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
Wednesday, March 24, 2010
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
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