Mirror Mirror: A Book of Reversible Verse

Written by: Marilyn Singer

Illustrated by: Josee Masse

Recommended for: Children Ages 4-10

Themes: Fiction, Poetry, Fairy Tales/Fantasy

Summary:

     This book is filled with wonderful poems about Fairy Tale characters, such as: Cinderella, Rapunzel, Little Red Riding Hood, and the Ugly Duckling. Each poem is acompanied by an second poem writen in reverse.

     Children will enjoy reading each poem and then reading it then in reverse, often in the perspective of another character from the same fairy tale. In one poem you hear about Red Riding Hood's thoughts as she picks flowers, when the poem is them told in reverse you get the wolf's thoughts as he sees the young girl picking flowers. The illustrations are beautiful and not overly elaborate, reminicent of those from the fairytales that they know and love. The will be drawn to both the style of the poems and the characters of the poems.

Suggestions for the Classroom:

     This would be a wonderful selection to use to introduce young children to poetry through the use of familiar fairytale characters. It is also an exciting twist on poetry to use with children in grades 2-5 to challenge them as writers.

*Pre-Reading Activities: Explain to children that not all poems have to have rhyming patterns. Often, we also refer to poems as a verse. Tell the children that today you are going to read them some unique verses that star some familiar characters. Tell them that you want them to see if they can figure out what is so special about the poems that you are going to read.

*During Reading: Refrain from asking the students questions, give them time to listen and see if they can identify that the second poem is written in reverse.

*Post-Reading: Ask if anyone has figured out what makes these poems special, if they are having trouble then show them the page as a hint. Once they get that the poems are written in reverse, share with them a few more of the selections (have them identify from which character's perspective each version is being told). You can then follow up this activity by challenging your students to write a reversible poem of their own.

About the Author:

     Marilyn Singer writes picture books, novels for kids, poetry, non-fiction, fairy tales, fiction for young adults, and mysteries. She grew up on Long Island and has received dergrees form both Queens College and New York University in English and Communications. She began her career teaching High School English in New York City Schools but quickly began to making a career in writing and has since writen over 80 books for children and young adults. She feels that writing in so many different genres challenges her and keeps her from getting bored.

Marilyn currently lives in Brooklyn, NY, with her husband Steve; their standard poodle Oggi, seen in the home page photo; a cat named August ; two collared doves named Jubilee and Holiday; and a starling named Darling. Her interests include ballroom/Latin dancing, dog training, reading, hiking, bird-watching, gardening, playing computer adventure games, and going to the movies and the theatre. She's also a major Star Trek fan.

About the Illustrator:

     Josee Masse lives in the country near Montreal, where she studied Graphic Arts. Josse has been drawing almost all of her life and worked as a Graphic Designer for three years before becoming an illustrator for children's books. She enjoys her job and tackling the challenges of conveying difficult subjects.

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All the World

Written by: Liz Garton Scanlon

Illustrated by: Marla Frazee

Recommended for: Children Ages 4-8

Themes: Fiction, Poetry, Multi-culturalism, Character Education

Summary:

     A wonderful rhyming poem that points out that all around the world there are people doing similar things. While the words in this poem are beautiful, it is really the pictures that tell the story. Through each section, children are able to see different cultures and different places.

     Children will enjoy the illustrations and making connections to them as they listen to the poem. Each and every illustration help the children with their comprehension as they go hand-in-hand with the words of the poem. The illustrations aide the children in making connections to the theme of the poem: that we are all living under the same sky and are the same despite our differences.

Suggestions for the Classroom:

     This is a beautiful book to use to discuss with children that although our classroom is filled with children from differnt cultures, we all have many similarities. It will also help them to connect to children all around the world who also go to school, visit the beach, and watch the birds fly by.

*Pre-Reading Activities: Show students two pictures of children of different culture who are in different places, for example: one being of a white child sitting on the beach playing in the sand and another being of a mexican child standing in an outdoor market. Ask children to tell you what is the same or is similar about the two pictures (both are children and they are outside). Record their anwers using a Venn Diagram. Now ask them what is different or is a difference between the two pictures (the color of their skin, and one is in the sand while the other is on a street). Again, record their answers on the Venn Diagram.

*During Reading: Allow time for students to take in the illustrations as you read the poem. Ask some questions to the students, pointing out the different characters/cultures included in the illustrations. Give them opportunities to share connections that they make: text-to-self, text-to-text, and text-to-world.

