1. BIBLIOGRAPHY
Hale, Shannon. 2005. PRINCESS ACADEMY. New York, NY: Bloomsbury Children’s Books. ISBN 1582349932.
2. PLOT SUMMARY
Way up on top of Mount Eskel lived a small village where a family made their living by mining stone and trading it to the detested lowlanders for provisions. All able-bodied members of the village worked in the mine to provide for their families – except for Miri. She felt that she was either too small or not loved enough to be allowed by her father to work by his side. Soon, they all got word that the Prince was going to pick a wife from their village and the girls between 14 and 18 years of age were required to attend a Princess Academy. Through a year and a half of hard work, charm classes, and education, the girls emerge prepared to place their village on the map. With Miri’s expertise, that is exactly what they do.
3. CRITICAL ANALYSIS
Most little girls dream about becoming a princess. Some of the girls on Mount Eskel are reluctant, or even resistant to the idea. Shannon Hale writes a compelling novel about a group of uneducated mountain girls gaining much more than the title of princess. Hale shows us the culture and lifestyle of these girls, their hopes and dreams, and even their motivation for wanting to marry a man they have never met. Competition and jealousy are intertwined with heartwarming friendships and a desire to improve the quality of life for everyone they love. Hale makes the story less about a girl getting a coveted title, and more about their journey in life and how far that will take them in the future. Enemies become friends and the meek, a teacher becomes a servant, and the small girl, Miri, becomes a hero.
Hale takes the fantasy of becoming a princess and mixes it with the realities of life and hard work. She shows her readers that there are more noble things to strive for in life than a title, and even the most unlikely person can be a hero to many.
4. AWARDS WON AND REVIEW EXCERPT(S)
NEWBERY HONOR BOOK
SCHOOL LIBRARY JOURNAL starred review: “Hale weaves an intricate, multilayered story about families, relationships, education, and the place we call home.”
BOOKLIST: “Hale nicely interweaves feminist sensibilities in this quest-for-a-prince-charming, historical-fantasy tale. Strong suspense and plot drive the action as the girls outwit would-be kidnappers and explore the boundaries of leadership, competition, and friendship.”
5. CONNECTIONS
*Students may booktalk about the choices Miri made and compare them to what the children would have done
*Look for these other stories:
Armstrong, Alan. WHITTINGTON. ISBN 0375828656
Patron, Susan. THE HIGHER POWER OF LUCKY. ISBN 1416975578
Holm, Jennifer L. PENNY FROM HEAVEN. ISBN 0375836896
Wednesday, May 5, 2010
THE FIRST PART LAST by Angela Johnson
1. BIBLIOGRAPHY
Johnson, Angela. 2003. THE FIRST PART LAST. New York, NY: Simon & Schuster. ISBN 0689849222.
2. PLOT SUMMARY
Angela Johnson captures the essence of teenage parenthood in her novel The First Part Last. She describes the thoughts and emotions of a teenage father, both before his baby is born and caring for her afterwards. We see the realities of this father’s life and how parenthood has changed him, the baby’s mother, and everyone that was close to the family. We also get to celebrate with the family as the father triumphs over obstacles that he never thought he could conquer. This touching novel shares the heartrenching lows and eventual maturation that comes with being a teenage parent.
3. CRITICAL ANALYSIS
In this novel, Johnson shares with us the thoughts and feelings of a new teenage father. She compares his life before his daughter with that of his maturity that is gained with his new responsibility. Alternating between ‘now’ and ‘then’, the readers get a clear understanding of where this father came from and how much he has changed. This gives the novel a more realistic feel by drawing on the past and relating it to the present.
This book is very realistic and the reader gains a perspective of the difficult situation Bobby is in. He talks about his urban neighborhood and how he longs for a simpler life for his daughter. He tells us about all the challenges he faced when his girlfriend was pregnant, and continues to face now that she is born. We see clearly, the shift of maturity that he undergoes from being a young teenage boy to a responsible father.
4. AWARDS WON AND REVIEW EXCERPT(S)
CORETTA SCOTT KING AWARD
PRINTZ AWARD
SCHOOL LIBRARY JOURNAL: “Up-Brief, poetic, and absolutely riveting.”
BOOKLIST: “Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again.”
5. CONNECTIONS
*Adolescents may discuss orally (booktalk) or in journals about a time that required them to mature and grow.
