Genre VI
BIBLIOGRAPHY
Hale, Shannon and Dean. Ill. By Nathan Hale. 2008. Rapunzel’s Revenge. New York. Bloomsbury. ISBN: 9781599902883.
PLOT SUMMARY
Little Rapunzel lives in a beautiful villa with kind servants and her stern mother. On her twelfth birthday she decides to disobey orders to stay within the villa’s walls. She discovers enslaved peasants working mines of a desolate land. One of the slaves is her real mother. When the evil woman who has been raising her finds out that Rapunzel has disobeyed her, she locks her inside a hollow tree in a distant land. Four years later, she uses her hair that has grown to exaggerated lengths, to escape in the hopes of freeing her long lost mother. Along the way, Rapunzel encounters a world of bullies, liars and thieves. She also discovers that her true strength is not in her hair but is instead in her honest, compassionate and witty demeanor.
CRITICAL ANALYSIS
The authors have taken an old tale and convincingly spun an original twist into its very core. The story is clever, amusing and full of sarcasm. I enjoyed both the originality and the traditional aspects of the narrative. However, I found the format difficult to follow and the tale tended to wonder and even dropped off in the middle. Once I pushed through the many events that occurred along Rapunzel’s journey, I found the ending satisfying. The dialogue is a strange mixture of proper verbiage and an old west style of speech. The authors only develop two characters beyond a simple introduction. Both Rapunzel and her friend Jack, reveal information from their pasts and motivations behind their decisions. However, none of the characters are all that relatable or complicated. The disjointed style is hard to enjoy yet the theme clearly stands out as belief in one’s self is a great strength to possess. The illustrator has done a fantastic job of bringing the ever changing setting to life. The extravagant villa, the tree prison, the desert canyons, the dried up towns and the lush gardens are all beautifully depicted for readers. Of course the graphic artwork is colorful and expressive but can cause problems with the reader’s fluency and one may become confused.
REVIEWS AND AWARDS
SCHOOL LIBRARY JOURNAL: The dialogue is witty, the story is an enticing departure from the original, and the illustrations are magically fun and expressive. Knowing that there are more graphic novels to come from this writing team brings readers their own happily-ever-after.
BOOKLIST: This graphic novel retelling of the fairy-tale classic, set in a swashbuckling Wild West, puts action first and features some serious girl power in its spunky and strong heroine. Hale’s art matches the story well, yielding expressive characters and lending a wonderful sense of place to the fantasy landscape. Rich with humor and excitement, this is an alternate version of a classic that will become a fast favorite of young readers.
CONNECTIONS
*Add this version to a study of fairy tales as it encourages students to “ think outside the box” when writing their own versions of familiar tales.
*Other tales in graphic novel form: GRIMM FAIRYTALES VOL. I by Tedesco Ralph and STORIES OF KING ARTHUR’S KNIGHTS TOLD TO THE CHILDREN by Mary MacGregor
*Other books by Shannon Hale
-CALAMITY JACK ISBN: 1599900766
Sunday, August 8, 2010
Saturday, August 7, 2010
The Graveyard Book by Neil Gaiman
Genre VI
BIBLIOGRAPHY
Gaiman, Neil. Ill. By Dave McKean. 2008. THE GRAVEYARD BOOK. New York. Harper Collins. ISBN 9780060530938.
PLOT SUMMARY
Having escaped the murderer who look the lives of his entire family, an infant is raised by the dead. An elderly, childless in life couple and mysterious Silas become Nobody’s new guardians. Over the years, they protect, teach and prepare “Bod” for a life they hope he will one day have. Each soul Bod meets in the graveyard trains him for life outside of the gate and shadows that guard him from the Jack that hunts him. Although, Bod grows in chapter after chapter, his journey actually begins at the end of the novel.
CRITICAL ANALYSIS
Neil Gaiman treats readers to a cast of intricate characters. Their complex emotions and reactions make them very relatable. Gaiman’s depictions of the old house, the graveyard, other dominions and beings from other realms are powerful. The author’s style is both heartwarming and dark. Readers are introduced to evils that are deeply disturbing and feelings that range from panic to terror as Bod’s survival is secured. Yet woven into this environment of heighten anxiety, readers find comfort and even peaceful, tender moments in Bod’s perseverance. In this novel, readers find the familiar theme of good will conquer evil with an added twist that suggests this is only possible when more sacrifices are made for love than for any other force. Dave McKean’s black and white graphic drawings at times add visual tension, better understanding and overall enhance the mood of this fantasy.
REVIEWS AND AWARDS
Newberry Medal
HORN BOOK: “Lucid, evocative prose and dark fairy-tale motifs imbue the story with a dreamlike quality. …this ghost-story-coming-of-age-novel as readable as it is accomplished.”
KIRKUS: "Wistful, witty, wise—and creepy. This needs to be read by anyone who is or has ever been a child.”
CONNECTIONS
*Other books by Neil Gaiman CORALINE and M IS FOR MAGIC.
*One of the characters that Bod comes to know is a young woman who was a victim of the Salem Witch Trials. Have students research other resources on this event in American history.
-The Salem Witch Trials: A Reference Guide by K. David Goss ISBN: 978-0313320958
- http://www.nationalgeographic.com/salem/
BIBLIOGRAPHY
Gaiman, Neil. Ill. By Dave McKean. 2008. THE GRAVEYARD BOOK. New York. Harper Collins. ISBN 9780060530938.
PLOT SUMMARY
Having escaped the murderer who look the lives of his entire family, an infant is raised by the dead. An elderly, childless in life couple and mysterious Silas become Nobody’s new guardians. Over the years, they protect, teach and prepare “Bod” for a life they hope he will one day have. Each soul Bod meets in the graveyard trains him for life outside of the gate and shadows that guard him from the Jack that hunts him. Although, Bod grows in chapter after chapter, his journey actually begins at the end of the novel.
CRITICAL ANALYSIS
Neil Gaiman treats readers to a cast of intricate characters. Their complex emotions and reactions make them very relatable. Gaiman’s depictions of the old house, the graveyard, other dominions and beings from other realms are powerful. The author’s style is both heartwarming and dark. Readers are introduced to evils that are deeply disturbing and feelings that range from panic to terror as Bod’s survival is secured. Yet woven into this environment of heighten anxiety, readers find comfort and even peaceful, tender moments in Bod’s perseverance. In this novel, readers find the familiar theme of good will conquer evil with an added twist that suggests this is only possible when more sacrifices are made for love than for any other force. Dave McKean’s black and white graphic drawings at times add visual tension, better understanding and overall enhance the mood of this fantasy.
REVIEWS AND AWARDS
Newberry Medal
HORN BOOK: “Lucid, evocative prose and dark fairy-tale motifs imbue the story with a dreamlike quality. …this ghost-story-coming-of-age-novel as readable as it is accomplished.”
KIRKUS: "Wistful, witty, wise—and creepy. This needs to be read by anyone who is or has ever been a child.”
CONNECTIONS
*Other books by Neil Gaiman CORALINE and M IS FOR MAGIC.
*One of the characters that Bod comes to know is a young woman who was a victim of the Salem Witch Trials. Have students research other resources on this event in American history.
-The Salem Witch Trials: A Reference Guide by K. David Goss ISBN: 978-0313320958
- http://www.nationalgeographic.com/salem/
Friday, August 6, 2010
Jellicoe Road by Melina Marchetta
Genre VI
BIBLIOGRAPHY
Marchetta, Melina. 2006. JELLICOE ROAD. New York. Harper Collins. ISBN 9780061431838.
PLOT SUMMARY
Young Taylor doesn’t know where her father is or why her mother left her at the 7-eleven when she was just a girl but she does know that she has an inexplicable bond with the mysterious woman who lives by the river in the unfinished house. When Hannah goes missing, Taylor sets out to find her as well as her mother. All the while she battles the Townies, Cadets and her fellow students at the Jellicoe school who didn’t want her to be their leader any more than she did. As she takes this physical and emotional journey, Taylor learns what really happened to the five children who became a family the night of the fatal crash on Jellicoe road twenty years ago and how they provided her with a family of her own.
CRITICAL ANALYSIS
Marchetta has created an engulfing story full of conflict, mystery, friendship, danger and tragedy. Although each of the carefully crafted characters is fully aware of their own dependency on each other, they struggle with understanding that they are each valued by one another as well. The author demonstrates her superior skill in developing both male and female characters that are seamlessly intertwined and curiously connected. Marchetta’s natural, mysterious style provides for an unpredictable, complex and thoroughly enveloping story. Set in rural Australia in two time periods, present day and twenty years in the past, this narrative’s theme is one of loyalty and devotion. The author provides her readers with a realistic feel for the culture of these young Australians with contemporary situations, language and behaviors.
REVIEWS AND AWARDS
Michael L. Printze Award
SCHOOL LIBRARY JOURNAL: Elegiac passages and a complex structure create a somewhat dense, melancholic narrative with elements of romance, mystery, and realistic fiction.
BOOKLIST: Taylor’s life has unexpected ties to her past, and the continual series of revelations is both the book’s strength and weakness; the melodrama can be trying, but when Marchetta isn’t forcing epiphanies, she has a knack for nuanced characterizations and punchy dialogue. The complexity of the backstory will be offputting to younger readers, but those who stick it out will find rewards in the heartbreaking twists of Marchetta’s saga.
CONNECTIONS
*This novel would provide for good comparisons with S.E. Hinton’s THE OUTSIDERS.
*Other books by Melina Marchetta SAVING FRANCESCA and LOOKING FOR ALIBRANDI
BIBLIOGRAPHY
Marchetta, Melina. 2006. JELLICOE ROAD. New York. Harper Collins. ISBN 9780061431838.
PLOT SUMMARY
Young Taylor doesn’t know where her father is or why her mother left her at the 7-eleven when she was just a girl but she does know that she has an inexplicable bond with the mysterious woman who lives by the river in the unfinished house. When Hannah goes missing, Taylor sets out to find her as well as her mother. All the while she battles the Townies, Cadets and her fellow students at the Jellicoe school who didn’t want her to be their leader any more than she did. As she takes this physical and emotional journey, Taylor learns what really happened to the five children who became a family the night of the fatal crash on Jellicoe road twenty years ago and how they provided her with a family of her own.
CRITICAL ANALYSIS
Marchetta has created an engulfing story full of conflict, mystery, friendship, danger and tragedy. Although each of the carefully crafted characters is fully aware of their own dependency on each other, they struggle with understanding that they are each valued by one another as well. The author demonstrates her superior skill in developing both male and female characters that are seamlessly intertwined and curiously connected. Marchetta’s natural, mysterious style provides for an unpredictable, complex and thoroughly enveloping story. Set in rural Australia in two time periods, present day and twenty years in the past, this narrative’s theme is one of loyalty and devotion. The author provides her readers with a realistic feel for the culture of these young Australians with contemporary situations, language and behaviors.
REVIEWS AND AWARDS
Michael L. Printze Award
SCHOOL LIBRARY JOURNAL: Elegiac passages and a complex structure create a somewhat dense, melancholic narrative with elements of romance, mystery, and realistic fiction.
BOOKLIST: Taylor’s life has unexpected ties to her past, and the continual series of revelations is both the book’s strength and weakness; the melodrama can be trying, but when Marchetta isn’t forcing epiphanies, she has a knack for nuanced characterizations and punchy dialogue. The complexity of the backstory will be offputting to younger readers, but those who stick it out will find rewards in the heartbreaking twists of Marchetta’s saga.
CONNECTIONS
*This novel would provide for good comparisons with S.E. Hinton’s THE OUTSIDERS.
*Other books by Melina Marchetta SAVING FRANCESCA and LOOKING FOR ALIBRANDI
Thursday, July 29, 2010
Weedflower by Cynthia Kadohata
Genre V:
1. BIBLIOGRAPHY
Kadohata, Cynthia. 2006. Weedflower. New York. Atheneum. ISBN: 9780689865749
2. PLOT SUMMARY
Young Sumiko loves her family’s flower farm in Southern California. However, she doesn’t understand why the other children do not accept her and worries what will happen to her, her family and their farm now that Japan has attacked the United States at Pearl Harbor.