*Post-Reading Activities: Give students a piece of white paper and ask them to draw a picture of something that is the same everywhere in the world (they can use examples from the book). Model this for them by drawing a sunset. Use the story starter: All over the world ____________ (All over the world the sun sets), and encourage them to write a sentence to go with their picture.

About the Author:

     Liz Garton Scanlon grew up in Wisconsin and Colorado, but currently lives in Austin, Texas. She describes herself as a mother, and author and a teacher. Scanlon says that she has always loved reading and traveling, that and her daughters have been her inspiration for writing childrens books. Which she says that she enjoys because it makes her happy, gives her hope, and she feels that writing for children brings out the best in her. When she isn't writing or traveling, Scanlon enjoys playing cards on the floor, spending time with her children, yoga, and taking her old white dog for walks. She also maintains her own blog which she invites her fans to visit.

About the Illustrator:

     Marla Frazee currently lives in Los Angeles, California with her husband, three sons, a dog and a cat. Frazee states that this is the town where she was born and where she has lived her whole life, as many people insist that she must be from New York. Not only did she graduate from the Art Center College of Design in Pasadena, she has also taught children's book illustration there for 20 years. She works out of a small studio cabin under an avacado tree in her backyard.

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The Carnival of the Animals

Created by: Camille Saint-Saens

Verses by: Jack Prelutsky

Illustrated by: Mary GrandPre

Recommended for: Children Ages 4-11

Themes: Fiction, Poetry, Science

Summary:

     A set of animal poems created to amuse and bemuse children. Complete with wonderfully ornate illustrations, The Carnival of the Animals is a wonderfully entertaining selection of poems. Each poem integrates facts about the animal with fanciful tales of excitement and fantasy. This book comes complete with a CD where children and adults alike can listen to the poems read aloud as well as the compositions put together by Saint-Saens to portray each animal (following each poem). This book also includes a note to parents and teachers in the back to explain Saint-Saens idea for the book, to expose children to classical music in an interesting way, as well as a list of possible activities to accompany the book.

     Children will enjoy both the poems and illustrations in this book. The author of the verses uses a complex vocabulary, which may make it difficult for them to read independently, however the CD will help the students to follow along and not struggle with unfamiliar vocabulary. Each poem is unique and amazing in its own right; children will be left wanting more as they read and listen about each animal.

Suggestions for the Classroom:

     This book can be used in a varitey of different grade levels, as a read aloud for younger children and independently for older and more experienced readers. This book could be used for Music teachers to discuss the mood of the music or instruments that are being played. It could also be used with young children to practice the skill of visualizing. Pre-school children may enjoy acting out the animals as the music plays. Lastly, this book would be wonderful to use with students in upper-Elementary grade levels to practice fluency and in performing using poetry.

*Pre-Reading Activities: Discuss with students the importance of using adjectives when writing poetry. Explain that adjective are describing words and that they help others to visualize your characters within your story or poem. An example of an adjective would be: obnoxious. Obnoxious means: offensive or unpleasent. I may say: The donkeys are both obnoxious and absurd (ridiculous). Both obnoxious and absurd are adjectives that describe the donkeys. Today we are going to listen to a poem and I want you to close your eyes as you listen.

*During Reading: Monitor students to see if they follow the direction to keep their eyes closed as they listen to the first poem: The Lion.

*Post-Reading: Ask students to open their eyes. Explain that you will have them listen to the poem once again, followed by a piece of music. Tell them that you would like them to draw a picture of the Lion using both the poem and the music as a guide. Give them some time, you can decide on what specific amount due to your time constraints and each class differs in how long they will work before getting bored. After the students have finished you could extend this activity in a few different ways: (1) give students an opportunity to pick one of the poems from the book and practice it, they can all perform them at a later date and maybe even draw an illustration to go along with their performance; and (2) ask the students to write their own animal themed poem making use of adjectives, have them read it to another student who will then illustrate the poem for them.

About the Composer/Creator:

     Camille Saint-Saens was born in Paris in 1835, and began piano lessons at the age of two-and-a-half. He composed his first musical piece at the age of 3 and by the time that he was 7 he was studying with Pierre Maledin. While his work was not given justice in his homeland, in England and the United States, Sait-Saems was considered Frace's greatest living composer well into the Twentieth Century. Though he is known for his compositions for The Carnival of Animals, he only allowed the pieces to be played twice while he was still alive; for fear that the all-to-human characteristics and humor of the pieces would ruin his reputation as a serious composer. Sadly, Saint-Saens passed away in 1921 but his music still lives on and is available to young children through this CD and book.

