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
HITLER YOUTH: GROWING UP IN HITLER’S SHADOW by Susan Campbell Bartoletti
1.BIBLIOGRAPHY
Bartoletti, Susan Campbell. 2005. HITLER YOUTH: GROWING UP IN HITLER’S SHADOW. New York, NY: Scholastic, Inc. ISBN 0439353793
2.PLOT SUMMARY
Hitler’s rise to power is an intriguing time in history, and is worth further investigation. In this documentary, we hear from a variety of voices that were merely youth in Germany in the 1930’s and 40’s. We hear the compelling tales of children enticed into patriotism and loyalty, then subjugated to mental conditioning that eventually tore families apart and lead to the killings of many Jews and governmental enemies. This book gives us first-hand accounts from the youngest supporters and protesters of Hitler’s Reich.
3.CRITICAL ANALYSIS
This book contains a great deal of firsthand accounts of the Hitler Youth and their family or friends. We learn how Hitler rose to power and utilized the youth in his plans. On nearly each page, we see pictures with descriptions of what the picture contains. The book is organized in several chapters. The previous chapter leads into the next. The events are not always in chronological order, but the book leads the reader on a journey from 1926 with the establishment of the Hitler Youth through the end of World War II.
4.HONORS & REVIEW EXCERPT(S)
NEWBERRY HONOR BOOK
THE ROBERT F. SIBERT HONOR BOOK
SCHOOL LIBRARY JOURNAL Starred Review: “this excellent history shows how he attempted to carry out his mission with the establishment of the Hitler Youth”
BOOKLIST Starred Review: “[This book] will draw in readers and help spark deep discussion, which will extend beyond the Holocaust curriculum”
5.CONNECTIONS
*Invite students to reflect on one of the youth members. Would he/she do the same things? What would he/she do differently if given the choice?
*Other books about Nazi youth and citizens
Bartoletti, Susan Campbell. BOY WHO DARED. ISBN 0439680131
Heck, Alfons. A CHILD OF HITLER: GERMANY IN THE DAYS WHEN GOD WORE A SWASTIKA. ISBN 0939650444
Hunt, Irmgard A. ON HITLERS MOUNTAIN: OVERCOMING THE LEGACY OF A NAZI CHILDHOOD. ISBN 0060532181
Bartoletti, Susan Campbell. 2005. HITLER YOUTH: GROWING UP IN HITLER’S SHADOW. New York, NY: Scholastic, Inc. ISBN 0439353793
2.PLOT SUMMARY
Hitler’s rise to power is an intriguing time in history, and is worth further investigation. In this documentary, we hear from a variety of voices that were merely youth in Germany in the 1930’s and 40’s. We hear the compelling tales of children enticed into patriotism and loyalty, then subjugated to mental conditioning that eventually tore families apart and lead to the killings of many Jews and governmental enemies. This book gives us first-hand accounts from the youngest supporters and protesters of Hitler’s Reich.
3.CRITICAL ANALYSIS
This book contains a great deal of firsthand accounts of the Hitler Youth and their family or friends. We learn how Hitler rose to power and utilized the youth in his plans. On nearly each page, we see pictures with descriptions of what the picture contains. The book is organized in several chapters. The previous chapter leads into the next. The events are not always in chronological order, but the book leads the reader on a journey from 1926 with the establishment of the Hitler Youth through the end of World War II.
4.HONORS & REVIEW EXCERPT(S)
NEWBERRY HONOR BOOK
THE ROBERT F. SIBERT HONOR BOOK
SCHOOL LIBRARY JOURNAL Starred Review: “this excellent history shows how he attempted to carry out his mission with the establishment of the Hitler Youth”
BOOKLIST Starred Review: “[This book] will draw in readers and help spark deep discussion, which will extend beyond the Holocaust curriculum”
5.CONNECTIONS
*Invite students to reflect on one of the youth members. Would he/she do the same things? What would he/she do differently if given the choice?
*Other books about Nazi youth and citizens
Bartoletti, Susan Campbell. BOY WHO DARED. ISBN 0439680131
Heck, Alfons. A CHILD OF HITLER: GERMANY IN THE DAYS WHEN GOD WORE A SWASTIKA. ISBN 0939650444
Hunt, Irmgard A. ON HITLERS MOUNTAIN: OVERCOMING THE LEGACY OF A NAZI CHILDHOOD. ISBN 0060532181
THE BOY ON FAIRFIELD STREET: HOW TED GEISEL GREW UP TO BECOME DR. SEUSS by Kathleen Krull
1. BIBLIOGRAPHY
Krull, Kathleen. 2004. THE BOY ON FAIRFIELD STREET: HOW TED GEISEL GREW UP TO BECOME DR. SEUSS. New York, NY: Random House. ISBN 0375922989
2. PLOT SUMMARY
Great writers and illustrators are not simply born that way. For many, it takes many years of hard work, determination and soul searching to become successful. This was the life experienced by Ted Geisel, also known as Dr. Seuss. He grew up being enchanted by the animals at his father’s zoo, the nature in Forest Park, and happenings of his neighbors and friends. Like many, Geisel was being pushed towards a practical career while his artwork and wordplay were seen as foolish. Upon the encouragement of a classmate that he later married, Geisel dropped out of his graduate program in Oxford to pursue his passion. He became a success, albeit not overnight, and only with long hours and hard work. Though he passed away in 1991, all of his work is still in print.
3. CRITICAL ANALYSIS
The structure of this book is very unique. It starts out with a factual narrative of Ted Geisel’s life. Text is on the left page and a full-page illustration is on the right. The colors used in the illustrations done by Steve Johnson and Lou Fancher are reminiscent of aged photographs. They are soft, yet full of warm tones, giving the reader a sense of comfort and warmth. The text is large and one of Geisel’s characters appears at the bottom.
The second half of the book is an informative biography. Here we only see Geisel’s illustrations lining the pages of smaller text. At the end, a picture of Geisel appears. The information in this section reads less like a narrative, but is still interesting for readers that are a little older.
This book is very readable and encourages students to strive for their dreams. Children can relate to the plight of Ted Geisel and could see themselves in his actions and beliefs. It does not make the real world seem like a fantasy where success magically falls in the laps of those who want it. Instead, it exemplifies that his success was due to his hard work and dedication.
4. REVIEW EXCERPT(S)
BOOKLIST REVIEW: “Krull's pithy text is extended by full-page paintings that glow with the memory of yesteryear and capture the mix of humor and poignancy that comes with trying to fit in.”
5. CONNECTIONS
*Invite children to write what they like doing most and what dreams they have for their future.
*Other biographies on Dr. Seuss.