3. CRITICAL ANALYSIS
This novel overflows the heart and human spirit. We first meet Sumiko on her family’s flower farm in the days before the attack on Pearl Harbor. Unwanted by her schoolmates, she finds comfort in her grandfather, little brother, uncle, aunt and two young adult male cousins. Once the U.S. is attacked her family is divided as her grandfather and uncle are arrested and the rest of the family is evacuated to an internment camp in Arizona. Enduring the hard life that follows when her family is torn apart, and all of their civil rights are violated, Sumiko finds the true friendship she has been longing for. She also learns that she too, has prejudices and stereotypes of her own to deal with. Kadohata brings the theme of civil rights out in such a way that readers as young as third grade may understand. Readers will empathize with Sumiko’s right to live free as they also discover that we are charged to care for each other and should stand up to injustices. The novel is written with such talent that the reader can feel the unbearable heat of Arizona, the taste of its dust and see the intricate colors of Sumiko’s flowers. Readers are also able to enjoy the authentic mannerisms of each charter. Grandfather’s broken English and the use of Japanese words in the story, are expressions of Kadohata’s Japanese-American heritage. She sincerely blends the two without breaking either in half. Readers will feel they are in 1941 reading a current story. The author provides acknowledgements to her research and an end note for readers to use to find out more about this time in American and Japanese history.
4. REVIEW(S):
SCHOOL LIBRARY JOURNAL: When Pearl Harbor is attacked, the lives of a Japanese-American girl and her family are thrown into chaos. Though often busy with chores, Sumiko enjoys working with the blossoms, particularly stock, or weedflowers (fragrant plants grown in a field). In the difficult days that follow the bombing, the family members fear for their safety and destroy many of their belongings. Then Uncle and Jiichan are taken to a prison camp, and the others are eventually sent to an assembly center at a racetrack, where they live in a horse stable. When they're moved to the Arizona desert, Sumiko misses the routine of her old life and struggles with despair.
KIRKUS: Kadohata combines impressive research and a lucent touch, bringing to life the confusion of dislocation.
5. CONNECTIONS
*Pair this novel with a unit about civil rights.
*Have students investigate the changes that occurred after the Japanese Americans were brought to Poston Arizona.
*Sumiko and her family were moved from Southern California to the desert of Arizona. Have students use different resources to study the differences in these two climates. Why was so hard to have a garden in the camp? What was the solution?
1. BIBLIOGRAPHY
Kadohata, Cynthia. 2006. Weedflower. New York. Atheneum. ISBN: 9780689865749
2. PLOT SUMMARY
Young Sumiko loves her family’s flower farm in Southern California. However, she doesn’t understand why the other children do not accept her and worries what will happen to her, her family and their farm now that Japan has attacked the United States at Pearl Harbor.
3. CRITICAL ANALYSIS
This novel overflows the heart and human spirit. We first meet Sumiko on her family’s flower farm in the days before the attack on Pearl Harbor. Unwanted by her schoolmates, she finds comfort in her grandfather, little brother, uncle, aunt and two young adult male cousins. Once the U.S. is attacked her family is divided as her grandfather and uncle are arrested and the rest of the family is evacuated to an internment camp in Arizona. Enduring the hard life that follows when her family is torn apart, and all of their civil rights are violated, Sumiko finds the true friendship she has been longing for. She also learns that she too, has prejudices and stereotypes of her own to deal with. Kadohata brings the theme of civil rights out in such a way that readers as young as third grade may understand. Readers will empathize with Sumiko’s right to live free as they also discover that we are charged to care for each other and should stand up to injustices. The novel is written with such talent that the reader can feel the unbearable heat of Arizona, the taste of its dust and see the intricate colors of Sumiko’s flowers. Readers are also able to enjoy the authentic mannerisms of each charter. Grandfather’s broken English and the use of Japanese words in the story, are expressions of Kadohata’s Japanese-American heritage. She sincerely blends the two without breaking either in half. Readers will feel they are in 1941 reading a current story. The author provides acknowledgements to her research and an end note for readers to use to find out more about this time in American and Japanese history.
4. REVIEW(S):
SCHOOL LIBRARY JOURNAL: When Pearl Harbor is attacked, the lives of a Japanese-American girl and her family are thrown into chaos. Though often busy with chores, Sumiko enjoys working with the blossoms, particularly stock, or weedflowers (fragrant plants grown in a field). In the difficult days that follow the bombing, the family members fear for their safety and destroy many of their belongings. Then Uncle and Jiichan are taken to a prison camp, and the others are eventually sent to an assembly center at a racetrack, where they live in a horse stable. When they're moved to the Arizona desert, Sumiko misses the routine of her old life and struggles with despair.
KIRKUS: Kadohata combines impressive research and a lucent touch, bringing to life the confusion of dislocation.
5. CONNECTIONS
*Pair this novel with a unit about civil rights.
*Have students investigate the changes that occurred after the Japanese Americans were brought to Poston Arizona.
*Sumiko and her family were moved from Southern California to the desert of Arizona. Have students use different resources to study the differences in these two climates. Why was so hard to have a garden in the camp? What was the solution?
A River Between Us by Richard Peck
Genre V:
1. BIBLIOGRAPHY
Peck, Richard. 2003. The River Between Us. New York. Listening Library. ASIN: B000E8JN42
2. PLOT SUMMARY
In this mysterious historical fiction tale, we meet the Pruitt family living simply in a small town in the hills of Illinois on the banks of the Mississippi river just as the American Civil War is about to breakout. Tilly, Noah, Cass and Mama run a farm on the Illinois side of the great river. One day a beautiful, vivacious young girl arrives on a boat from New Orleans and their lives are forever changed.
3. CRITICAL ANALYSIS
I chose this novel in audio format. It is published by Random House’s Listening Library. It is a four disc, unabridged production packaged in a hard case with each disc in a protective slip. Performed by two readers, Daniel Passer and Lina Patel, the recording is three hours and fifty four minutes long. The sound and performance quality is high and if young readers enjoy this format, they will certainly find this novel absorbing. The production is recommended for ages ten and older. This listening experience was one of the best available with appropriately placed music and background enhancements. Daniel Passer reads the first and last chapters as a young man learning about his family’s past. Lina Patel reads all other chapters and masterfully changes her voice to “match” each character. The prejudices, behaviors, dress, verbiage and dialects of the time and region are all expressed honestly and accurately. Peck has expertly spun his research of the woman’s role in the Civil War and in historical Southern Louisiana society into a gripping and courageous account. This is a truly engaging story of love and pride in who you are and where you come from.
4. REVIEW(S):
BOOKLIST: At the start of the Civil War two mysterious young women get off a boat in a small town in southern Illinois, and 15-year-old Tilly Pruitt's mother takes them in. Who are they? Is the darker-complexioned woman the other woman's slave? Tilly's twin brother, Noah, falls in love with one of them--rich, stylish, worldly Delphine, who shows Tilly a world of possibilities beyond her home. Peck's spare writing has never been more eloquent than in this powerful mystery in which personal secrets drive the plot and reveal the history.
SCHOOL LIBRARY JOURNAL: This historical novel set at the beginning of the Civil War actually opens in 1916, as 15-year-old Howard Leland Hutchings recounts his trip in a Model T to visit his father's childhood home in Grand Tower, IL. When he and his younger brothers meet the four elderly people who raised their father, the novel shifts to 1861, and the narrator shifts to 15-year-old Tilly Pruitt, the boys' grandmother. The novel ends with a return to 1916 and Howard's finding out his father's true parentage. In this thoroughly researched novel, Peck masterfully describes the female Civil War experience, the subtle and not-too-subtle ways the country was changing, and the split in loyalty that separated towns and even families. Although the book deals with some weighty themes, it is not without humor. A scene involving strapping on a corset is worthy of Grandma Dowdel herself.
5. CONNECTIONS (This book is for older readers, grade 7 and up)
*Pair this novel with these two nonfiction books: CIVIL WAR WOMEN: AMERICAN WOMEN SHAPED BY CONFLICT IN STORIES BY ALCOTT, CHOPIN, WELTY AND OTHERS by Frank D. McSherry and BEHIND THE BLUE AND GRAY: THE SOLDIER'S LIFE IN THE CIVIL WAR (YOUNG READER'S HIST- CIVIL WAR) by Delia Ray
*Teach students how to use appropriate websites to trace their genealogy.
http://www.worldgenweb.org/~wgw4kids/
1. BIBLIOGRAPHY
Peck, Richard. 2003. The River Between Us. New York. Listening Library. ASIN: B000E8JN42
2. PLOT SUMMARY
In this mysterious historical fiction tale, we meet the Pruitt family living simply in a small town in the hills of Illinois on the banks of the Mississippi river just as the American Civil War is about to breakout. Tilly, Noah, Cass and Mama run a farm on the Illinois side of the great river. One day a beautiful, vivacious young girl arrives on a boat from New Orleans and their lives are forever changed.
3. CRITICAL ANALYSIS
I chose this novel in audio format. It is published by Random House’s Listening Library. It is a four disc, unabridged production packaged in a hard case with each disc in a protective slip. Performed by two readers, Daniel Passer and Lina Patel, the recording is three hours and fifty four minutes long. The sound and performance quality is high and if young readers enjoy this format, they will certainly find this novel absorbing. The production is recommended for ages ten and older. This listening experience was one of the best available with appropriately placed music and background enhancements. Daniel Passer reads the first and last chapters as a young man learning about his family’s past. Lina Patel reads all other chapters and masterfully changes her voice to “match” each character. The prejudices, behaviors, dress, verbiage and dialects of the time and region are all expressed honestly and accurately. Peck has expertly spun his research of the woman’s role in the Civil War and in historical Southern Louisiana society into a gripping and courageous account. This is a truly engaging story of love and pride in who you are and where you come from.
4. REVIEW(S):
BOOKLIST: At the start of the Civil War two mysterious young women get off a boat in a small town in southern Illinois, and 15-year-old Tilly Pruitt's mother takes them in. Who are they? Is the darker-complexioned woman the other woman's slave? Tilly's twin brother, Noah, falls in love with one of them--rich, stylish, worldly Delphine, who shows Tilly a world of possibilities beyond her home. Peck's spare writing has never been more eloquent than in this powerful mystery in which personal secrets drive the plot and reveal the history.
SCHOOL LIBRARY JOURNAL: This historical novel set at the beginning of the Civil War actually opens in 1916, as 15-year-old Howard Leland Hutchings recounts his trip in a Model T to visit his father's childhood home in Grand Tower, IL. When he and his younger brothers meet the four elderly people who raised their father, the novel shifts to 1861, and the narrator shifts to 15-year-old Tilly Pruitt, the boys' grandmother. The novel ends with a return to 1916 and Howard's finding out his father's true parentage. In this thoroughly researched novel, Peck masterfully describes the female Civil War experience, the subtle and not-too-subtle ways the country was changing, and the split in loyalty that separated towns and even families. Although the book deals with some weighty themes, it is not without humor. A scene involving strapping on a corset is worthy of Grandma Dowdel herself.
5. CONNECTIONS (This book is for older readers, grade 7 and up)
*Pair this novel with these two nonfiction books: CIVIL WAR WOMEN: AMERICAN WOMEN SHAPED BY CONFLICT IN STORIES BY ALCOTT, CHOPIN, WELTY AND OTHERS by Frank D. McSherry and BEHIND THE BLUE AND GRAY: THE SOLDIER'S LIFE IN THE CIVIL WAR (YOUNG READER'S HIST- CIVIL WAR) by Delia Ray
*Teach students how to use appropriate websites to trace their genealogy.
http://www.worldgenweb.org/~wgw4kids/
Nightjohn by Gary Paulsen
Genre V
1. BIBLIOGRAPHY
Paulsen, Gary. 1993. Night John. New York. Recorded Books, LLC. ISBN 0788795236
2. PLOT SUMMARY
This historical novel is set in the harsh mid nineteenth century on an American plantation. This is an intense and brutal story of the realities of the time not suitable for readers younger than seventh grade. It is however, a tale of hope; hope in the midst of utter helplessness. Sarny is just a young girl when her owner, Waller, brings John to the plantation. As if coming in “bad” isn’t terrible enough, John reveals to Sarny that he actually escaped and returned by his own choice. What man would do that? One who had hope and dared to hold onto it at all costs.
