1.BIBLIOGRAPHY
Lowry, Lois. 1993. THE GIVER. New York: Bantam Doubleday Dell Books for Young Readers. ISBN 0440219078
2.PLOT SUMMARY
This is a science fiction novel for young adults. The setting is in Sameness, a community that is governed by rules, procedures, discipline, and in which the inhabitants have been deprived of many of the experiences that have existed Elsewhere such as the viewing of color and music. The community members don’t even realize of these and other possibilities. Their world is colorless, limited to the allowed vocabulary experienced, and devoid of memories and depth in feelings for the community members’ protection. The quest from the Elders who run the community is to have a perfect community in which its inhabitants are trained not to be rude or experience strong emotions, and in which the vocational roles assigned by the Elders determines your stance in the community. These and other doings are said to be in protection from danger and pain to those who live there.
One day Jonas, a twelve year old boy is granted the role of Receiver of Memories. This job is regarded as the most honorable in the entire community, but once Jonas starts his training he realizes that it is also the most affective. His responsibility is to take in all the memories from The Giver of past events and past generations that would cause horrendous pain and turmoil for the rest of the community members if they themselves were to have some of those memories. Amongst some of the memories, Jonas is transmitted those of pain, hunger, rage, poverty, injustice, cruelty, and loneliness. Jonas also makes an awful discovery. For years he and the rest of the people have wondered about the “release” of the young who are considered not apt for the community and of the older people who are too weak to assist in any way. Where do they go? What is Elsewhere? As part of his gained rights as Receiver of Memories, Jonas discovers that people who are not needed anymore are killed via an injection. Jonas is horrified because he has discovered a series of deeper emotions that allow him to feel the injustice and cruelty in this event.
Jonas and The Giver devise a plan to attempt to make some changes. Together they have realized that the rest of the community members should have the opportunity to experience love, memories, colors, and music and the only way for this to be done is through Jonas’ escape from the community, leaving his memories behind. This way, the memories would once again become part of the people and The Giver would be there to help them cope with them as they needed. Through this event, Jonas is able to reach Elsewhere, a place full of true family, love, and even pain that he had seen in his visions while in training.
3.CRITICAL ANALYSIS
This story follows the elements of a modern fantasy. The plot is based on events that are impossible as we know of the world right now. The shielding of harmful memories, the suppression of “stirrings” via a pill, and the climate controlled atmosphere in the community as if it were inside a bubble are impossible events. As unreal as it is, the plot was intriguingly written. The creation of this fictitious community who abides happily to rules and has unknowingly relinquished many of the fundamentals of what being true humans entail is interesting. The author has written and attention-grabbing story based on a plot that will leave many readers thinking about its possibilities. Could this happen one day? How would it come to happen?
In response to the unique plot, the author has provided the necessary information via the text to image the setting. The community is colorless, with an industrial feeling. The time period is futuristic as readers are often reminded that all of the memories that Jonas is receiving are from “Before you, before me, before the previous receiver, and generations before him.”
The careful use of straightforward language was appropriate to facilitate the following of the plot. Being that it is one of modern fantasy with events not ever experienced by readers, the otherwise use of new vocabulary or figurative language would have been overwhelming and a hindrance to the theme of the story. A mysterious mood was created by the gradual disclosure of memories of events that were once true to life: wars, death, hunger, love. Also, Jonas’ regular wondering about the “release” of people provided me with a desire to keep on reading to solve the mystery. The mention of this celebration, as it was regarded, was persistent throughout the story as a symbol of irony. The obligatory procedures of having family units share their feelings during dinner time is contradicting to their lack of possibility to experience feelings truthfully via the avoidance of memories and the ignorance that their act of “release” were instilled with cruelty and immorality.
4.REVIEW (EXCERPTS)
NEWBERRY MEDAL WINNER
PUBLISHERS WEEKLY- “Lowry is once again in top form--raising many questions while answering few, and unwinding a tale fit for the most adventurous readers.”
SCHOOL LIBRARY JOURNAL-“ The author makes real abstract concepts, such as the meaning of a life in which there are virtually no choices to be made and no experiences with deep feelings. This tightly plotted story and its believable characters will stay with readers for a long time.”
5.CONNECTIONS
-Koogler, Pam. 2004. A GUIDE TO USING THE GIVER IN THE CLASSROOM. ISBN 1557345422 or Random House Teacher Guide online.
-Students write about Elsewhere, the place that Jonas has found at the end of the story, but of which the author does not provide much information. What would it be like for them?
-Read and comment on the interview provided by Lois Lowry about the writing of The Giver.
-What would be a perfect community for you?
Monday, July 30, 2007
Fiction, Fantasy, & YA-Review2
1.BILBIOGRAPHY
Johnson, Angela. 2003. THE FIRST PART LAST. New York: Simon & Schuster. ISBN 0689849222
2.PLOT SUMMARY
This contemporary fiction novel is about a sixteen year old, Bobby, and his early experiences with fatherhood. Nia, his girlfriend, is pregnant. It’s unplanned; they thought they were taking the necessary precautions. Their families and friends are shocked, but they are the only ones who know how terrified they feel themselves. The possibility of giving the baby up for adoption seems like the right thing to do. Nia and Bobby have their whole lives ahead of them and their parents had dreams. At about 8 months of pregnancy, Nia is rushed to the hospital. She has suffered from eclampsia, is brain dead, and will remain in vegetative state for the rest of her life. Nia is placed in long-term care. Stepping up to his responsibilities, Bobby knows that he cannot give up their child, Feather. He refuses to finalize the adoption papers amidst the social worker’s talk of how difficult it would be for someone so young to raise a baby. Feather goes home with her father and parental grandparents. Bobby struggles emotionally and physically, but realizes that somehow they will be fine together.
3.CRITICAL ANALYSIS
Wow! This novel was so emotionally packed that as a reader I underwent suspense, compassion, joy, warmth, pain, and sadness. The story plot was incredibly true to life and revealed a reality for many young adults and their families. As the protagonist, Bobby related the story from a first person point of view allowing the reader to fully experience his innermost thoughts which were bursting with fears about his role as a father while he was still a child himself. At one point he is considering if he could likely persuade Feather’s pediatrician, who was technically also still his pediatrician, to write him a notE excusing him from this role of fatherhood: “I just want a note to get me out of it.” The ending of the story was not ordinary. The characters did not simply end up living happily ever after. Instead, readers are left to wonder how Bobby and Feather were doing together as they adapted to life in a new small town. Readers may experience a sense of hope for both of them.
Again, the author’s style delivers a story through first person point of view. Bobby lends voice to the events as if he were sitting to the side, overlooking his life and writing about it in a journal. The novel is divided into “Now” and “Then” chapters alternating between the past and the future. From the “Then” chapters the reader lives the shock and confusions experienced by Nia, Bobby, and their parents as news of the pregnancy is delivered and Nia goes through her pregnancy. The “Now” chapters relay Bobby’s role as a young, new, inexperienced father living with his mother in the city. It is like reading two novels simultaneously, and this style of writing is quite original. The format requires precise thought and making connections while providing a different model for personal writings.
As a reader I was led to reason and interact with the characters through the careful writing of the author. Angela Johnson’s characterization of Bobby’s mother as unhelpful and unresponsive to Feather’s needs initially anguished me. I wondered and reasoned mentally with her as a reader. How could she not lend a hand when Bobby was not getting any sleep and still had to go to school the next morning? Wasn’t Feather her granddaughter? Poor Bobby. However, these ongoing were part of Johnson’s theme as I came to realize. Bobby did not have much choice now but to grow up and learn to take full responsibility for the life that had been created. He has to realize that even though there are neighbors, friends, and grandparents who can quite possibly take the responsibility off him and let him be a kid, this is what comes from his adult actions.
Angela Johnson’s use of foreshadowing early on in the story when Bobby is wishing to be out of school and with Feather was a subsequent point of interacting with the text. He is thinking he could be “telling her how much she looks like her mom. And asking if she remembers her. It hasn’t been that long ago.” As the reader, I was wondering and nearly trying to solve a mystery of what had happened to Nia. Why should Feather only remember her now? What was most captivating, thought was that the mention of Nia’s absence due to something unknown was rather elusive. There were very brief clues such as when Bobby realized that Feather’s facial expressions and her eyes were like looking at Nia. Had something happened to her after all? Was it possibility death at birth? Did she just decide to leave the city after Feather’s birth as her parents had once suggested during the pregnancy? Not until the near closing of the story is the reader able to have answers.
4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL-“ Brief, poetic, and absolutely riveting, this gem of a novel tells the story of a young father struggling to raise an infant.”
BOOKLIST-“ Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again. The great cover photo shows the strong African American teen holding his tiny baby in his arms.”
CORRETA SCOTT KING AWARD
MICHAEL PRINTZ AWARD FOR EXCELLENCE IN YOUNG ADULT LITERATURE
5.CONNECTIONS
-Rewrite the story to tell it from Nia’s point of view.
-Allow students to experience an audio book through this title.
-Other titles by Angela Johnson:
A SWEET SMELL OF ROSES
HEAVEN
JUST LIKE JOSH GIBSON
BIRD
A COOL MOONGLIGTH
Johnson, Angela. 2003. THE FIRST PART LAST. New York: Simon & Schuster. ISBN 0689849222
2.PLOT SUMMARY
This contemporary fiction novel is about a sixteen year old, Bobby, and his early experiences with fatherhood. Nia, his girlfriend, is pregnant. It’s unplanned; they thought they were taking the necessary precautions. Their families and friends are shocked, but they are the only ones who know how terrified they feel themselves. The possibility of giving the baby up for adoption seems like the right thing to do. Nia and Bobby have their whole lives ahead of them and their parents had dreams. At about 8 months of pregnancy, Nia is rushed to the hospital. She has suffered from eclampsia, is brain dead, and will remain in vegetative state for the rest of her life. Nia is placed in long-term care. Stepping up to his responsibilities, Bobby knows that he cannot give up their child, Feather. He refuses to finalize the adoption papers amidst the social worker’s talk of how difficult it would be for someone so young to raise a baby. Feather goes home with her father and parental grandparents. Bobby struggles emotionally and physically, but realizes that somehow they will be fine together.
3.CRITICAL ANALYSIS
Wow! This novel was so emotionally packed that as a reader I underwent suspense, compassion, joy, warmth, pain, and sadness. The story plot was incredibly true to life and revealed a reality for many young adults and their families. As the protagonist, Bobby related the story from a first person point of view allowing the reader to fully experience his innermost thoughts which were bursting with fears about his role as a father while he was still a child himself. At one point he is considering if he could likely persuade Feather’s pediatrician, who was technically also still his pediatrician, to write him a notE excusing him from this role of fatherhood: “I just want a note to get me out of it.” The ending of the story was not ordinary. The characters did not simply end up living happily ever after. Instead, readers are left to wonder how Bobby and Feather were doing together as they adapted to life in a new small town. Readers may experience a sense of hope for both of them.
Again, the author’s style delivers a story through first person point of view. Bobby lends voice to the events as if he were sitting to the side, overlooking his life and writing about it in a journal. The novel is divided into “Now” and “Then” chapters alternating between the past and the future. From the “Then” chapters the reader lives the shock and confusions experienced by Nia, Bobby, and their parents as news of the pregnancy is delivered and Nia goes through her pregnancy. The “Now” chapters relay Bobby’s role as a young, new, inexperienced father living with his mother in the city. It is like reading two novels simultaneously, and this style of writing is quite original. The format requires precise thought and making connections while providing a different model for personal writings.
As a reader I was led to reason and interact with the characters through the careful writing of the author. Angela Johnson’s characterization of Bobby’s mother as unhelpful and unresponsive to Feather’s needs initially anguished me. I wondered and reasoned mentally with her as a reader. How could she not lend a hand when Bobby was not getting any sleep and still had to go to school the next morning? Wasn’t Feather her granddaughter? Poor Bobby. However, these ongoing were part of Johnson’s theme as I came to realize. Bobby did not have much choice now but to grow up and learn to take full responsibility for the life that had been created. He has to realize that even though there are neighbors, friends, and grandparents who can quite possibly take the responsibility off him and let him be a kid, this is what comes from his adult actions.
Angela Johnson’s use of foreshadowing early on in the story when Bobby is wishing to be out of school and with Feather was a subsequent point of interacting with the text. He is thinking he could be “telling her how much she looks like her mom. And asking if she remembers her. It hasn’t been that long ago.” As the reader, I was wondering and nearly trying to solve a mystery of what had happened to Nia. Why should Feather only remember her now? What was most captivating, thought was that the mention of Nia’s absence due to something unknown was rather elusive. There were very brief clues such as when Bobby realized that Feather’s facial expressions and her eyes were like looking at Nia. Had something happened to her after all? Was it possibility death at birth? Did she just decide to leave the city after Feather’s birth as her parents had once suggested during the pregnancy? Not until the near closing of the story is the reader able to have answers.
4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL-“ Brief, poetic, and absolutely riveting, this gem of a novel tells the story of a young father struggling to raise an infant.”
BOOKLIST-“ Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again. The great cover photo shows the strong African American teen holding his tiny baby in his arms.”
CORRETA SCOTT KING AWARD
MICHAEL PRINTZ AWARD FOR EXCELLENCE IN YOUNG ADULT LITERATURE
5.CONNECTIONS
-Rewrite the story to tell it from Nia’s point of view.
-Allow students to experience an audio book through this title.
-Other titles by Angela Johnson:
A SWEET SMELL OF ROSES
HEAVEN
JUST LIKE JOSH GIBSON
BIRD
A COOL MOONGLIGTH
Fiction, Fantasy, &YA-Review 1
1.BIBLIOGRAPHY
Gantos, Jack. 2000. JOEY PIGZA LOSES CONTROL. New York: Scholastic Inc. ISBN 0439338980
2.PLOT SUMMARY
This is a sequel to Joey Pigza Swallowed the Key (2000). Joey is a young boy troubled by his Attention Deficit Disorder (ADD). In this follow-up novel, Joey is spending some time with his father, Carter, who has never been part of his life after running out on his mother and him. Joey is optimistic and wishful for a chance to get to know his father and to be loved by him. Carter is a long time addict to drinking and smoking, who claims he has changed and can now show Joey what a true father is. After his arrival, Joey is enthralled by how fun his father is excited about learning from a man. He joins Carter’s little league baseball team when it is discovered that Joey has a great pitching arm. Not truly recovered from his addictions, after one night of drinking Carter decides it is time to free Joey from his medicine patches that control his ADD. Joey is terrorized from memories of his old him when off the medication and begs his father not to throw them down the toilet. Carter is convinced, however, that this is the best gift he can give his boy. Joey decides to try to live up to his father’s dreams of him being a “normal” kid without medication, but as the days go on the erratic behavior associated with ADD start to control him once again. Finally, Joey’s mother takes Joey back to his stable home where he can be “normal” again with the mother who has always been there for him and with the medication that he needs.