About the Author:

    Jack Prelutsky admits that as a child he never did like poetry and he likens it to a teacher who made it "about as exciting to liver". Instead he loved to draw pictures and later in his life began to write poems to go with his pictures. While others fell in love with his poems, they unfortunately did not fall in love with his pictures. He has proudly written poetry for 30 years and continues to inspire children with his poems (I imagine that this is his audience due to the experience he had as a child with poetry) Prelutsky maintains and interactive website that caters to both children and adults, complete with: poems, letters he has received, a biography, pictures of his family, sports trading cards that he has made which are complete with poems, and lesson plan ideas for teachers.

 

About the Illustrator:

     Mary GrandPre is most widely recognized for her work illustrating the Harry Potter series, however she has also worked on six childrens books and is currently working on her seventh. Her work is widely recognized and has also been used for magazine, advertising, and editorials. Mary GrandPre also as a visonary in the environmental/scenery department for the animated movie Antz. Her illustrations are beautifully ornate and are anything by simple.

 

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In the Wild

Written by: David Elliott

Illustrated by: Holly Meade

Recommended for: Children Ages 4-8

Themes: Fiction, Science, Poetry

Summary:

     In the Wild is a wonderful collection of poems about wild animals. They will find poems about: the lion, the elephant, the giraffe, the zebra, the rhinocerous, the sloth, the jaguar, the panda, the tiger, the orangutan, the kangaroo, the buffalo, the wolf, and the polar bear.Each poem gives the reader more details about each animal using rhythm and rhyme.

     Children will love the symplistic and wonderful illustrations of each animal and their habitat. They will be interested in learning about the natural habitats of these animals that they are used to seeing at their local zoo. They will enjoy looking for and finding the rhyming patterns and reading the poems aloud to one another.

Suggestions for the Classroom:

     This would be a wonderful book to share with students when discussing poetry as well as for discussing the habitats of animals and making distinctions between domesticated animals (pets) and wild animals. This book would help children to understand that a zoo is not the natural habitat of these animals, but is instread used as a tool to teach us about these animals and to protect and preserve their species for future generations.

*Pre-Reading Activities: Discuss with students the term habitat; explain to students that a habitat is the natural home environment of a plant or an animal. Explain that we describe animals that live outside of homes and farms as wild animals. Tell them that we will be visiting the zoo, where we will be able to see some wild animals, that are kept there so that we may learn more about them and to keep them safe. Explain to the students that the zoo tries to make the homes for their animals as close to their natural habitat as possible. Tell them that we will be reading today about some of the animals that they may see at the zoo and ask them to listen for words that describe their habitat within the poems.

*During Reading: Have students tell you what words they can use to describe the habitats of the different animals using what they heard in the poem as well as through the illustrations.

*Post-Reading Activities: Give the children an opportunity to draw a picture of their favorite animal from the sotry and to write a sentence about their habitat in their writing journals. Use the story starter: ____________ live where it is____________ (ex: Lions live where it is warm and grassy).

About the Author:

     David Elliott originally wanted to become an opera singer, but after many years of practice and schooling her realized that he just wasn't that good at it. He has worked as a singer in Mexico, an English teacher in Libya, a cucumber-washer in Greece, and a popsicle-stick-maker in Israel. These days he works writing children's books, something he came about by chance as everytime he sat down to write his character always seemed to be around nine years of age. He states that his work is usally funny and imaginative and he hopes to inspire and transport children to new placesby sparking their imaginations through his work.

About the Illustrator:

     Holly Meade has provided the illustrations for over 30 children's books. She enjoys attending workshops in areas such as: drawing, painting, printmaking, basket making, and fabric design. Over the past seven years she has been working with woodcuts, a medium that she became interested in after attending a workshop at Haystack Mountain School in 2002.

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I Know a Shy Fellow Who Swallowed a Cello

Written by: Barbara S. Garriel

Illustrated by: John O'Brien

Recommended for: Children in Grades Pre-K -2

Themes: Fiction, Music

Summary:

     The musical version of I Know an Old Lady Who Swallowed a Fly, I Know a Shy Fellow Who Swallowed a Cello is an entertaining story about a young man who swallows instruments. However, in this version after swallowing several different instruments the young fellow does not die. Instead he begins to cough each up, one at a time, with the instruments playing each time he opens his mouth.