3. CRITICAL ANALYSIS
I chose this novel in audio format. It is published by Recorded Books, LLC. It is a two disc, unabridged set packaged in a hard case with each disc in a protective slip. Performed by one reader, Michele-Denise Woods, the recording is 1.5 hours long and recommended for ages thirteen and older. The sound and performance quality is very high and engaging. This listening experience was one of the best available. A most revealing interview with Gary Paulsen is included at the end of the recording. Paulsen also addresses the reader at the beginning of the audio peaking the reader’s interest right away. Paulsen explains how he came to write this story and the research that he conducted that helped to reveal it. The author has done an incredible job of capturing the soul of a slave girl through regionally and historically accurate dialect, facts and behaviors. He allows readers a glimpse into the plight of this enslaved child with his remarkable writing talent. Although most readers will not be able to identify with the dire situation in which Sarny, Mammy and John are forced to live; many will understand their fear, curiosity and courage.
4. REVIEW(S)/AWARD(S)
ALA Best Book for Young Adults
KIRKUS: Paulsen begins by saying that, ``Except for variations in time and character identification and placement, [they] are true and actually happened.'' But like that last phrase, some of the violence here is redundant: it's not necessary to describe three different but equally terrible deaths suffered by runaways set upon by dogs to make the point. Still, the anguish is all too real in this brief, unbearably vivid book.
SCHOOL LIBRARY JOURNAL: "Nightjohn should be required reading (and discussing) for all middle grade and high school students.”
5. CONNECTIONS (This book is definitely for older readers, grade 7 and up)
*Also share with students Marilyn Nelson’s book, FORTUNE'S BONES.
Nelson, Marilyn. FORTUNE’S BONES: THE MANUMISSION REQUIEM. ISBN 1932425128
Rinaldi, Ann. HANG A THOUSAND TREES WITH RIBBONS: THE STORY OF PHILLIS WHEATLEY. ISBN 0152008772
*John may have gone North via the Underground Railroad. Have students explore the escape routes that were used by slaves and plot them on a map. Students could label the free states, the slave states, and the locations of some of the stations. They might read stories about Harriet Tubman, another escaped slave who went North and returned to the South via the Underground Railroad.
1. BIBLIOGRAPHY
Paulsen, Gary. 1993. Night John. New York. Recorded Books, LLC. ISBN 0788795236
2. PLOT SUMMARY
This historical novel is set in the harsh mid nineteenth century on an American plantation. This is an intense and brutal story of the realities of the time not suitable for readers younger than seventh grade. It is however, a tale of hope; hope in the midst of utter helplessness. Sarny is just a young girl when her owner, Waller, brings John to the plantation. As if coming in “bad” isn’t terrible enough, John reveals to Sarny that he actually escaped and returned by his own choice. What man would do that? One who had hope and dared to hold onto it at all costs.
3. CRITICAL ANALYSIS
I chose this novel in audio format. It is published by Recorded Books, LLC. It is a two disc, unabridged set packaged in a hard case with each disc in a protective slip. Performed by one reader, Michele-Denise Woods, the recording is 1.5 hours long and recommended for ages thirteen and older. The sound and performance quality is very high and engaging. This listening experience was one of the best available. A most revealing interview with Gary Paulsen is included at the end of the recording. Paulsen also addresses the reader at the beginning of the audio peaking the reader’s interest right away. Paulsen explains how he came to write this story and the research that he conducted that helped to reveal it. The author has done an incredible job of capturing the soul of a slave girl through regionally and historically accurate dialect, facts and behaviors. He allows readers a glimpse into the plight of this enslaved child with his remarkable writing talent. Although most readers will not be able to identify with the dire situation in which Sarny, Mammy and John are forced to live; many will understand their fear, curiosity and courage.
4. REVIEW(S)/AWARD(S)
ALA Best Book for Young Adults
KIRKUS: Paulsen begins by saying that, ``Except for variations in time and character identification and placement, [they] are true and actually happened.'' But like that last phrase, some of the violence here is redundant: it's not necessary to describe three different but equally terrible deaths suffered by runaways set upon by dogs to make the point. Still, the anguish is all too real in this brief, unbearably vivid book.
SCHOOL LIBRARY JOURNAL: "Nightjohn should be required reading (and discussing) for all middle grade and high school students.”
5. CONNECTIONS (This book is definitely for older readers, grade 7 and up)
*Also share with students Marilyn Nelson’s book, FORTUNE'S BONES.
Nelson, Marilyn. FORTUNE’S BONES: THE MANUMISSION REQUIEM. ISBN 1932425128
Rinaldi, Ann. HANG A THOUSAND TREES WITH RIBBONS: THE STORY OF PHILLIS WHEATLEY. ISBN 0152008772
*John may have gone North via the Underground Railroad. Have students explore the escape routes that were used by slaves and plot them on a map. Students could label the free states, the slave states, and the locations of some of the stations. They might read stories about Harriet Tubman, another escaped slave who went North and returned to the South via the Underground Railroad.
Wednesday, July 14, 2010
Shipwreck at the Bottom of the World by Jennifer Armstrong
Genre IV
1. BIBLIOGRAPHY
Armstrong, Jennifer. 1998. Shipwreck at the Bottom of the World. New York. Crown Publishing. ISBN 0517800136
2. PLOT SUMMARY
This is a story of bravery and ENDURANCE without comparison. Armstrong begins by introducing the captain, the crew members, the mission and the politics that all played vital roles in the formation and completion of this incredible journey. The author retells the facts surrounding the exploration, Ernest Shackleton and his 27 man crew with great storytelling ability. We learn that each crew member was truly a survivor in every way conceivable. Any one of the numerous devastating obstructions they faced would have been reason enough to abandon the quest. However, these men not only miraculously completed the monumental task of crossing Antarctica; they survived severe elements and sustained themselves through impossible circumstances. These courageous men, hauled wooden boats across frozen, jagged mountains of water, battled vicious leopard seals and sacrificed their dog teams all while suffering physical and mental breakdowns. Two years after the exploration began, the crew split up and Shackleton and two other men finally made it to small island port in the Atlantic Ocean. Four months later he led a rescue team back to the rest of his team and brought them all home alive.
3. CRITICAL ANALYSIS
Jennifer Armstrong narrates this story that took place between December 1914 and August 1916 via personalities and perspectives and shows how deeply connected these men were to the animals, landscape, equipment and other men on the team. She divides the information into twenty chapters which allows the reader to follow the intense action easily. The author includes forty four photographs, courtesy of Scott Polar Research Institute in her book. These photos were taken by Hurley, the exploration’s official photographer and add depth to the tale that words cannot. Three maps drawn by Kayley LeFairer, as well as plans of the ship, Endurance (courtesy of the National Maritime Museum, Greenwich) are also included and aid the reader in visualizing the mission’s location and longevity. The author includes acknowledgements, a three part bibliography, an index and a table of contents to assist readers in pursuing any interests that will undoubtedly be sparked by her work. Armstrong researched Shackleton and the Antarctic separately when preparing to write this book. She was assisted in her research by the Scott Polar Institute in Cambridge, England and personally surveyed Worsley’s logbook, Hurley’s original photographs and Shackleton’s own writings. Armstrong has done an incredible job of capturing the intensity of this historical event while providing specific information pertinent to this part of the world.
4. REVIEW EXCERPT(S)
"A book that will capture the attention and imagination of any reader."
--School Library Journal, Starred
"This unbelievable story is enhanced by the vigorous prose; from the captivating introduction through the epilogue, it is the writing as much as the story that will rivet readers."
--Kirkus Reviews, Pointer
"Armstrong's absorbing storytelling, illustrated with dramatic black-and-white photographs, makes this an enthralling adventure."
--Publishers Weekly, Starred -- Review
5. CONNECTIONS
*Add this book to a realistic fiction unit on survival
*Other books about exploration of the Antarctic:
Steger, Will and Jon Bowermaster. 1992. CROSSING ANTARCTICA. New York. Alfred A. Knopf.
Fotherhill, Alastair. 1993. A NATURAL HISTORY OF THE ANTARCTIC: LIFE IN THE FREEZER. New York. Sterling Publishing Co.
1. BIBLIOGRAPHY
Armstrong, Jennifer. 1998. Shipwreck at the Bottom of the World. New York. Crown Publishing. ISBN 0517800136
2. PLOT SUMMARY
This is a story of bravery and ENDURANCE without comparison. Armstrong begins by introducing the captain, the crew members, the mission and the politics that all played vital roles in the formation and completion of this incredible journey. The author retells the facts surrounding the exploration, Ernest Shackleton and his 27 man crew with great storytelling ability. We learn that each crew member was truly a survivor in every way conceivable. Any one of the numerous devastating obstructions they faced would have been reason enough to abandon the quest. However, these men not only miraculously completed the monumental task of crossing Antarctica; they survived severe elements and sustained themselves through impossible circumstances. These courageous men, hauled wooden boats across frozen, jagged mountains of water, battled vicious leopard seals and sacrificed their dog teams all while suffering physical and mental breakdowns. Two years after the exploration began, the crew split up and Shackleton and two other men finally made it to small island port in the Atlantic Ocean. Four months later he led a rescue team back to the rest of his team and brought them all home alive.
3. CRITICAL ANALYSIS
Jennifer Armstrong narrates this story that took place between December 1914 and August 1916 via personalities and perspectives and shows how deeply connected these men were to the animals, landscape, equipment and other men on the team. She divides the information into twenty chapters which allows the reader to follow the intense action easily. The author includes forty four photographs, courtesy of Scott Polar Research Institute in her book. These photos were taken by Hurley, the exploration’s official photographer and add depth to the tale that words cannot. Three maps drawn by Kayley LeFairer, as well as plans of the ship, Endurance (courtesy of the National Maritime Museum, Greenwich) are also included and aid the reader in visualizing the mission’s location and longevity. The author includes acknowledgements, a three part bibliography, an index and a table of contents to assist readers in pursuing any interests that will undoubtedly be sparked by her work. Armstrong researched Shackleton and the Antarctic separately when preparing to write this book. She was assisted in her research by the Scott Polar Institute in Cambridge, England and personally surveyed Worsley’s logbook, Hurley’s original photographs and Shackleton’s own writings. Armstrong has done an incredible job of capturing the intensity of this historical event while providing specific information pertinent to this part of the world.
4. REVIEW EXCERPT(S)
"A book that will capture the attention and imagination of any reader."
--School Library Journal, Starred
"This unbelievable story is enhanced by the vigorous prose; from the captivating introduction through the epilogue, it is the writing as much as the story that will rivet readers."
--Kirkus Reviews, Pointer
"Armstrong's absorbing storytelling, illustrated with dramatic black-and-white photographs, makes this an enthralling adventure."
--Publishers Weekly, Starred -- Review
5. CONNECTIONS
*Add this book to a realistic fiction unit on survival
*Other books about exploration of the Antarctic:
Steger, Will and Jon Bowermaster. 1992. CROSSING ANTARCTICA. New York. Alfred A. Knopf.
Fotherhill, Alastair. 1993. A NATURAL HISTORY OF THE ANTARCTIC: LIFE IN THE FREEZER. New York. Sterling Publishing Co.
Cleopatra by Diane Stanley and Peter Vennema
Genre IV
1. BIBLIOGRAPHY
Stanley, Diane and Peter Vennema. 1994. CLEOPATRA. New York. Morrow Junior Books. ISBN 0688154808
2. PLOT SUMMARY
The husband and wife author team of Stanley and Vennema follow a queen from age eighteen until her death at age thirty nine in their book, CLEOPATRA. Readers will learn the truth about her life and why she has been incorrectly portrayed over time. From ruling alongside her brothers to her true ancestry, myths are dispelled and facts are revealed concerning this woman most know by name and romantic connections alone.