*Students may write a letter to Bobby voicing their support, criticism, and reactions to his situation and actions.
*Read more about Bobby in HEAVEN.
*Look for these other stories:
Booth, Coe. TYRELL. ISBN 0439838800
Draper, Sharon. NOVEMBER BLUES. ISBN 1416906991
Sitomer, Alan Lawrence. HOMEBOYZ. ISBN 142310031X
Johnson, Angela. 2003. THE FIRST PART LAST. New York, NY: Simon & Schuster. ISBN 0689849222.
2. PLOT SUMMARY
Angela Johnson captures the essence of teenage parenthood in her novel The First Part Last. She describes the thoughts and emotions of a teenage father, both before his baby is born and caring for her afterwards. We see the realities of this father’s life and how parenthood has changed him, the baby’s mother, and everyone that was close to the family. We also get to celebrate with the family as the father triumphs over obstacles that he never thought he could conquer. This touching novel shares the heartrenching lows and eventual maturation that comes with being a teenage parent.
3. CRITICAL ANALYSIS
In this novel, Johnson shares with us the thoughts and feelings of a new teenage father. She compares his life before his daughter with that of his maturity that is gained with his new responsibility. Alternating between ‘now’ and ‘then’, the readers get a clear understanding of where this father came from and how much he has changed. This gives the novel a more realistic feel by drawing on the past and relating it to the present.
This book is very realistic and the reader gains a perspective of the difficult situation Bobby is in. He talks about his urban neighborhood and how he longs for a simpler life for his daughter. He tells us about all the challenges he faced when his girlfriend was pregnant, and continues to face now that she is born. We see clearly, the shift of maturity that he undergoes from being a young teenage boy to a responsible father.
4. AWARDS WON AND REVIEW EXCERPT(S)
CORETTA SCOTT KING AWARD
PRINTZ AWARD
SCHOOL LIBRARY JOURNAL: “Up-Brief, poetic, and absolutely riveting.”
BOOKLIST: “Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again.”
5. CONNECTIONS
*Adolescents may discuss orally (booktalk) or in journals about a time that required them to mature and grow.
*Students may write a letter to Bobby voicing their support, criticism, and reactions to his situation and actions.
*Read more about Bobby in HEAVEN.
*Look for these other stories:
Booth, Coe. TYRELL. ISBN 0439838800
Draper, Sharon. NOVEMBER BLUES. ISBN 1416906991
Sitomer, Alan Lawrence. HOMEBOYZ. ISBN 142310031X
DIARY OF A WIMPY KID by Jeff Kinney
1. BIBLIOGRAPHY
Kinney, Jeff. 2007. DIARY OF A WIMPY KID. New York, NY: Amulet Books. ISBN 9780810993136.
2. PLOT SUMMARY
Jeff Kinney brings us an intriguing look into the mind of a middle school student named Greg Heffley. Greg never wanted a diary and he only writes in it to pass the time. He jots down his thoughts and ideas as he tries to make sense of his environment and life. We experience his adventures throughout his first year in middle school, which can sometimes be funny, scary, and life changing. He writes about things that have crossed all our minds, but dismiss for various reasons. This compelling and comical book tells the truth about growing up in middle school.
3. CRITICAL ANALYSIS
Adolescents and adults alike can enjoy this book for its humor and candid view on life. Written in a journal format, Kinney masterfully involves the reader in a journey of a teenage mind. The typefont used looks like easy to read handwriting. He includes small illustrations scattered on each page, breaking up the text nicely and helping the reader visualize what is in the character’s mind. These drawings are typical of what a child his age might do in a journal of this type. Instead of using dates, which would quickly age the book, he just uses days of the week and special events, such as Halloween and Christmas. This will allow readers enjoy this work for years without the story feeling old or out of date.
The story itself is comical; stating ideas that I have thought about. For instance, he was talking about a red wool sweater that his mom gave to the “Giving Tree Guy” for Christmas. He stated, “I’m sure our Giving Tree guy will throw his sweater in the trash, along with the ten cans of yams we sent his way during the Thanksgiving Food Drive.” The voice that Kinney uses is typical of that of a young adolescent trying to make sense of things around him.
4. REVIEW EXCERPT(S)
PUBLISHERS WEEKLY starred review: “Kinney's popular Web comic, which began in 2004, makes its way to print as a laugh-out-loud "novel in cartoons.”