     Children will love the predictable pattern that the old fellow follows in swallowing the instruments as well as the alternative ending given. They will also enjoy the wonderful illustrations which show the fellows shape changing as he swallows each illustration.

Suggestions for the Classroom:

     This would be an excellent book to read in conjunction with I Know an Old Lady Who Swallowed a Fly to add a musical component to your read alouds. Children will enjoy opportunities to act out the sounds that the instruments make or motions of playing them with you as you read.

*Pre-Reading Activities: Introduce some musical instruments to the students using pictures and musical clips (if available), demonstrating how they are played. Tell them that we will be reading a story today and when we read about each instrument we will stop and pretend that we are playing that instrument.

*During Reading: Throughout the story, as each instrument is introduced pause and have students mimic you as you make the motions of playing the instrument (as previously decided upon). Allow time to pause at the end of page for children to raise there hands and comment on the story (look at that picture, you can see the cello in his belly).

*Post-Reading Activities: Ask students to share with an elbow partner their favorite part of the story, one being the speaker and the other the listener. After about 45 seconds, ask them to switch roles and have the other partner share. After the second partner has shared, give some of the students an opportunity to share what was their partners favorite part of the story (students can mimic the instruments during this share time if it goes with their selection).

About the Author:

     Barbara S. Garriel writes books about music for elementary and middle school students. She maintains a website where you can read about her books and learn more about her. In addition to writing books, Garriel travels to schools, libraries and museums to teach children about writing. She has worked previously as a teacher in Long Island, New York and she enjoys writing because it gives her extended opportunities to share with children her passion for reading, writing and music.

About the Illustrator:

     John O'Brien has illustrated over 40 children's books, both fiction and non-fiction. His illustrations can be found in the Who Was... biography collection, such as:Who Was Thomas Alva Edison, Who Was Marco Polo, and Who Was Elvis Presley. He lives in New Jersey and his illustrations can also be found weekly in the New Jersey section of the New York Times. O'Brien can also be found working as a lifeguard for the North Wildwood Beach Patrol, lifeguarding is a job that he has had since 1970. In his free time he enjoys drawing, going out on his paddlewheel boat, playing the banjo and has even recently begun to play the bagpipes.

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I Know an Old Lady Who Swallowed a Fly

I Know and Old Lady Who Swallowed a Pie

The Zoo at Night

Written by: Martha Robinson

Illustrated by: Antonio Frasconi

Suggested for: Children Ages 4-8

Themes: Fiction, Poetry, Science

Summary:

     The Zoo at Night is a poetry picture book that explains to children what happens to the animals at the zoo at night. The book show children while some animals sleep at night, just as they do, others stay up howling at the moon, flying or playing. This book teaches children more about the sleeping patterns of animals, as some are nocturnal. The illustrations are dark, yet colorful, giving the children the perspective of what the animals would actually look like in a night sky.

     Children will enjoy learning more about these animals and on exploring the illustrations.

Suggestions for the Classroom:

     This book would be an excellent selection to read with children after visiting the zoo. This book can connect the experience with the Science curriculum in connection to the animals found at the zoo.

*Pre-Reading Activities: Give students an opportunity to share some of the experiences that they had on their visit to the zoo, such as: what types of animals did they see? (make a list on the board/chart paper for children to refer to during writing activity) what were the animals doing? and what is something that they learned about the animals? Point out that while we were there that some of the animals were sleeping. Ask the students why they think that the animals were sleeping (they are tired, they are taking a nap, etc.) Ask the students, "Have you ever wondered what the zoo animals do at night?" Give them some time to respond and make predictions.

*During Reading: Point out that some of the animals are awake during the night. When do you think they sleep? Do you remember seeing that animal at the zoo today? Was it awake or asleep? Why might this animal be awake at night instead of during the day? Point out that they may hunt their pray when the prey is sleeping, they play when temperatures are cooler, etc.

*Post-Reading Activities: Give students an opportunity to write in writing journals about their trip to the zoo. They can use the story starter: Today at the zoo I saw... Students will complete their journal entry with a picture.

About the Author:

     The Zoo at Night is the first children's book written by Martha Robinson. Robinson lives in Los Angeles, California with her husband and has two grown sons. She works as a Professor of Law and Loyola Law School.

About the Illustrator:

     Antonio Frasconi has illustrated over 100 books and is well-known for his woodcuts. He grew up in South America after his parents fled from Argentina during World War I. His mother always encouraged his artistic ability and said that it was a gift from God and that he was meant to do big things. Frasconi moved to the United States after World War II and has become a successful illustrator, artist, and professor here in America.