3.CRITICAL ANALYSIS
This realistic fiction novel is a wonderful story for young people. Gantos created a character with familiar dispositions of many families and youngsters now a day. His parents are divorced, he has the desire to win parental approbation, and is learning to live with ADD. His differences have stopped him from making any friends except for his dog, Pablo. Joey experiences joys and disappointments which are primarily delivered to the reader through Joey’s internal thoughts. Most of his disappointments stem from his grandmother and specifically his father whom he realizes has not changed and is not like him at all. As Gantos writes giving voice to Joey’s character, “I just want him to love me as much as I already love him.”
The plot of the story is original as it is based on a boy’s life with ADD, a disorder that has recently become much more openly discussed, accepted, and treated than in earlier years. ADD is positively displayed through Joey’s experiences in using his medication. He lives a normal life through use of his medicated patch until his father decides to throw out his medication and Joey feels “the other Joey had started to catch up to” him. The lack of his medications causes instability as he lacks self-control and focus. The topic of ADD in society is one to be accepted as a reality and should be portrayed, as it is here, with optimism.
The style used by Gantos is highly appropriate for young adults. He uses a well balanced inclusion of dialogue and narration from the first person point of view of Joey. The author is able to transmit Joey’s loss of self-control and focus that he experiences towards the end of the story when he no longer has the effect of his medication. At this point of the story, Joey’s inner dialogue are written in long, seemingly unending thoughts that jump from one thing to another delivering a feel for his lack of control.
The theme of the story is subtly relayed through Joey’s interactions with the other characters. In his quest to being loved and accepted and to bringing a family together again, he realized that he already had a mother who was his true family and who accepted him unconditionally. With her he did not have to measure up to the perfect winner his father wanted to do of him. When Carter realized that Joey was not “normal” without his medication and could not act according to his desires he even called him “a retard”.
4.REVIEW (EXCERPTS)
KIRKUS STARRED REVIEW-
“Sad, scary, blackly funny.”
PUBLISHERS WEEKLY STARRED REVIEW-"Like its predecessor, this high-voltage, honest novel mixes humor, pain, fear and courage with deceptive ease. Struggling to please everyone even as he sees himself hurtling toward disaster, Joey emerges as a sympathetic hero, and his heart of gold never loses its shine."
NEWBERRY HONOR BOOK
5.CONNECTIONS
-Gantos, Jack. 2000. JOEY PIGZA SWALLOWED THE KEY. ISBN 0064408337
-Gantos, Jack. 2004. WHAT WOULD JOEY DO? ISBN 0060544031
-Explore the author’s web page in a unit of realistic fiction or author study.
-Use for book club or discussion group to develop acceptance, awareness, and understanding of people with disorders such as ADD.
Gantos, Jack. 2000. JOEY PIGZA LOSES CONTROL. New York: Scholastic Inc. ISBN 0439338980
2.PLOT SUMMARY
This is a sequel to Joey Pigza Swallowed the Key (2000). Joey is a young boy troubled by his Attention Deficit Disorder (ADD). In this follow-up novel, Joey is spending some time with his father, Carter, who has never been part of his life after running out on his mother and him. Joey is optimistic and wishful for a chance to get to know his father and to be loved by him. Carter is a long time addict to drinking and smoking, who claims he has changed and can now show Joey what a true father is. After his arrival, Joey is enthralled by how fun his father is excited about learning from a man. He joins Carter’s little league baseball team when it is discovered that Joey has a great pitching arm. Not truly recovered from his addictions, after one night of drinking Carter decides it is time to free Joey from his medicine patches that control his ADD. Joey is terrorized from memories of his old him when off the medication and begs his father not to throw them down the toilet. Carter is convinced, however, that this is the best gift he can give his boy. Joey decides to try to live up to his father’s dreams of him being a “normal” kid without medication, but as the days go on the erratic behavior associated with ADD start to control him once again. Finally, Joey’s mother takes Joey back to his stable home where he can be “normal” again with the mother who has always been there for him and with the medication that he needs.
3.CRITICAL ANALYSIS
This realistic fiction novel is a wonderful story for young people. Gantos created a character with familiar dispositions of many families and youngsters now a day. His parents are divorced, he has the desire to win parental approbation, and is learning to live with ADD. His differences have stopped him from making any friends except for his dog, Pablo. Joey experiences joys and disappointments which are primarily delivered to the reader through Joey’s internal thoughts. Most of his disappointments stem from his grandmother and specifically his father whom he realizes has not changed and is not like him at all. As Gantos writes giving voice to Joey’s character, “I just want him to love me as much as I already love him.”
The plot of the story is original as it is based on a boy’s life with ADD, a disorder that has recently become much more openly discussed, accepted, and treated than in earlier years. ADD is positively displayed through Joey’s experiences in using his medication. He lives a normal life through use of his medicated patch until his father decides to throw out his medication and Joey feels “the other Joey had started to catch up to” him. The lack of his medications causes instability as he lacks self-control and focus. The topic of ADD in society is one to be accepted as a reality and should be portrayed, as it is here, with optimism.
The style used by Gantos is highly appropriate for young adults. He uses a well balanced inclusion of dialogue and narration from the first person point of view of Joey. The author is able to transmit Joey’s loss of self-control and focus that he experiences towards the end of the story when he no longer has the effect of his medication. At this point of the story, Joey’s inner dialogue are written in long, seemingly unending thoughts that jump from one thing to another delivering a feel for his lack of control.
The theme of the story is subtly relayed through Joey’s interactions with the other characters. In his quest to being loved and accepted and to bringing a family together again, he realized that he already had a mother who was his true family and who accepted him unconditionally. With her he did not have to measure up to the perfect winner his father wanted to do of him. When Carter realized that Joey was not “normal” without his medication and could not act according to his desires he even called him “a retard”.
4.REVIEW (EXCERPTS)
KIRKUS STARRED REVIEW-
“Sad, scary, blackly funny.”
PUBLISHERS WEEKLY STARRED REVIEW-"Like its predecessor, this high-voltage, honest novel mixes humor, pain, fear and courage with deceptive ease. Struggling to please everyone even as he sees himself hurtling toward disaster, Joey emerges as a sympathetic hero, and his heart of gold never loses its shine."
NEWBERRY HONOR BOOK
5.CONNECTIONS
-Gantos, Jack. 2000. JOEY PIGZA SWALLOWED THE KEY. ISBN 0064408337
-Gantos, Jack. 2004. WHAT WOULD JOEY DO? ISBN 0060544031
-Explore the author’s web page in a unit of realistic fiction or author study.
-Use for book club or discussion group to develop acceptance, awareness, and understanding of people with disorders such as ADD.
Monday, July 16, 2007
Historical Fiction-Review3
1.BIBLIOGRAPHY
Curtis, Christopher Paul. 1995. THE WATSONS GO TO BIRMINGHAM-1963. New York: Delacorte Press-Bantam Doubleday Dell Publishing Group, Inc. ISBN 0385321759
2.PLOT SUMMARY
The Watson family is comprised of Momma, Dad, Byron, Kenny, and Joetta. They are a normal, black family living in Flint, Michigan during the 1960s. The eldest son, Byron, is a 13 year old teenager who is often getting in trouble amidst the many warnings from his parents: playing with matches, chemically relaxing his hair to look like “Mexican-style hair”, signing out for “free” food from the neighborhood market, and bullying others including his younger brother, Kenny. Kenny, a fourth grader, is supposed to be “smart” but he often doubts this because he can’t understand the volatile behaviors of his older brother and sometimes grown up decisions. Joetta is the youngest and is sweet, sentimental, and overprotective of Byron.
During the summer of 1963, Momma and Dad decide it is time to visit Grandma Sands back in Alabama, Momma’s hometown. They are tired of Byron’s mischievous and dangerous deeds and they want to have grandma help straighten him out. Grandma Sands was Momma’s mother and the children had always heard stories of how strict she was. As Kenny described it: “The thought of living with her was so terrible that your brain would throw it out as soon as it came in.”
Finally the family arrives in Alabama and has to adjust to the changes in dialect and weather. The toughest part to adapt to, however, is the experiencing of hatred and discrimination that was lived in southern states during that time period. A great scare and disbelief comes one Sunday morning when a church is bombed allegedly by white men. The family is terrorized temporarily because they fear that Joetta, who had gone to church that morning, had been killed. Fortunately, Joetta had not been inside the building at the time of the crime. Strongly affected, the family returns to their home in Flint, Michigan.
3.CRITICAL ANALYSIS
This historical fiction novel is precisely what young adult readers need to relive history through a text that is enticing at the same time. Each of the children’s personality is revealed through their actions and the reader is able to identify with many of these. It was refreshing to read the foolish, teenage dialogue used by Byron and his friend and the amusing proceedings that often times left Kenny thinking they might as well have tied him up and said “Ready, set, fire!” Not surprisingly, their adventures and humorous family interactions have won this family the nickname of “Weird Watsons”.
The descriptions of the setting and time period are subtle enough as to not be overpowering and detract from the humorous ordeals and the historical time period.
There are brief reminders of World War II as when Byron is lighting up toilet paper parachutes and Nazi soldiers in the house bathroom. However, the strength of the setting is delivered through the Watson’s family involvement in one of the church bombings that were a reality for southern states during that time period. Although the event was fictitious for this family, I was able to visualize the events through the author’s words. After one of the bombs went off the church was full of “smoke and dust flying around like a tornado was in there.” Furthermore, the authors describes the bibles, coloring books, and children’s shiny black shoes laying motionless while men who looked like they had “been painting with red, red paint” hurried to carry out those who had been harmed.
There seem to be several possibilities for themes; however, the strongest one for me is that of family life and the coming together through adversity. Byron who has always been a tough teenage bully, deceiving and picking on Kenny throughout the story, experiences an uncovering of family love and bonding with Kenny after the bombing. He asks Kenny to cry to relieve his pain and then tries to explain to him that those acts were unfair and were caused by somebody who had let “hate eat them up and turn them into monsters.” Byron tries to soothe his little brother by telling him that nobody will hurt him there.
On the other hand, Joetta, sobbed tragically while trying to intervene with Momma and Dad every time her older brother was going to be punished. She new he had done bad and often tried to keep him out of trouble, but he never listened.
4.REVIEW(EXCERPTS)
SCHOOL LIBRARY JOURNAL-“Ribald humor, sly sibling digs, and a totally believable child's view of the world will make this book an instant hit.”
PUBLISHERS WEEKLY STARRED, BOXED REVIEW- “An exceptional first novel.”
HONR BOOK MAGAZINE STARRED REVIEW- “Superb . . . a warmly memorable evocation of an African American family."
NEWBERRY HONOR BOOK
CORRETA SCOTT KING AWARD
5.CONNECTIONS
-History: Study of Civil Rights Movement or celebration of Black History Month
-Use a Web Quest for this title from the several available online.
-Write a letter to the author with questions or comments about the book.
-Interview someone from your community who lived during the 1960s.
Curtis, Christopher Paul. 1995. THE WATSONS GO TO BIRMINGHAM-1963. New York: Delacorte Press-Bantam Doubleday Dell Publishing Group, Inc. ISBN 0385321759
2.PLOT SUMMARY
The Watson family is comprised of Momma, Dad, Byron, Kenny, and Joetta. They are a normal, black family living in Flint, Michigan during the 1960s. The eldest son, Byron, is a 13 year old teenager who is often getting in trouble amidst the many warnings from his parents: playing with matches, chemically relaxing his hair to look like “Mexican-style hair”, signing out for “free” food from the neighborhood market, and bullying others including his younger brother, Kenny. Kenny, a fourth grader, is supposed to be “smart” but he often doubts this because he can’t understand the volatile behaviors of his older brother and sometimes grown up decisions. Joetta is the youngest and is sweet, sentimental, and overprotective of Byron.
During the summer of 1963, Momma and Dad decide it is time to visit Grandma Sands back in Alabama, Momma’s hometown. They are tired of Byron’s mischievous and dangerous deeds and they want to have grandma help straighten him out. Grandma Sands was Momma’s mother and the children had always heard stories of how strict she was. As Kenny described it: “The thought of living with her was so terrible that your brain would throw it out as soon as it came in.”
Finally the family arrives in Alabama and has to adjust to the changes in dialect and weather. The toughest part to adapt to, however, is the experiencing of hatred and discrimination that was lived in southern states during that time period. A great scare and disbelief comes one Sunday morning when a church is bombed allegedly by white men. The family is terrorized temporarily because they fear that Joetta, who had gone to church that morning, had been killed. Fortunately, Joetta had not been inside the building at the time of the crime. Strongly affected, the family returns to their home in Flint, Michigan.
3.CRITICAL ANALYSIS
This historical fiction novel is precisely what young adult readers need to relive history through a text that is enticing at the same time. Each of the children’s personality is revealed through their actions and the reader is able to identify with many of these. It was refreshing to read the foolish, teenage dialogue used by Byron and his friend and the amusing proceedings that often times left Kenny thinking they might as well have tied him up and said “Ready, set, fire!” Not surprisingly, their adventures and humorous family interactions have won this family the nickname of “Weird Watsons”.
The descriptions of the setting and time period are subtle enough as to not be overpowering and detract from the humorous ordeals and the historical time period.
There are brief reminders of World War II as when Byron is lighting up toilet paper parachutes and Nazi soldiers in the house bathroom. However, the strength of the setting is delivered through the Watson’s family involvement in one of the church bombings that were a reality for southern states during that time period. Although the event was fictitious for this family, I was able to visualize the events through the author’s words. After one of the bombs went off the church was full of “smoke and dust flying around like a tornado was in there.” Furthermore, the authors describes the bibles, coloring books, and children’s shiny black shoes laying motionless while men who looked like they had “been painting with red, red paint” hurried to carry out those who had been harmed.
There seem to be several possibilities for themes; however, the strongest one for me is that of family life and the coming together through adversity. Byron who has always been a tough teenage bully, deceiving and picking on Kenny throughout the story, experiences an uncovering of family love and bonding with Kenny after the bombing. He asks Kenny to cry to relieve his pain and then tries to explain to him that those acts were unfair and were caused by somebody who had let “hate eat them up and turn them into monsters.” Byron tries to soothe his little brother by telling him that nobody will hurt him there.
On the other hand, Joetta, sobbed tragically while trying to intervene with Momma and Dad every time her older brother was going to be punished. She new he had done bad and often tried to keep him out of trouble, but he never listened.
4.REVIEW(EXCERPTS)
SCHOOL LIBRARY JOURNAL-“Ribald humor, sly sibling digs, and a totally believable child's view of the world will make this book an instant hit.”
PUBLISHERS WEEKLY STARRED, BOXED REVIEW- “An exceptional first novel.”
HONR BOOK MAGAZINE STARRED REVIEW- “Superb . . . a warmly memorable evocation of an African American family."
