded for a bit more time as a dog.

The Fairy Queen hatched another plan to steal the newborn, and this time it worked. Colum was believed to have stolen the child, and had to use the magic stick to escape certain death. Colum made the decision to save all of the king's sons, and he headed off to the fairy fortress. Gaining entrance, he saw the two older boys, and was able to coax them onto his back with the baby. He made a third and final with with the magic stick, that they would return to the palace. Although he succeeded and brought the boys all back home safely, the Fairy Queen took away all of his magical powers. When he awoke, he was back at home with his family, and he never returned to the castle or spoke the language of the birds again.

Discussion

The illustrations in this book were quite small, but the words weave a fascinating story that is little known outside of Ireland. The story of Colum and saving the Princes of Ireland through self sacrifice is a noble story as well as heroic, appealing to both sexes, especially males, as they are the focal point of this story. This book would be a great read aloud for an older grade, perhaps 2nd or 3rd, as it would take a bit of time to finish the story. As this story is rewritten by Margaret Wetterer, the original was an oral story, which is quite fitting as Colum was a fantastic storyteller. For any classroom theme of fantasy, or dealing with Ireland, or even birds, this book would be a fantastic classroom aid or supplement.

Wetterer, M. K. (1991). The Boy Who Knew the Language of the Birds (Fiction Series). Minneapolis: Carolrhoda Books.

Alexander and the Terrible, Horrible, No Good, Very Bad Day

by Judith Viorst

illustrated by Ray Cruz

GA State Awards 1972

School Library Journal Best Books 1972

Summary

This book chronicles Alexander's day, which begins with gum in his hair, and tripping on a skateboard. Throughout the book everything seems to go wrong with his day, from not having any prize in his cereal, to being squished in the middle of the car during carpool, to not having his work done during school. After each event, Alexander states "I could tell it was going to be a terrible, horrible, no good, very bad day." He decided that he is going to move to Australia when things go wrong. At the end of the day, Alexander states "It has been a terrible, horrible, no good, very bad day. My mom says some days are like that."

Discussion

This book is illustrated in black and white, which somehow adds to the book though usually it takes away from the story. The book was written from a child's perspective for sure, using language young boys use, and run on sentences and bad grammar. There are so many scenarios in the book that do not go Alexander's way, and it helps to teach children that there will be days that everything seems to go wrong. Even though they are upset, things can get better, and there are days that seems to be "terrible, horrible, no good, very bad days." This book can be used as a conversation between children and their parents about not always getting their way and also about explaining that life isn't always nice and fair. When babysitting, if the child is having a bad day, at the end of it when they select a book to read, many have chosen this one. It may be comforting for kids to know that even know they had a bad day, another child has had a worse day, but that things can get better.

This book was turned into an hour long musical and played in New York City for two years over the holidays. The CD from it can be ordered at www.ducylee.com. Below is a song from the musical, as well as a partial reading of the book from a three and a half year old.

Cruz, R., & Viorst, J. (1972).Alexander and the Terrible, Horrible, No Good, Very Bad Day. New York, NY: Simon & Schuster.

Little Polar Bear Finds a Friend

by Hans de Beer

Summary

Lars the polar bear was lonely, and he wished he had a friend to play with. While looking for a friend to play with, he walked into a trap and was shipped into a large warehouse in an airplane. He didn't know what was going on, and ended up getting out of the box while in the storage room. Suddenly, Lars came across a huge walrus who told him they were being taken to a zoo. Neither the walrus or Lars knew what a zoo was, but they decided to start opening all of the other boxed crates, and soon enough all of the animals were free, including a small brown bear named Bea. The walrus helped the animals to find a way to escape, and although the walrus was almost left behind, Bea and Lars went back to make sure he made it out safely. The next morning Lars found Bea crying because her parents were captured too, and he told her she was welcome to go back with him. Bea asks, "But won't your parents be upset because I'm brown?" and Lars answers, "Of course not. Bears are bears!" They find a stream and Lars and Bea rode on the walrus' back, passing a storm and a city, and they finally made it back to the Arctic. Lars' parents were worried about him, but after his return they accepted Bea with open arms, also stating, "Bears are bears!"

Discussion

I understand why this book was a bestseller and has been translated into eight different languages. The illustrations are gorgeous, and they tell the story themselves. Though the story is beautiful, and beautifully written, the message behind the story is even more profound. Using bears, Hans de Beer was able to write a book negating racism and proclaiming equality at a time when the world was in upheaval. This story was published in 1945, before the Affirmative Action movement in the United States, and long before segregation was deemed unconstitutional. Hans de Beer wrote from the Netherlands, but because his books are so colorful and fitting for children all over the world, it has become an international bestseller. He has also written other "Polar Bear" books, this being the third in his series.

Beer, H. d. (1945). Little Polar Bear Finds a Friend. New York City: Northsouth.