3. CRITICAL ANALYSIS
Stanley and Vennema pull readers into this tale of a remarkable woman by explaining Cleopatra’s true heritage and her correct name and hold the reader’s attention throughout with their significant storytelling abilities. Their clarifying statement that Cleopatra VII, a descendant of Alexander the Great’s Greek general Ptolemyl was born in 69 B.C. and was not an Egyptian queen of the pyramid building era as others believe, starts the reader off on a path of exciting discovery. They go on to provide extensive information about her political, familiar and personal struggles. The authors include many valuable resources in their book. A preface devoted to her ancestry and the comparisons of Rome and Egypt, a note on how ancient sources have been used and a pronunciation guide are some of the most useful. Two maps of Egypt and Roman Provinces help readers to visualize empires that do not exist today. The epilogue and bibliography support readers who want to learn more about this amazing woman and period in world history. Stanley has chosen the artistic style of gouache to create her full color illustrations and compliments them with Alexandrian style mosaic pages, inserts and borders. She is able to accomplish a connection between a historical time and the present through the use of her art and text.
4. REVIEW EXCERPT(S)
Book List: Gr. 3-6. Using their distinctive picture book biography format made popular in their volumes on Shaka, Shakespeare, and Dickens, Stanley and Vennema present the life of a legend, Cleopatra. The artwork includes full-page paintings of dramatic scenes as well as impressive painted mosaics that make up the jacket art, title page, and the background for the text. The story concerns Cleopatra's life from the age of 18, when she became the queen of Egypt (51 B.C.), through her liaisons with Julius Caesar and Mark Antony, and her struggle to bring back Egypt's former glory, to her death at the age of 39. One of the most impressive qualities of this beautiful book is its recognition of the problems of researching and writing history. Not only does a note introduce Plutarch as the main source, but it also discusses why Plutarch's account may not be entirely reliable. Even in the text, the authors point out areas of doubt or inconsistency. Taken simply as a story, the book has a sumptuous setting, heroic characters, name recognition, high drama, and a tragic ending. An intriguing portrait.
School Library Journal: Grade 3-6-"It is traditionally believed that Cleopatra dazzled Caesar with her great beauty. Instead, it was the power of her intelligence and personality that drew him to her." In this lively, well-crafted biography, Stanley and Vennema brush the cobwebs from the popularly held portrait of Cleopatra to reveal a vital, warm, and politically adroit ruler. Lucid writing combines with carefully selected anecdotes, often attributed to the Greek historian Plutarch, to create an engaging narrative. The young queen's marriage to her brother Ptolemy XIII is placed in the context of practices of the rulers of the day. A "Note on Ancient Sources" and a map precede the text; an epilogue, pronunciation guide, and a brief bibliography are appended. Stanley's stunning, full-color gouache artwork is arresting in its large, well-composed images executed in flat Greek style. The palette is as rich and sumptuous as the court at Alexandria. Cover art and endpapers simulate period mosaics; the text is set against a faux-tile backdrop that reinforces the book's design and illustration. The figures of Cleopatra, Julius Caesar, and Mark Antony stride powerfully across scenes of Egypt and the Roman Empire. Finally, Cleopatra emerges as a savvy, astute, and complex leader who followed both her heart and mind.
5. CONNECTIONS
*Referring to Stanley and Vennema’s “Note on Ancient Sources”, have students discuss why the truth about Cleopatra is not more widely known.
*Other biographies of Cleopatra:
Grant, Michael. 1972. Cleopatra. New York. Simon and Schuster.
Hoobler, Dorothy and Thomas. 1986. Cleopatra. New York. Chelsea House Publishers.
1. BIBLIOGRAPHY
Stanley, Diane and Peter Vennema. 1994. CLEOPATRA. New York. Morrow Junior Books. ISBN 0688154808
2. PLOT SUMMARY
The husband and wife author team of Stanley and Vennema follow a queen from age eighteen until her death at age thirty nine in their book, CLEOPATRA. Readers will learn the truth about her life and why she has been incorrectly portrayed over time. From ruling alongside her brothers to her true ancestry, myths are dispelled and facts are revealed concerning this woman most know by name and romantic connections alone.
3. CRITICAL ANALYSIS
Stanley and Vennema pull readers into this tale of a remarkable woman by explaining Cleopatra’s true heritage and her correct name and hold the reader’s attention throughout with their significant storytelling abilities. Their clarifying statement that Cleopatra VII, a descendant of Alexander the Great’s Greek general Ptolemyl was born in 69 B.C. and was not an Egyptian queen of the pyramid building era as others believe, starts the reader off on a path of exciting discovery. They go on to provide extensive information about her political, familiar and personal struggles. The authors include many valuable resources in their book. A preface devoted to her ancestry and the comparisons of Rome and Egypt, a note on how ancient sources have been used and a pronunciation guide are some of the most useful. Two maps of Egypt and Roman Provinces help readers to visualize empires that do not exist today. The epilogue and bibliography support readers who want to learn more about this amazing woman and period in world history. Stanley has chosen the artistic style of gouache to create her full color illustrations and compliments them with Alexandrian style mosaic pages, inserts and borders. She is able to accomplish a connection between a historical time and the present through the use of her art and text.
4. REVIEW EXCERPT(S)
Book List: Gr. 3-6. Using their distinctive picture book biography format made popular in their volumes on Shaka, Shakespeare, and Dickens, Stanley and Vennema present the life of a legend, Cleopatra. The artwork includes full-page paintings of dramatic scenes as well as impressive painted mosaics that make up the jacket art, title page, and the background for the text. The story concerns Cleopatra's life from the age of 18, when she became the queen of Egypt (51 B.C.), through her liaisons with Julius Caesar and Mark Antony, and her struggle to bring back Egypt's former glory, to her death at the age of 39. One of the most impressive qualities of this beautiful book is its recognition of the problems of researching and writing history. Not only does a note introduce Plutarch as the main source, but it also discusses why Plutarch's account may not be entirely reliable. Even in the text, the authors point out areas of doubt or inconsistency. Taken simply as a story, the book has a sumptuous setting, heroic characters, name recognition, high drama, and a tragic ending. An intriguing portrait.
School Library Journal: Grade 3-6-"It is traditionally believed that Cleopatra dazzled Caesar with her great beauty. Instead, it was the power of her intelligence and personality that drew him to her." In this lively, well-crafted biography, Stanley and Vennema brush the cobwebs from the popularly held portrait of Cleopatra to reveal a vital, warm, and politically adroit ruler. Lucid writing combines with carefully selected anecdotes, often attributed to the Greek historian Plutarch, to create an engaging narrative. The young queen's marriage to her brother Ptolemy XIII is placed in the context of practices of the rulers of the day. A "Note on Ancient Sources" and a map precede the text; an epilogue, pronunciation guide, and a brief bibliography are appended. Stanley's stunning, full-color gouache artwork is arresting in its large, well-composed images executed in flat Greek style. The palette is as rich and sumptuous as the court at Alexandria. Cover art and endpapers simulate period mosaics; the text is set against a faux-tile backdrop that reinforces the book's design and illustration. The figures of Cleopatra, Julius Caesar, and Mark Antony stride powerfully across scenes of Egypt and the Roman Empire. Finally, Cleopatra emerges as a savvy, astute, and complex leader who followed both her heart and mind.
5. CONNECTIONS
*Referring to Stanley and Vennema’s “Note on Ancient Sources”, have students discuss why the truth about Cleopatra is not more widely known.
*Other biographies of Cleopatra:
Grant, Michael. 1972. Cleopatra. New York. Simon and Schuster.
Hoobler, Dorothy and Thomas. 1986. Cleopatra. New York. Chelsea House Publishers.
Sisters & Brothers: Sibling Relationships in the Animal World by Steve Jenkins and Robin Page
Genre IV
1. BIBLIOGRAPHY
Jenkins, Steve and Robin Page. 2008. Sisters and Brothers: Sibling Relationships in the Animal World. Boston. Houghton Mifflin Co.. ISBN 9780618375967
2. PLOT SUMMARY
Jenkins and Page reveal the interworkings of relationships among siblings in the wild animal world. They are careful to give children factual information in a narrative format that is interesting and engaging. Readers learn about large, small and unusual animal families and how the siblings’ interaction with each other ensures the survival of the creature. Birthing patterns and dominant genders are explained as well as the role of the animals’ parent.
3. CRITICAL ANALYSIS
In a straight forward style, the authors explain some of the most interesting behaviors of brothers and sisters in the wild. Highlighting each animal in alternating one and two page layouts, the authors use subheadings and eye catching exclamations, statements and alliteration to give the reader clues as to the characteristics of the animal’s family life. The name of each creature is written in bold print within the six to eleven sentences that make up a paragraph of specific facts pertaining to each animal. The language is probably easily understood by most readers in the second grade and above but is not simple. Steve Jenkins is also the illustrator of this book and uses torn paper collages to create the intricate art that accompanies the text so well. The authors have included a two page list of animal facts complete with illustrations that will answer questions readers may have about an animal’s habitat, appetite or size. Additional readings are also listed for readers who wish to find out more about wild animals and their habits but no bibliography is included. The authors attached pictures of themselves with their siblings on the back flap of the book’s jacket which adds a very personal touch readers will enjoy.
4. REVIEW EXCERPT(S)
Horn Book: "... fascinating animal facts...the new focus allows deeper explorations of the growth and development stages."
Book Links: "Readers will love sharing this...The sibling focus is a way to include a wealth of fascinating science."
School Library Journal: “Realistic . . . collages form a visual lure . . . eye-catching, and with an interesting approach to the animal world.”
5. CONNECTIONS
*Have students create a torn paper collage of themselves and any siblings they may have. Only children can use cousins or friends in place of siblings.
*Allow students to discuss any birth patterns they may beware of within their family tree. Multiple births, rare births of females/males, high rates of births in certain months can all be considered and documented on a class graph created on the computer and displayed for observations.
1. BIBLIOGRAPHY
Jenkins, Steve and Robin Page. 2008. Sisters and Brothers: Sibling Relationships in the Animal World. Boston. Houghton Mifflin Co.. ISBN 9780618375967
2. PLOT SUMMARY
Jenkins and Page reveal the interworkings of relationships among siblings in the wild animal world. They are careful to give children factual information in a narrative format that is interesting and engaging. Readers learn about large, small and unusual animal families and how the siblings’ interaction with each other ensures the survival of the creature. Birthing patterns and dominant genders are explained as well as the role of the animals’ parent.
3. CRITICAL ANALYSIS
In a straight forward style, the authors explain some of the most interesting behaviors of brothers and sisters in the wild. Highlighting each animal in alternating one and two page layouts, the authors use subheadings and eye catching exclamations, statements and alliteration to give the reader clues as to the characteristics of the animal’s family life. The name of each creature is written in bold print within the six to eleven sentences that make up a paragraph of specific facts pertaining to each animal. The language is probably easily understood by most readers in the second grade and above but is not simple. Steve Jenkins is also the illustrator of this book and uses torn paper collages to create the intricate art that accompanies the text so well. The authors have included a two page list of animal facts complete with illustrations that will answer questions readers may have about an animal’s habitat, appetite or size. Additional readings are also listed for readers who wish to find out more about wild animals and their habits but no bibliography is included. The authors attached pictures of themselves with their siblings on the back flap of the book’s jacket which adds a very personal touch readers will enjoy.
4. REVIEW EXCERPT(S)
Horn Book: "... fascinating animal facts...the new focus allows deeper explorations of the growth and development stages."
Book Links: "Readers will love sharing this...The sibling focus is a way to include a wealth of fascinating science."
School Library Journal: “Realistic . . . collages form a visual lure . . . eye-catching, and with an interesting approach to the animal world.”
5. CONNECTIONS
*Have students create a torn paper collage of themselves and any siblings they may have. Only children can use cousins or friends in place of siblings.