NEWBERRY HONOR BOOK
CORRETA SCOTT KING AWARD
5.CONNECTIONS
-History: Study of Civil Rights Movement or celebration of Black History Month
-Use a Web Quest for this title from the several available online.
-Write a letter to the author with questions or comments about the book.
-Interview someone from your community who lived during the 1960s.
Historical Fiction-Review2
1.BIBLIOGRAPHY
Stanley, Diane. 1994. CLEOPATRA. Ill. by Peter Vennema. New York: Morrow Junior Books. ISBN 0688104134
2.PLOT SUMMARY
This trade book is in the format of a bibliography about Cleopatra, who has been referred to as the Queen of Egypt. The retelling of her life begins at the time of her initial bestowment with the title of queen at the age of 18. At the age of twenty she married Julius Caesar who, according to the text, was one of the greatest conquerors of the time and a Roman emperor. Together they enjoyed the luxuries that come with greatness until Caesar’s assassination. Cleopatra then marries Mark Antony, a general of Rome who fought to win it over after Caesar’s death. They had 3 children together. Meanwhile Octavian, Caesar’s grandnephew intently rallied the people of Rome against Mark Antony for granting his wife Cleopatra part of Roman provinces. The people were outraged and eventually Octavian battled Cleopatra and Mark Antony who were defeated. Knowing that the end of her reign is near, Cleopatra builds her tomb and hides her jewelry while planning her own death. Mark Antony dies from his own sword in the hands of Cleopatra. Cleopatra then is found dead on her own golden throne without anyone knowing for sure what caused her death.
3.CRITICAL ANALYSIS
Author Diane Stanley has provided readers with a picture book biography that is most appropriate for young adult readers. The accurateness in the facts and details of the life of Cleopatra can only be verified thus far since not many original sources are existent. Diane Stanley includes a “Notes on Ancient Sources” section following the preface to make readers alert of this. The only actual quotes included in the text are derived from writings of Plutarch, who was a Greek historian as explained by the author. Caution is asked of the reader, however, since his writings could have derived from “gossip or legend” told by her enemies giving way to negative personal characteristics to represent. The author does include a Bibliography section for her sources.
The organization of the book is sequential following major life time accomplishments of Cleopatra as they are known. Prior to the text a double-page layout of a map depicts the Roman and Egyptian Provinces during the setting of this biography. There is inclusion of a key and captions to signal and explain major cities and territories where battles were fought or where Cleopatra made her home. The illustrations provided are realistic in style. The characters portrayed look like real people and they along with the other illustrations are large and colorful, generally encompassing about 2/3 of a double-page fold. The remaining space is reserved for the text which is highlighted against a wall of neutral looking mosaic tiles.
The life of Cleopatra is brought to life through clear writings that contained a mixture of narration to provide details and background along with quotes from Plutarch that endowed the text with some variance in structure. There is plenty of room for critical thinking through connection making as the plot and the characters involved develop. Moreover, the mere introductory word of caution about the existing sources available to date impels the reader to seek out further readings to compare and contrast or simply add to their understanding of the topic.
4.REVIEW (EXCERPTS)
PUBLISHERS WEEKLY- “This peerless author/artist team makes the captivating, ultimately tragic Cleopatra seem astoundingly real.”
SCHOOL LIBRARY JOURNAL- “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.”
BOOKLIST-“Taken simply as a story, the book has a sumptuous setting, heroic characters, name recognition, high drama, and a tragic ending. An intriguing portrait.”
5.CONNECTIONS
-Other books by Diane Stanly:
JOAN OF ARC. ISBN 0064437485
LEONARDO DA VINCI. ISBN 0688161553
GOOD QUEEN BESS: THE STORY OF ELIZABETH I OF ENGLAND. ISBN 0688179614
MICHELANGELO. ISBN 0688150853
-Write a list of possible question for Cleopatra. Based on what we know about her, how would she answer these?
-Read as part of a unit on Egyptian Queens. Then participate on a web quest experience.
Stanley, Diane. 1994. CLEOPATRA. Ill. by Peter Vennema. New York: Morrow Junior Books. ISBN 0688104134
2.PLOT SUMMARY
This trade book is in the format of a bibliography about Cleopatra, who has been referred to as the Queen of Egypt. The retelling of her life begins at the time of her initial bestowment with the title of queen at the age of 18. At the age of twenty she married Julius Caesar who, according to the text, was one of the greatest conquerors of the time and a Roman emperor. Together they enjoyed the luxuries that come with greatness until Caesar’s assassination. Cleopatra then marries Mark Antony, a general of Rome who fought to win it over after Caesar’s death. They had 3 children together. Meanwhile Octavian, Caesar’s grandnephew intently rallied the people of Rome against Mark Antony for granting his wife Cleopatra part of Roman provinces. The people were outraged and eventually Octavian battled Cleopatra and Mark Antony who were defeated. Knowing that the end of her reign is near, Cleopatra builds her tomb and hides her jewelry while planning her own death. Mark Antony dies from his own sword in the hands of Cleopatra. Cleopatra then is found dead on her own golden throne without anyone knowing for sure what caused her death.
3.CRITICAL ANALYSIS
Author Diane Stanley has provided readers with a picture book biography that is most appropriate for young adult readers. The accurateness in the facts and details of the life of Cleopatra can only be verified thus far since not many original sources are existent. Diane Stanley includes a “Notes on Ancient Sources” section following the preface to make readers alert of this. The only actual quotes included in the text are derived from writings of Plutarch, who was a Greek historian as explained by the author. Caution is asked of the reader, however, since his writings could have derived from “gossip or legend” told by her enemies giving way to negative personal characteristics to represent. The author does include a Bibliography section for her sources.
The organization of the book is sequential following major life time accomplishments of Cleopatra as they are known. Prior to the text a double-page layout of a map depicts the Roman and Egyptian Provinces during the setting of this biography. There is inclusion of a key and captions to signal and explain major cities and territories where battles were fought or where Cleopatra made her home. The illustrations provided are realistic in style. The characters portrayed look like real people and they along with the other illustrations are large and colorful, generally encompassing about 2/3 of a double-page fold. The remaining space is reserved for the text which is highlighted against a wall of neutral looking mosaic tiles.
The life of Cleopatra is brought to life through clear writings that contained a mixture of narration to provide details and background along with quotes from Plutarch that endowed the text with some variance in structure. There is plenty of room for critical thinking through connection making as the plot and the characters involved develop. Moreover, the mere introductory word of caution about the existing sources available to date impels the reader to seek out further readings to compare and contrast or simply add to their understanding of the topic.
4.REVIEW (EXCERPTS)
PUBLISHERS WEEKLY- “This peerless author/artist team makes the captivating, ultimately tragic Cleopatra seem astoundingly real.”
SCHOOL LIBRARY JOURNAL- “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.”
BOOKLIST-“Taken simply as a story, the book has a sumptuous setting, heroic characters, name recognition, high drama, and a tragic ending. An intriguing portrait.”
5.CONNECTIONS
-Other books by Diane Stanly:
JOAN OF ARC. ISBN 0064437485
LEONARDO DA VINCI. ISBN 0688161553
GOOD QUEEN BESS: THE STORY OF ELIZABETH I OF ENGLAND. ISBN 0688179614
MICHELANGELO. ISBN 0688150853
-Write a list of possible question for Cleopatra. Based on what we know about her, how would she answer these?
-Read as part of a unit on Egyptian Queens. Then participate on a web quest experience.
Historical Fiction-Review1
1.BIBLIOGRAPHY
Klages, Ellen. 2006. THE GREEN GLASS SEA. New York: Penguin Group. ISBN 0670061344
2.PLOT SUMMARY
Dewey Kerrigan and Suze Gordon are two young girls living on “The Hill” in Los Alamos, New Mexico. The time period is during the 1940s when the enduring and threatening World War II brought about the need for the race towards building an atomic bomb. This novel relates the lives of Dewey, Suze, and several other children who lived part of their childhood years in an enclosed place that was non-existent to the rest of humanity. The reader experiences their adventures, disappointment, and friendships made and lost while simultaneously providing insight into the secret workings of the men and women scientists who collaborated for years to build the atomic bomb. Finally, the bomb is ready to be tested and is a success. With their mission accomplished some families start returning to their homes and careers they had left behind.
3.CRITICAL ANALYSIS
This is a historical fiction novel that provides entertainment and historical events simultaneously. The story places both Dewey Kerrigan and Suze Gordon as protagonists. The careful reader comes to really experience their individual personalities through their daily actions which show, not tell. Although the girls are living apart from the normal world and the setting is set during the 1940s, their school attendance, homework doing on the kitchen table, bullying, and adventure seeking behaviors allow for young reader identification. Other characters such as director Mr. Opphenheimer, Dewey’s train acquaintance Mr. Dewey, and other scientists were minimally developed. In keeping with guidelines for providing accurate history as described by our textbook, however, only the necessary dialogue to portray their true roles was used.
The setting of the story was well developed and readers could experience the time period. Cokes were the preferred drink and were sold for a mere 5 cents a bottle. The consequences of the ongoing World War II were revealed when Dewey explained that “Nana mostly made red-sauce spaghetti, because their meat ration coupons only allowed for chicken on Sunday.” Several other references made provided for the historical feel: the use of phonograph records, the child created verses against Hitler, and the inability of alarm clocks to be set specifically for a.m. or pm. yet.
Readers can detect two underlying themes. One is that of friendship amidst personal and physical differences. Dewey is described as geeky looking with eyeglasses, wears a specialized shoe to accommodate her shorter left leg, and is always looking for gadgets to fit her inventions. Suze is the everyday young girl wanting to fit in with the popular crowds. When Dewey is forced to move in with Suze’s family, Suze is disgusted. With time, however, she learns to appreciate Dewey. “She didn’t’ feel like she had to be funny, or try to show Dewey how smart she was”.
A second identified theme is that of patriotism. The scientists who lived in “The Hill” made many sacrifices for their country. They abandoned their previous homes and works, often worked late into the night, and had little time for their families. In Dewey’s case, she was displaced from her father when he had to travel outside “The Hill” to decipher some important German papers. Suze “had to do her part by sharing” her room with “Screwy Dewey” as Dewey had been nicknamed at school.
4.REVIEW( EXCERPTS)
2007 Scott O’Dell Award for Historical Fiction.
SCHOOL LIBRARY JOURNAL-“Many readers will know as little about the true nature of the project as the girls do, so the gradual revelation of facts is especially effective, while those who already know about Los Alamos's historical significance will experience the story in a different, but equally powerful, way.”
BOOKLIST- “The novel occasionally gets mired down in detail, but the characters are exceptionally well drawn, and the compelling, unusual setting makes a great tie-in for history classes.”
5.CONNECTIONS
-Hold a classroom debate over the use of an atomic bomb.
- Write a chapter to continue the story.
- History Unit of World War II.
-Author Ellen Klages suggested the following resources amongst several listed to learn more on the topic:(Klages 2006,320-321)
Broder, Bernice. TALES OF LOS ALAMOS: LIFE ON THE MESA.
Conan, Jennet. EAST PALACE: ROBERT OPPENHEIMER AND THE SECRET CITY OF LOS ALAMOS.
CRITICAL MASS: AMERICA’S RACE TO BUILDING THE ATOMIC BOMB, Corbis, 1995. (CD-ROM).
Klages, Ellen. 2006. THE GREEN GLASS SEA. New York: Penguin Group. ISBN 0670061344
2.PLOT SUMMARY
Dewey Kerrigan and Suze Gordon are two young girls living on “The Hill” in Los Alamos, New Mexico. The time period is during the 1940s when the enduring and threatening World War II brought about the need for the race towards building an atomic bomb. This novel relates the lives of Dewey, Suze, and several other children who lived part of their childhood years in an enclosed place that was non-existent to the rest of humanity. The reader experiences their adventures, disappointment, and friendships made and lost while simultaneously providing insight into the secret workings of the men and women scientists who collaborated for years to build the atomic bomb. Finally, the bomb is ready to be tested and is a success. With their mission accomplished some families start returning to their homes and careers they had left behind.
3.CRITICAL ANALYSIS
This is a historical fiction novel that provides entertainment and historical events simultaneously. The story places both Dewey Kerrigan and Suze Gordon as protagonists. The careful reader comes to really experience their individual personalities through their daily actions which show, not tell. Although the girls are living apart from the normal world and the setting is set during the 1940s, their school attendance, homework doing on the kitchen table, bullying, and adventure seeking behaviors allow for young reader identification. Other characters such as director Mr. Opphenheimer, Dewey’s train acquaintance Mr. Dewey, and other scientists were minimally developed. In keeping with guidelines for providing accurate history as described by our textbook, however, only the necessary dialogue to portray their true roles was used.
The setting of the story was well developed and readers could experience the time period. Cokes were the preferred drink and were sold for a mere 5 cents a bottle. The consequences of the ongoing World War II were revealed when Dewey explained that “Nana mostly made red-sauce spaghetti, because their meat ration coupons only allowed for chicken on Sunday.” Several other references made provided for the historical feel: the use of phonograph records, the child created verses against Hitler, and the inability of alarm clocks to be set specifically for a.m. or pm. yet.
Readers can detect two underlying themes. One is that of friendship amidst personal and physical differences. Dewey is described as geeky looking with eyeglasses, wears a specialized shoe to accommodate her shorter left leg, and is always looking for gadgets to fit her inventions. Suze is the everyday young girl wanting to fit in with the popular crowds. When Dewey is forced to move in with Suze’s family, Suze is disgusted. With time, however, she learns to appreciate Dewey. “She didn’t’ feel like she had to be funny, or try to show Dewey how smart she was”.
A second identified theme is that of patriotism. The scientists who lived in “The Hill” made many sacrifices for their country. They abandoned their previous homes and works, often worked late into the night, and had little time for their families. In Dewey’s case, she was displaced from her father when he had to travel outside “The Hill” to decipher some important German papers. Suze “had to do her part by sharing” her room with “Screwy Dewey” as Dewey had been nicknamed at school.
4.REVIEW( EXCERPTS)
2007 Scott O’Dell Award for Historical Fiction.
SCHOOL LIBRARY JOURNAL-“Many readers will know as little about the true nature of the project as the girls do, so the gradual revelation of facts is especially effective, while those who already know about Los Alamos's historical significance will experience the story in a different, but equally powerful, way.”
BOOKLIST- “The novel occasionally gets mired down in detail, but the characters are exceptionally well drawn, and the compelling, unusual setting makes a great tie-in for history classes.”
5.CONNECTIONS
-Hold a classroom debate over the use of an atomic bomb.
- Write a chapter to continue the story.
- History Unit of World War II.
-Author Ellen Klages suggested the following resources amongst several listed to learn more on the topic:(Klages 2006,320-321)
Broder, Bernice. TALES OF LOS ALAMOS: LIFE ON THE MESA.