Kudlinski, Kathleen. DR SEUSS: YOUNG AUTHOR AND ARTIST (CHILDHOOD OF FAMOUS AMERICANS). ISBN 0689873476
Cohen, Charles D. THE SEUSS, THE WHOLE SEUSS AND NOTHING BUT THE SEUSS: A VISUAL. ISBN 0375822488
Nel, Philip. THE ANNOTATED CAT: UNDER THE HAT OF SEUSS AND HIS CATS. ISBN 0375833692
Krull, Kathleen. 2004. THE BOY ON FAIRFIELD STREET: HOW TED GEISEL GREW UP TO BECOME DR. SEUSS. New York, NY: Random House. ISBN 0375922989
2. PLOT SUMMARY
Great writers and illustrators are not simply born that way. For many, it takes many years of hard work, determination and soul searching to become successful. This was the life experienced by Ted Geisel, also known as Dr. Seuss. He grew up being enchanted by the animals at his father’s zoo, the nature in Forest Park, and happenings of his neighbors and friends. Like many, Geisel was being pushed towards a practical career while his artwork and wordplay were seen as foolish. Upon the encouragement of a classmate that he later married, Geisel dropped out of his graduate program in Oxford to pursue his passion. He became a success, albeit not overnight, and only with long hours and hard work. Though he passed away in 1991, all of his work is still in print.
3. CRITICAL ANALYSIS
The structure of this book is very unique. It starts out with a factual narrative of Ted Geisel’s life. Text is on the left page and a full-page illustration is on the right. The colors used in the illustrations done by Steve Johnson and Lou Fancher are reminiscent of aged photographs. They are soft, yet full of warm tones, giving the reader a sense of comfort and warmth. The text is large and one of Geisel’s characters appears at the bottom.
The second half of the book is an informative biography. Here we only see Geisel’s illustrations lining the pages of smaller text. At the end, a picture of Geisel appears. The information in this section reads less like a narrative, but is still interesting for readers that are a little older.
This book is very readable and encourages students to strive for their dreams. Children can relate to the plight of Ted Geisel and could see themselves in his actions and beliefs. It does not make the real world seem like a fantasy where success magically falls in the laps of those who want it. Instead, it exemplifies that his success was due to his hard work and dedication.
4. REVIEW EXCERPT(S)
BOOKLIST REVIEW: “Krull's pithy text is extended by full-page paintings that glow with the memory of yesteryear and capture the mix of humor and poignancy that comes with trying to fit in.”
5. CONNECTIONS
*Invite children to write what they like doing most and what dreams they have for their future.
*Other biographies on Dr. Seuss.
Kudlinski, Kathleen. DR SEUSS: YOUNG AUTHOR AND ARTIST (CHILDHOOD OF FAMOUS AMERICANS). ISBN 0689873476
Cohen, Charles D. THE SEUSS, THE WHOLE SEUSS AND NOTHING BUT THE SEUSS: A VISUAL. ISBN 0375822488
Nel, Philip. THE ANNOTATED CAT: UNDER THE HAT OF SEUSS AND HIS CATS. ISBN 0375833692
Wednesday, March 10, 2010
DIAMOND WILLOW by Helen Frost
1. BIBLIOGRAPHY
Frost, Helen. 2008. DIAMOND WILLOW. NewYork: Farrar, Straus and Giroux. ISBN 0374317763
2. PLOT SUMMARY
No one truly understands Willow except her two best friends, Kelsey and her dog Roxy. Willow is not “sparkling” or outgoing; she is as plain as the Diamond Willow stick that is her namesake. This verse novel follows her on a journey of self-discovery. She is twelve and wants to take the sled dogs to her grandparents’ house by herself. The trip ended in disaster when an accident strikes and Roxy ends up blind. Attempting to save her dog’s life from inevitable euthanasia, she flees with Kelsey and a team of dogs to beg her grandparents to take care of Roxy. After a fretful night of snowstorms and survival, Willow discovers what she is made of, and a few secrets that she never knew.
3. CRITICAL ANALYSIS
This verse novel was intriguing, leading the reader through Willow’s journey of self -discovery through both direct storytelling and an implied meaning. Each verse that Willow narrates takes the form of a diamond. Several words in each verse are set in a bold type, relaying the implied meaning of each verse. For example, one verse describes how Willow saw herself at the beginning of the story “In/the/middle/of my family/in the middle of/a middle-size town/in the middle of Alaska,/you will find middle-size,/middle-kid, me.” Of that, the words “find” and “me” are bolded, telling the reader that Willow wants to be noticed.
Deceased ancestors took the form of wildlife who attempted to guide Willow on her journey of self-discovery. For example, Willow’s great-great-great grandmother Jean was in the form of a Spruce Hen that looked after Willow and did her best to guide her in the right direction. Whenever these ancestors were narrating the story, the form strayed from the diamond verses to and opted more for traditional paragraphs. Reading through the various points-of-view gave depth to the story.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “This complex and elegant novel will resonate with readers who savor powerful drama and multifaceted characters.”
BOOKLIST review: “this story in easy-to-read verse blends exciting survival adventure with a contemporary girl’s discovery of family roots and secrets.”
5. CONNECTIONS
*Invite students to write a verse about who they are, their likes and dislikes, or their family
*Other engaging books
Law, Ingrid. SAVVY. ISBN 0803733062
Gaiman, Neil. THE GRAVEYARD BOOK. ISBN 0060530928
Frost, Helen. 2008. DIAMOND WILLOW. NewYork: Farrar, Straus and Giroux. ISBN 0374317763
2. PLOT SUMMARY
No one truly understands Willow except her two best friends, Kelsey and her dog Roxy. Willow is not “sparkling” or outgoing; she is as plain as the Diamond Willow stick that is her namesake. This verse novel follows her on a journey of self-discovery. She is twelve and wants to take the sled dogs to her grandparents’ house by herself. The trip ended in disaster when an accident strikes and Roxy ends up blind. Attempting to save her dog’s life from inevitable euthanasia, she flees with Kelsey and a team of dogs to beg her grandparents to take care of Roxy. After a fretful night of snowstorms and survival, Willow discovers what she is made of, and a few secrets that she never knew.
3. CRITICAL ANALYSIS
This verse novel was intriguing, leading the reader through Willow’s journey of self -discovery through both direct storytelling and an implied meaning. Each verse that Willow narrates takes the form of a diamond. Several words in each verse are set in a bold type, relaying the implied meaning of each verse. For example, one verse describes how Willow saw herself at the beginning of the story “In/the/middle/of my family/in the middle of/a middle-size town/in the middle of Alaska,/you will find middle-size,/middle-kid, me.” Of that, the words “find” and “me” are bolded, telling the reader that Willow wants to be noticed.