*Allow students to discuss any birth patterns they may beware of within their family tree. Multiple births, rare births of females/males, high rates of births in certain months can all be considered and documented on a class graph created on the computer and displayed for observations.
Tuesday, June 29, 2010
Comets, Stars, the Moon, and Mars: Space Poems and Paintings by Douglas Florian
Genre III
1. BIBLIOGRAPHY
Florian, Douglas. 2007. COMETS, STARS, THE MOON, AND MARS: SPACE POEMS AND PAINTINGS. Orlando: Harcourt, Inc.. ISBN 9780329641634
2. PLOT SUMMARY
Florian shares beautiful poetry once again in this collection about the solar system entitled COMETS, STARS, THE MOON, AND MARS: SPACE POEMS AND PAINTINGS. Some are written in quick, sharp phrases and others are flowing and mystical. The engaging verses supply terrestrial facts as they entertain readers with humor, rhythm and rhyme. Readers are taken on a journey through our solar system as they begin “Skywatch”ing and finally come to rest in the land of black holes and “the Great Beyond.”
3. CRITICAL ANALYSIS
Florian’s collection of twenty poems is skillfully written and arranged from far-reaching subjects like “The Universe” to specific planets. Each poem describes and creatively communicates what is currently known about each planetary body. Using rhythmic couplets to free verse, Florian reaches across the vastness of space and brings distant, unfamiliar information into the hands of readers and makes them memorable. He uses consonance, repeated phrases, sensory words, listing and shaping to create images of these stellar subjects. Readers will connect emotionally to some of the funnier poems but most will not evoke deep emotion even in the most sensitive poetry lovers. A table of contents and “A Galactic Glossary” are included as well as a bibliography of suggested additional readings to assist curious readers. Florian is also the illustrator of this anthology. As is typical of his style, he uses collage, gouache and rubber stamps on brown (primed) paper bags and includes his signature cut outs on each two page painting. The collage pieces and the rubber stamped text are informational as well as artistic and are a valuable accompaniment.
4. REVIEW EXCERPT(S)
*SCHOOL LIBRARY JOURNAL: “Nothing gladdens the heart of believers of good poetry for children more than a new collection by Florian. . . . This one literally sings the music of the spheres. . . . In both language and artwork, Florian strikes the perfect balance between grandeur and whimsy.”
*THE NEW YORK TIMES BOOK REVIEW: “The poet-painter’s latest book brings warm wit to the outermost reaches of cold, dark space. . . . Florian’s illustrations depict the marvels of space with luminous texture and detail.”
5. CONNECTIONS
*Working in partners have students choose three poems to read and analyze for facts. Allow students to share the facts they learned from each poem with the class.
*Using the poem, “The Constellations”, its illustration, black construction paper, a shoebox and a pencil, have students create a mini planetarium.
1. BIBLIOGRAPHY
Florian, Douglas. 2007. COMETS, STARS, THE MOON, AND MARS: SPACE POEMS AND PAINTINGS. Orlando: Harcourt, Inc.. ISBN 9780329641634
2. PLOT SUMMARY
Florian shares beautiful poetry once again in this collection about the solar system entitled COMETS, STARS, THE MOON, AND MARS: SPACE POEMS AND PAINTINGS. Some are written in quick, sharp phrases and others are flowing and mystical. The engaging verses supply terrestrial facts as they entertain readers with humor, rhythm and rhyme. Readers are taken on a journey through our solar system as they begin “Skywatch”ing and finally come to rest in the land of black holes and “the Great Beyond.”
3. CRITICAL ANALYSIS
Florian’s collection of twenty poems is skillfully written and arranged from far-reaching subjects like “The Universe” to specific planets. Each poem describes and creatively communicates what is currently known about each planetary body. Using rhythmic couplets to free verse, Florian reaches across the vastness of space and brings distant, unfamiliar information into the hands of readers and makes them memorable. He uses consonance, repeated phrases, sensory words, listing and shaping to create images of these stellar subjects. Readers will connect emotionally to some of the funnier poems but most will not evoke deep emotion even in the most sensitive poetry lovers. A table of contents and “A Galactic Glossary” are included as well as a bibliography of suggested additional readings to assist curious readers. Florian is also the illustrator of this anthology. As is typical of his style, he uses collage, gouache and rubber stamps on brown (primed) paper bags and includes his signature cut outs on each two page painting. The collage pieces and the rubber stamped text are informational as well as artistic and are a valuable accompaniment.
4. REVIEW EXCERPT(S)
*SCHOOL LIBRARY JOURNAL: “Nothing gladdens the heart of believers of good poetry for children more than a new collection by Florian. . . . This one literally sings the music of the spheres. . . . In both language and artwork, Florian strikes the perfect balance between grandeur and whimsy.”
*THE NEW YORK TIMES BOOK REVIEW: “The poet-painter’s latest book brings warm wit to the outermost reaches of cold, dark space. . . . Florian’s illustrations depict the marvels of space with luminous texture and detail.”
5. CONNECTIONS
*Working in partners have students choose three poems to read and analyze for facts. Allow students to share the facts they learned from each poem with the class.
*Using the poem, “The Constellations”, its illustration, black construction paper, a shoebox and a pencil, have students create a mini planetarium.
Song of the Water Boatman by Joyce Sidman
Genre III
1. BIBLIOGRAPHY
Sidman, Joyce. 2005. SONG OF THE WATER BOATMAN. Ill. by Beckie Prange. New York: Houghton Mifflin Co.. ISBN 0329454722
2. PLOT SUMMARY
Joyce Sidman beautifully unites science and poetry in SONG OF THE WATER BOATMAN. Sidman reminds us that from season to season, the ecosystem of a pond can be a spectacular world and readers of all ages will enjoy the melody of her poetry while learning all about the interesting creatures who call this particular pond home. Sidman’s various styles of poems explore the flora and fauna found in wetland areas.
3. CRITICAL ANALYSIS
This collection of eleven witty poems and mini science units encourage readers to take a closer look at ponds and wetlands that may have been forgotten. It is a salute to the splendor and mystery that these ecosystems provide. This is Beckie Prange’s debut as an illustrator. Her experiences as a naturalist and printmaker equip her with all the sensitivity and skill needed to create hand-colored woodcuts with impressive precision. Her contrast of dark lines and seasonal water coloring supports the artistic and expository language. Sidman entertains us with rhythm, rhyme, sound, and imagery all the while educating readers with concise, easy to understand tidbits of scientific facts pertaining to specific creatures or plants found in or around the pond. The informational text set off to the side of the illustrations, sparks young readers’ curiosity and is a valuable compliment to this two page display format. Several occupants of the pond are explained in both art and text, which overflows with onomatopoeia, alliteration and almost every other poetic technique. From the eloquent style of “Fly Dragonfly!” to the enticing fun of “A Small Green Riddle”, Sidman provides interest with diversity. Not only are various styles of poetry such as Haiku, free verse, metered lines and riddles showcased but the text arrangement chosen for some of the poems adds more appeal. A particularly clever example is the design of “Into the Mud”. Readers may also find it useful to reference the glossary of scientific terminology that is included. This anthology was awarded the 2006 Lee Bennett Hopkins Poetry Award and was a Caldecott Honor book in 2006.
4. REVIEW EXCERPT(S)
HORN BOOK: "Sidman and Prange go beyond accuracy and clarity; with a humor born of skillful observation and light and color worthy of the Impressionists, they capture the essence of this environment in all its fascinating particularity."
BOOKLIST: "In this strikingly illustrated collection, science facts combine with vivid poems about pond life through the seasons."
5. CONNECTIONS
*Pair this collection with books from the 591 section of your library such as ANIMALS OF RIVERS, LAKES AND PONDS by Sandra Donovan and ANIMAL BABIES IN PONDS AND RIVERS by Jennifer Schofield.
*Take students to a pond to observe the creatures and plants there. Or take them to observe life in a school garden, patch of the playground or create your own ecosystem with crickets or frogs. Discuss and record the behaviors of the specimens.
1. BIBLIOGRAPHY
Sidman, Joyce. 2005. SONG OF THE WATER BOATMAN. Ill. by Beckie Prange. New York: Houghton Mifflin Co.. ISBN 0329454722
2. PLOT SUMMARY
Joyce Sidman beautifully unites science and poetry in SONG OF THE WATER BOATMAN. Sidman reminds us that from season to season, the ecosystem of a pond can be a spectacular world and readers of all ages will enjoy the melody of her poetry while learning all about the interesting creatures who call this particular pond home. Sidman’s various styles of poems explore the flora and fauna found in wetland areas.
3. CRITICAL ANALYSIS
This collection of eleven witty poems and mini science units encourage readers to take a closer look at ponds and wetlands that may have been forgotten. It is a salute to the splendor and mystery that these ecosystems provide. This is Beckie Prange’s debut as an illustrator. Her experiences as a naturalist and printmaker equip her with all the sensitivity and skill needed to create hand-colored woodcuts with impressive precision. Her contrast of dark lines and seasonal water coloring supports the artistic and expository language. Sidman entertains us with rhythm, rhyme, sound, and imagery all the while educating readers with concise, easy to understand tidbits of scientific facts pertaining to specific creatures or plants found in or around the pond. The informational text set off to the side of the illustrations, sparks young readers’ curiosity and is a valuable compliment to this two page display format. Several occupants of the pond are explained in both art and text, which overflows with onomatopoeia, alliteration and almost every other poetic technique. From the eloquent style of “Fly Dragonfly!” to the enticing fun of “A Small Green Riddle”, Sidman provides interest with diversity. Not only are various styles of poetry such as Haiku, free verse, metered lines and riddles showcased but the text arrangement chosen for some of the poems adds more appeal. A particularly clever example is the design of “Into the Mud”. Readers may also find it useful to reference the glossary of scientific terminology that is included. This anthology was awarded the 2006 Lee Bennett Hopkins Poetry Award and was a Caldecott Honor book in 2006.
4. REVIEW EXCERPT(S)
HORN BOOK: "Sidman and Prange go beyond accuracy and clarity; with a humor born of skillful observation and light and color worthy of the Impressionists, they capture the essence of this environment in all its fascinating particularity."
BOOKLIST: "In this strikingly illustrated collection, science facts combine with vivid poems about pond life through the seasons."
5. CONNECTIONS
*Pair this collection with books from the 591 section of your library such as ANIMALS OF RIVERS, LAKES AND PONDS by Sandra Donovan and ANIMAL BABIES IN PONDS AND RIVERS by Jennifer Schofield.
*Take students to a pond to observe the creatures and plants there. Or take them to observe life in a school garden, patch of the playground or create your own ecosystem with crickets or frogs. Discuss and record the behaviors of the specimens.
What My Mother Doesn't Know by Sonya Sones
Genre III
1. BIBLIOGRAPHY
Sones, Sonya. 2001. WHAT MY MOTHER DOESN’T KNOW. New York: Simon and Schuster Books for Young Readers. ISBN 0689841140
2. PLOT SUMMARY
In WHAT MY MOTHER DOESN'T KNOW, Sonya Sones captures the energy and anguish of female adolescence. Sophie’s experiences and responses are honest, accurate and emotional. No topic pertinent to young adults has been forgotten. Sophie deals with her feelings about her parents, friends, boyfriends, religion, peers and strangers she didn’t know could hurt her. “By Comparison” reveals how narrow and off target a young person’s perspective can be. “Deleted” gives a candid account of how easy it can be for a young girl to find herself in a dangerous cyber situation. “!!!” depicts an unforgettably romantic moment in Sophie’s life. Readers come along side Sophie in her quest for everlasting love while simultaneously trying to understand her parents’ strained relationship and coping with bad hair days as only a teenage girl can do.