Conan, Jennet. EAST PALACE: ROBERT OPPENHEIMER AND THE SECRET CITY OF LOS ALAMOS.
CRITICAL MASS: AMERICA’S RACE TO BUILDING THE ATOMIC BOMB, Corbis, 1995. (CD-ROM).
Tuesday, July 10, 2007
Informational Text-Review3
1.BIBLIOGRPAHY
Jurmain, Suzanne. 2005. THE FORBIDDEN SCHOOLHOUSE: THE TRUE AND DRAMATIC STORY OF PRUDENCE CRANDALL. Boston, Massachusetts: Houghton Mifflin. ISBN 0618473025
2.PLOT SUMMARY
This biographical story takes place during the pre-civil war years when the North and South were still divided in their stance on African Americans. Prudence Crandall was a teacher who grew up in a Quaker family believing that slavery was a sin. She also felt an ardent passion for educating and felt that everyone, regardless of race or color, should have the same opportunity to become educated. Hence, when a young, black female asked if she could attend her all white, girl school Prudence accepted amidst the notion that many of the whites in town might have problems with this. As soon as the all white board of the school and the affluent parents of the girls Prudence boarded and taught in her school found out about the student of color the threats began. “The school would “sink””, the wife of a local minister said if she did not dismiss the colored girl. Located in the northern parts of the country, Canterbury, Connecticut was home to whites who although did not hold slaves, continued to feel superiority over blacks and feared that educating them would mean a threat to them.
Upon consulting the editor of the Liberator, an abolitionist newspaper, Prudence decided to do the unthought-of from a white, school teacher: opening an all black, girls’ school in exchange for the white, girl one. Infuriated, the citizens of Canterbury initiated a trail of attempts to close down the school including holding town meetings, petitioning the legislature to make new laws, and even starting boycotts that would prevent any type of service to Prudence. After bravely facing many insults and attacks, Prudence was put on trial for violating the newly amended Connecticut Black Law, which claimed that any involved in assisting black people get an education would go to jail. She was found not guilty by a higher court, but after a short time decided to close her school for the safety of her pupils and her family who continued to be attacked by irate townspeople.
3.CRITICAL ANALYSIS
Written about 173 years later by Suzanne Jurmaine, this biographical novel is made possible by thorough research. As recorded in her “Acknowledgement” section and listed in the “Bibliography”, the author recurred to historical societies of varied states, visited Prudence’s house and learned from the curator, and read archived resources to learn about this historical event.
Details in the organization and display add to the value of the book .The novel is divided into chapters which can be easily browsed through the table of contents. The author followed the sequential order of important events of about a 5 year time period to relay this story. An epilogue adds richness to the novel. It connects the reader with landmark cases and constitutional amendments that came about in the years that followed and that were in some way initiated by the valorous actions taken by people like Prudence. The gold and light blue color scheme used throughout is visually attractive and the golden, swirling emblems next to the page numbers add to the reader’s feeling for the time period of the story. In addition, readers are easily engrossed into events and familiarized with the characters through duplicates of actual photographs obtained by the author. Copies of abolitionist newspaper printings that denounced unjust treatment and celebrated accomplishments towards the equality of blacks were wisely included. One example is the advertisement for Prudence’s new school which includes the recruitment information. Visual artifacts like these provide a sense of living through the events as they simultaneously complement the text.
The biography is told through a third person’s narration, and the text is precise and informational when needed to teach readers as in the following example: “In 1831 a great national battle over slavery was beginning, and Americans were taking sides.” The use of dialogue between characters and quotings derived from actual letters exchanged by Prudence and her friends relays critical character emotions and relieves the text from monotony.
4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL-“This book offers a fresh look at the climate of education for African Americans and women in the early 1800s. Report writers and recreational readers alike will find it informative.”
BOOKLIST STARRED REVIEW-“ Jurmain has plucked an almost forgotten incident from history and has shaped a compelling, highly readable book around it.”
HORN BOOK- “Fascinating photographs and images...and endnotes provide insight into the lives of the students, Crandall, and her supporters."
5.CONNECTIONS
-Write an imaginary interview for Prudence Crandall. What questions would you ask? How do you think she would answer? Why?
-Draw a mural to retell the important events from Crandall’s struggle to keep her school open.
-Write a review for the book and post on one of the YA literature sites.
Jurmain, Suzanne. 2005. THE FORBIDDEN SCHOOLHOUSE: THE TRUE AND DRAMATIC STORY OF PRUDENCE CRANDALL. Boston, Massachusetts: Houghton Mifflin. ISBN 0618473025
2.PLOT SUMMARY
This biographical story takes place during the pre-civil war years when the North and South were still divided in their stance on African Americans. Prudence Crandall was a teacher who grew up in a Quaker family believing that slavery was a sin. She also felt an ardent passion for educating and felt that everyone, regardless of race or color, should have the same opportunity to become educated. Hence, when a young, black female asked if she could attend her all white, girl school Prudence accepted amidst the notion that many of the whites in town might have problems with this. As soon as the all white board of the school and the affluent parents of the girls Prudence boarded and taught in her school found out about the student of color the threats began. “The school would “sink””, the wife of a local minister said if she did not dismiss the colored girl. Located in the northern parts of the country, Canterbury, Connecticut was home to whites who although did not hold slaves, continued to feel superiority over blacks and feared that educating them would mean a threat to them.
Upon consulting the editor of the Liberator, an abolitionist newspaper, Prudence decided to do the unthought-of from a white, school teacher: opening an all black, girls’ school in exchange for the white, girl one. Infuriated, the citizens of Canterbury initiated a trail of attempts to close down the school including holding town meetings, petitioning the legislature to make new laws, and even starting boycotts that would prevent any type of service to Prudence. After bravely facing many insults and attacks, Prudence was put on trial for violating the newly amended Connecticut Black Law, which claimed that any involved in assisting black people get an education would go to jail. She was found not guilty by a higher court, but after a short time decided to close her school for the safety of her pupils and her family who continued to be attacked by irate townspeople.
3.CRITICAL ANALYSIS
Written about 173 years later by Suzanne Jurmaine, this biographical novel is made possible by thorough research. As recorded in her “Acknowledgement” section and listed in the “Bibliography”, the author recurred to historical societies of varied states, visited Prudence’s house and learned from the curator, and read archived resources to learn about this historical event.
Details in the organization and display add to the value of the book .The novel is divided into chapters which can be easily browsed through the table of contents. The author followed the sequential order of important events of about a 5 year time period to relay this story. An epilogue adds richness to the novel. It connects the reader with landmark cases and constitutional amendments that came about in the years that followed and that were in some way initiated by the valorous actions taken by people like Prudence. The gold and light blue color scheme used throughout is visually attractive and the golden, swirling emblems next to the page numbers add to the reader’s feeling for the time period of the story. In addition, readers are easily engrossed into events and familiarized with the characters through duplicates of actual photographs obtained by the author. Copies of abolitionist newspaper printings that denounced unjust treatment and celebrated accomplishments towards the equality of blacks were wisely included. One example is the advertisement for Prudence’s new school which includes the recruitment information. Visual artifacts like these provide a sense of living through the events as they simultaneously complement the text.
The biography is told through a third person’s narration, and the text is precise and informational when needed to teach readers as in the following example: “In 1831 a great national battle over slavery was beginning, and Americans were taking sides.” The use of dialogue between characters and quotings derived from actual letters exchanged by Prudence and her friends relays critical character emotions and relieves the text from monotony.
4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL-“This book offers a fresh look at the climate of education for African Americans and women in the early 1800s. Report writers and recreational readers alike will find it informative.”
BOOKLIST STARRED REVIEW-“ Jurmain has plucked an almost forgotten incident from history and has shaped a compelling, highly readable book around it.”
HORN BOOK- “Fascinating photographs and images...and endnotes provide insight into the lives of the students, Crandall, and her supporters."
5.CONNECTIONS
-Write an imaginary interview for Prudence Crandall. What questions would you ask? How do you think she would answer? Why?
-Draw a mural to retell the important events from Crandall’s struggle to keep her school open.
-Write a review for the book and post on one of the YA literature sites.
Informational Text-Review2
1.BIBLIOGRPAHY
Simon, Seymour. 1987. ICEBERGS AND GLACIERS. Photographs by B.F. Molina, NASA, et al. New York: William Morrow and Company, Inc. ISBN 0688061869
2.PLOT SUMMARY
This is an informational picture book on the topic of icebergs and glaciers. Author Seymour Simon explains the formation of icebergs from snowflakes that have packed together. Eventually these icebergs begin to break off and “something strange happens”. It moves by sliding or gliding, giving form to a glacier.
Seymour Simon writes about the types of movements that can be followed by glaciers, the effects their movement has upon the surrounding physical elements such as stones, mountains, and layers of rock beneath it. He concludes with a historical review about glaciers, how they have affected our world, and how they have been affected by warming trends.
3.CRITICAL ANALYSIS
Seymour Simon is acclaimed by some reviewers as being a distinguished science author. In fact many of his books have won the honor of being Outstanding Science Trade Books for Children, and in 2005 he received the Lifetime Achievement Award. (Seymour Simon, 2002-2004) Through my reading of this book, however, I did not gain an appreciation for his talents. According to his web site, Simon was a science teacher prior to becoming an author of science books for children. I have to wonder if this book on icebergs and glaciers has any sound research done by him. Through an interview transcript found in his web site, he states that he was in Ketchikan, Alaska for a week for the purpose of writing this book, but there is no listing of sources accessed or names of experts on the topic. How did he become an expert on the topic?
The layout of the book is not inclusive of chapters, subheadings, or a table of contents. The design includes mesmerizing aerial view photographs by a variety of sources. Quite unhelpfully, however, is that there is no use of captions for quick information. Readers must read the body text to understand what the photographs represent. Even like this, the lack of captions is confusing when a page contains two photographs. For example, in one unnumbered page the writer states “Sometimes glaciers wear down the bedrock to smooth, rounded humps. To some people, these rocks have the shapes of a flock of grazing sheep.” The text is followed by two photographs, but as a reader I am not sure whether the “sheep rocks” are depicted in the first or second photograph.
A positive area in design is the use of large size font which could appeal to some younger readers.
Although the text is concise, it is delivered in monotone. There is no sentence type variation or a portrayed sense of excitement about the topic. There is also a lack of interaction with the reader since the text is solely informative. It is not inclusive of personal or interviewee quotes on the topic. As a reader, I had not impulsion to explore the topic further.
Unfortunately, amidst the good reviews from professional reviewing organizations, I was not able to appreciate Seymour Simon’s aptitudes for children’s science writing. Perhaps this will happen through exploration of another piece of written work.
4.REVIEW (EXCERPTS)
BOOKLIST(March 1, 1987: “Impressive photographs back a smooth, nontechnical narrative that explains how icebergs and glaciers form and behave.”
PUBLISHERS WEEKLY(February 13, 1987): “Perhaps Simon's nonfiction for children is so successful because he gets readers involved in the environment around them, with both arresting and accessible facts.”
SCHOOL LIBRARY JOURNAL (March 1, 1987): “This treatment of glaciers and icebergs is beautifully illustrated, and the text is clear and well-written.”
5.CONNECTIONS
-Science unit on icebergs and glaciers or geographical lesson on Alaska.
-Author Study: Visit Seymour Simon’s web page at http://www.seymoursimon.com/.
-Other books by Seymour Simon:
EARTH: OUR PLANET IN SPACE
HURRICANES
OUR SOLAR SYSTEM
Simon, Seymour. 1987. ICEBERGS AND GLACIERS. Photographs by B.F. Molina, NASA, et al. New York: William Morrow and Company, Inc. ISBN 0688061869
2.PLOT SUMMARY
This is an informational picture book on the topic of icebergs and glaciers. Author Seymour Simon explains the formation of icebergs from snowflakes that have packed together. Eventually these icebergs begin to break off and “something strange happens”. It moves by sliding or gliding, giving form to a glacier.
Seymour Simon writes about the types of movements that can be followed by glaciers, the effects their movement has upon the surrounding physical elements such as stones, mountains, and layers of rock beneath it. He concludes with a historical review about glaciers, how they have affected our world, and how they have been affected by warming trends.
3.CRITICAL ANALYSIS
Seymour Simon is acclaimed by some reviewers as being a distinguished science author. In fact many of his books have won the honor of being Outstanding Science Trade Books for Children, and in 2005 he received the Lifetime Achievement Award. (Seymour Simon, 2002-2004) Through my reading of this book, however, I did not gain an appreciation for his talents. According to his web site, Simon was a science teacher prior to becoming an author of science books for children. I have to wonder if this book on icebergs and glaciers has any sound research done by him. Through an interview transcript found in his web site, he states that he was in Ketchikan, Alaska for a week for the purpose of writing this book, but there is no listing of sources accessed or names of experts on the topic. How did he become an expert on the topic?
The layout of the book is not inclusive of chapters, subheadings, or a table of contents. The design includes mesmerizing aerial view photographs by a variety of sources. Quite unhelpfully, however, is that there is no use of captions for quick information. Readers must read the body text to understand what the photographs represent. Even like this, the lack of captions is confusing when a page contains two photographs. For example, in one unnumbered page the writer states “Sometimes glaciers wear down the bedrock to smooth, rounded humps. To some people, these rocks have the shapes of a flock of grazing sheep.” The text is followed by two photographs, but as a reader I am not sure whether the “sheep rocks” are depicted in the first or second photograph.
A positive area in design is the use of large size font which could appeal to some younger readers.
Although the text is concise, it is delivered in monotone. There is no sentence type variation or a portrayed sense of excitement about the topic. There is also a lack of interaction with the reader since the text is solely informative. It is not inclusive of personal or interviewee quotes on the topic. As a reader, I had not impulsion to explore the topic further.
Unfortunately, amidst the good reviews from professional reviewing organizations, I was not able to appreciate Seymour Simon’s aptitudes for children’s science writing. Perhaps this will happen through exploration of another piece of written work.
4.REVIEW (EXCERPTS)
BOOKLIST(March 1, 1987: “Impressive photographs back a smooth, nontechnical narrative that explains how icebergs and glaciers form and behave.”
PUBLISHERS WEEKLY(February 13, 1987): “Perhaps Simon's nonfiction for children is so successful because he gets readers involved in the environment around them, with both arresting and accessible facts.”
SCHOOL LIBRARY JOURNAL (March 1, 1987): “This treatment of glaciers and icebergs is beautifully illustrated, and the text is clear and well-written.”
5.CONNECTIONS
-Science unit on icebergs and glaciers or geographical lesson on Alaska.
-Author Study: Visit Seymour Simon’s web page at http://www.seymoursimon.com/.