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Twimericks: The Book of Tongue-Twisting Limericks

Written and Illustrated by: Lou Brooks

Recommended for: Children Grades 2-4

Themes: Non-Fiction, Poetry

Summary:

     Twimericks is a wonderful collection of limerick poems that are designed to also be tongue-twisters. Brooks begins the book by first explaining what limericks, tongue-twisters, and twimericks are. The poems which he includes are wonderfully fun and tricky.

     Children will enjoy reading these poems and practicing them again and again outloud. Brooks' illustrations are fun and wonderfully match his poems. Several of the poems are also a wonderful mixture of fun and gross topics, such as: Frankly, Frank Fankley where Frank ends up with Hank's dirty hanky. Each poem has its own unique topic and word patterns.

Suggestions for the Classroom:

     This book can be used in the classroom in conjunction with a unit on Poetry as well as for fluency practice for the children. These limiricks with a tongue-twister spin help to teach children to slow down and think about what they are reading. They are almost impossible for readers to get right on the first try. Their light and jovial tone helps to draw in the interest of the children and will keep them from getting bored. Children will enjoy trying the several times in a challenge to get the who thing right. They are wonderfully creative and are a great inspiration for young writers.

*Pre-Reading Activity: Introduce Limericks to children. Explain the pattern that they follow using the song Hickory Dickory Dock. Display the song on a large piece of chart paper, board, or a SmartBoard. Read the song to them once and then read it all together. Have students pick out rhyming pairs. Use two different color highlighters to highlight rhyming pairs, in order to point out the AABBA pattern that Limericks follow. Explain to students that in one of their centers today, preferably a teacher led center, they will be practicing reading some Limericks today.

*During Reading: Give students the opportunity to pick out one of the limericks from the book to practice. Have copies of the poems ready for the students so that they do not have to share the book (photocopies or several copies of the book itself). I would let the students select a poem that they would like to practice, to give them more of a choice to pick out what seems interesting to them. As they read, have them circle words which they are having trouble with or find challenging. Individually conference with each child to help them with challenging words and to give them an opportunity to practice with you where you can give feedback early on.

Give students additional opportunities to practice reading their selection to a partner.

*Post-Reading: Ask students to come up with their very own limerick in their writing journals and to draw a picture to illustrate their poems. Students can later type up of write out a final draft of their poems which they can make into a new book for the classroom.

Twimericks Website

About the Author:

     Lou Brooks is a a self-taught writer and illustrator. He has done illustrations for books, magazines and newspapers and also enjoys writing books, playing in an all-cartoonist band, surfing, and has even worked previously as a stand up comic. Brooks is also famous for his redesign, in 1985, of the manolpoly character with the top hat and moustache. He maintains his own blog , a Twimericks website, and provides illustrations for many successful magaize companies, such as: Time and Newsweek, and illustrating for advertisements for companies such as: Coca-Cola, Verizon and CBS. His art has even been animated for TV by Nickelodeon, HBO, and MTV.

Who Said Coo?

Written by: Deborah Ruddell

Illustrated by: Robin Luebs

Suggested for: Children Ages 2-8

Themes: Fiction, Poetry, Character Education

Summary:

     Lulu the pig is trying very hard to get some sleep when she keeps getting disrupted by noises outside of her window. Each time she tries to investigate where the noises come from and then she tries to go back to sleep. After being disturbed several times, Lulu shoo's the birds outside of her window. This time she hears another sad noise, a boo hoo. Lulu realizes that she hurt the birds' feelings and appologizes to her friends. She invites them in for some cocoa and then they all try to go to bed. This time they are startled by rooster's cock-a-doodle-doo. Lulu politely asks him to come back at two, and the rooster is happy to do so.

     Children will enjoy this story because it of its simple language and rhyming scheme. The pictures are simple but give the characters human-like qualities. It is wonderfully entertaining and would make an excellent bedtime book for young children.

Suggestions for the Classroom:
     This is a wonderful book to share with pre-school and kidergarten aged children to highlight ryming words. Children will enjoy pointing out rhyming words throughout the story; the words rhyme consistently throughout the selection: coo, who, moo, shoo, two, and you. This book also points out the importance of using good manners, a point which can never be emphasised too much with young children.
*Pre-Reading Avtivities: Chilren will listen to a rhyming song, where they will identify rhyming pairs and non-rhyming pairs using hand gestures.
*During Reading: Stop throughout the story and have children identify rhyming words.
*Post-Reading Activities: Have students draw a picture about their favorite part of the story.