3. CRITICAL ANALYSIS
Sones seamlessly weaves her 195 free verse poems into an eloquent narrative with a rewarding ending. The poetry is not ornate or complex. Sones writes in a short, occasionally rhythmic style. This makes for nimble poems that cause the reader to gasp out loud or pause reflectively before moving on to the next episode. Sones’s protagonist is resilient, natural and by all accounts a winner. Sophie's voice is conversational and personal. The natural flow from experience to experience makes this novel perfect for reluctant readers as well as those who love to read. The life changing events Sophie faces are skillfully disclosed; even Sones’s dedication is clever and intriguing. Some awards and recognitions this book received include being named a Texas Lone Star State Reading List Choice (2003 – 2004), an International Reading Association Young Adults' Choice (2003), as well as a Booklist Editor's Choice (2001). It was also unanimously chosen as an American Library Association Top Ten Quick Pick for Reluctant Young Adult Readers (2002).
4. REVIEW EXCERPT(S)
KIRKUS: "...romantic and sexy, with a happy ending that leaves Sophie together with Mr. Right, Sones ( Stop Pretending: What Happened when My Big Sister Went Crazy, 1999 ) has crafted a verse experience that will leave teenage readers sighing with recognition and satisfaction."
SCHOOL LIBRARY JOURNAL: "...Sones is a bright, perceptive writer who digs deeply into her protagonist's soul... Sones's poems are glimpses through a peephole many teens may be peering through for the first time, unaware that others are seeing virtually the same new, scary, unfamiliar things... Sones's book makes these often-difficult years a little more livable by making them real, normal, and OK."
5. CONNECTIONS
*Other free verse poetry books to share: LOVE THAT DOG by Sharon Creech, DIZZY IN YOUR EYES: LOVE POEMS by Pat Mora
*Ask students to rewrite one of the shorter poems as a narrative instead of a free verse style poem. Compare the two formats. What are their preferences? When the traditional format is possible why is poetry chosen by writers and readers?
1. BIBLIOGRAPHY
Sones, Sonya. 2001. WHAT MY MOTHER DOESN’T KNOW. New York: Simon and Schuster Books for Young Readers. ISBN 0689841140
2. PLOT SUMMARY
In WHAT MY MOTHER DOESN'T KNOW, Sonya Sones captures the energy and anguish of female adolescence. Sophie’s experiences and responses are honest, accurate and emotional. No topic pertinent to young adults has been forgotten. Sophie deals with her feelings about her parents, friends, boyfriends, religion, peers and strangers she didn’t know could hurt her. “By Comparison” reveals how narrow and off target a young person’s perspective can be. “Deleted” gives a candid account of how easy it can be for a young girl to find herself in a dangerous cyber situation. “!!!” depicts an unforgettably romantic moment in Sophie’s life. Readers come along side Sophie in her quest for everlasting love while simultaneously trying to understand her parents’ strained relationship and coping with bad hair days as only a teenage girl can do.
3. CRITICAL ANALYSIS
Sones seamlessly weaves her 195 free verse poems into an eloquent narrative with a rewarding ending. The poetry is not ornate or complex. Sones writes in a short, occasionally rhythmic style. This makes for nimble poems that cause the reader to gasp out loud or pause reflectively before moving on to the next episode. Sones’s protagonist is resilient, natural and by all accounts a winner. Sophie's voice is conversational and personal. The natural flow from experience to experience makes this novel perfect for reluctant readers as well as those who love to read. The life changing events Sophie faces are skillfully disclosed; even Sones’s dedication is clever and intriguing. Some awards and recognitions this book received include being named a Texas Lone Star State Reading List Choice (2003 – 2004), an International Reading Association Young Adults' Choice (2003), as well as a Booklist Editor's Choice (2001). It was also unanimously chosen as an American Library Association Top Ten Quick Pick for Reluctant Young Adult Readers (2002).
4. REVIEW EXCERPT(S)
KIRKUS: "...romantic and sexy, with a happy ending that leaves Sophie together with Mr. Right, Sones ( Stop Pretending: What Happened when My Big Sister Went Crazy, 1999 ) has crafted a verse experience that will leave teenage readers sighing with recognition and satisfaction."
SCHOOL LIBRARY JOURNAL: "...Sones is a bright, perceptive writer who digs deeply into her protagonist's soul... Sones's poems are glimpses through a peephole many teens may be peering through for the first time, unaware that others are seeing virtually the same new, scary, unfamiliar things... Sones's book makes these often-difficult years a little more livable by making them real, normal, and OK."
5. CONNECTIONS
*Other free verse poetry books to share: LOVE THAT DOG by Sharon Creech, DIZZY IN YOUR EYES: LOVE POEMS by Pat Mora
*Ask students to rewrite one of the shorter poems as a narrative instead of a free verse style poem. Compare the two formats. What are their preferences? When the traditional format is possible why is poetry chosen by writers and readers?
Wednesday, June 23, 2010
Yummy Eight Favorite Fairytales
Genre II: Traditional Literature
1. BIBLIOGRAPHY
Cousins, Lucy. Yummy Eight Favorite Fairytales. Somerville: Candlewick Press.2009. ISBN 9780763644741
2. PLOT SUMMARY
In her anthology of fairy tales, Cousins included all the well known characters from eight favorite fairytales. She selected Little Red Riding Hood, The Three Billy Goats Gruff, The Enormous Turnip, Henny Penny, Goldilocks and the Three Bears, The Little Red Hen, The Three Little Pigs, and The Musicians of Bremen. She adds her own style to each story without altering the characters or their circumstances. The tales are presented in a more concise format but the integrity of each is intact. Cousins adds her signature outbursts and onomatopoeia to the retellings.
3. CRITICAL ANALYSIS
Yummy Eight Favorite Fairytales is a great collection of some beloved tales but not necessarily the very best known stories. True to the culture of these narratives, Cousins uses authentic language and rhythmic text as well as some of the less gentle versions of the accounts (e.g., the wolf looses his head to the hunter’s ax). The expected lessons and outcomes of good conquers evil, be prepared not lazy, and beware of tricksters are still evident and always lead to the vital “happy ending” we anticipate with fairytales. However, choosing some yarns that many may not be intimately familiar gives this album a fresh feel. Certainly The Three Billy Goats Gruff, The Enormous Turnip and The Musicians of Bremen are not as frequently found in other collections as Little Red Riding Hood and The Three Little Pigs are. Including these treasures here is a treat for beginning and accomplished readers alike. Cousins of course illustrates her collection with her usual technique know as gouache. This technique produces a more strongly colored picture than ordinary watercolor and is Cousins’s signature design. The solid primary colored backgrounds and the thick painted declarations and outlines accomplish a beautiful and enticing creation.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL: Beloved classics are successfully served by these bold, striking renditions. There's no sugarcoating here, as the wolf in "Little Red Riding Hood" is shown receiving his gruesome comeuppance and Henny Penny's friends never return from Foxy Woxy's lair. Large, arresting gouache spreads in Cousins's signature style utilize saturated colors and thick, dark outlines against solid backgrounds. Expressive characters enhance the stories' shifting moods.
KIRKUS: Along with crowd-friendly illustrations done in her customary bright colors and broadly brushed lines, the author adds big hand-lettered taglines ("Bye-bye, Wolf") as cues for shouted-out commentary. Though the Three Bears look like teddy bears and as a concession to more pacifist audiences the author includes a severely compressed rendition of "The Enormous Turnip," on the whole this lap-sized collection offers younger children an eye-opening cross-section of the far-from-innocuous world of folk literature.
3. CONNECTIONS
*Lucy Cousins is inspired more by elementary schools than museums. (http://www.maisyfunclub.com/maisyframe.asp?section=lucy). Ask children what they think she might find inspiring at their school and why.
*After reading other books by Lucy Cousins, allow students to try the gouache technique. What is so appealing about this technique?
1. BIBLIOGRAPHY
Cousins, Lucy. Yummy Eight Favorite Fairytales. Somerville: Candlewick Press.2009. ISBN 9780763644741
2. PLOT SUMMARY
In her anthology of fairy tales, Cousins included all the well known characters from eight favorite fairytales. She selected Little Red Riding Hood, The Three Billy Goats Gruff, The Enormous Turnip, Henny Penny, Goldilocks and the Three Bears, The Little Red Hen, The Three Little Pigs, and The Musicians of Bremen. She adds her own style to each story without altering the characters or their circumstances. The tales are presented in a more concise format but the integrity of each is intact. Cousins adds her signature outbursts and onomatopoeia to the retellings.
3. CRITICAL ANALYSIS
Yummy Eight Favorite Fairytales is a great collection of some beloved tales but not necessarily the very best known stories. True to the culture of these narratives, Cousins uses authentic language and rhythmic text as well as some of the less gentle versions of the accounts (e.g., the wolf looses his head to the hunter’s ax). The expected lessons and outcomes of good conquers evil, be prepared not lazy, and beware of tricksters are still evident and always lead to the vital “happy ending” we anticipate with fairytales. However, choosing some yarns that many may not be intimately familiar gives this album a fresh feel. Certainly The Three Billy Goats Gruff, The Enormous Turnip and The Musicians of Bremen are not as frequently found in other collections as Little Red Riding Hood and The Three Little Pigs are. Including these treasures here is a treat for beginning and accomplished readers alike. Cousins of course illustrates her collection with her usual technique know as gouache. This technique produces a more strongly colored picture than ordinary watercolor and is Cousins’s signature design. The solid primary colored backgrounds and the thick painted declarations and outlines accomplish a beautiful and enticing creation.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL: Beloved classics are successfully served by these bold, striking renditions. There's no sugarcoating here, as the wolf in "Little Red Riding Hood" is shown receiving his gruesome comeuppance and Henny Penny's friends never return from Foxy Woxy's lair. Large, arresting gouache spreads in Cousins's signature style utilize saturated colors and thick, dark outlines against solid backgrounds. Expressive characters enhance the stories' shifting moods.
KIRKUS: Along with crowd-friendly illustrations done in her customary bright colors and broadly brushed lines, the author adds big hand-lettered taglines ("Bye-bye, Wolf") as cues for shouted-out commentary. Though the Three Bears look like teddy bears and as a concession to more pacifist audiences the author includes a severely compressed rendition of "The Enormous Turnip," on the whole this lap-sized collection offers younger children an eye-opening cross-section of the far-from-innocuous world of folk literature.
3. CONNECTIONS
*Lucy Cousins is inspired more by elementary schools than museums. (http://www.maisyfunclub.com/maisyframe.asp?section=lucy). Ask children what they think she might find inspiring at their school and why.
*After reading other books by Lucy Cousins, allow students to try the gouache technique. What is so appealing about this technique?
Tuesday, June 22, 2010
Fanny's Dream by Caralyn Buehner
Genre II: Traditional Literature
1. BIBLIOGRAPHY
Buehner, Caralyn. Fanny’s Dream. Ill. by Mark Buehner. New York: Dial Books for Young Readers.1996. ISBN 0803714963
2. PLOT SUMMARY
In a small farming community, during a not so distant past, Fanny Agnes is a plain, brawny, girl with dreams fit for a princess. She wants to live in a castle, attend fancy balls and ultimately marry a prince. Heber Jensen also has dreams. He longs for someone with whom he can share a life of joyful farming. Heber finds Fanny waiting for her fairy godmother to cast a spell that is certain to secure the romantic fantasy she has read about. When her fairy godmother doesn’t show, Heber proposes. Reluctantly, Fanny accepts and they begin a life together that turns out to be full of laughter, hard work, babies, and eventually “happily ever after”.
3. CRITICAL ANALYSIS
Fanny’s Dream is a great “reality is better than fantasy” surprise. In her very own Cinderella-like story, Buehner creates a story in which actuality is chosen over make-believe when the heroine realizes her life is better than the fairy tale she dreamt about. The author references some of the elements of traditional tales, (fairy godmothers, princes and balls) but they are not central to the plot. Traditional language is replaced with verbiage of the farm. Buehner takes us beyond the style of speech and into the mentality and lifestyle of farmstead folk when she tells of frozen laundry brought in to thaw, outhouses, and caring for animals day after day. She uses short, powerful sentences to mark critical turning points in the text (e.g.: “Heber thought this over”, “I don’t do windows”, “Then Fanny and Heber built the house again”, “Not”). Mark Buehner’s illustrations are accomplished by using oil paints over acrylics. The result is that the reader enjoys brightly textured fabrics and cool evenings under the stars. Additionally, we are treated to clever features such as clouds in shapes of Cinderella characters and Heber’s bedtime story choice-Cinderella. The most significant detail for me is how he paints the expression in Fanny’s eyes brighter and more intense as the story unfolds.