-Other books by Seymour Simon:
EARTH: OUR PLANET IN SPACE
HURRICANES
OUR SOLAR SYSTEM
Informational Text-Review 1
1.BIBLIOGRPAHY
Montgomery, Sy. 2004. THE TARANTULA SCIENTIST. Photographs by Nic Bishop. Boston, Massachusetts: Houghton Mifflin Co. ISBN 0618147993
2.PLOT SUMMARY
Author Sy Montgomery and photographer Nic Bishop accompany Sam Marshall, a tarantula scientist and professor of biology, into the jungles of French Guinea in South America in his quest to learn more about tarantulas. One of the major species addressed is the Queen Goliath, of which very, very little is still known by arachnologists.
Through their expeditions, readers explore the world of a variety of tarantulas, their classifications used by scientists, how they compare with each other, and the need to preserve them. The author provides insight into the mating, eating, molting, and webbing behaviors of tarantulas and arachnids in general. Readers are also invited into Sam Marshall’s, laboratory in Hiram College, Ohio where he and his students participate in the study of about 500 live tarantulas from around the world. Sam and 2 of his students share the inquisitive dialogue that guides their exploration and passion about tarantulas.
3.CRITICAL ANALYSIS
The textual information provided in this nonfiction book for young adults and adults is based on the gained field expertise of Sam Marshall, an assistant professor of biology in Ohio since 1999 and director of J.H. Barrow Field Station, a laboratory where a collection of tarantulas make their home. Sam Marshall is also author of Tarantulas and Other Arachnids (2001) and co-author of Florida’s Fabulous Spiders (2001). The organization of the book is not inclusive of a table of contents or numbered chapters, which would have been helpful on previewing and navigating through the book. It is organized in a sequential manner, trekking along Mr. Marshall’s route of discovery in French Guinea then back to his laboratory in Ohio.
There are chapters with subtitles, but for the reader who has not begun reading from the beginning of the book it would seem confusing. To provide some quality to the organization, the last 4 pages are inclusive of a defined listing of common terms used by arachnologists, spider statistics, tips and advice for readers interested in tarantulas, and additional resources such as a bibliography and websites.
The photographic quality meets criteria for design. Photographer Nic Bishop supplies a variety of close up photographs of varied tarantulas, Sam Marshall in action, and students at work in the Spider Lab in Ohio. Each double-page spread includes some type of well selected photograph and caption written in auburn colored text to distinguish it from the body text. The tarantula photographs are so real to life that upon returning to the open book to continue reading after a break, I was actually frightened by what I thought was a real spider resting on top of my desk.
Sy Montgomery’s style of writing relinquishes the serious, factual tone often found in informational texts. His writing is fresh, unpompous, and captivatingly delivered in a conversational style as is exemplified from the following excerpt: “You’re probably thinking just what Sam was thinking at the time:…” and “What happened? You guessed it.”
4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL- “Informative, yes, but even more important, this is a vivid look at an enthusiastic scientist energetically and happily at work, both in the field and in the lab, questioning, examining, testing, and making connections. A treat, even for arachnophobes.”
BOOKLIST-“ Readers will come away armed with facts about spiders in general and tarantulas in particular, but even more important, they'll have a clear understanding of how the answers derived from research become the roots of new, intriguing questions.”
5.CONNECTIONS
-Use as a model of inquisitive thinking done by scientists.
- Visit websites provided by author to learn more about “Spiders on the web”.
-Go to www.hiram.edu/majors/special_jam_research.asp. ,a web page at Sam Marshall’s college to find out about Sam, his students, and his Spider Lab.
Montgomery, Sy. 2004. THE TARANTULA SCIENTIST. Photographs by Nic Bishop. Boston, Massachusetts: Houghton Mifflin Co. ISBN 0618147993
2.PLOT SUMMARY
Author Sy Montgomery and photographer Nic Bishop accompany Sam Marshall, a tarantula scientist and professor of biology, into the jungles of French Guinea in South America in his quest to learn more about tarantulas. One of the major species addressed is the Queen Goliath, of which very, very little is still known by arachnologists.
Through their expeditions, readers explore the world of a variety of tarantulas, their classifications used by scientists, how they compare with each other, and the need to preserve them. The author provides insight into the mating, eating, molting, and webbing behaviors of tarantulas and arachnids in general. Readers are also invited into Sam Marshall’s, laboratory in Hiram College, Ohio where he and his students participate in the study of about 500 live tarantulas from around the world. Sam and 2 of his students share the inquisitive dialogue that guides their exploration and passion about tarantulas.
3.CRITICAL ANALYSIS
The textual information provided in this nonfiction book for young adults and adults is based on the gained field expertise of Sam Marshall, an assistant professor of biology in Ohio since 1999 and director of J.H. Barrow Field Station, a laboratory where a collection of tarantulas make their home. Sam Marshall is also author of Tarantulas and Other Arachnids (2001) and co-author of Florida’s Fabulous Spiders (2001). The organization of the book is not inclusive of a table of contents or numbered chapters, which would have been helpful on previewing and navigating through the book. It is organized in a sequential manner, trekking along Mr. Marshall’s route of discovery in French Guinea then back to his laboratory in Ohio.
There are chapters with subtitles, but for the reader who has not begun reading from the beginning of the book it would seem confusing. To provide some quality to the organization, the last 4 pages are inclusive of a defined listing of common terms used by arachnologists, spider statistics, tips and advice for readers interested in tarantulas, and additional resources such as a bibliography and websites.
The photographic quality meets criteria for design. Photographer Nic Bishop supplies a variety of close up photographs of varied tarantulas, Sam Marshall in action, and students at work in the Spider Lab in Ohio. Each double-page spread includes some type of well selected photograph and caption written in auburn colored text to distinguish it from the body text. The tarantula photographs are so real to life that upon returning to the open book to continue reading after a break, I was actually frightened by what I thought was a real spider resting on top of my desk.
Sy Montgomery’s style of writing relinquishes the serious, factual tone often found in informational texts. His writing is fresh, unpompous, and captivatingly delivered in a conversational style as is exemplified from the following excerpt: “You’re probably thinking just what Sam was thinking at the time:…” and “What happened? You guessed it.”
4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL- “Informative, yes, but even more important, this is a vivid look at an enthusiastic scientist energetically and happily at work, both in the field and in the lab, questioning, examining, testing, and making connections. A treat, even for arachnophobes.”
BOOKLIST-“ Readers will come away armed with facts about spiders in general and tarantulas in particular, but even more important, they'll have a clear understanding of how the answers derived from research become the roots of new, intriguing questions.”
5.CONNECTIONS
-Use as a model of inquisitive thinking done by scientists.
- Visit websites provided by author to learn more about “Spiders on the web”.
-Go to www.hiram.edu/majors/special_jam_research.asp. ,a web page at Sam Marshall’s college to find out about Sam, his students, and his Spider Lab.
Tuesday, June 26, 2007
Poetry-Review 3
1.BIBLIOGRAPHY
Grimes, Nikki. 2006. THANKS A MILLION. Ill. by Cozbi A. Cabrera. New York: Greenwillow Books-Harper Collins Publishers, Inc. ISBN 068817292X
2.PLOT SUMMARY
Author Nikki Grimes has compiled a collection of 16 poems that relate the expression of gratitude. The thankful thoughts expressed are for a variety of events customary of children’s lives: teacher appreciation, neighborly gratitude, true friendship, and family love. The speakers are distinct, but they are all non-adults and from multiple cultures. Through one poem, for example, a child relates feelings of worry about being a new kid in the lunchroom, and then relief as another boy seeks out his friendship.
3.CRITICAL ANALYSIS
This collection of poems delivers a feel of gratitude in children of all cultures. The illustrations provide images of children of distinct cultures to exemplify that the feeling is a common element for everyone “Rich or poor”. The collection includes a variety of poetry forms for the experience of the participant such as a riddle from which the previous quote was extracted. One poem, “Even the Trees” is an example of a haiku, following a pattern of 5 syllables in the first line, 7 in the second, and 5 syllables in the last as described of this form in our textbook. This short poem provides personification in giving a tree human characteristics: “Trees, arms raised in praise,”.
Another poem, “Dear Author”, is written in free verse narrative. It is a letter written through the voice of a young girl whose father died the year before. The initial tone of the letter is melancholic as the speaker discloses that “Somebody threw a switch and turned me off. I couldn’t breathe. Or cry.” The use of figurative language relays an image of darkness and sorrow. It then progresses into one of gratefulness as the young girl tells about the positive effects a book had on her and as she was able to identify with one of the characters, Lotus, who “was also drowning deep inside”. The meaning to this poem is directly expressed: Thanks to an author who took the time to write a novel with characters and elements that readers could easily identify with, someone was saved from sorrow. The worth of books is exemplified. The language used throughout this poem is primarily literal although readers do have to understand the abstractness in “leaked sadness everywhere” and “drowning deep inside”. These phrases might be difficult to understand by very young readers.
4.REVIEW (EXCERPTS)
School Library Journal: “The art for Mystery is particularly effective, showcasing 42 children of different ethnicities in small, rectangular portraits. A lovely book for reflection and discussion.”
Booklist-“Children struggling to articulate gratitude will find numerous ways to draw upon this--some may memorize or copy out favorite poems to pass along, while others will be inspired to pen their own tender words.”
5.CONNECTIONS
-Read aloud during the month of November, when being thankful is greatly emphasized.
-Multicultural inclusion to classroom library.
-Write a poem to celebrate gratefulness.
-Think of a time when a story or poem has affected you delivering: sadness, laughter, relief, etc.
Grimes, Nikki. 2006. THANKS A MILLION. Ill. by Cozbi A. Cabrera. New York: Greenwillow Books-Harper Collins Publishers, Inc. ISBN 068817292X
2.PLOT SUMMARY
Author Nikki Grimes has compiled a collection of 16 poems that relate the expression of gratitude. The thankful thoughts expressed are for a variety of events customary of children’s lives: teacher appreciation, neighborly gratitude, true friendship, and family love. The speakers are distinct, but they are all non-adults and from multiple cultures. Through one poem, for example, a child relates feelings of worry about being a new kid in the lunchroom, and then relief as another boy seeks out his friendship.
3.CRITICAL ANALYSIS
This collection of poems delivers a feel of gratitude in children of all cultures. The illustrations provide images of children of distinct cultures to exemplify that the feeling is a common element for everyone “Rich or poor”. The collection includes a variety of poetry forms for the experience of the participant such as a riddle from which the previous quote was extracted. One poem, “Even the Trees” is an example of a haiku, following a pattern of 5 syllables in the first line, 7 in the second, and 5 syllables in the last as described of this form in our textbook. This short poem provides personification in giving a tree human characteristics: “Trees, arms raised in praise,”.
Another poem, “Dear Author”, is written in free verse narrative. It is a letter written through the voice of a young girl whose father died the year before. The initial tone of the letter is melancholic as the speaker discloses that “Somebody threw a switch and turned me off. I couldn’t breathe. Or cry.” The use of figurative language relays an image of darkness and sorrow. It then progresses into one of gratefulness as the young girl tells about the positive effects a book had on her and as she was able to identify with one of the characters, Lotus, who “was also drowning deep inside”. The meaning to this poem is directly expressed: Thanks to an author who took the time to write a novel with characters and elements that readers could easily identify with, someone was saved from sorrow. The worth of books is exemplified. The language used throughout this poem is primarily literal although readers do have to understand the abstractness in “leaked sadness everywhere” and “drowning deep inside”. These phrases might be difficult to understand by very young readers.
4.REVIEW (EXCERPTS)
School Library Journal: “The art for Mystery is particularly effective, showcasing 42 children of different ethnicities in small, rectangular portraits. A lovely book for reflection and discussion.”
Booklist-“Children struggling to articulate gratitude will find numerous ways to draw upon this--some may memorize or copy out favorite poems to pass along, while others will be inspired to pen their own tender words.”
5.CONNECTIONS
-Read aloud during the month of November, when being thankful is greatly emphasized.
-Multicultural inclusion to classroom library.
-Write a poem to celebrate gratefulness.
-Think of a time when a story or poem has affected you delivering: sadness, laughter, relief, etc.
Poetry-Review 2
1.BIBLIOGRPAHY
Florian, Douglas. 1994. BEAST FEAST. Ill. by Douglas Florian. San Diego, CA: Harcout & Brace. ISBN 0152951784.
2.PLOT SUMMARY
The writing of one plot summary is impossible through this collection of 21 poems written and illustrated by Douglas Florian. The poems are all on the descriptive topic of a range of animals including mammals, birds, insects, and fish. Readers learn about the anteater with its long tongue with which termites are eaten. Also about the boa which is so long that we can always see “moa and moa and moa and moa” of it.
3.CRITICAL ANALYSIS
This collection of “beast” poems would be most appealing to those with interest in animals. The denotations used are also suiting for children and others who demand a very concrete use of words and experiences. In general, the use of figurative language is reserved to similes and metaphors. In one of the most personally liked pomes, “The Lobster”, Florian uses a simile by which the speaker compares a lobster with a “Mobster” armed with claws and an antenna ready to strike. This is a lyric poem with rhyme and written in a very concrete style. The literal meaning is quite straightforward and it is delivered through the speaker’s tone of a child who is an expert at this topic: Beware of lobsters whenever on vacation because with its physical parts it can be and is trouble for others. The illustration for this particular poem contributes to the humorous mood and to emphasize the message. Readers view a lobster with all its threatening physical body parts, reading a motel guide. Through the use of a combination of poem types such as concrete poems, lyric, and limericks the author provides a short, factual and sometimes humorous description of each special animal.
4.REVIEW (EXCERPTS)
Publisher’s Weekly: “An ideal read-aloud, this volume will leave young listeners as lighthearted as its own contents.”
School Library Journal: “It's easy to imagine readers becoming inspired to write and illustrate their own poems after spending time with Florian. Clearly a wonderful book.”
Kirkus Review: “Subtle, sophisticated, and quite charming.”
5.CONNECTIONS
-Other similar books by Douglas Florian
*INSECTLOPEDIA. ISBN 0152163352
*LIZARDS, FROGS, AND POLLIWOGS. ISBN 015202591X
*MAMMALABILIA. ISBN 0152050248
-Students can write personal poems about animals or insects to create a class collection.
-Students can make a poster for the school or classroom library to motivate others to read some of the poetry books they have been introduced to.
Florian, Douglas. 1994. BEAST FEAST. Ill. by Douglas Florian. San Diego, CA: Harcout & Brace. ISBN 0152951784.
2.PLOT SUMMARY
The writing of one plot summary is impossible through this collection of 21 poems written and illustrated by Douglas Florian. The poems are all on the descriptive topic of a range of animals including mammals, birds, insects, and fish. Readers learn about the anteater with its long tongue with which termites are eaten. Also about the boa which is so long that we can always see “moa and moa and moa and moa” of it.
