LIVES: Poems About Famous Americans
Hopkins, Lee Bennett. Lives:
Poems About Famous Americans. Harper Collins Publishers, 1999.
Critical Analysis:
This collection of poems which was
carefully selected by Lee Bennett Hopkins displays monumental facts about the
lives of sixteen famous Americans who have left lasting impressions. The poems in this collection display powerful
moments in the lives of these individuals and the events that led to their
admiration and influence on American History.
While each poem is unique in theme and content, the style of this
collection explores many realms of poetic form.
Hopkins has included in this collection many forms of poetry which express
to the reader how powerful poetry can be, as well as how diverse. In the poem, The Whipporwill Calls, Beverly McLoughland writes of Harriet Tubman
in free verse that is almost as free and refreshing as Harriet herself
was. Her comparison of Harriet to a whippoorwill
is such a powerful analogy, one that exemplifies what Harriet sacrificed her entire
life. Page by page, readers experience
narrative, free verse, and rhythmic biographical selections which highlight the
endeavors of these famous Americans. Hopkins
has included poetry which explores the lives of famous Americans, but also
poetry that is memorable and meaningful.
Readers can learn while reading, and also enjoy the power of poetry
while learning. Each poem is coupled
with a complimentary portrait of the individual illustrated by Leslie
Staub. These illustrations are bright
and colorful, very much like an actual photograph, and help the reader to
become involved in the life expressed in the words of the poem. The portraits seem to bring to life the lives
of each individual, many whom are no longer living. This book is a great resource for teachers of
any grade level, as it offers fourteen powerful poems that are worth sharing
some time during the school year, whether in a biographical unit or in celebration
of a particular holiday or theme, or just in remembrance of a “Famous American”.
POEM SPOTLIGHT
Till
No
roses seen.
No
songbird heard.
No
moonlight.
Not
a single word.
Till….
Annie
came.
Then—
Words,
Sudden,
near
Pulsing,
Clear.
Moonlight,
roses, bird.
Word-wings
Felt,
heart full, heard.
Not
bird.
Not
song.
Not
word.
Till…
Annie
came.
Tom Robert Shields
Analysis:
This heartfelt poem portraying the relationship
between Anne Sullivan Macy and Helen Keller genuinely describes how difficult,
yet worthwhile the efforts of Anne Sullivan were. Shields has created a poem that proves to
readers that even though something may seem impossible, it does not necessarily
mean it is unachievable. Readers will be
personally drawn and relate to how Helen must have felt being both blind and
deaf as they read the rhyming stanzas which describe what she has yet to
experience. The short phrases, beginning
with the word “no” seem almost fateful, until readers stumble across the title
of the poem, “till” embedded inside the poem.
The relationship of Anne Sullivan and Helen Keller is one that
symbolizes hard work paying off, and until Anne came Helen was lost in a world
where she saw nothing and heard, “Not a single word.” The poem takes a drastic turn in emotion as
the readers experiences hope and realizes how much Anne Sullivan was able to help
Helen Keller. Shields uses the word, “then”
to describe the transition from darkness to a life full of color and sounds
that are music to Helen’s ears, “Words, Sudden, Near, Pulsing, Clear.” No matter what, readers will understand how
these two individuals worked together to achieve goals that others thought were
unlikely and unattainable as they immerse themselves in words that symbolize their accomplishemnts. Alone Helen was lost,but together with Annie she,
“felt, heart full, heard.”
Classroom Connections:
This poem would make a great read
aloud and serve as a wonderful introduction to learning about these two
individuals. As the teacher is reading
the poem sounds of birds chirping and images of roses and the moon lighting up
the sky could be shown. The teacher
could then reread the poem aloud, this time having students close their
eyes. After the two reading question students
as to what they thought the words of this poem were saying. Explain to the children that Helen was blind
and deaf and brainstorm how difficult this made her life. List other things that may have been
different other than those in the poem.
Discuss how different it would be to eat, sit in the grass, and feel the
wind on your face. Have students choral
read the poem after the discussion and using variations in voices to describe changes
in emotion presented in this poem. Students
whisper the beginning stanza, and steadily crescendo throughout the poem until
the final stanza which serves as a reminder of life before, and a happy ending
again. Discuss with students how the word
of this poem and the rhythm of the lines enhance the emotion.
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