SCHOOL LIBRARY JOURNAL: “Kinney does a masterful job of making the mundane life of boys on the brink of adolescence hilarious.”
5. CONNECTIONS
*Children may want to keep a journal of their own for a specific period of time.
*Booktalk about the children’s favorite part or adventure that Greg finds himself in.
*Follow the continuing adventures of Greg and his friends and family in later versions of DIARY OF A WIMPY KID
*Look for these other related stories
Griffiths, Andy. DAY MY BUTT WENT PSYCHO. ISBN 0439424690
Benton, Jim. LETS PRETEND THIS NEVER HAPPENED (DEAR DUMB DIARY). ISBN 0439629047
Trueit, Trudi. NO GIRLS ALLOWED (DOGS OK) (SECRETS OF A LAB RAT). ISBN 1416961119
Kinney, Jeff. 2007. DIARY OF A WIMPY KID. New York, NY: Amulet Books. ISBN 9780810993136.
2. PLOT SUMMARY
Jeff Kinney brings us an intriguing look into the mind of a middle school student named Greg Heffley. Greg never wanted a diary and he only writes in it to pass the time. He jots down his thoughts and ideas as he tries to make sense of his environment and life. We experience his adventures throughout his first year in middle school, which can sometimes be funny, scary, and life changing. He writes about things that have crossed all our minds, but dismiss for various reasons. This compelling and comical book tells the truth about growing up in middle school.
3. CRITICAL ANALYSIS
Adolescents and adults alike can enjoy this book for its humor and candid view on life. Written in a journal format, Kinney masterfully involves the reader in a journey of a teenage mind. The typefont used looks like easy to read handwriting. He includes small illustrations scattered on each page, breaking up the text nicely and helping the reader visualize what is in the character’s mind. These drawings are typical of what a child his age might do in a journal of this type. Instead of using dates, which would quickly age the book, he just uses days of the week and special events, such as Halloween and Christmas. This will allow readers enjoy this work for years without the story feeling old or out of date.
The story itself is comical; stating ideas that I have thought about. For instance, he was talking about a red wool sweater that his mom gave to the “Giving Tree Guy” for Christmas. He stated, “I’m sure our Giving Tree guy will throw his sweater in the trash, along with the ten cans of yams we sent his way during the Thanksgiving Food Drive.” The voice that Kinney uses is typical of that of a young adolescent trying to make sense of things around him.
4. REVIEW EXCERPT(S)
PUBLISHERS WEEKLY starred review: “Kinney's popular Web comic, which began in 2004, makes its way to print as a laugh-out-loud "novel in cartoons.”
SCHOOL LIBRARY JOURNAL: “Kinney does a masterful job of making the mundane life of boys on the brink of adolescence hilarious.”
5. CONNECTIONS
*Children may want to keep a journal of their own for a specific period of time.
*Booktalk about the children’s favorite part or adventure that Greg finds himself in.
*Follow the continuing adventures of Greg and his friends and family in later versions of DIARY OF A WIMPY KID
*Look for these other related stories
Griffiths, Andy. DAY MY BUTT WENT PSYCHO. ISBN 0439424690
Benton, Jim. LETS PRETEND THIS NEVER HAPPENED (DEAR DUMB DIARY). ISBN 0439629047
Trueit, Trudi. NO GIRLS ALLOWED (DOGS OK) (SECRETS OF A LAB RAT). ISBN 1416961119
Wednesday, April 14, 2010
ISLAND OF THE BLUE DOLPHINS by Scott O'Dell
1. BIBLIOGRAPHY
O’Dell, Scott. 1960. ISLAND OF THE BLUE DOLPHINS. Boston, MA: Houghton Mifflin Company. ISBN 0395536804
2. PLOT SUMMARY
On the Island of the Blue Dolphins, a small village called Ghalas-at was located and populated by natives, one of which was Karana. Karana’s father was the Chief Chowig, until a fleet of Russian otter-hunters came and killed many of the village men. The new Chief Kimki decides to secure the villagers with a new home in a country that he visited as a boy. He leaves and is gone a long time before a boat was sent to rescue the islanders. Karana, not finding her brother on the boat, jumps off and swims to shore. The boat sails on, leaving the two siblings behind.