Deceased ancestors took the form of wildlife who attempted to guide Willow on her journey of self-discovery. For example, Willow’s great-great-great grandmother Jean was in the form of a Spruce Hen that looked after Willow and did her best to guide her in the right direction. Whenever these ancestors were narrating the story, the form strayed from the diamond verses to and opted more for traditional paragraphs. Reading through the various points-of-view gave depth to the story.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “This complex and elegant novel will resonate with readers who savor powerful drama and multifaceted characters.”
BOOKLIST review: “this story in easy-to-read verse blends exciting survival adventure with a contemporary girl’s discovery of family roots and secrets.”
5. CONNECTIONS
*Invite students to write a verse about who they are, their likes and dislikes, or their family
*Other engaging books
Law, Ingrid. SAVVY. ISBN 0803733062
Gaiman, Neil. THE GRAVEYARD BOOK. ISBN 0060530928
THIS IS JUST TO SAY by Joyce Sidman; Ill. by Pamela Zagarenski
1. BIBLIOGRAPHY
Sidman, Joyce. 2007. THIS IS JUST TO SAY. NewYork: Houghton Mifflin Company. ISBN 0618616802
2. PLOT SUMMARY
As a classroom assignment based on a poem penned by William Carlos Williams, Mrs. Merz has her sixth-grade students write an apology, in the form of a poem, to someone they have wronged. These poems were delivered to their recipients, and they were asked to write a response. Each poem in this collection was written as either an apology to another person, or was a response to an initial apology. Many of the responses include forgiveness, and some reveal secrets of their own.
3. CRITICAL ANALYSIS
This collection of poems show the variety of emotion felt by adolescents. Some of these poems of regret are lighthearted and comical, such as “Brownies – Oops!” by Maria where she describes a time that she stole some freshly baked brownies from her mom. Others are a little more serious, such as “It Was Quiet” by Tenzin. This heartfelt poem talks about the time when the child lost his best friend, his dog, Einstein.
The book’s set-up allows for multiple interactions with the poems. The first section includes the assigned apology poems the students wrote. The second section contains all of the responses to those poems. As the reader goes into the second section, they turn back to the corresponding poems and re-read them. Some of the responses include a proud parent who has never written a poem before (“I’m Telling You Now” by Jose’s dad) to a sister that is still mad about a scar left behind (“Roses Are Red” by Carrie). A very heartfelt letter by a father shows that poetry can even save lives (“My Poem” by Jewel).
The illustrations are in the form of skits and cut outs that children could have done themselves. Many use notebook paper, newspaper, or construction paper cutouts, doodles, and arrows and lines connecting words from the text to the illustration below.
4. REVIEW EXCERPT(S)
PUBLISHERS WEEKLY review: “…the poems contained in this often humorous and touching anthology were inspired by the title poem of apology, which was penned by William Carlos Williams.”
SCHOOL LIBRARY JOURNAL Starred review: “a surprising array of emotions, poetic forms, and subjects from dead pets and biting hamsters to angry siblings and betrayal of trust.”
5. CONNECTIONS
*Have children write their own poems of apology and deliver it to the recipient. Additionally, ask for a response in the same form.
*Other books of poetry
Worth, Valerie. ALL THE SMALL POEMS AND FOURTEEN MORE. ISBN 0374403457
Myers, Walter Dean. BROWN ANGELS: AN ALBUM OF PICTURES AND VERSE. ISBN 0064434559
Sidman, Joyce. 2007. THIS IS JUST TO SAY. NewYork: Houghton Mifflin Company. ISBN 0618616802
2. PLOT SUMMARY
As a classroom assignment based on a poem penned by William Carlos Williams, Mrs. Merz has her sixth-grade students write an apology, in the form of a poem, to someone they have wronged. These poems were delivered to their recipients, and they were asked to write a response. Each poem in this collection was written as either an apology to another person, or was a response to an initial apology. Many of the responses include forgiveness, and some reveal secrets of their own.
3. CRITICAL ANALYSIS
This collection of poems show the variety of emotion felt by adolescents. Some of these poems of regret are lighthearted and comical, such as “Brownies – Oops!” by Maria where she describes a time that she stole some freshly baked brownies from her mom. Others are a little more serious, such as “It Was Quiet” by Tenzin. This heartfelt poem talks about the time when the child lost his best friend, his dog, Einstein.
The book’s set-up allows for multiple interactions with the poems. The first section includes the assigned apology poems the students wrote. The second section contains all of the responses to those poems. As the reader goes into the second section, they turn back to the corresponding poems and re-read them. Some of the responses include a proud parent who has never written a poem before (“I’m Telling You Now” by Jose’s dad) to a sister that is still mad about a scar left behind (“Roses Are Red” by Carrie). A very heartfelt letter by a father shows that poetry can even save lives (“My Poem” by Jewel).
The illustrations are in the form of skits and cut outs that children could have done themselves. Many use notebook paper, newspaper, or construction paper cutouts, doodles, and arrows and lines connecting words from the text to the illustration below.
4. REVIEW EXCERPT(S)
PUBLISHERS WEEKLY review: “…the poems contained in this often humorous and touching anthology were inspired by the title poem of apology, which was penned by William Carlos Williams.”
SCHOOL LIBRARY JOURNAL Starred review: “a surprising array of emotions, poetic forms, and subjects from dead pets and biting hamsters to angry siblings and betrayal of trust.”
5. CONNECTIONS
*Have children write their own poems of apology and deliver it to the recipient. Additionally, ask for a response in the same form.
*Other books of poetry
Worth, Valerie. ALL THE SMALL POEMS AND FOURTEEN MORE. ISBN 0374403457
Myers, Walter Dean. BROWN ANGELS: AN ALBUM OF PICTURES AND VERSE. ISBN 0064434559
TOASTING MARSHMALLOWS by Kristine O’Connell George; Ill. By Kate Kiesler
1. BIBLIOGRAPHY
George, Kristine O’Connell. 2001. TOASTING MARSHMALLOWS: CAMPING POEMS. NewYork: Clarion. ISBN 061804597X
2. PLOT SUMMARY
In this collection of poetry, George takes her readers on a family camping trip. The quirky and fun poems, along with the various shapes the words are formed in, paint a picture of all the happenings experienced while camping. The reader experiences building a tent, fishing, enjoying nature, and exploring the terrain. At the end, we see the family pack up and go home, excited about returning the following year.
