Verse Poetry

Bibliography

Creech, Sharon. 2001. LOVE THAT DOG. New York: HarperCollins Children’s Books. ISBN 0060292873

Summary

Reluctant to write poetry because “I don’t want to because boys don’t write poetry. Girls do.” This verse novel tells the story of Jack, a boy who hates poetry. Written in a diary-like format, Jack journals his thoughts about poetry to his teacher, Miss Stretchberry, who continues to encourage Jack in his writings. While listening to Miss Stretchberry recite the works of master poets Robert Frost, William Blake, William Dean Myer, and others; Jack begins to realize that he has a voice in his writing. He touches on the emotional subject of the loss of Sky, his beloved dog and humorously comments on the works of several poets. As the school year comes to a close, Jack invites Walter Dean Myers to his classroom. His visit is a welcome surprise for Jack, whose interaction with the poet is expressed so vividly. It is through this interaction with Mr. Meyers and the connections Jack has made throughout the year with poetry that he begins to understand the possibility of the poet within.

Quality and Appeal

Love That Dog is written as a free verse novel in journal form. Each journal entry has a date at the top of the page. Some writings are Jack’s comments about poems shared in class. Jack’s other entries are poetry inspired by master poets. I italicized inspire because at the end of one of Jack’s poems, Miss Stretchberry, has written “Inspired by Walter Dean Myers” so Jack will not feel he has copied Mr. Myer’s words, only that his work has inspired him. Jack’s journal entries are a reflection of each poet’s writing style, whether it be the flexible rhythm of William Carlos Williams, the sense of imagery in the poems of Arnold Adoff, or concrete poetry of S. C. Rigg. At the end of the book there is a section that includes some of the poems that Miss Stretchberry used in class. This section is useful to the reader because without that resource some of the comments made by Jack regarding the poets and their poems might not have made sense.

When examining rhythm, “The Red Wheelbarrow” is an excellent example of meter. The poem consist of four couplets and depending on how you interpret the poem, the first line of each stanza could be dependent on the single word second line or vice versa. Either way the poem flows effortlessly. As Jack tries to understand the meaning behind the wheelbarrow poem, he is beginning to unravel the mystery of poetry with words like, “If that is a poem / about the red wheelbarrow / and the white chickens / then any words / can be a poem. You’ve just got to make / short / lines.” Assonance can also be heard in “The Red Wheelbarrow” with the line “beside the white.” In “The Tiger” rhythm and rhyme can also be heard with the lines “ Tiger! Tiger! burning bright / In the forests of the night.” This rhythm continues as Jack creates his own poem about a blue car reminiscing about Blake’s poem about a tiger. Jack recalls, “Some of the tiger sounds / are still in my ears / like drums / beat-beat-beating.”

Sense imagery is unmistakable with Jack’s January 24^th entry detailing the drive he took with his father, eventually ending up at the animal protection shelter. Sight and hearing are noticeable with lines like “red brick building,” “blue letters,” “dogs / big and small / fat and skinny,” and “bark-bark-barking.” This entry also has an emotional impact on the reader. Knowing that Jack had recently lost his beloved, Sky, his words tug at your heart. He writes, “We chose him. And in the car / he put his head / against my chest / and wrapped his paws / around my arm / as if he were saying / Thank you thank you thank you.”  A moment to celebrate and be moved to tears.

Love That Dog is a touching story about a boy, his journey to overcome the loss of his dog, and the power of poetry. Children will be drawn into story by Jack’s clever questioning of master poets, his interpretation of poetry inspired by the work of others, and how poetry can heal through emotional experiences. Children can relate to the character of Jack because they too experience the same life events. Children having difficulty with writing poetry will feel a connection to Jack. This book can also serve as an inspiration to teachers who feel that their impact on students has little or no results. This is simple, easy to read book with big life lessons to be learned.

Spotlight Poem

October 17

What was up with

the snowy woods poem

you read today?

Why doesn’t the person just

keep going if he’s got

so many miles to go

before he sleeps?

And why do I have to tell more

about the blue car

splattered with mud

speeding down the road?

I selected this poem to spotlight because it showcases the inquisitiveness of Jack. The poem reflects an informal tone with Jack's casual words when questioning Robert Frost's own word choice. All of this is achieved with a sense of humor that Jack probably does not realize is occurring, but draws the reader in with his honesty. The sense imagery of sight is seen throughout the poem with Jack’s description of the “snowy woods,” and  “blue car/ splattered with mud/ speeding down the road?”

Connections:

1. Read the poem from diary entry day, October 10.

2. Emphasize the structure of free verse with a visual reinforcement of Jack’s words 

    being a reflection of casual conversation.

3. Discuss the informality of Jack’s conversation with his teacher with focus on the poetic

    element of emotional impact.

4. Identify images within the poem and the use of italics to understand Jack’s dialogue.

5. Read the poem, "The Red Wheelbarrow" and have students interpret the poem.