Eventually, Ramo, Karana’s brother becomes brave and leaves by himself to fetch a canoe on the other side of the island. He never makes it to his destination. Karana vows revenge against the dog pack that killed her brother, nearly succeeding. When she finds the leader of the dog pack wounded by her spear, instead of killing him, she nurses him back to health and names him Rontu.
Karana and Rontu live for many years on the island together. Eventually, the Aleut, who killed her father and many of the other men on the island, returned. She befriended one of the Aleut women, which made her realize how lonely she had been. Soon, a ship came to rescue Karana and she went with them to Santa Barbara, where she lived out the rest of her days.
3. CRITICAL ANALYSIS
Island of the Blue Dolphins is an Island off the coast of California called San Nicolas Island. The story is told in third person with Karana being the protagonist. The reader gets the opportunity to watch Karana grow and mature from being a young girl to a self-reliant woman during her 18 year stay on the island.
O’Dell’s characterization of Karana was amazing. He was showing her strengths as well has her vulnerabilities. We see her strength and pride in her home and her desire for human companionship. We understand her fears and cherish her accomplishments.
The language O’Dell uses is fairly easy to read and includes an interesting dialect, most likely used on San Nicolas Island. The novel includes several beautiful full-color illustrations by Ted Lewin depicting various scenes from the book.
This story is a true testament to pride, maturity, survival, and self-identity.
4. AWARDS WON AND REVIEW EXCERPT(S)
Newbery Metal Award
AMAZON.COM: “A gripping story of battling wild dogs and sea elephants, this simply told, suspenseful tale of survival is also an uplifting adventure of the spirit.”
SCHOOL LIBRARY JOURNAL Starred Review: “A haunting and unusual story based on the fact that in the early 1800s an Indian girl spent eighteen years alone on a rocky island far off the coast of California . . . A quiet acceptance of fate characterizes her ordeal.”
5. CONNECTIONS
*Students may research San Nicholas Island and the story that this book was based on.
*Students may discuss how they would react to being on an island by themselves. How would they feel, what would they do, etc.
*Look for these other works of interest:
O’Dell, Scott. THE BLACK PEARL. ISBN 0440411467
Konigsburg, E.L. FROM THE MIXED-UP FILES OF MRS. BASIL E FRANKWEILER. ISBN 1416949755
O’Brien, Robert C., MRS. FRISBY AND THE RATS OF NIMH. ISBN 0689710682
O’Dell, Scott. 1960. ISLAND OF THE BLUE DOLPHINS. Boston, MA: Houghton Mifflin Company. ISBN 0395536804
2. PLOT SUMMARY
On the Island of the Blue Dolphins, a small village called Ghalas-at was located and populated by natives, one of which was Karana. Karana’s father was the Chief Chowig, until a fleet of Russian otter-hunters came and killed many of the village men. The new Chief Kimki decides to secure the villagers with a new home in a country that he visited as a boy. He leaves and is gone a long time before a boat was sent to rescue the islanders. Karana, not finding her brother on the boat, jumps off and swims to shore. The boat sails on, leaving the two siblings behind.
Eventually, Ramo, Karana’s brother becomes brave and leaves by himself to fetch a canoe on the other side of the island. He never makes it to his destination. Karana vows revenge against the dog pack that killed her brother, nearly succeeding. When she finds the leader of the dog pack wounded by her spear, instead of killing him, she nurses him back to health and names him Rontu.
Karana and Rontu live for many years on the island together. Eventually, the Aleut, who killed her father and many of the other men on the island, returned. She befriended one of the Aleut women, which made her realize how lonely she had been. Soon, a ship came to rescue Karana and she went with them to Santa Barbara, where she lived out the rest of her days.
3. CRITICAL ANALYSIS
Island of the Blue Dolphins is an Island off the coast of California called San Nicolas Island. The story is told in third person with Karana being the protagonist. The reader gets the opportunity to watch Karana grow and mature from being a young girl to a self-reliant woman during her 18 year stay on the island.
O’Dell’s characterization of Karana was amazing. He was showing her strengths as well has her vulnerabilities. We see her strength and pride in her home and her desire for human companionship. We understand her fears and cherish her accomplishments.
The language O’Dell uses is fairly easy to read and includes an interesting dialect, most likely used on San Nicolas Island. The novel includes several beautiful full-color illustrations by Ted Lewin depicting various scenes from the book.