3.CRITICAL ANALYSIS
This collection of “beast” poems would be most appealing to those with interest in animals. The denotations used are also suiting for children and others who demand a very concrete use of words and experiences. In general, the use of figurative language is reserved to similes and metaphors. In one of the most personally liked pomes, “The Lobster”, Florian uses a simile by which the speaker compares a lobster with a “Mobster” armed with claws and an antenna ready to strike. This is a lyric poem with rhyme and written in a very concrete style. The literal meaning is quite straightforward and it is delivered through the speaker’s tone of a child who is an expert at this topic: Beware of lobsters whenever on vacation because with its physical parts it can be and is trouble for others. The illustration for this particular poem contributes to the humorous mood and to emphasize the message. Readers view a lobster with all its threatening physical body parts, reading a motel guide. Through the use of a combination of poem types such as concrete poems, lyric, and limericks the author provides a short, factual and sometimes humorous description of each special animal.
4.REVIEW (EXCERPTS)
Publisher’s Weekly: “An ideal read-aloud, this volume will leave young listeners as lighthearted as its own contents.”
School Library Journal: “It's easy to imagine readers becoming inspired to write and illustrate their own poems after spending time with Florian. Clearly a wonderful book.”
Kirkus Review: “Subtle, sophisticated, and quite charming.”
5.CONNECTIONS
-Other similar books by Douglas Florian
*INSECTLOPEDIA. ISBN 0152163352
*LIZARDS, FROGS, AND POLLIWOGS. ISBN 015202591X
*MAMMALABILIA. ISBN 0152050248
-Students can write personal poems about animals or insects to create a class collection.
-Students can make a poster for the school or classroom library to motivate others to read some of the poetry books they have been introduced to.
Poetry-Review 1
1.BIBLIOGRAPHY
Hesse, Karen. 2003. ALEUTIAN ISLANDS. Ill. by Evon Zerbetz. New York: Simon & Schuster Children’s Publishing. ISBN 0689861893
2.PLOT SUMMARY
Vera is part of the Kashega Village natives that have occupied part of the Aleutian Islands for thousands of years. This group of islands belongs to the Alaskan territory, and the people are thus United States citizens. Seven months after the attack on Pearl Harbor, the Japanese invade these islands. The United States government orders a hasty, complete evacuation of the people who have made their homes there. 5 villages are displaced and left to live in an evacuation camp in Ward Lake, Alaska where the living conditions are injurious: “we get little to eat and no doctoring, and our toilet is an open trough washing into the creek”. For three years the Aleut people are kept away from their homes even though the Japanese invasion only lasted about a year. For three years they endure humiliation and degrading actions and words on behalf of the “whites” living in the towns surrounding their evacuation camp. During this time some of the Aleut natives are forced to assimilate and choose to leave and live in town like the narrating character relates, “My mother was one of the first to leave”. Some choose to escape their sufferings through drinking because “nothing hurts when the body is numb”. Yet many others die from fevers, TB, and boils which are dismissed by the “white” doctor who says the people are “not ill, only “adjusting”. Amidst all of this despair, the elders continue to deliver their lessons and stories to the younger ones who relinquish in remembering the old time when they were free. Finally, Vera and the remaining villagers are allowed to return to their war tarnished homes where they continue to find the will to live a content life again.
3.CRITICAL ANALYSIS
This narrative novel written in free verse style delivers the reader with a fictitious historical insight into the lives of a population strongly affected by the events of 1942, but of which it is not often heard of. The author makes use of figurative language elements throughout the story to provide personification to nature such as in the phrase “rain filling the gray cheeks of the sky”. Although the chapters are free of illustrations aside from the black and white depictions provided at the beginning of each time division, the author is able to portray a mental image of the distinct settings where the Aleutians lived over the course of the novel: “everywhere we turn, green life rubs its moss skin against us. The air steams green, and always the sound of dripping.” Readers can envision a wet, dense forest as the villagers’ new homes.
Karen Hesse grants the reader a vicarious experience as the sentiment of oppression and constant yearning for returned freedom is made known by the main character’s thoughts and comparisons. Following the description of the new land in which they are now forced to live, the author furnishes Vera with the following thoughts: “Always the smell of rot. Always green curtains smothering us.” The pine trees are symbolic for the “green curtain” that is suffocating the Aleutian people by not allowing them to return to their homes. It is also representative of the restraints endured physically, emotionally, and culturally. Another portrayal of the feelings felt can be derived from Vera’s flashback to a time when her people were free and she was catching cod with her friend, Pari: “But as we remember the harvest cod we remember too how the fish flopped on the beach, Desperate to get to the water.” For the reader, this is an indirect simile: Aleutians are like the fish, desperate to go back into their homes. Through this fictitious novel that is based on true events, the point of view presented by Vera delivers a strong theme of discrimination and disparity that is still a reality in our present worlds.
4.REVIEW( EXCERPTS)
Publisher’s Weekly: "The poetic images will linger in the minds of readers."
Horn Book Guide: “Despite some deftly written entries, Hesse's third free-verse novel doesn't provide a clear picture of either the young narrator (Vera, who's half-Aleutian, half-white) or the book's historical events (the relocation of hundreds of Aleuts during World War II). Some of the poems are quite graceful, conveying much in just a few lines, but in general, the format doesn't serve the author well”
5.CONNECTIONS
-Most appropriate for young adult or adult readers.
- Use as part of a study of World War II to analyze different view points.
-Students can analyze literary elements by writing a review of the book.
-Provide a virtual visit to the Aleutian Islands.
Hesse, Karen. 2003. ALEUTIAN ISLANDS. Ill. by Evon Zerbetz. New York: Simon & Schuster Children’s Publishing. ISBN 0689861893
2.PLOT SUMMARY
Vera is part of the Kashega Village natives that have occupied part of the Aleutian Islands for thousands of years. This group of islands belongs to the Alaskan territory, and the people are thus United States citizens. Seven months after the attack on Pearl Harbor, the Japanese invade these islands. The United States government orders a hasty, complete evacuation of the people who have made their homes there. 5 villages are displaced and left to live in an evacuation camp in Ward Lake, Alaska where the living conditions are injurious: “we get little to eat and no doctoring, and our toilet is an open trough washing into the creek”. For three years the Aleut people are kept away from their homes even though the Japanese invasion only lasted about a year. For three years they endure humiliation and degrading actions and words on behalf of the “whites” living in the towns surrounding their evacuation camp. During this time some of the Aleut natives are forced to assimilate and choose to leave and live in town like the narrating character relates, “My mother was one of the first to leave”. Some choose to escape their sufferings through drinking because “nothing hurts when the body is numb”. Yet many others die from fevers, TB, and boils which are dismissed by the “white” doctor who says the people are “not ill, only “adjusting”. Amidst all of this despair, the elders continue to deliver their lessons and stories to the younger ones who relinquish in remembering the old time when they were free. Finally, Vera and the remaining villagers are allowed to return to their war tarnished homes where they continue to find the will to live a content life again.
3.CRITICAL ANALYSIS
This narrative novel written in free verse style delivers the reader with a fictitious historical insight into the lives of a population strongly affected by the events of 1942, but of which it is not often heard of. The author makes use of figurative language elements throughout the story to provide personification to nature such as in the phrase “rain filling the gray cheeks of the sky”. Although the chapters are free of illustrations aside from the black and white depictions provided at the beginning of each time division, the author is able to portray a mental image of the distinct settings where the Aleutians lived over the course of the novel: “everywhere we turn, green life rubs its moss skin against us. The air steams green, and always the sound of dripping.” Readers can envision a wet, dense forest as the villagers’ new homes.
Karen Hesse grants the reader a vicarious experience as the sentiment of oppression and constant yearning for returned freedom is made known by the main character’s thoughts and comparisons. Following the description of the new land in which they are now forced to live, the author furnishes Vera with the following thoughts: “Always the smell of rot. Always green curtains smothering us.” The pine trees are symbolic for the “green curtain” that is suffocating the Aleutian people by not allowing them to return to their homes. It is also representative of the restraints endured physically, emotionally, and culturally. Another portrayal of the feelings felt can be derived from Vera’s flashback to a time when her people were free and she was catching cod with her friend, Pari: “But as we remember the harvest cod we remember too how the fish flopped on the beach, Desperate to get to the water.” For the reader, this is an indirect simile: Aleutians are like the fish, desperate to go back into their homes. Through this fictitious novel that is based on true events, the point of view presented by Vera delivers a strong theme of discrimination and disparity that is still a reality in our present worlds.
4.REVIEW( EXCERPTS)
Publisher’s Weekly: "The poetic images will linger in the minds of readers."
Horn Book Guide: “Despite some deftly written entries, Hesse's third free-verse novel doesn't provide a clear picture of either the young narrator (Vera, who's half-Aleutian, half-white) or the book's historical events (the relocation of hundreds of Aleuts during World War II). Some of the poems are quite graceful, conveying much in just a few lines, but in general, the format doesn't serve the author well”
5.CONNECTIONS
-Most appropriate for young adult or adult readers.
- Use as part of a study of World War II to analyze different view points.
-Students can analyze literary elements by writing a review of the book.
-Provide a virtual visit to the Aleutian Islands.
Friday, June 15, 2007
Traditional Literature-Review 3
1.BIBLIOGRAPHY
Ada, Alma Flor & F. Isabel Campoy. 2003. ¡Pio Peep! Traditional Spanish Nursery Rhymes. Ill. by Vivi Escriva. New York: Rayo- Harper Collins Publisher. ISBN 0688160190.
2.PLOT SUMMARY
This is a collection of rhymes and songs which do not follow one particular plot. As noted by the authors in their introductory statements, the origin of the collected items stem primarily from Spain. Some are from Mexico. All, however, include details of the Latin childhood culture. One particular song, “Duermete, mi niña/Sleep Now, My Baby”, relates a mother’s attempt to put her baby down for a sleep. The baby, however, does not have much desire for a nap and instead closes and opens her eyes again.
3.CRITICAL ANALYSIS
This edited collection of rhymes and songs have been included in bilingual format side to side. Interestingly, authors make the readers aware through their introduction that the English version is not a simple translation, but a poetic reconstruction that sought to maintain the richness of the Spanish counterpart. There is no background information included for the rhymes or songs, and it would be interesting to the unfamiliar reader to be provided with one. However, precise background information would be an impossible feat as these rhymes and songs originated many, many generations ago. To the reader of Hispanic descent, many of these inclusions are familiar as they are often used in celebrations, schools, and playground games. This multicultural selection appears to be culturally specific according to the descriptions provided in Children’s Literature, Briefly (Tunnel & Jacobs 2004,190) Details of the Hispanic culture are quite evident in the illustrations provided although they don’t quite depict the reality of the Hispanic culture now living the United States. It is more of a window into the daily lives of the past and perhaps of some people who reside in Latin American countries. Throughout, the rhymes and songs include a repetitive pattern and often rhyming words customary of this format that lends itself for quality read alouds. The style of the written text and the illustrations also portray a mood of warmth, joy, and playfulness. Characters, although minimally developed, are used to accompany the text and are often smiling. Mothers embrace their children lovingly as they put them down to sleep or participate in conversations. Children also hold each others’ hands as they engage in the playful movements that accompany a song.
4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL starred review- "Stellar…The rhymes cover everything from early morning birds to elephants to angels."
BOOKLIST-“Parents, teachers, and librarians will find a multitude of uses.”
5.CONNECTIONS
-Select a song or rhyme and make puppets to recreate it in groups.
-Go outside and engage in some of the games that go with the songs. (A la vibora de la mar or Los elefantes)
-Engage in shared writing to compose a song similar to those found in the book.
-Other similar collections
Ada, Alma Flor, Isabel F. Campoy, & Maribel Suarez. Mama Goose-A Latino Nursery Collection. ISBN 0786819537
Delacre, Lulu. Arroz con leche: canciones y ritmos populares de América Latina/Popular Songs and Rimes from Latin America. ISBN 0786819537
Ada, Alma Flor & F. Isabel Campoy. 2003. ¡Pio Peep! Traditional Spanish Nursery Rhymes. Ill. by Vivi Escriva. New York: Rayo- Harper Collins Publisher. ISBN 0688160190.
2.PLOT SUMMARY
This is a collection of rhymes and songs which do not follow one particular plot. As noted by the authors in their introductory statements, the origin of the collected items stem primarily from Spain. Some are from Mexico. All, however, include details of the Latin childhood culture. One particular song, “Duermete, mi niña/Sleep Now, My Baby”, relates a mother’s attempt to put her baby down for a sleep. The baby, however, does not have much desire for a nap and instead closes and opens her eyes again.
3.CRITICAL ANALYSIS
This edited collection of rhymes and songs have been included in bilingual format side to side. Interestingly, authors make the readers aware through their introduction that the English version is not a simple translation, but a poetic reconstruction that sought to maintain the richness of the Spanish counterpart. There is no background information included for the rhymes or songs, and it would be interesting to the unfamiliar reader to be provided with one. However, precise background information would be an impossible feat as these rhymes and songs originated many, many generations ago. To the reader of Hispanic descent, many of these inclusions are familiar as they are often used in celebrations, schools, and playground games. This multicultural selection appears to be culturally specific according to the descriptions provided in Children’s Literature, Briefly (Tunnel & Jacobs 2004,190) Details of the Hispanic culture are quite evident in the illustrations provided although they don’t quite depict the reality of the Hispanic culture now living the United States. It is more of a window into the daily lives of the past and perhaps of some people who reside in Latin American countries. Throughout, the rhymes and songs include a repetitive pattern and often rhyming words customary of this format that lends itself for quality read alouds. The style of the written text and the illustrations also portray a mood of warmth, joy, and playfulness. Characters, although minimally developed, are used to accompany the text and are often smiling. Mothers embrace their children lovingly as they put them down to sleep or participate in conversations. Children also hold each others’ hands as they engage in the playful movements that accompany a song.
4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL starred review- "Stellar…The rhymes cover everything from early morning birds to elephants to angels."
BOOKLIST-“Parents, teachers, and librarians will find a multitude of uses.”
5.CONNECTIONS
-Select a song or rhyme and make puppets to recreate it in groups.
-Go outside and engage in some of the games that go with the songs. (A la vibora de la mar or Los elefantes)
-Engage in shared writing to compose a song similar to those found in the book.