3. CRITICAL ANALYSIS
This collection poems are reminiscent of childhood camping trips with the family. The illustrations used support the poems with colorful, full-page scenes of what the family is seeing and experiencing. The traditional typefont used throughout the book is a testament to this routine family trip. The words used are fun, mixing in sound words with the traditional speech. In the poem, “Sleeping Bag”, the narrator is struggling to change her clothes inside her zipped bag because she does not want to subject herself to the cold. George plays with the words and sounds in this poem, such as “I wriggle, scoootch,/ scrunch, and jiggle. Flop.” to emphasize the enjoyable struggle the narrator is going through.
The poems are placed one per page or page spread throughout the book. This style is similar to adolescents writing their poetry in a journal; one poem per page. Many poems are written with a traditional left justified design, though several take on the graphics of the page or subject matter. In the poem “Tent”, the words are arranged into a triangle shape, representing the tent that the family is building. The poem, “Storm” was written in the shape of a tornado. As one reads the poem, the eyes are forced in a left-motion, atypical of reading in our culture. This feels chaotic and uncomfortable, resembling the emotion of the storm.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “The poems are varied and inventive, replete with marvelous images and universal truths.”
BOOKLIST Starred review: “fine collection brings the outdoors up close...direct, satisfying poems that will engage kids at school, across the curriculum, or at home.”
5. CONNECTIONS
*Ask children to share memories of their favorite family trips.
*Children can write and illustrate a poem from their favorite family trip or camping experience.
*Other engaging books of poetry about camping
Ruurs, Margriet. WHEN WE GO CAMPING. ISBN 0887766854
James, Helen Foster. S IS FOR S’MORES. ISBN 1585363022
George, Kristine O’Connell. 2001. TOASTING MARSHMALLOWS: CAMPING POEMS. NewYork: Clarion. ISBN 061804597X
2. PLOT SUMMARY
In this collection of poetry, George takes her readers on a family camping trip. The quirky and fun poems, along with the various shapes the words are formed in, paint a picture of all the happenings experienced while camping. The reader experiences building a tent, fishing, enjoying nature, and exploring the terrain. At the end, we see the family pack up and go home, excited about returning the following year.
3. CRITICAL ANALYSIS
This collection poems are reminiscent of childhood camping trips with the family. The illustrations used support the poems with colorful, full-page scenes of what the family is seeing and experiencing. The traditional typefont used throughout the book is a testament to this routine family trip. The words used are fun, mixing in sound words with the traditional speech. In the poem, “Sleeping Bag”, the narrator is struggling to change her clothes inside her zipped bag because she does not want to subject herself to the cold. George plays with the words and sounds in this poem, such as “I wriggle, scoootch,/ scrunch, and jiggle. Flop.” to emphasize the enjoyable struggle the narrator is going through.
The poems are placed one per page or page spread throughout the book. This style is similar to adolescents writing their poetry in a journal; one poem per page. Many poems are written with a traditional left justified design, though several take on the graphics of the page or subject matter. In the poem “Tent”, the words are arranged into a triangle shape, representing the tent that the family is building. The poem, “Storm” was written in the shape of a tornado. As one reads the poem, the eyes are forced in a left-motion, atypical of reading in our culture. This feels chaotic and uncomfortable, resembling the emotion of the storm.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “The poems are varied and inventive, replete with marvelous images and universal truths.”
BOOKLIST Starred review: “fine collection brings the outdoors up close...direct, satisfying poems that will engage kids at school, across the curriculum, or at home.”
5. CONNECTIONS
*Ask children to share memories of their favorite family trips.
*Children can write and illustrate a poem from their favorite family trip or camping experience.
*Other engaging books of poetry about camping
Ruurs, Margriet. WHEN WE GO CAMPING. ISBN 0887766854
James, Helen Foster. S IS FOR S’MORES. ISBN 1585363022
Wednesday, February 24, 2010
Yummy: Eight Favorite Fairy Tales by Lucy Cousins
1. BIBLIOGRAPHY
Cousins, Lucy. 2009. YUMMY: EIGHT FAVORITE FAIRY TALES. Somerville, MA: Candlewick Press. ISBN 9780763644741
2. PLOT SUMMARY
In this collection, Cousins retells eight popular fairy tales. Included are the tales of Little Red Riding Hood, The Three Billy Goats Gruff, The Enormous Turnip, Henny Penny, Goldilocks, The Little Red Hen, the Three Little Pigs and The Musicians of Bremen. These classic tales are familiar to many and only contain slight variations from what I remember as a child. In Little Red Riding Hood, the wolf eats both her and her grandmother, but is later decapitated and the two escape. Goldilocks and Henny Penny only have slight variations with how hot the porage was, and the names of the characters respectfully. The first two pigs in The Three Little Pigs get eaten instead of running to the next pig's house. The Enormous Turnip and the Musicians of Bremen were not familiar to me. In the Enormous Turnip, many animals in the village helped pull out a giant turnip, then feasted on it. The Musicians of Bremen were a group of misfit animals who worked together to scare off some burglars. Both of these stories contained an important message; teamwork pays off.
3. CRITICAL ANALYSIS
Overall, the stories contained in this collection were blunt and rigid. They did not hold back on details, yet did not embellish on them either. I was a little disappointed with the violence in Little Red Riding Hood and The Three Little Pigs, however, many of the stories were just like I remember.
The illustrations were simplistic, but delightful. They were on white backgrounds with crudely drawn pictures; similar to that of a child's drawings. Additionally, the titles and some of the text were handwritten, including the entire table of context. This gave the book a charming feel and showed that the target audience was aiming at children.
4. HONORS AND REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL: Starred Review “Beloved classics are successfully served by these bold, striking renditions.”
5. CONNECTIONS
* Compare these retellings with other popular versions
* Have older children write their own versions of one of the stories and make their own collection.
*Additional reading:
Pinkney, Jerry. THE LION AND THE MOUSE. ISBN 0316013560
Portis, Antoinette. A PENGUIN STORY. ISBN 0061456888
Garton Scanlon, Liz. ALL THE WORLD. ISBN 1416985808
Cousins, Lucy. 2009. YUMMY: EIGHT FAVORITE FAIRY TALES. Somerville, MA: Candlewick Press. ISBN 9780763644741
2. PLOT SUMMARY
In this collection, Cousins retells eight popular fairy tales. Included are the tales of Little Red Riding Hood, The Three Billy Goats Gruff, The Enormous Turnip, Henny Penny, Goldilocks, The Little Red Hen, the Three Little Pigs and The Musicians of Bremen. These classic tales are familiar to many and only contain slight variations from what I remember as a child. In Little Red Riding Hood, the wolf eats both her and her grandmother, but is later decapitated and the two escape. Goldilocks and Henny Penny only have slight variations with how hot the porage was, and the names of the characters respectfully. The first two pigs in The Three Little Pigs get eaten instead of running to the next pig's house. The Enormous Turnip and the Musicians of Bremen were not familiar to me. In the Enormous Turnip, many animals in the village helped pull out a giant turnip, then feasted on it. The Musicians of Bremen were a group of misfit animals who worked together to scare off some burglars. Both of these stories contained an important message; teamwork pays off.