This story is a true testament to pride, maturity, survival, and self-identity.
4. AWARDS WON AND REVIEW EXCERPT(S)
Newbery Metal Award
AMAZON.COM: “A gripping story of battling wild dogs and sea elephants, this simply told, suspenseful tale of survival is also an uplifting adventure of the spirit.”
SCHOOL LIBRARY JOURNAL Starred Review: “A haunting and unusual story based on the fact that in the early 1800s an Indian girl spent eighteen years alone on a rocky island far off the coast of California . . . A quiet acceptance of fate characterizes her ordeal.”
5. CONNECTIONS
*Students may research San Nicholas Island and the story that this book was based on.
*Students may discuss how they would react to being on an island by themselves. How would they feel, what would they do, etc.
*Look for these other works of interest:
O’Dell, Scott. THE BLACK PEARL. ISBN 0440411467
Konigsburg, E.L. FROM THE MIXED-UP FILES OF MRS. BASIL E FRANKWEILER. ISBN 1416949755
O’Brien, Robert C., MRS. FRISBY AND THE RATS OF NIMH. ISBN 0689710682
WHEN MY NAME WAS KEOKO by Linda Sue Park
1. BIBLIOGRAPHY
Park, Linda Sue. 2002. WHEN MY NAME WAS KEOKO. New York, NY: Clarion. ISBN 0618133356
2. PLOT SUMMARY
Kim Sun-hee and Kim Tae-yul were siblings growing up in Japanese-occupied Korea during World War II. Sun-hee was an intellectual girl who did well in school and was top of her class in kanji, the Japanese art of writing. Tae-yul was her older brother who would much rather work on something mechanical than study. They each have a unique view on their fading Korean culture.
The Japanese takeover came with many rules, and added more as needed. The flag, language, and daily culture were all required to be Japanese. The Korean citizens were even required to change their names to Japanese names, an act that the Kims reluctantly obliged. All Rose of Sharon trees were to be pulled up and burned, and replaced with Cherry trees. Any hint of Korean culture was stripped from every household.
Sun-hee was not very resistant of the changes, preferring some of the Japanese customs over her Korean ones. Tae-yul wanted his family to be proud of him. He joined the Kamikazes to help support his family. He often sent coded messages to his sister for her to decipher. The last message he wrote his family told them about his final mission and that he would not be returning home. Devastated, they accepted his sacrifice. He, later, was able to return home, unharmed.
3. CRITICAL ANALYSIS
When My Name was Keoko tells the story of Korea during World War II. Park uses the voices of two siblings, Sun-hee and Tae-yul to describe the daily life in Japan-occupied Korea. Each sibling takes turns telling a section of their story. We see each event through both sets of eyes. Through the interwoven telling of these two siblings, we see the true pride in Korean culture from two unique views.
The language is fairly easy to follow and Park takes time in pointing out the meanings of Japanese and Korean words. Hints of culture are on every line, describing everything from food to expected gender roles. Park even includes many comparisons of the Japanese and Korean cultures.
4. REVIEW EXCERPT(S)
PUBLISHERS WEEKLY: “Readers will come away with an appreciation of this period of history and likely a greater interest in learning more about it.”
AMAZON.COM REVIEW: “This well-researched historical novel is accompanied by a thoughtful author's note that explains what happened to Korea and families like the Kims after WWII and a bibliography to entice interested young readers into learning more about a topic largely unknown to American audiences.”
5. CONNECTIONS
*Students could be lead in discussion about World War II, Japanese culture and Korean culture
*Students could compare and contrast the two predominant cultures in this book
*Look for these other books of interest
Choi, Sook Nyul. YEAR OF IMPOSSIBLE GOODBYES. ISBN 0440407591
Park, Linda Sue. A SINGLE SHARD. ISBN 0440418518
Jiang, Ji-li. RED SCARF GIRL: MEMOIR OF THE CULTURAL REVOLUTION. ISBN 0061667714
Park, Linda Sue. 2002. WHEN MY NAME WAS KEOKO. New York, NY: Clarion. ISBN 0618133356
2. PLOT SUMMARY
Kim Sun-hee and Kim Tae-yul were siblings growing up in Japanese-occupied Korea during World War II. Sun-hee was an intellectual girl who did well in school and was top of her class in kanji, the Japanese art of writing. Tae-yul was her older brother who would much rather work on something mechanical than study. They each have a unique view on their fading Korean culture.