4. REVIEW EXCERPT(S)
BOOKLIST: A truly wonderful mix of storytelling and art from a husband-wife team with a fine sense of humor. Having a familiar fairy tale at its heart, this homespun yarn tells the whimsical story of a small-town girl who has big dreams. What's more, there's plenty for youngsters to enjoy in the robust, bucolic pictures, which seem almost to jump off the page. Rich, glowing colors and a plethora of detail--from pictures on walls to animal shapes.
KIRKUS: This clever tale from the Buehners has smart twists and takes and is shot through with such tenderness that the telling nearly shimmers off the page. The text yields corny humor and rural circumstance; the artwork is just plain wonderful.
3. CONNECTIONS
*Have students create a compare and contrast visual aid discussing what skills and talents are needed to be a successful farmer versus a member of government or royalty. Use the conversation between Heber and Fanny to get them started.
*Ask students to verbalize what they think Fanny learned in this story. What did Heber learn? What about the fairy godmother? Or ask students to use inference skills by answering: What do you think the fairy godmother did after Fanny went back inside the house? Why was she late?
1. BIBLIOGRAPHY
Buehner, Caralyn. Fanny’s Dream. Ill. by Mark Buehner. New York: Dial Books for Young Readers.1996. ISBN 0803714963
2. PLOT SUMMARY
In a small farming community, during a not so distant past, Fanny Agnes is a plain, brawny, girl with dreams fit for a princess. She wants to live in a castle, attend fancy balls and ultimately marry a prince. Heber Jensen also has dreams. He longs for someone with whom he can share a life of joyful farming. Heber finds Fanny waiting for her fairy godmother to cast a spell that is certain to secure the romantic fantasy she has read about. When her fairy godmother doesn’t show, Heber proposes. Reluctantly, Fanny accepts and they begin a life together that turns out to be full of laughter, hard work, babies, and eventually “happily ever after”.
3. CRITICAL ANALYSIS
Fanny’s Dream is a great “reality is better than fantasy” surprise. In her very own Cinderella-like story, Buehner creates a story in which actuality is chosen over make-believe when the heroine realizes her life is better than the fairy tale she dreamt about. The author references some of the elements of traditional tales, (fairy godmothers, princes and balls) but they are not central to the plot. Traditional language is replaced with verbiage of the farm. Buehner takes us beyond the style of speech and into the mentality and lifestyle of farmstead folk when she tells of frozen laundry brought in to thaw, outhouses, and caring for animals day after day. She uses short, powerful sentences to mark critical turning points in the text (e.g.: “Heber thought this over”, “I don’t do windows”, “Then Fanny and Heber built the house again”, “Not”). Mark Buehner’s illustrations are accomplished by using oil paints over acrylics. The result is that the reader enjoys brightly textured fabrics and cool evenings under the stars. Additionally, we are treated to clever features such as clouds in shapes of Cinderella characters and Heber’s bedtime story choice-Cinderella. The most significant detail for me is how he paints the expression in Fanny’s eyes brighter and more intense as the story unfolds.
4. REVIEW EXCERPT(S)
BOOKLIST: A truly wonderful mix of storytelling and art from a husband-wife team with a fine sense of humor. Having a familiar fairy tale at its heart, this homespun yarn tells the whimsical story of a small-town girl who has big dreams. What's more, there's plenty for youngsters to enjoy in the robust, bucolic pictures, which seem almost to jump off the page. Rich, glowing colors and a plethora of detail--from pictures on walls to animal shapes.
KIRKUS: This clever tale from the Buehners has smart twists and takes and is shot through with such tenderness that the telling nearly shimmers off the page. The text yields corny humor and rural circumstance; the artwork is just plain wonderful.
3. CONNECTIONS
*Have students create a compare and contrast visual aid discussing what skills and talents are needed to be a successful farmer versus a member of government or royalty. Use the conversation between Heber and Fanny to get them started.
*Ask students to verbalize what they think Fanny learned in this story. What did Heber learn? What about the fairy godmother? Or ask students to use inference skills by answering: What do you think the fairy godmother did after Fanny went back inside the house? Why was she late?
Saturday, June 19, 2010
Little Plum by Ed Young
Genre II: Traditional Literature
1. BIBLIOGRAPHY
Young, Ed. Little Plum. New York: Philomel.1994. ISBN 0399226834
2. PLOT SUMMARY
Little Plum is a Chinese folktale that takes place in a small, farming village at the foot of a mountain and is centered around an old couple and their remarkable son. The characters are exactly what we expect in a folktale in that they are proud, hard working and endure great hardships. The couple, having been childless all of their marriage, is desperate for a child. Their desperation turns to elation when they finally have a son. Although he is no bigger than the seed of a plum, the couple is so proud of what a hard worker their son becomes. As time quickly passes he impresses everyone with his determination. No matter his size, Little Plum is able to accomplish much and is a tremendous help to his parents causing the other village parents to berate their own children for not measuring up to Little Plum (pardon the pun). However, when the villagers suffer under an evil lord, even Little Plum’s mother doesn’t believe he is able to fulfill his promise to save them.
3. CRITICAL ANALYSIS
Young expertly maintains the sincerity of the ancient tellings of this folktale and even offers in his author’s notes the Chinese word for plum (jujube) to authenticate his retelling further. His portrayal of the common folktale theme “good people win out over cruel leader and live happily ever after” will be warmly accepted by readers as he also skillfully wraps the reader in the small, farming village, culture of China. However, the beauty of the story’s language may have been sacrificed in translation for I feel that Little Plum’s supernatural feats are explained more mechanically and lack emotional provocations. Yet, it is Young’s pastel paintings illustrating this story that restores any beauty lost in the text. Young’s use of contrasting light and dark colors, shades and shadows pull the reader past the vague lines and into the heart of the tale.
4. REVIEW EXCERPT(S)
BOOKLIST: Kids will identify with Little Plum; he may appear to be lost in a gigantic world, but he's able to control the great creatures that tower over him. Young's sweeping double-page-spread pastels, full of energy and movement, dramatize that this story is about perspective.
SCHOOL LIBRARY JOURNAL: Young's spare, action-filled text will hold listeners' attention, while his artwork adds emotional resonance, rhythm, and unity to the tale. He fills each page with pastel paintings in a rich, dark palette, emphasizing mass over line in a style reminiscent of European expressionists.
3. CONNECTIONS
*Universal themes in literature: After discussing the theme of the story, reread it and have students write down a time when the good people enjoyed something wonderful and when they suffered something terrible. Talk about how these types of events happen to all people making this theme “universal”.
*After reading the book ask students why the animals were so important to the villagers. Have students work in groups to create lists of what role animals play in the lives of farmers and villagers and what is different about the roles animals play in their own lives.
1. BIBLIOGRAPHY
Young, Ed. Little Plum. New York: Philomel.1994. ISBN 0399226834
2. PLOT SUMMARY
Little Plum is a Chinese folktale that takes place in a small, farming village at the foot of a mountain and is centered around an old couple and their remarkable son. The characters are exactly what we expect in a folktale in that they are proud, hard working and endure great hardships. The couple, having been childless all of their marriage, is desperate for a child. Their desperation turns to elation when they finally have a son. Although he is no bigger than the seed of a plum, the couple is so proud of what a hard worker their son becomes. As time quickly passes he impresses everyone with his determination. No matter his size, Little Plum is able to accomplish much and is a tremendous help to his parents causing the other village parents to berate their own children for not measuring up to Little Plum (pardon the pun). However, when the villagers suffer under an evil lord, even Little Plum’s mother doesn’t believe he is able to fulfill his promise to save them.
3. CRITICAL ANALYSIS
Young expertly maintains the sincerity of the ancient tellings of this folktale and even offers in his author’s notes the Chinese word for plum (jujube) to authenticate his retelling further. His portrayal of the common folktale theme “good people win out over cruel leader and live happily ever after” will be warmly accepted by readers as he also skillfully wraps the reader in the small, farming village, culture of China. However, the beauty of the story’s language may have been sacrificed in translation for I feel that Little Plum’s supernatural feats are explained more mechanically and lack emotional provocations. Yet, it is Young’s pastel paintings illustrating this story that restores any beauty lost in the text. Young’s use of contrasting light and dark colors, shades and shadows pull the reader past the vague lines and into the heart of the tale.
4. REVIEW EXCERPT(S)
BOOKLIST: Kids will identify with Little Plum; he may appear to be lost in a gigantic world, but he's able to control the great creatures that tower over him. Young's sweeping double-page-spread pastels, full of energy and movement, dramatize that this story is about perspective.
SCHOOL LIBRARY JOURNAL: Young's spare, action-filled text will hold listeners' attention, while his artwork adds emotional resonance, rhythm, and unity to the tale. He fills each page with pastel paintings in a rich, dark palette, emphasizing mass over line in a style reminiscent of European expressionists.
3. CONNECTIONS
*Universal themes in literature: After discussing the theme of the story, reread it and have students write down a time when the good people enjoyed something wonderful and when they suffered something terrible. Talk about how these types of events happen to all people making this theme “universal”.
*After reading the book ask students why the animals were so important to the villagers. Have students work in groups to create lists of what role animals play in the lives of farmers and villagers and what is different about the roles animals play in their own lives.
Wednesday, June 16, 2010
Show & Tell by Dilys Evans
Genre 1: Picture Books
1. BIBLIOGRAPHY
Evans, Dilys. 2008.Show & Tell: Exploring the Fine Art of Children's Book Illustration. San Francisco: Chronicle Books.ISBN: 9780811849715
2. PLOT SUMMARY
Show & Tell is a collection of Dilys Evans’ professional observations, critiques and interviews that features twelve children’s book illustrators. Ms. Evans founded the Original Art Exhibition. It is an annual show that is dedicated to the idea that children’s picture books should be classified as fine art. Evans is an accomplished curator, author and speaker. In the past, she has served as the art director of Cricket magazine and advised Caldecott committees. Evans explains in the author’s notes that her objective in writing this book was to “help all who value the fine art of children’s books to find a universal language to use when discussing the illustrations…” She chose illustrators whose work is worthy of ”celebration and recognition” and "looked for powerful imagery and storytelling that goes beyond a simple interpretation of the text.” Each chapter features an analysis and short biography of an illustrator. The artists she covers are Harry Bliss, Bryan Collier, Denise Fleming, Trina Schart Hyman, Hilary Knight, Betsy Lewin, Petra Mathers, Brian Selznick, David Shannon, Lane Smith, David Wiesner and Paul O. Zelinsky.
3. CRITICAL ANALYSIS
The story of each artist’s life is told in combination of first person responses to interview questions and expository text. Evans describes the artist in addition to the artistic process. Images of each artist’s creations are used to illustrate this book. The reproductions are used to provide visual models of Evan’s narrative explanations. She is brilliant at explaining why certain illustrations work with certain books. I enjoyed these illustrations in their original books but now have a deeper awareness of what they communicate. Readers will recognize that Evan’s charismatic biographies connect them to the artists. They will appreciate her explanations of how each artist’s unique style enriches the stories they illustrate. This collection highlights great artists who illustrate lovable stories with incredible talent.
4. REVIEW EXCERPT(S)
BOOKLIST: “This attractive title will be a boon for librarians, teachers, students, and anyone else who wants to learn to look at and talk about the art in children\'s books, as well as better understand the stories behind the pictures.”
SCHOOL LIBRARY JOURNAL STARRED REVIEW: “An enlightening must-read for all picture-book enthusiasts.”
5. CONNECTIONS
*This text is a valuable resource when sharing author studies with students as many of these illustrators are also writers. Some have illustrated each other’s books. After sharing some of Evan’s analysis, ask students why.
*At the end of a personal narrative writing lesson, have students write their own observations (and maybe mini biographies, too) of each other’s stories and illustrations.