3. CRITICAL ANALYSIS
Overall, the stories contained in this collection were blunt and rigid. They did not hold back on details, yet did not embellish on them either. I was a little disappointed with the violence in Little Red Riding Hood and The Three Little Pigs, however, many of the stories were just like I remember.
The illustrations were simplistic, but delightful. They were on white backgrounds with crudely drawn pictures; similar to that of a child's drawings. Additionally, the titles and some of the text were handwritten, including the entire table of context. This gave the book a charming feel and showed that the target audience was aiming at children.
4. HONORS AND REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL: Starred Review “Beloved classics are successfully served by these bold, striking renditions.”
5. CONNECTIONS
* Compare these retellings with other popular versions
* Have older children write their own versions of one of the stories and make their own collection.
*Additional reading:
Pinkney, Jerry. THE LION AND THE MOUSE. ISBN 0316013560
Portis, Antoinette. A PENGUIN STORY. ISBN 0061456888
Garton Scanlon, Liz. ALL THE WORLD. ISBN 1416985808
The Rough-Face Girl by Rafe Martin; Illustrated by David Shannon
1. BIBLIOGRAPHY
Martin, Rafe. 1992. THE ROUGH-FACE GIRL. New York, NY: G.P. Putnam’s Sons. ISBN 0399218599
2. PLOT SUMMARY
A poor man in the village has three daughters, the youngest of which is forced to serve her sisters. She gets injured by the fire and any resources her father has left, go to the older sisters. It was this Rough-Face Girl, however, that could see the Invisible Man in the nature around her. She borrowed what she could from her father and made the journey to his wigwam. After passing his sister’s test, she became a beautiful bride, free of scars. The outward beauty was unimportant to her new groom or his sister, as they saw her beautiful heart.
3. CRITICAL ANALYSIS
This Algonquin Indian folktale is a beautiful combination of a Cinderella story and that of The Ugly Duckling. It teaches that beauty comes from the heart, not outward appearances. Just like in many Cinderella stories, the protagonist is ruled by older siblings and is forced to cater to their needs. Eventually, she is given a chance to become something great. In this story, however, she creates her own chance, and is rewarded with freedom from those things that bound her throughout her life.
This book has beautiful illustrations with exquisite details on every page. The dark images bring out the mysterious mood of the story, yet are colorful and full of life. David Shannon appears to have connected with the story and researched the folklore in order to create such powerful images.
4. REVIEW EXCERPT(S)
PUBLISHERS WEEKLY: “the drama of these haunting illustrations--and of Martin's (Foolish Rabbit's Big Mistake) respectful retelling--produce an affecting work”
SCHOOL LIBRARY JOURNAL: “The Rough-Faced Girl … will provide both entertainment and a cultural lesson.”
5. CONNECTIONS
* Compare and contrast this story with that of other versions of Cinderella stories.
* Have older students write about a time that they felt like the Rough-Faced Girl. How did he or she overcome the obstacles that stood in the way?
*Additional reading:
Louie, Ai-Ling. YEH-SHEN. ISBN 0698113888
Steptoe, John. MUFARO’S BEAUTIFUL DAUGHTERS. ISBN 0688040454
Climo, Shirley. THE EGYPTIAN CINDERELLA. ISBN 0064432793
Martin, Rafe. 1992. THE ROUGH-FACE GIRL. New York, NY: G.P. Putnam’s Sons. ISBN 0399218599
2. PLOT SUMMARY
A poor man in the village has three daughters, the youngest of which is forced to serve her sisters. She gets injured by the fire and any resources her father has left, go to the older sisters. It was this Rough-Face Girl, however, that could see the Invisible Man in the nature around her. She borrowed what she could from her father and made the journey to his wigwam. After passing his sister’s test, she became a beautiful bride, free of scars. The outward beauty was unimportant to her new groom or his sister, as they saw her beautiful heart.
3. CRITICAL ANALYSIS
This Algonquin Indian folktale is a beautiful combination of a Cinderella story and that of The Ugly Duckling. It teaches that beauty comes from the heart, not outward appearances. Just like in many Cinderella stories, the protagonist is ruled by older siblings and is forced to cater to their needs. Eventually, she is given a chance to become something great. In this story, however, she creates her own chance, and is rewarded with freedom from those things that bound her throughout her life.
This book has beautiful illustrations with exquisite details on every page. The dark images bring out the mysterious mood of the story, yet are colorful and full of life. David Shannon appears to have connected with the story and researched the folklore in order to create such powerful images.
4. REVIEW EXCERPT(S)
PUBLISHERS WEEKLY: “the drama of these haunting illustrations--and of Martin's (Foolish Rabbit's Big Mistake) respectful retelling--produce an affecting work”
SCHOOL LIBRARY JOURNAL: “The Rough-Faced Girl … will provide both entertainment and a cultural lesson.”
5. CONNECTIONS
* Compare and contrast this story with that of other versions of Cinderella stories.
* Have older students write about a time that they felt like the Rough-Faced Girl. How did he or she overcome the obstacles that stood in the way?
*Additional reading:
Louie, Ai-Ling. YEH-SHEN. ISBN 0698113888
Steptoe, John. MUFARO’S BEAUTIFUL DAUGHTERS. ISBN 0688040454
Climo, Shirley. THE EGYPTIAN CINDERELLA. ISBN 0064432793
Seven Blind Mice by Ed Young
1. BIBLIOGRAPHY
Young, Ed. 1992. SEVEN BLIND MICE. New York, NY: The Putnam & Grosset Group. ISBN 0399222618
2. PLOT SUMMARY
Seven Blind Mice is a tale retold and illustrated by Ed Young as an adaptation of the Blind Men and the Elephant. Seven differently colored mice venture out separately to investigate the Something they discovered. Each mouse had a different idea of what this Something was based on the part they discovered. It took the last mouse to fully investigate the situation and lead the rest to wisdom.
3. CRITICAL ANALYSIS
This book contains colorful images of mice on a black background, symbolizing their blindness. Each two-page spread contains the multi-colored mice on the left with the action on the right. When one mouse goes to investigate part of the Something on the right page, all of the mice are on the left, stacked on top of each other in eager anticipation. The next page spread shows what the little mouse thought he felt.