The Japanese takeover came with many rules, and added more as needed. The flag, language, and daily culture were all required to be Japanese. The Korean citizens were even required to change their names to Japanese names, an act that the Kims reluctantly obliged. All Rose of Sharon trees were to be pulled up and burned, and replaced with Cherry trees. Any hint of Korean culture was stripped from every household.
Sun-hee was not very resistant of the changes, preferring some of the Japanese customs over her Korean ones. Tae-yul wanted his family to be proud of him. He joined the Kamikazes to help support his family. He often sent coded messages to his sister for her to decipher. The last message he wrote his family told them about his final mission and that he would not be returning home. Devastated, they accepted his sacrifice. He, later, was able to return home, unharmed.
3. CRITICAL ANALYSIS
When My Name was Keoko tells the story of Korea during World War II. Park uses the voices of two siblings, Sun-hee and Tae-yul to describe the daily life in Japan-occupied Korea. Each sibling takes turns telling a section of their story. We see each event through both sets of eyes. Through the interwoven telling of these two siblings, we see the true pride in Korean culture from two unique views.
The language is fairly easy to follow and Park takes time in pointing out the meanings of Japanese and Korean words. Hints of culture are on every line, describing everything from food to expected gender roles. Park even includes many comparisons of the Japanese and Korean cultures.
4. REVIEW EXCERPT(S)
PUBLISHERS WEEKLY: “Readers will come away with an appreciation of this period of history and likely a greater interest in learning more about it.”
AMAZON.COM REVIEW: “This well-researched historical novel is accompanied by a thoughtful author's note that explains what happened to Korea and families like the Kims after WWII and a bibliography to entice interested young readers into learning more about a topic largely unknown to American audiences.”
5. CONNECTIONS
*Students could be lead in discussion about World War II, Japanese culture and Korean culture
*Students could compare and contrast the two predominant cultures in this book
*Look for these other books of interest
Choi, Sook Nyul. YEAR OF IMPOSSIBLE GOODBYES. ISBN 0440407591
Park, Linda Sue. A SINGLE SHARD. ISBN 0440418518
Jiang, Ji-li. RED SCARF GIRL: MEMOIR OF THE CULTURAL REVOLUTION. ISBN 0061667714
THE GREEN GLASS SEA by Ellen Kages
1. BIBLIOGRAPHY
Klages, Ellen. 2006. THE GREEN GLASS SEA. New York, NY: Viking. ISBN 0670061344
2. PLOT SUMMARY
Klages writes an intriguing novel about two girls lives that intertwine during World War II. Dewey Kerrigan is the daughter of a scientist working on a special ‘gadget’ that will help the United States end the war for good. She is very interested in building gadgets of her own and spends her days at the junkyard finding parts, making her a social outcast with her peers, especially Suze. Suze Gordon constantly seeks the approval of her friends, who see her as desperate for attention. Suddenly, Suze finds herself sharing her room with the dreaded ‘Screwy Dewey’. After a few growing pains, the two misfits become friends.
Los Alamos is a strange place to grow up. Everything is a secret. They had no telephones and all of their outgoing mail is read by strangers. The children have little idea what their parents do and they are not allowed to ask too many questions.
Everyone, including Dewey and Suze or their parents who have been working on this project for years, are not prepared for the effects of the ‘gadget’. Though many signed on for this project with optimistic ideals, they are forced to rely on their patriotism when ethics get in the way.
3. CRITICAL ANALYSIS
This story is mostly told through the eyes of Dewey and Suze, two outcast girls living in a secret base in New Mexico during World War II. Klages uses natural language to express the thoughts and expressions of these prepubescent girls as they try to make sense of their lives in this strange community. Children often have questions about what is going on around them and Klages gave these girls a voice when they were not allowed to verbalize their thoughts. “If the government really wanted them to be happy, why did they read her mail? Why did they have barbed-wire fences and guards, sirens and passes?”
The characters she uses are real and relatable. Dewey is a young girl who loves science and gadgets. She stays in her own world and has very little in common with her peers. Suze is the girl that always wants attention and falls short when attempting to impress the other kids at school.