-Other similar collections
Ada, Alma Flor, Isabel F. Campoy, & Maribel Suarez. Mama Goose-A Latino Nursery Collection. ISBN 0786819537
Delacre, Lulu. Arroz con leche: canciones y ritmos populares de América Latina/Popular Songs and Rimes from Latin America. ISBN 0786819537
Traditional Literature-Review 2
1.BIBLIOGRAPHY
San Souci, Robert E. 1998. Cendrillon: A Caribbean Cinderella. Ill. by Brian Pinkey. New York: Simon & Schuster. ISBN 068980668X
2.PLOT SUMMARY
This variation of the tale of Cinderella takes place in the Caribbean and like some other variations, is narrated by a specific character. Cendrillon’s nanny, a washerwoman, tells the story of how she becomes the little girl’s nanny when her mother dies shortly after birth. Cendrillon’s father remarries a “cold woman” who shortly after marriage gives birth to Vitalia, Cendrillon’s stepsister. As a child growing up, Cendrillon is victim to the loathing behaviors of her stepmother and stepsister: washing the family’s laundry at the river, eating scraps, and sleeping on a straw pallet. One day Cendrillon approaches her nanny in despair since she aspires to go to a birthday celebration of a boy who is “like a prince”. The nanny is able to accompany a magically transformed version of Cendrillon to the party. The nanny uses a magic wand that had been presented to her as a gift from her dying mother to change ordinary objects into whatever she desires. At the celebration, Cendrillon mesmerizes everyone including Paul, the birthday boy, with whom she dances until the clock strikes to announce the nearing of midnight. Cendrillon and her nanny rush out just in time. Days later Paul visits the home of Cendrillon and her stepfamily looking for the lady who will fit into the slipper left behind at the celebration. Cendrillon, who is “sick with a broken hear” is persuaded by her nanny to approach Paul and try on the slipper. Being a perfect fit for her, Paul and Cendrillon marry thereafter.
3.CRITICAL ANALYSIS
In this revisiting of the classical Cinderella fairytale, Cendrillon’s character is the epitome of virtue, benevolence, and conscientiousness we so much desire in members of a society. Although she knows that the wicked treatment given to her by her stepfamily is undeserved, at her young age she realizes that “the work hurts my hands but not my heart” and she does not reveal any negative emotions or desires of vengeance towards her family. Furthermore, even as an adolescent she is able to reflect upon the effects of her acts realizing that Paul did not truly fall in love with Cendrillon, but with the transformation that occurred “under the spell of your wand”. The narrative voice of Cendrillon’s nanny provides a distinct insight into the background events and emotions unknown by readers through the reading of other versions. The author’s unique variations used to relate the story include details found distinctively in the French/Creole cultural influence of the island of Martinique in the Caribbean: French vocabulary, character attire, the washing of clothing at the river, Cendrillon’s embroidered slipper rather than a glass one, the use of a turban upon Cendrillon’s head, etc. The style of realism set forth by Brian Pinkey’s illustrations reinforces the text, setting, and culture of this tale.
4.REVIEW (EXCERPTS)
BOOKLIST starred review: “There are many variations of the Cinderella story, and this version, set on the island of Martinique, is particularly vibrant, both in its melodious language and its spirited art.”
KIRKUS REVIEWS: “San Souci's retelling of the Cinderella story in a Martinique mode has music to it that cannot be denied.”
5.CONNECTIONS
-Students can assume the role of any other character and rewrite the story from this character’s point of view.
-Include in geographic study of the Caribbean.
-Venn diagram to compare and contrast two versions of Cinderella.
-Other variations of Cinderella
Climo, Shirley. The EgyptianCinderella. ISBN: 0064432793
Louie, Ai-Ling. Yeh-Shen: A Cinderella Story from China. ISBN: 0698113888
Hickox, Rebecca. Golden Sandal: A Middle Eastern Cinderella Story. ISBN: 0823415139
San Souci, Robert E. 1998. Cendrillon: A Caribbean Cinderella. Ill. by Brian Pinkey. New York: Simon & Schuster. ISBN 068980668X
2.PLOT SUMMARY
This variation of the tale of Cinderella takes place in the Caribbean and like some other variations, is narrated by a specific character. Cendrillon’s nanny, a washerwoman, tells the story of how she becomes the little girl’s nanny when her mother dies shortly after birth. Cendrillon’s father remarries a “cold woman” who shortly after marriage gives birth to Vitalia, Cendrillon’s stepsister. As a child growing up, Cendrillon is victim to the loathing behaviors of her stepmother and stepsister: washing the family’s laundry at the river, eating scraps, and sleeping on a straw pallet. One day Cendrillon approaches her nanny in despair since she aspires to go to a birthday celebration of a boy who is “like a prince”. The nanny is able to accompany a magically transformed version of Cendrillon to the party. The nanny uses a magic wand that had been presented to her as a gift from her dying mother to change ordinary objects into whatever she desires. At the celebration, Cendrillon mesmerizes everyone including Paul, the birthday boy, with whom she dances until the clock strikes to announce the nearing of midnight. Cendrillon and her nanny rush out just in time. Days later Paul visits the home of Cendrillon and her stepfamily looking for the lady who will fit into the slipper left behind at the celebration. Cendrillon, who is “sick with a broken hear” is persuaded by her nanny to approach Paul and try on the slipper. Being a perfect fit for her, Paul and Cendrillon marry thereafter.
3.CRITICAL ANALYSIS
In this revisiting of the classical Cinderella fairytale, Cendrillon’s character is the epitome of virtue, benevolence, and conscientiousness we so much desire in members of a society. Although she knows that the wicked treatment given to her by her stepfamily is undeserved, at her young age she realizes that “the work hurts my hands but not my heart” and she does not reveal any negative emotions or desires of vengeance towards her family. Furthermore, even as an adolescent she is able to reflect upon the effects of her acts realizing that Paul did not truly fall in love with Cendrillon, but with the transformation that occurred “under the spell of your wand”. The narrative voice of Cendrillon’s nanny provides a distinct insight into the background events and emotions unknown by readers through the reading of other versions. The author’s unique variations used to relate the story include details found distinctively in the French/Creole cultural influence of the island of Martinique in the Caribbean: French vocabulary, character attire, the washing of clothing at the river, Cendrillon’s embroidered slipper rather than a glass one, the use of a turban upon Cendrillon’s head, etc. The style of realism set forth by Brian Pinkey’s illustrations reinforces the text, setting, and culture of this tale.
4.REVIEW (EXCERPTS)
BOOKLIST starred review: “There are many variations of the Cinderella story, and this version, set on the island of Martinique, is particularly vibrant, both in its melodious language and its spirited art.”
KIRKUS REVIEWS: “San Souci's retelling of the Cinderella story in a Martinique mode has music to it that cannot be denied.”
5.CONNECTIONS
-Students can assume the role of any other character and rewrite the story from this character’s point of view.
-Include in geographic study of the Caribbean.
-Venn diagram to compare and contrast two versions of Cinderella.
-Other variations of Cinderella
Climo, Shirley. The EgyptianCinderella. ISBN: 0064432793
Louie, Ai-Ling. Yeh-Shen: A Cinderella Story from China. ISBN: 0698113888
Hickox, Rebecca. Golden Sandal: A Middle Eastern Cinderella Story. ISBN: 0823415139
Traditional Literature-Review 1
1.BIBLIOGRAPHY
Wolkstein, Diane. 1996. White Wave: A Chinese Tale. Ill. by Ed Young. San Diego, CA. Harcourt Brace & Co. ISBN 0152002936
2.PLOT SUMMARY
Kuo Ming is a Chinese farmer who lives alone in the hills. Upon encountering a unique moon snail on his way home, he decides to tend to the live creature within it by feeding it fresh leaves. Thereafter, Kuo Ming is mystified when he finds his dinner ready every evening as he comes home from a long day of farming. While spying through the window of his home, he discovers that a moon goddess emerges from the moon snail every day to makes his delicate meals. Kuo Ming’s emotions rise as he is joyous to have such an incredible creature in his home. Although aware that he should not touch a moon goddess, Kuo Ming is tempted and he approaches her. White Wave, the moon goddess, is displeased with the farmer’s actions and announces her departure. She promises Kuo Ming that she will be of assistance whenever he needs her. Saddened, Kuo Ming becomes immersed in building a shrine for the moon goddess upon a hill. Without food or money left, Kuo Ming finds himself calling White Wave’s name. Making honor to her promise, White Wave provides Kuo Ming with enough food to last a year. Eventually Kuo Ming marries and has a family. The tale of White Wave and the shrine on the hill is told to Kuo Ming’s family and has become a folktale of the Chinese culture.
3.CRITICAL ANALYSIS
Through her retelling of this story, author Diane Wolkstein is able to transcend to readers an experience of true traditional fantasy. The names of the two characters, White Wave and Kuo Ming ( meaning” Country White” according to the author’s note) provide the reader with a notion of goodness and sacrifice in the qualities of these two characters. Although White Wave was disappointed with Kuo Ming for forgetting to listen to his instinct when he desired to touch her, she continued to exhibit kindness by offering her help in times of need. According to our lecture notes provided by Dr. Vardell these two qualities seem to be revered in the Chinese culture. In keeping with the trends of traditional fantasy, minimal information is provided about the setting: the hills of southern China. Also, the story begins with the phrase “Long ago, in the time of mysteries…” providing the reader with a tone of mysticisms right away that serves as an impulsive force for readers to continue to approach the text carefully and softly if being read aloud. The text includes a repetitive pattern as portrayed by the events of Kuo Ming feeding the moon snail every morning and then returning home to find his dinner prepared every evening. An appealing attribute to the development of the story were the illustrative elements provided by Ed Young. Enclosed by a red border, the illustrations encompass the use of graphite pencil. The sole use of white color on White Wave, the moon snail, and “wherever she stepped in the room…” is used to deliver the illusion of glimmer that surrounds this magical being. Ed Young also captures the attention of the vigilant reader with his use of snail like circular lineage used repetitively throughout the pages.
4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL: “A well-told Chinese folktale, first published in 1979 (Crowell), has been reissued with a handsome new jacket and a few changes in the text.”
HORN BOOK GUIDE: “Recommended, satisfactory in style, content, and/or illustration.”
5.CONNECTIONS
-Visit Scholastic web page “Myths, Folktales, and Fairytales” at http://teacher.scholastic.com/writewit/mff/ for unit on this genre.
-Prepare a script for reader’s theater and allow students to participate.
-Creative writing experience: Explore the possibilities of what happened to White Wave.
-Other recommended folktales for improving multicultural awareness:
Jolen, Yane. Favorite Folktales from Around the World. ISBN 0394751884
Garland, Sherry. Chldren of the Dragon: Selected Tales from Vietnam. ISBN 0152242007
Shepard, Aaron. The Princess Mouse: A Tale of Finland. ISBN 0689829124
Wolkstein, Diane. 1996. White Wave: A Chinese Tale. Ill. by Ed Young. San Diego, CA. Harcourt Brace & Co. ISBN 0152002936
2.PLOT SUMMARY
Kuo Ming is a Chinese farmer who lives alone in the hills. Upon encountering a unique moon snail on his way home, he decides to tend to the live creature within it by feeding it fresh leaves. Thereafter, Kuo Ming is mystified when he finds his dinner ready every evening as he comes home from a long day of farming. While spying through the window of his home, he discovers that a moon goddess emerges from the moon snail every day to makes his delicate meals. Kuo Ming’s emotions rise as he is joyous to have such an incredible creature in his home. Although aware that he should not touch a moon goddess, Kuo Ming is tempted and he approaches her. White Wave, the moon goddess, is displeased with the farmer’s actions and announces her departure. She promises Kuo Ming that she will be of assistance whenever he needs her. Saddened, Kuo Ming becomes immersed in building a shrine for the moon goddess upon a hill. Without food or money left, Kuo Ming finds himself calling White Wave’s name. Making honor to her promise, White Wave provides Kuo Ming with enough food to last a year. Eventually Kuo Ming marries and has a family. The tale of White Wave and the shrine on the hill is told to Kuo Ming’s family and has become a folktale of the Chinese culture.
3.CRITICAL ANALYSIS
Through her retelling of this story, author Diane Wolkstein is able to transcend to readers an experience of true traditional fantasy. The names of the two characters, White Wave and Kuo Ming ( meaning” Country White” according to the author’s note) provide the reader with a notion of goodness and sacrifice in the qualities of these two characters. Although White Wave was disappointed with Kuo Ming for forgetting to listen to his instinct when he desired to touch her, she continued to exhibit kindness by offering her help in times of need. According to our lecture notes provided by Dr. Vardell these two qualities seem to be revered in the Chinese culture. In keeping with the trends of traditional fantasy, minimal information is provided about the setting: the hills of southern China. Also, the story begins with the phrase “Long ago, in the time of mysteries…” providing the reader with a tone of mysticisms right away that serves as an impulsive force for readers to continue to approach the text carefully and softly if being read aloud. The text includes a repetitive pattern as portrayed by the events of Kuo Ming feeding the moon snail every morning and then returning home to find his dinner prepared every evening. An appealing attribute to the development of the story were the illustrative elements provided by Ed Young. Enclosed by a red border, the illustrations encompass the use of graphite pencil. The sole use of white color on White Wave, the moon snail, and “wherever she stepped in the room…” is used to deliver the illusion of glimmer that surrounds this magical being. Ed Young also captures the attention of the vigilant reader with his use of snail like circular lineage used repetitively throughout the pages.
4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL: “A well-told Chinese folktale, first published in 1979 (Crowell), has been reissued with a handsome new jacket and a few changes in the text.”
HORN BOOK GUIDE: “Recommended, satisfactory in style, content, and/or illustration.”
5.CONNECTIONS
-Visit Scholastic web page “Myths, Folktales, and Fairytales” at http://teacher.scholastic.com/writewit/mff/ for unit on this genre.
-Prepare a script for reader’s theater and allow students to participate.
-Creative writing experience: Explore the possibilities of what happened to White Wave.
-Other recommended folktales for improving multicultural awareness:
Jolen, Yane. Favorite Folktales from Around the World. ISBN 0394751884
Garland, Sherry. Chldren of the Dragon: Selected Tales from Vietnam. ISBN 0152242007
Shepard, Aaron. The Princess Mouse: A Tale of Finland. ISBN 0689829124
Saturday, June 9, 2007
Picture Book-Review 3
1.BIBLIOGRAPHY
Rohmann, Eric. 2002. My Friend Rabbit. Brookfield, Connecticut. Roaring Book Press. ISBN 0716315357
2.PLOT SUMMARY
In this story of animal characters, rabbit and mouse are good friends that look out for each other and help find solutions for arising troubles. The story plot originates one day when rabbit attempts to do something good for mouse by pushing his toy plane off into the air. Sadly, after mouse drops out of it the plane lands on top of a tree. With his repetitive phrase of “Not to worry, Mouse, I’ve got an idea”, rabbit conjures a plan to retrieve the plane that involves the use of other animals like a hippopotamus, an elephant, a crocodile, and a family of ducks among others. When the plan fails and leaves the animals quite upset at rabbit, mouse comes to his rescue. Fully grateful for his friend’s help, rabbit attempts to hug mouse causing him to lose control of the toy plane which again lands on top of a tree.