The words on each page are minimal and the text is fairly large. The simplistic illustrations appear to be cut-outs placed on a black background. This allows the reader to concentrate on only the part each mouse was examining at the time. At the end, the last mouse sums up the observations from the previous mice to help him decide on what the Something could be.
This story sends a very important message, “Knowing in part may make a fine tale, but wisdom comes from seeing the whole.” Each little mouse only investigated part of the elephant and came to a different conclusion as to what the Something was. It took the last mouse to realize that all the evidence must be collected to make an accurate determination.
4. HONORS AND REVIEW EXCERPT(S)
CALDECOTT HONOR BOOK
PUBLISHERS WEEKLY: “In a stunning celebration of color Caldecott medalist Young ( Lon Po Po ) offers a vibrant variation on the fable of the blind men trying to identify an elephant.”
SCHOOL LIBRARY JOURNAL: “Young gives children a clever story, wise words, and a truly exciting visual experience.”
5. CONNECTIONS
* Discuss the days of the week with the students and find out what they do throughout the week
* Have children close their eyes. Hold an object and let them feel only part of it. See if the student can figure out what it is. Then have the student feel the whole object. Did he or she get it right this time?
*Additional reading:
Yolen, Jane. THE EMPEROR AND THE KITE. ISBN 0698116445
Young, Ed. BEYOND THE GREAT MOUNTAINS. ISBN 0811843432
Willems, Mo. DON’T LET THE PIGEON DRIVE THE BUS!. ISBN 078681988X
Young, Ed. 1992. SEVEN BLIND MICE. New York, NY: The Putnam & Grosset Group. ISBN 0399222618
2. PLOT SUMMARY
Seven Blind Mice is a tale retold and illustrated by Ed Young as an adaptation of the Blind Men and the Elephant. Seven differently colored mice venture out separately to investigate the Something they discovered. Each mouse had a different idea of what this Something was based on the part they discovered. It took the last mouse to fully investigate the situation and lead the rest to wisdom.
3. CRITICAL ANALYSIS
This book contains colorful images of mice on a black background, symbolizing their blindness. Each two-page spread contains the multi-colored mice on the left with the action on the right. When one mouse goes to investigate part of the Something on the right page, all of the mice are on the left, stacked on top of each other in eager anticipation. The next page spread shows what the little mouse thought he felt.
The words on each page are minimal and the text is fairly large. The simplistic illustrations appear to be cut-outs placed on a black background. This allows the reader to concentrate on only the part each mouse was examining at the time. At the end, the last mouse sums up the observations from the previous mice to help him decide on what the Something could be.
This story sends a very important message, “Knowing in part may make a fine tale, but wisdom comes from seeing the whole.” Each little mouse only investigated part of the elephant and came to a different conclusion as to what the Something was. It took the last mouse to realize that all the evidence must be collected to make an accurate determination.
4. HONORS AND REVIEW EXCERPT(S)
CALDECOTT HONOR BOOK
PUBLISHERS WEEKLY: “In a stunning celebration of color Caldecott medalist Young ( Lon Po Po ) offers a vibrant variation on the fable of the blind men trying to identify an elephant.”
SCHOOL LIBRARY JOURNAL: “Young gives children a clever story, wise words, and a truly exciting visual experience.”
5. CONNECTIONS
* Discuss the days of the week with the students and find out what they do throughout the week
* Have children close their eyes. Hold an object and let them feel only part of it. See if the student can figure out what it is. Then have the student feel the whole object. Did he or she get it right this time?
*Additional reading:
Yolen, Jane. THE EMPEROR AND THE KITE. ISBN 0698116445
Young, Ed. BEYOND THE GREAT MOUNTAINS. ISBN 0811843432
Willems, Mo. DON’T LET THE PIGEON DRIVE THE BUS!. ISBN 078681988X
Wednesday, February 10, 2010
Joseph Had a Little Overcoat by Simms Taback
BIBLIOGRAPHY
Taback, Simms. JOSEPH HAD A LITTLE OVERCOAT. New York, NY: Viking. ISBN 0670878553
PLOT SUMMARY
Joseph started with an overcoat, and as it got warn, he repurposed it as another garment. Eventually, the overcoat turned into a button that got lost. He may have nothing left of his overcoat, but Joseph wasn’t empty-handed.
CRITICAL ANALYSIS
Simms Taback writes a charming story based on a Yiddish folk song that he enjoyed as a child. The story is written for young readers and contains a moral at the end. The main character continues to repurpose his overcoat into other garments, until he is left with nothing at all. He, then, writes a story about it, showing that he made something from nothing. The literal interpretation of this moral would be easy for children to understand and help them with the implied meaning.
The illustrations, also done by Simms Taback, are colorful two-page spreads. He used a combination of “watercolor, gouache, pencil, ink and collage” (copywrite page) to give the illustrations a collage-like effect. On the left-hand side of the page spread, Taback had an image of Joseph in his current garment, showing how it was getting warn and frayed. On the right-hand side of the page spread, a cutout appears. When the reader turns the page, the cutout shows what garment Joseph made next. The items in the pictures indicate Taback’s Jewish background and expose the reader to a little bit of the Jewish culture and symbols.
Additionally, the illustrations contain hidden details that are humorous or interesting. For instance, one page has a newspaper laying on the floor that says “Fiddler on Roof Falls Off Roof”. On the very next page, a man sits on a roof playing a fiddle. Additionally, the reader can find morals and philosophies ‘hidden’ throughout the pictures, such as “What one has, one doesn’t want, and what one wants, one doesn’t have”.
This is a great book to teach young readers to evaluate the text and illustrations alike. It is also a good way to talk about Jewish culture and expose children to items they may not be familiar with.
AWARDS AND REVIEW EXCERPTS
• The Caldecott Medal
• Amazon.com Reviews “the book is filled with rhythms and arresting colors that will delight every reader”
• Publisher’s Weekly “it's the bustling mixed-media artwork, highlighted by the strategically placed die-cuts, that steals the show”.
CONNECTIONS
• Have students write or share their meaning of “You can always make something out of nothing”
• Ask students what they think Joseph is like by his actions and the illustrations in the book.
• Select another book by Simms Taback and compare and contrast the two books
• What can the readers understand about Taback from examining this and other works by him.
• Rohmann, Eric. MY FRIEND RABBIT. ISBN 031236752X
• Wiesner, David. FLOATSAM. ISBN 0618194576
• Taback, Simms. THERE WAS AN OLD LADY WHO SWALLOWED A FLY. ISBN 0670869392
Taback, Simms. JOSEPH HAD A LITTLE OVERCOAT. New York, NY: Viking. ISBN 0670878553
PLOT SUMMARY
Joseph started with an overcoat, and as it got warn, he repurposed it as another garment. Eventually, the overcoat turned into a button that got lost. He may have nothing left of his overcoat, but Joseph wasn’t empty-handed.