The setting is Los Alamos, a secret city in the hills of New Mexico that only allows access with special passes. It is a military base where scientists from all over the country are working side by side on a special ‘gadget’ that will help stop the war. Klages did an amazing job with her research to find out what life must have been like during this operation. Due to her detailed account of daily life, the reader gets pulled into the details and mystery of what is going on in Los Alamos.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL: “Many readers will know as little about the true nature of the project as the girls do, so the gradual revelation of facts is especially effective, while those who already know about Los Alamos's historical significance will experience the story in a different, but equally powerful, way”
BOOKLIST: “The characters are exceptionally well drawn, and the compelling, unusual setting makes a great tie-in for history classes.”
5. CONNECTIONS
*This is a book could lead to class discussions about the ethical concerns of the Atomic Bomb, World War II, or the many historical events that surround this time period.
*Students may compare and contrast their life to the lives of Dewey or Suze
* Other books of interest may include:
Zindel, Paul. THE GADGET. ISBN 0440229510
Davies, Jacqueline. WHERE THE GROUND MEETS THE SKY. ISBN 0761451870
Taylor, Theodore. THE BOMB. ISBN 0152061657
Klages, Ellen. 2006. THE GREEN GLASS SEA. New York, NY: Viking. ISBN 0670061344
2. PLOT SUMMARY
Klages writes an intriguing novel about two girls lives that intertwine during World War II. Dewey Kerrigan is the daughter of a scientist working on a special ‘gadget’ that will help the United States end the war for good. She is very interested in building gadgets of her own and spends her days at the junkyard finding parts, making her a social outcast with her peers, especially Suze. Suze Gordon constantly seeks the approval of her friends, who see her as desperate for attention. Suddenly, Suze finds herself sharing her room with the dreaded ‘Screwy Dewey’. After a few growing pains, the two misfits become friends.
Los Alamos is a strange place to grow up. Everything is a secret. They had no telephones and all of their outgoing mail is read by strangers. The children have little idea what their parents do and they are not allowed to ask too many questions.
Everyone, including Dewey and Suze or their parents who have been working on this project for years, are not prepared for the effects of the ‘gadget’. Though many signed on for this project with optimistic ideals, they are forced to rely on their patriotism when ethics get in the way.
3. CRITICAL ANALYSIS
This story is mostly told through the eyes of Dewey and Suze, two outcast girls living in a secret base in New Mexico during World War II. Klages uses natural language to express the thoughts and expressions of these prepubescent girls as they try to make sense of their lives in this strange community. Children often have questions about what is going on around them and Klages gave these girls a voice when they were not allowed to verbalize their thoughts. “If the government really wanted them to be happy, why did they read her mail? Why did they have barbed-wire fences and guards, sirens and passes?”
The characters she uses are real and relatable. Dewey is a young girl who loves science and gadgets. She stays in her own world and has very little in common with her peers. Suze is the girl that always wants attention and falls short when attempting to impress the other kids at school.
The setting is Los Alamos, a secret city in the hills of New Mexico that only allows access with special passes. It is a military base where scientists from all over the country are working side by side on a special ‘gadget’ that will help stop the war. Klages did an amazing job with her research to find out what life must have been like during this operation. Due to her detailed account of daily life, the reader gets pulled into the details and mystery of what is going on in Los Alamos.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL: “Many readers will know as little about the true nature of the project as the girls do, so the gradual revelation of facts is especially effective, while those who already know about Los Alamos's historical significance will experience the story in a different, but equally powerful, way”
BOOKLIST: “The characters are exceptionally well drawn, and the compelling, unusual setting makes a great tie-in for history classes.”
5. CONNECTIONS
*This is a book could lead to class discussions about the ethical concerns of the Atomic Bomb, World War II, or the many historical events that surround this time period.
*Students may compare and contrast their life to the lives of Dewey or Suze
* Other books of interest may include:
Zindel, Paul. THE GADGET. ISBN 0440229510
Davies, Jacqueline. WHERE THE GROUND MEETS THE SKY. ISBN 0761451870
Taylor, Theodore. THE BOMB. ISBN 0152061657
Wednesday, March 24, 2010
STRANGE MYSTERIES FROM AROUND THE WORLD by Seymour Simon
1. BIBLIOGRAPHY
Simon, Seymour. 1997. STRANGE MYSTERIES FROM AROUND THE WORLD. New York, NY: Morrow Junior Books. ISBN 0688146368
2.PLOT SUMMARY
Are there logical explanations for some of the world’s most puzzling mysteries? Are people really able to walk on coals, see UFO’s or spot ghost ships? These and other mysterious questions are discussed by Seymour Simon in his book, Strange Mysteries from Around the World.