3.CRITICAL ANALYSIS
This is a story of true friendship and one that is bursting with qualities of an exceptional children’s book. Non-surprisingly a Caldecott Medal Award winner, this book requires only the most minimal of ordinary text to tell its tale. The use of a big, white rabbit as the character who means wells, but for who every idea results in more trouble is a great example of how a character is developed through illustrations as described in Children’s Literature, Briefly (Tunnel & Jacobs, 2004) His whiteness portrays the purity of a friend who means well while his big size can be attributed to his clumsiness. With a light blue background to establish setting, the illustrations serve to portray character and object movements as the plot develops. For example, at the beginning and end when the plane is flying through the air, readers can follow its path through 3 pages by following the illustrator provided lines that would come from a real plane’s exhaust. Also, through the sole use of illustrations readers learn about rabbit’s plan to retrieve mouse’s plane from the tree by making a high-reaching animal chain. The composition of two pages mid-book is suddenly vertical wherein the rest of the pages are horizontal. An indirect lesson for the reader comes at the end when the small mouse that had provided the voice for this story, displays his affection by helping rabbit who had just wanted to help mouse.
4.REVIEW EXCERPT(S)
PUBLISHERS WEEKLY starred review: "Rohmann tells most of the story through bold, expressive relief prints....This gentle lesson in patience and loyalty, balanced on the back of a hilarious set of illustrations, will leave young readers clamoring for repeat readings."
SCHOOL LIBRARY JOURNAL starred review: "The double-page, hand-colored relief prints with heavy black outlines are magnificent, and children will enjoy the comically expressive pictures of the animals before and after their attempt to extract the plane. The text is minimal; it's the illustrations that are the draw here."
Caldecott Medal Award-2003
5.CONNECTIONS
-Excellent title for a unit on communal friendship and the actions of friends.
-Shared writing experience by providing the text to the pages that are intentionally left without text.
-Reader’s response journal on the topic of friendship or personal acts of friendship displayed.
-Character analysis art/language arts activity.
Rohmann, Eric. 2002. My Friend Rabbit. Brookfield, Connecticut. Roaring Book Press. ISBN 0716315357
2.PLOT SUMMARY
In this story of animal characters, rabbit and mouse are good friends that look out for each other and help find solutions for arising troubles. The story plot originates one day when rabbit attempts to do something good for mouse by pushing his toy plane off into the air. Sadly, after mouse drops out of it the plane lands on top of a tree. With his repetitive phrase of “Not to worry, Mouse, I’ve got an idea”, rabbit conjures a plan to retrieve the plane that involves the use of other animals like a hippopotamus, an elephant, a crocodile, and a family of ducks among others. When the plan fails and leaves the animals quite upset at rabbit, mouse comes to his rescue. Fully grateful for his friend’s help, rabbit attempts to hug mouse causing him to lose control of the toy plane which again lands on top of a tree.
3.CRITICAL ANALYSIS
This is a story of true friendship and one that is bursting with qualities of an exceptional children’s book. Non-surprisingly a Caldecott Medal Award winner, this book requires only the most minimal of ordinary text to tell its tale. The use of a big, white rabbit as the character who means wells, but for who every idea results in more trouble is a great example of how a character is developed through illustrations as described in Children’s Literature, Briefly (Tunnel & Jacobs, 2004) His whiteness portrays the purity of a friend who means well while his big size can be attributed to his clumsiness. With a light blue background to establish setting, the illustrations serve to portray character and object movements as the plot develops. For example, at the beginning and end when the plane is flying through the air, readers can follow its path through 3 pages by following the illustrator provided lines that would come from a real plane’s exhaust. Also, through the sole use of illustrations readers learn about rabbit’s plan to retrieve mouse’s plane from the tree by making a high-reaching animal chain. The composition of two pages mid-book is suddenly vertical wherein the rest of the pages are horizontal. An indirect lesson for the reader comes at the end when the small mouse that had provided the voice for this story, displays his affection by helping rabbit who had just wanted to help mouse.
4.REVIEW EXCERPT(S)
PUBLISHERS WEEKLY starred review: "Rohmann tells most of the story through bold, expressive relief prints....This gentle lesson in patience and loyalty, balanced on the back of a hilarious set of illustrations, will leave young readers clamoring for repeat readings."
SCHOOL LIBRARY JOURNAL starred review: "The double-page, hand-colored relief prints with heavy black outlines are magnificent, and children will enjoy the comically expressive pictures of the animals before and after their attempt to extract the plane. The text is minimal; it's the illustrations that are the draw here."
Caldecott Medal Award-2003
5.CONNECTIONS
-Excellent title for a unit on communal friendship and the actions of friends.
-Shared writing experience by providing the text to the pages that are intentionally left without text.
-Reader’s response journal on the topic of friendship or personal acts of friendship displayed.
-Character analysis art/language arts activity.
Picture Book-Review 2
1. BIBLIOGRAPHY
Marcus, Leonard S. 1998. A Caldecott Celebration: Six Artists and Their Paths to the Caldecott Medal. New York. Walker Publishing Company, Inc. ISBN 0802786561
2. PLOT SUMMARY
Through this nonfiction text readers undergo an exploration of the paths followed by children’s book illustrators to create works that have led them to win the honored Caldecott Medal Award. Author Leonard Marcus presents the memorable challenges and events that led to the final publication of 6 award winning children’s books from illustrators Robert McCloskey, Marcia Brown, Maurice Sendak, William Steig, Chris Van Allsburg, and David Wiesner. For every author’s course of work, readers are provided with pictures, thumbnails, or sketches that depict the customary ever changing ideas which will eventually lead to a final product.
3.CRITICAL ANALYSIS
This is definitely a book for those who are interested in the process of illustrating children’s books or simply wanting to gain information about valued illustrators. Leonard Marcus enables the reader to form part in the lives of illustrators through actual interview excerpts from the illustrators, publishers, editors, and friends of the illustrators. For readers who are not familiar with the honor of receiving a Caldecott Medal or Caldecott Honor, the introduction serves to provide awareness about the definitions and significance of these. The Glossary provided at closing assists the novice art and illustrating techniques reader with a tool to clarify meanings. Most enticingly, however, is the inclusion of the authentic sketches and dummies that preceded an award winning work. They serve to show the seeking of perfection as the illustrator works to select the best shape, texture, lines, etc. to help make a text come alive.
4.REVIEW EXCERPT(S)
BOOKLIST starred review: “A lively, informative introduction to each book and its maker. A beautifully made book, this will serve as a fine resource for children interested in illustration and for teachers researching author/ illustrator studies.”
THE BULLETIN OF THE CENTER FOR CHILDREN'S BOOKS starred review: "Eminently satisfying."
PUBLISHERS WEEKLY starred review: “Filled with witty anecdotes and pithy observations, Marcus’s approach to examining the works of six Caldecott Medalists will be of as much interest to adults as to picture book readers.”
5.CONNECTIONS
-Read some of the listed Caldecott Medal Award Books. Provide pages with sample text from stories and ask students to become illustrators for that day.
-Use as part of a unit on author or illustrator studies.
-Choose one Caldecott Medal Award Book and write a letter to the illustrator.
-Other similar books:
Cummings, Pat. Talking With Artists: Volume 1 (Talking with Artists) ISBN 0027242455
Marcus, Leonard S. Side by Side: Five Favorite Picture-Book Teams Go to Work ISBN 0802796168
Marcus, Leonard S. 1998. A Caldecott Celebration: Six Artists and Their Paths to the Caldecott Medal. New York. Walker Publishing Company, Inc. ISBN 0802786561
2. PLOT SUMMARY
Through this nonfiction text readers undergo an exploration of the paths followed by children’s book illustrators to create works that have led them to win the honored Caldecott Medal Award. Author Leonard Marcus presents the memorable challenges and events that led to the final publication of 6 award winning children’s books from illustrators Robert McCloskey, Marcia Brown, Maurice Sendak, William Steig, Chris Van Allsburg, and David Wiesner. For every author’s course of work, readers are provided with pictures, thumbnails, or sketches that depict the customary ever changing ideas which will eventually lead to a final product.
3.CRITICAL ANALYSIS
This is definitely a book for those who are interested in the process of illustrating children’s books or simply wanting to gain information about valued illustrators. Leonard Marcus enables the reader to form part in the lives of illustrators through actual interview excerpts from the illustrators, publishers, editors, and friends of the illustrators. For readers who are not familiar with the honor of receiving a Caldecott Medal or Caldecott Honor, the introduction serves to provide awareness about the definitions and significance of these. The Glossary provided at closing assists the novice art and illustrating techniques reader with a tool to clarify meanings. Most enticingly, however, is the inclusion of the authentic sketches and dummies that preceded an award winning work. They serve to show the seeking of perfection as the illustrator works to select the best shape, texture, lines, etc. to help make a text come alive.
4.REVIEW EXCERPT(S)
BOOKLIST starred review: “A lively, informative introduction to each book and its maker. A beautifully made book, this will serve as a fine resource for children interested in illustration and for teachers researching author/ illustrator studies.”
THE BULLETIN OF THE CENTER FOR CHILDREN'S BOOKS starred review: "Eminently satisfying."
PUBLISHERS WEEKLY starred review: “Filled with witty anecdotes and pithy observations, Marcus’s approach to examining the works of six Caldecott Medalists will be of as much interest to adults as to picture book readers.”
5.CONNECTIONS
-Read some of the listed Caldecott Medal Award Books. Provide pages with sample text from stories and ask students to become illustrators for that day.
-Use as part of a unit on author or illustrator studies.
-Choose one Caldecott Medal Award Book and write a letter to the illustrator.
-Other similar books:
Cummings, Pat. Talking With Artists: Volume 1 (Talking with Artists) ISBN 0027242455
Marcus, Leonard S. Side by Side: Five Favorite Picture-Book Teams Go to Work ISBN 0802796168
Friday, June 8, 2007
Picture Book- Review 1
1. BIBLIOGRAPHY
Nolen, Jerdine. 2003. Thunder Rose. Ill. by Kadir Nelson. San Diego, CA:“Silver Whistle”-Harcourt Brace, Inc. ISBN 0152164723
2. PLOT SUMMARY
Author Jerdine Nolen introduces readers to Thunder Rose, a valiant character with superfluous physical abilities. Born during a stormy night, Thunder Rose is believed to have inherited the striking force of thunder and lightning. From her first day of birth Thunder Rose demonstrates extraordinary abilities such as participating in conversation, milking a cow to satisfy her hunger, and bending pieces of iron. Thunder Rose is also able to confront and defeat imminent troubles such as stopping a stampede of wild longhorn and putting an end to the ill doings of a thieving gang. Nothing seemed to be able to overcome Thunder Rose until one hot, dry day two twisting tornadoes threaten her mere existence. When her customary resources come to no avail in taming the tornadoes, Thunder Rose discovers a use for a “lullaby passed down from the ages …” that had been waiting patiently within her heart since her birthday when her parents had sung it to her. The soothing music calms the tornadoes, converting them into a much needed evening of rain.
3. CRITICAL ANALYSIS
Prior to engaging in the story the author prepares the reader for what is to come by providing a note that describes the historical background and basis for his writing. Subsequently, the reader is informally provided with an insight into the qualities of the main character through the description of the storm night: “Hailing rain, flashing lighting, and booming thunder…” The reader can automatically gain a sense of something strong and powerful. This is a folktale that is bursting with enriching vocabulary with the inclusion of wordings and phrases that reflect the mannerisms of the South such as “reckon” and “much obliged”. The illustrations by Kadir Nelson work hand in hand with the text in each page. They are vivid and help in displaying the wacky and abnormal abilities of Thunder Rose. Children are sure to enjoy these depictions. Thunder Rose’s concluding realization that what was good and sweet in her heart had “touched the hearts of the clouds” allows a lesson to be learned as well.
4. REVIEW EXCERPT(S)
Corretta Scott King Illustrator Award Honor Book 2004
Starred review in Chicago Tribune:
"Kadir Nelson's illustrations...are terrific. Rose is just the right combination of tough little girl and superhero."
5. CONNECTIONS
This would be a great inclusion in a unit about multiculturalism or West Texas.
Use as an example of a folk tale for introduction of concept or for a unit on folktales.
Compare and contrast elements of a folk tale with other picture books.
Use to deliver the value of human goodness to help others.
Other similar books:
Nolen, Jerdine. BIG JABE. ISBN 0060540613
Grifalconi, Ann. THE VILLAGE THAT VANISHED. ISBN: 0142401900
Nolen, Jerdine. 2003. Thunder Rose. Ill. by Kadir Nelson. San Diego, CA:“Silver Whistle”-Harcourt Brace, Inc. ISBN 0152164723
2. PLOT SUMMARY
Author Jerdine Nolen introduces readers to Thunder Rose, a valiant character with superfluous physical abilities. Born during a stormy night, Thunder Rose is believed to have inherited the striking force of thunder and lightning. From her first day of birth Thunder Rose demonstrates extraordinary abilities such as participating in conversation, milking a cow to satisfy her hunger, and bending pieces of iron. Thunder Rose is also able to confront and defeat imminent troubles such as stopping a stampede of wild longhorn and putting an end to the ill doings of a thieving gang. Nothing seemed to be able to overcome Thunder Rose until one hot, dry day two twisting tornadoes threaten her mere existence. When her customary resources come to no avail in taming the tornadoes, Thunder Rose discovers a use for a “lullaby passed down from the ages …” that had been waiting patiently within her heart since her birthday when her parents had sung it to her. The soothing music calms the tornadoes, converting them into a much needed evening of rain.
3. CRITICAL ANALYSIS
Prior to engaging in the story the author prepares the reader for what is to come by providing a note that describes the historical background and basis for his writing. Subsequently, the reader is informally provided with an insight into the qualities of the main character through the description of the storm night: “Hailing rain, flashing lighting, and booming thunder…” The reader can automatically gain a sense of something strong and powerful. This is a folktale that is bursting with enriching vocabulary with the inclusion of wordings and phrases that reflect the mannerisms of the South such as “reckon” and “much obliged”. The illustrations by Kadir Nelson work hand in hand with the text in each page. They are vivid and help in displaying the wacky and abnormal abilities of Thunder Rose. Children are sure to enjoy these depictions. Thunder Rose’s concluding realization that what was good and sweet in her heart had “touched the hearts of the clouds” allows a lesson to be learned as well.
4. REVIEW EXCERPT(S)
Corretta Scott King Illustrator Award Honor Book 2004
Starred review in Chicago Tribune:
"Kadir Nelson's illustrations...are terrific. Rose is just the right combination of tough little girl and superhero."
5. CONNECTIONS
This would be a great inclusion in a unit about multiculturalism or West Texas.
Use as an example of a folk tale for introduction of concept or for a unit on folktales.
Compare and contrast elements of a folk tale with other picture books.
Use to deliver the value of human goodness to help others.
Other similar books:
Nolen, Jerdine. BIG JABE. ISBN 0060540613
Grifalconi, Ann. THE VILLAGE THAT VANISHED. ISBN: 0142401900
Subscribe to:
Posts (Atom)