CRITICAL ANALYSIS
Simms Taback writes a charming story based on a Yiddish folk song that he enjoyed as a child. The story is written for young readers and contains a moral at the end. The main character continues to repurpose his overcoat into other garments, until he is left with nothing at all. He, then, writes a story about it, showing that he made something from nothing. The literal interpretation of this moral would be easy for children to understand and help them with the implied meaning.
The illustrations, also done by Simms Taback, are colorful two-page spreads. He used a combination of “watercolor, gouache, pencil, ink and collage” (copywrite page) to give the illustrations a collage-like effect. On the left-hand side of the page spread, Taback had an image of Joseph in his current garment, showing how it was getting warn and frayed. On the right-hand side of the page spread, a cutout appears. When the reader turns the page, the cutout shows what garment Joseph made next. The items in the pictures indicate Taback’s Jewish background and expose the reader to a little bit of the Jewish culture and symbols.
Additionally, the illustrations contain hidden details that are humorous or interesting. For instance, one page has a newspaper laying on the floor that says “Fiddler on Roof Falls Off Roof”. On the very next page, a man sits on a roof playing a fiddle. Additionally, the reader can find morals and philosophies ‘hidden’ throughout the pictures, such as “What one has, one doesn’t want, and what one wants, one doesn’t have”.
This is a great book to teach young readers to evaluate the text and illustrations alike. It is also a good way to talk about Jewish culture and expose children to items they may not be familiar with.
AWARDS AND REVIEW EXCERPTS
• The Caldecott Medal
• Amazon.com Reviews “the book is filled with rhythms and arresting colors that will delight every reader”
• Publisher’s Weekly “it's the bustling mixed-media artwork, highlighted by the strategically placed die-cuts, that steals the show”.
CONNECTIONS
• Have students write or share their meaning of “You can always make something out of nothing”
• Ask students what they think Joseph is like by his actions and the illustrations in the book.
• Select another book by Simms Taback and compare and contrast the two books
• What can the readers understand about Taback from examining this and other works by him.
• Rohmann, Eric. MY FRIEND RABBIT. ISBN 031236752X
• Wiesner, David. FLOATSAM. ISBN 0618194576
• Taback, Simms. THERE WAS AN OLD LADY WHO SWALLOWED A FLY. ISBN 0670869392
Pass It Down: Five Picture-Book Families Make Their Mark BY Leonard S. Marcus
BIBLIOGRAPHY
Marcus, Leonard S. PASS IT DOWN: FIVE PICTURE-BOOK FAMILIES MAKE THEIR MARK. New York, NY: Walker & Company. ISBN 0802796001
SUMMARY
This book is a wonderful compilation of stories about families who have made bookmaking a multigenerational task. It features five families who made careers in bookmaking. One such story is the Crews and Jonas Family who recount the time they met in art school, married, and gave birth to two beautiful daughters. Donald and Ann illustrated and eventually wrote children's books, and always encouraged the artistic endeavors of their daughters. Both girls went on to study at Yale. One of their daughters, Nina, studied art history and photography. Later on, Nina followed in her parents' footsteps and wrote and illustrated her first children's book called One Hot Summer Day. Other families included are the Hurd family, the Myers family, the Pinkney family and the Rockwell family.
CRITICAL ANALYSIS
A person's choice in occupation is influenced on how his or her parents made a living. Children often analyze their parents' lives and notice either the joy or sorrow that their occupation brings to the home. This interesting collection of family stories tells about multiple generations of bookmakers and can be an inspiration to anyone in a creative arts field.
Along with family stories, Pass It Down includes family photographs, letters, bits of drafts, brainstorming, and illustrations produced by members of the family. These artifacts provide an interesting glimpse into the lives of the featured families. By providing such items, the reader may feel privileged to get a first-hand look into the intimate lives of each family member.
The unifying catalyst in the story is that each family encouraged their children to find their own way. The children were exposed to bookmaking tasks, but not forced into the occupation; they were left to make their own mark in their own way.
REVIEW EXCERPTS
School Library Journal: "Marcus's writing is, as usual, tight but lively, and each chapter is liberally laced with photographs, preliminary sketches, and final art."
Booklist: "young fans will find this a very readable and perceptive book that throws an intriguing light on growing up within a successful family"
CONNECTIONS
*Have children compare and contrast the different families
*With older students, select a book from one of the families and talk about where the inspiration may have come from
*Write a letter to the family that the student likes the best.
*Read two or more books by the same family and compare the books
OTHER BOOKS OF INTEREST
*Marcus, Leonard S. A Caldecott Celebration: Seven Artists and their Paths to the Caldecott Medal. ISBN 0802797032
*Carle, Eric. Artist to Artist: 23 Major Illustrators Talk to Children About Their Art. ISBN 0399246002
*Marcus, Leonard S. Golden Legacy: How Golden Books Won Children's Hearts, Changed Publishing Forever, and Became an American Icon Along the Way. ISBN 0375829962
Marcus, Leonard S. PASS IT DOWN: FIVE PICTURE-BOOK FAMILIES MAKE THEIR MARK. New York, NY: Walker & Company. ISBN 0802796001
SUMMARY
This book is a wonderful compilation of stories about families who have made bookmaking a multigenerational task. It features five families who made careers in bookmaking. One such story is the Crews and Jonas Family who recount the time they met in art school, married, and gave birth to two beautiful daughters. Donald and Ann illustrated and eventually wrote children's books, and always encouraged the artistic endeavors of their daughters. Both girls went on to study at Yale. One of their daughters, Nina, studied art history and photography. Later on, Nina followed in her parents' footsteps and wrote and illustrated her first children's book called One Hot Summer Day. Other families included are the Hurd family, the Myers family, the Pinkney family and the Rockwell family.
CRITICAL ANALYSIS
A person's choice in occupation is influenced on how his or her parents made a living. Children often analyze their parents' lives and notice either the joy or sorrow that their occupation brings to the home. This interesting collection of family stories tells about multiple generations of bookmakers and can be an inspiration to anyone in a creative arts field.
Along with family stories, Pass It Down includes family photographs, letters, bits of drafts, brainstorming, and illustrations produced by members of the family. These artifacts provide an interesting glimpse into the lives of the featured families. By providing such items, the reader may feel privileged to get a first-hand look into the intimate lives of each family member.
The unifying catalyst in the story is that each family encouraged their children to find their own way. The children were exposed to bookmaking tasks, but not forced into the occupation; they were left to make their own mark in their own way.