There are nine mysteries that Simon covers in depth, including when it rained frogs and fish, a crystal skull, and strange booms and bangs heard around the world. He discusses the origins, theories, and research put into solving each case. All nine mysteries remain unsolved by the printing of this book, leaving readers to make their best guess as to what to believe.
3.CRITICAL ANALYSIS
This book is divided into nine chapters, each covering a mystery from around the world. Each chapter contains lots of background information, research and findings, but no solution. One of the most compelling stories is when it rained frogs and fish. Many occurrences of this happened around the world with no explanation found to date. Some think that tornados are responsible. Simon refutes that theory with the fact that fish are of the same size and no other debris was captured. In the end, each of these mysteries remain unsolved, leaving the reader intrigued to conduct their own research on the matter.
The book itself is mostly text, but actual photographs or artwork are scattered throughout each mystery as a testament to its legitimacy. Reading the text and studying the images encourage the reader to become involved with solving the mystery at hand. It is an exciting book and shows that science still does not have all the answers.
4.REVIEW EXCERPT(S)
BOOKLIST REVIEW: “It's just right for kids who like true-life mysteries.”
SCHOOL LIBRARY JOURNAL REVIEW: “Simon's enticingly simple and clear descriptions make the subjects accessible with no unsubstantiated speculations”
5.CONNECTIONS
*Have students write about something they have always wondered about. They can research their topic and collect them for a class book.
*Other books about strange occurences
Smith, Miranda. WONDERS OF THE WORLD. ISBN 0753459795
Eliot, Simon. EVERYTHING YOU NEED TO KNOW ABOUT THE WORLD. ISBN 0312359659
New Scientist. WHY DON’T PENGUINS’ FEET FREEZE?: AND 114 OTHER QUESTIONS. ISBN 1416541462
Simon, Seymour. 1997. STRANGE MYSTERIES FROM AROUND THE WORLD. New York, NY: Morrow Junior Books. ISBN 0688146368
2.PLOT SUMMARY
Are there logical explanations for some of the world’s most puzzling mysteries? Are people really able to walk on coals, see UFO’s or spot ghost ships? These and other mysterious questions are discussed by Seymour Simon in his book, Strange Mysteries from Around the World.
There are nine mysteries that Simon covers in depth, including when it rained frogs and fish, a crystal skull, and strange booms and bangs heard around the world. He discusses the origins, theories, and research put into solving each case. All nine mysteries remain unsolved by the printing of this book, leaving readers to make their best guess as to what to believe.
3.CRITICAL ANALYSIS
This book is divided into nine chapters, each covering a mystery from around the world. Each chapter contains lots of background information, research and findings, but no solution. One of the most compelling stories is when it rained frogs and fish. Many occurrences of this happened around the world with no explanation found to date. Some think that tornados are responsible. Simon refutes that theory with the fact that fish are of the same size and no other debris was captured. In the end, each of these mysteries remain unsolved, leaving the reader intrigued to conduct their own research on the matter.
The book itself is mostly text, but actual photographs or artwork are scattered throughout each mystery as a testament to its legitimacy. Reading the text and studying the images encourage the reader to become involved with solving the mystery at hand. It is an exciting book and shows that science still does not have all the answers.
4.REVIEW EXCERPT(S)
BOOKLIST REVIEW: “It's just right for kids who like true-life mysteries.”
SCHOOL LIBRARY JOURNAL REVIEW: “Simon's enticingly simple and clear descriptions make the subjects accessible with no unsubstantiated speculations”
5.CONNECTIONS
*Have students write about something they have always wondered about. They can research their topic and collect them for a class book.
*Other books about strange occurences
Smith, Miranda. WONDERS OF THE WORLD. ISBN 0753459795
Eliot, Simon. EVERYTHING YOU NEED TO KNOW ABOUT THE WORLD. ISBN 0312359659
New Scientist. WHY DON’T PENGUINS’ FEET FREEZE?: AND 114 OTHER QUESTIONS. ISBN 1416541462
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