1. BIBLIOGRAPHY
Evans, Dilys. 2008.Show & Tell: Exploring the Fine Art of Children's Book Illustration. San Francisco: Chronicle Books.ISBN: 9780811849715
2. PLOT SUMMARY
Show & Tell is a collection of Dilys Evans’ professional observations, critiques and interviews that features twelve children’s book illustrators. Ms. Evans founded the Original Art Exhibition. It is an annual show that is dedicated to the idea that children’s picture books should be classified as fine art. Evans is an accomplished curator, author and speaker. In the past, she has served as the art director of Cricket magazine and advised Caldecott committees. Evans explains in the author’s notes that her objective in writing this book was to “help all who value the fine art of children’s books to find a universal language to use when discussing the illustrations…” She chose illustrators whose work is worthy of ”celebration and recognition” and "looked for powerful imagery and storytelling that goes beyond a simple interpretation of the text.” Each chapter features an analysis and short biography of an illustrator. The artists she covers are Harry Bliss, Bryan Collier, Denise Fleming, Trina Schart Hyman, Hilary Knight, Betsy Lewin, Petra Mathers, Brian Selznick, David Shannon, Lane Smith, David Wiesner and Paul O. Zelinsky.
3. CRITICAL ANALYSIS
The story of each artist’s life is told in combination of first person responses to interview questions and expository text. Evans describes the artist in addition to the artistic process. Images of each artist’s creations are used to illustrate this book. The reproductions are used to provide visual models of Evan’s narrative explanations. She is brilliant at explaining why certain illustrations work with certain books. I enjoyed these illustrations in their original books but now have a deeper awareness of what they communicate. Readers will recognize that Evan’s charismatic biographies connect them to the artists. They will appreciate her explanations of how each artist’s unique style enriches the stories they illustrate. This collection highlights great artists who illustrate lovable stories with incredible talent.
4. REVIEW EXCERPT(S)
BOOKLIST: “This attractive title will be a boon for librarians, teachers, students, and anyone else who wants to learn to look at and talk about the art in children\'s books, as well as better understand the stories behind the pictures.”
SCHOOL LIBRARY JOURNAL STARRED REVIEW: “An enlightening must-read for all picture-book enthusiasts.”
5. CONNECTIONS
*This text is a valuable resource when sharing author studies with students as many of these illustrators are also writers. Some have illustrated each other’s books. After sharing some of Evan’s analysis, ask students why.
*At the end of a personal narrative writing lesson, have students write their own observations (and maybe mini biographies, too) of each other’s stories and illustrations.
Thursday, June 10, 2010
Thunder Rose written by Jerdine Nolen and illustrated by Kadir Nelson
Genre I: Picture Books
1. BIBLIOGRAPHY
Nolen, Jerdine. 2003. Thunder Rose. Ill. by Kadir Nelson. San Diego: Harcourt, Inc. ISBN 0152164723
2. PLOT SUMMARY
Thunder Rose is a tall tale of an extraordinary Texas girl born “free and clear” during a tremendous storm. From the very beginning this African American child achieves great feats in true tall tale style. What is unique about Rose’s story is the deep love she and her parents express to one another. At her birth both Ma and Pa lift their “voices in song” out of the joy they feel. Rose responds, “There is a music ringing so sweetly in my ears…It’s giving me a fortunate feeling rumbling deep in the pit of me. I’ll register it here at the bull’s eye set in the center of my heart and see what I can do with it one day!” That day comes when Rose battles a “riotous” storm to save her herd of Longhorn cattle on the way to an Abilene market.
3. CRITICAL ANALYSIS
Nolen’s powerful, expressive, regional and historical language is irresistible in this Texas tall tale. The author depicts those able to thrive in the Wild West as determined and resolute folks. Her African American characters also portray a culture of independent, sturdy people who are strong in body, mind and spirit.
While the colorful and rich voice of Nolen’s tale is a delight, I found the story to be disconnected and heavy with uninteresting mini adventures. Even for a tall tale, there were so many episodes of legendary acts performed by our heroine that the overall story fell flat and almost lost its appeal. Almost but not quite, for I am a true fan of Texas tall tales and this one has a special charm about it.
Kadir Nelson used a combination of oil, water color and pencil to create his illustrations. His choices of bright but realistic colors bring life to the text. His attention to the facial expressions and body language of the characters help the reader to “see” the emotion and confidence of each one. Nelson brilliantly portrays the “fortunate feeling” of which Thunder Rose speaks through his art.
4. REVIEW EXCERPT(S)
BOOKLIST: "Exuberant . . . A terrific read-aloud.”
SCHOOL LIBRARY JOURNAL: "A wonderful tale of joy and love, as robust and vivid as the wide West . . . A splendid, colorful, and most welcome addition to the tall-tale genre."
CORETTA SCOTT KING ILLUSTRATOR HONOR AWARD BOOK 2004
IRA-CBC CHILDREN’S CHOICE AWARD WINNER 2004
NICK JR. FAMILY MAGAZINE BEST BOOK OF THE YEAR 2004
5. CONNECTIONS
*When planning a unit of tall tale studies include this book and challenge students to think of other nontraditional legendary heroes.
*Enrich an African American or pioneer unit with this unique tall tale.
*This story should be read aloud with the proper accent and enthusiastic expression in which it is written or the audience will not experience the full effect of the story.
1. BIBLIOGRAPHY
Nolen, Jerdine. 2003. Thunder Rose. Ill. by Kadir Nelson. San Diego: Harcourt, Inc. ISBN 0152164723
2. PLOT SUMMARY
Thunder Rose is a tall tale of an extraordinary Texas girl born “free and clear” during a tremendous storm. From the very beginning this African American child achieves great feats in true tall tale style. What is unique about Rose’s story is the deep love she and her parents express to one another. At her birth both Ma and Pa lift their “voices in song” out of the joy they feel. Rose responds, “There is a music ringing so sweetly in my ears…It’s giving me a fortunate feeling rumbling deep in the pit of me. I’ll register it here at the bull’s eye set in the center of my heart and see what I can do with it one day!” That day comes when Rose battles a “riotous” storm to save her herd of Longhorn cattle on the way to an Abilene market.
3. CRITICAL ANALYSIS
Nolen’s powerful, expressive, regional and historical language is irresistible in this Texas tall tale. The author depicts those able to thrive in the Wild West as determined and resolute folks. Her African American characters also portray a culture of independent, sturdy people who are strong in body, mind and spirit.
While the colorful and rich voice of Nolen’s tale is a delight, I found the story to be disconnected and heavy with uninteresting mini adventures. Even for a tall tale, there were so many episodes of legendary acts performed by our heroine that the overall story fell flat and almost lost its appeal. Almost but not quite, for I am a true fan of Texas tall tales and this one has a special charm about it.
Kadir Nelson used a combination of oil, water color and pencil to create his illustrations. His choices of bright but realistic colors bring life to the text. His attention to the facial expressions and body language of the characters help the reader to “see” the emotion and confidence of each one. Nelson brilliantly portrays the “fortunate feeling” of which Thunder Rose speaks through his art.
4. REVIEW EXCERPT(S)
BOOKLIST: "Exuberant . . . A terrific read-aloud.”
SCHOOL LIBRARY JOURNAL: "A wonderful tale of joy and love, as robust and vivid as the wide West . . . A splendid, colorful, and most welcome addition to the tall-tale genre."
CORETTA SCOTT KING ILLUSTRATOR HONOR AWARD BOOK 2004
IRA-CBC CHILDREN’S CHOICE AWARD WINNER 2004
NICK JR. FAMILY MAGAZINE BEST BOOK OF THE YEAR 2004
5. CONNECTIONS
*When planning a unit of tall tale studies include this book and challenge students to think of other nontraditional legendary heroes.
*Enrich an African American or pioneer unit with this unique tall tale.
*This story should be read aloud with the proper accent and enthusiastic expression in which it is written or the audience will not experience the full effect of the story.
Joseph Had A Little Overcoat by Simms Taback
Genre I: Picture Books
1. BIBLIOGRAPHY
Taback, Simms. 1999.Joseph Had a Little Overcoat. New York: Scholastic.ISBN 0439216974
2. PLOT SUMMARY
Joseph is a very likeable, playful farmer. Although he has little money and must find ways to “recycle” his overcoat many times over, he has the good fortune of family and friends. He maintains a positive, cheerful attitude as he presses on to find ways the coat can continue to serve him as it ages and wears. In doing so, he shares his new creations with those around him when he attends weddings, fairs, and community events. The life lesson that this folktale teaches is that “you can always make something out of nothing.”
3. CRITICAL ANALYSIS
Taback adapted this story from a Yiddish song he enjoyed as a child. His patterned text and lighthearted style attract readers. However, the vibrant, heavily textured, die cut and collage illustrations are even more appealing. His technique of “cut out windows” is intriguing and encourages the reader’s curiosity.
Taback has hidden little treasures of language throughout the story. If readers look closely enough, they will find little bits of wisdom and fun written in both English and Yiddish.
I am more fond of the rhythmic voice, clever anecdotes (found in the illustrations) and the cultural connections than the illustrations.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL: “The rhythm and repetition make it a perfect story time read-aloud.”
2000 CALDECOTT WINNER: "Vibrant rich colors, playful details, and skillfully-placed die cuts contribute to the book's raucous merriment that takes this Yiddish folk song far beyond the simple words," Barbara Z. Kiefer, chair of the Caldecott Award Selection Committee.
5. CONNECTIONS
*Consider using this book during your next recycling or Earth Day unit. It could be the foundation of almost any multi-subject unit as it easily crosses over into music, social studies and art.
*Using the cut out windows in Taback’s illustrations, have students work on inference skills by having them make predictions as to what piece of clothing Joseph has made out of the coat. Give students the opportunity to create their own art with windows to share.
*Other books by Simms Taback:
The Was An Old Lady Who Swallowed A Fly. New York: Viking, 1997. ISBN: 0670869392
This Is The House That Jack Built. New York: Putnam, 2002. ISBN: 0142402001
1. BIBLIOGRAPHY
Taback, Simms. 1999.Joseph Had a Little Overcoat. New York: Scholastic.ISBN 0439216974
2. PLOT SUMMARY
Joseph is a very likeable, playful farmer. Although he has little money and must find ways to “recycle” his overcoat many times over, he has the good fortune of family and friends. He maintains a positive, cheerful attitude as he presses on to find ways the coat can continue to serve him as it ages and wears. In doing so, he shares his new creations with those around him when he attends weddings, fairs, and community events. The life lesson that this folktale teaches is that “you can always make something out of nothing.”
3. CRITICAL ANALYSIS
Taback adapted this story from a Yiddish song he enjoyed as a child. His patterned text and lighthearted style attract readers. However, the vibrant, heavily textured, die cut and collage illustrations are even more appealing. His technique of “cut out windows” is intriguing and encourages the reader’s curiosity.
Taback has hidden little treasures of language throughout the story. If readers look closely enough, they will find little bits of wisdom and fun written in both English and Yiddish.
I am more fond of the rhythmic voice, clever anecdotes (found in the illustrations) and the cultural connections than the illustrations.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL: “The rhythm and repetition make it a perfect story time read-aloud.”
2000 CALDECOTT WINNER: "Vibrant rich colors, playful details, and skillfully-placed die cuts contribute to the book's raucous merriment that takes this Yiddish folk song far beyond the simple words," Barbara Z. Kiefer, chair of the Caldecott Award Selection Committee.
5. CONNECTIONS
*Consider using this book during your next recycling or Earth Day unit. It could be the foundation of almost any multi-subject unit as it easily crosses over into music, social studies and art.
*Using the cut out windows in Taback’s illustrations, have students work on inference skills by having them make predictions as to what piece of clothing Joseph has made out of the coat. Give students the opportunity to create their own art with windows to share.
*Other books by Simms Taback:
The Was An Old Lady Who Swallowed A Fly. New York: Viking, 1997. ISBN: 0670869392
This Is The House That Jack Built. New York: Putnam, 2002. ISBN: 0142402001
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