About the Author:
     Deborah Ruddell grew up in Illinois with her twin sister, Robin, and three younger siblings. She always had playmates to be creative and express herself with. She comments that she enjoys her job because it allows her to do all of the things that she most liked about growing up: doodling, daydreaming and watching the world go by. Being the youngest of five children, I would imagine that Deborah spent a great deal of her time entertaining her siblings and this may have encouraged her to pursue a career in writing children's poems. Oddly enough, her twin sister is also a children's book author and illustrator. Ruddell maintains her own website complete with activities for children, a listening library, and teaching guides.

About the Illustrator:
     Robin Luebs also grew up in Illinois with her twin sister, Debbie (yes, the author of this book), and three younger siblings. She and Debbie enjoyed oppotunitites to paint together on their porch as children; her mother was very supportive of her daughters creative exploits. Robin has always enjoyed creating pictures, and because of her mother's support and encouragement she has continued to make this an important part of her life. Robin, like her twin sister, is lucky because she is able to continue doing something that she loves for a career: writing and illustrating children's books. Robin Luebs also maintains her own website which includes a gallery of her work, information about her, and fun activities for children.

There's No Place Like School

Selected by: Jack Prelutsky

Illustrated by: Jane Manning

Recommended for: Children Ages 4-8

Themes: Fiction, Poetry, Picture Book

Summary:

     A collection of 18 children's poems by a varitey of authors on various school day topics such as: counting down the minutes to recess, a malfunctioning water fountain, getting called on by the teacher, show-and-tell, and what is really in the school lunch? The poems, combined with Manning's illustrations, provide a humuorous look into a child's view of a shool day.

     Children will enjoy these poems as they can relate to the topics. The rhyming patterns are simple and the the pictures amusing. Pretlutsky definitely had an understanding of young children when he chose the poems to include in his book. Children will not be able to keep their eyes off of the pictures as they listen to the rhymes.

Suggestions for the Classroom:

     This would be a wonderful book to use with children when teaching rhyming words and poetry. The poems are simple and young children can relate to the topics. While each poem has to do with school, there are a wide varitey of topics within the book to provide more inspiration for the children.

     This book would also be wonderful to use with children to practice the skill of making predictions. Students who do not have the skills to read this book independently would definitely be able to guess to the topic of each poem due to the wonderfully elaborate pictures.

*Pre-Reading Activities: Dicuss with children how to identify if words rhyme (they have the same ending sounds). Begin a list with the children of rhyming words on the board. Tell them that "Poems are stories that use sometimes use rhyming words. Today I am going to share with you a Poem that has rhyming words."

*During Reading: Select one poem from the book to share with the students (The Drinking Fountain). Show students the illustrations before you begin to read. Give students any opportunity to tell you what the predict the poem will be about. You may ask leading questions to get the desired response (a drinking fountain): Where is the little girl? How do you think she get wet? Then Read the poem to the students. Point out to the students that often the pictures give us good clues to what the story may be about.

*Post-Reading Activities: Ask students if they were able to hear any rhyming words. As they identify rhyming word pairs, write them on a Post-It note and put it in the book. If necessary, read the poem again, stopping after each set of four lines to ask students for rhyming word pairs.

After practicing this for a few days, using a different selection from the book each day, I would model writing a rhyming poem with the students. Then I would give them an opportunity to write their own rhyming poem about school, completed with an illustration. I would save a copy of each students poem and make our very own collection of poetry.

About the Author:

    Jack Prelutsky admits that as a child he never did like poetry and he likens it to a teacher who made it "about as exciting to liver". Instead he loved to draw pictures and later in his life began to write poems to go with his pictures. While others fell in love with his poems, they unfortunately did not fall in love with his pictures. He has proudly written poetry for 30 years and continues to inspire children with his poems (I imagine that this is his audience due to the experience he had as a child with poetry) Prelutsky maintains and interactive website that caters to both children and adults, complete with: poems, letters he has received, a biography, pictures of his family, sports trading cards that he has made which are complete with poems, and lesson plan ideas for teachers.

About the Illustrator:

Jane Manning has illustrated both children's picture books as well as chapter books, including: The Witch Who Was Afraid of Witches, Pip Sqeak, Who Stole the Cookies from the Cookie Jar and Drip Drop. She currently lives in Deep River, Connecticut where she continues to write, illustrate, and take photographs for children's books.

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