REVIEW EXCERPTS
School Library Journal: "Marcus's writing is, as usual, tight but lively, and each chapter is liberally laced with photographs, preliminary sketches, and final art."
Booklist: "young fans will find this a very readable and perceptive book that throws an intriguing light on growing up within a successful family"
CONNECTIONS
*Have children compare and contrast the different families
*With older students, select a book from one of the families and talk about where the inspiration may have come from
*Write a letter to the family that the student likes the best.
*Read two or more books by the same family and compare the books
OTHER BOOKS OF INTEREST
*Marcus, Leonard S. A Caldecott Celebration: Seven Artists and their Paths to the Caldecott Medal. ISBN 0802797032
*Carle, Eric. Artist to Artist: 23 Major Illustrators Talk to Children About Their Art. ISBN 0399246002
*Marcus, Leonard S. Golden Legacy: How Golden Books Won Children's Hearts, Changed Publishing Forever, and Became an American Icon Along the Way. ISBN 0375829962
Monday, February 8, 2010
Moses by Carole Boston Weatherford, Ill. by Kadir Nelson
BIBLIOGRAPHY
Weatherford, Carole Boston. 2006. MOSES. Ill. By Kadir Nelson. New York, NY: Hyperion Books for Children. ISBN 078685175
PLOT SUMMARY
In this heroic tale of Harriet Tubman, Carole Boston Weatherford writes about Tubman’s initial voyage to freedom. She describes how faith lead Tubman out of the south, through life threatening challenges and finally to her destination in Philadelphia. Once she experiences freedom, she is lead back into danger to rescue many others through the assistance of God and caring individuals.
CRITICAL ANAYSIS
Readers gain an inside perspective to Tubman’s prayers, fears and motivation while completing her dangerous mission. The intensity of her emotion and strength are evident throughout the book. The narration is interlaced with her prayers, showing Tubman’s value in her faith.
Beautiful, double page spread illustrations, done by Kadir Nelson, add to the mood of the story. Many of the images are dark and elicit feelings of isolation and fear; the very things Harriet Tubman may have experienced. Moments in the story were full of hope. “In a clearing: the save haven… the farmer’s wife feeds Harriet…” In these moments, the pictures are light and contain lots of negative space, symbolizing hope and freedom. The large and winding fonts used as God’s messages, are associated more to the illustration than the text. The words are much larger than the narrators or Tubman’s, showing the care and direction from an omniscient God.
This is a great book to share with younger or older readers like. It goes into the emotion of slavery and desiring freedom, but leaves out details that would be harder for young audiences to understand. The story is heavily based on the Christian faith, so teachers and parents should be prepared to discuss religious questions with young readers, if they have not previously been exposed to Christianity.
AWARDS WON AND REVIEW EXCERPTS
Caldecott Honor Book
Coretta Scott King Award
Starred review from Publisher’s Weekly: “In this gorgeous, poetic picture book, Weatherford ...depicts Harriet Tubman's initial escape from slavery and her mission to lead others to freedom as divinely inspired, and achieved by steadfast faith and prayer.”
CONNECTIONS
• This book can be used to discuss topics such as slavery, civil rights, and freedom
• Readers can write a journal response about a time that they did what was right and the challenges that they faced.
• Check out these books further reading on freedom
- Levine, Ellen. HENRY’S FREEDOM BOX: A TRUE STORY FROM THE UNDERGROUND RAILROAD. ISBN 9780439777339
- Brinckloe, Julie. FIREFLIES. ISBN 0689710550
Weatherford, Carole Boston. 2006. MOSES. Ill. By Kadir Nelson. New York, NY: Hyperion Books for Children. ISBN 078685175
PLOT SUMMARY
In this heroic tale of Harriet Tubman, Carole Boston Weatherford writes about Tubman’s initial voyage to freedom. She describes how faith lead Tubman out of the south, through life threatening challenges and finally to her destination in Philadelphia. Once she experiences freedom, she is lead back into danger to rescue many others through the assistance of God and caring individuals.
CRITICAL ANAYSIS
Readers gain an inside perspective to Tubman’s prayers, fears and motivation while completing her dangerous mission. The intensity of her emotion and strength are evident throughout the book. The narration is interlaced with her prayers, showing Tubman’s value in her faith.
Beautiful, double page spread illustrations, done by Kadir Nelson, add to the mood of the story. Many of the images are dark and elicit feelings of isolation and fear; the very things Harriet Tubman may have experienced. Moments in the story were full of hope. “In a clearing: the save haven… the farmer’s wife feeds Harriet…” In these moments, the pictures are light and contain lots of negative space, symbolizing hope and freedom. The large and winding fonts used as God’s messages, are associated more to the illustration than the text. The words are much larger than the narrators or Tubman’s, showing the care and direction from an omniscient God.
This is a great book to share with younger or older readers like. It goes into the emotion of slavery and desiring freedom, but leaves out details that would be harder for young audiences to understand. The story is heavily based on the Christian faith, so teachers and parents should be prepared to discuss religious questions with young readers, if they have not previously been exposed to Christianity.
AWARDS WON AND REVIEW EXCERPTS
Caldecott Honor Book
Coretta Scott King Award
Starred review from Publisher’s Weekly: “In this gorgeous, poetic picture book, Weatherford ...depicts Harriet Tubman's initial escape from slavery and her mission to lead others to freedom as divinely inspired, and achieved by steadfast faith and prayer.”
CONNECTIONS
• This book can be used to discuss topics such as slavery, civil rights, and freedom
• Readers can write a journal response about a time that they did what was right and the challenges that they faced.
• Check out these books further reading on freedom
- Levine, Ellen. HENRY’S FREEDOM BOX: A TRUE STORY FROM THE UNDERGROUND RAILROAD. ISBN 9780439777339
- Brinckloe, Julie. FIREFLIES. ISBN 0689710550
Tuesday, January 19, 2010
New Class Introduction
(c) Mallory Womack
I just enrolled in a class, LS5603 at Texas Woman's University, where we will be posting book reviews on our individual blog sites. Welcome to Truelove Insight! =)
I grew up in Indiana and moved to Texas seven years ago. I have been married for a little over four years now and we are trying to start a family. Now, I am working on my Masters of Education in Teaching, Learning, and Curriculum and currently work as an English teacher at night school in Garland.
Photography is another interest of mine and I was able to get my husband addicted to it, too. Now we photograph portraits and weddings on the weekend. We are even turning part of our home into a studio, which I am very excited about.
I look forward to bringing you all insightful reviews of literature for children and young adults. I also wish to solicit your comments and suggestions as well.
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