BIBLIOGRAPHY
Patron, Susan. 2006. THE HIGHER POWER OF LUCKY. Ill. By Matt Phelan. New York, NY: Simon & Schuster Children’s Publishing. ISBN: 100545036143
PLOT SUMMARY
In this book we are introduced to a spunky child named Lucky. She has had a turbulent life for a child that is only ten years old. She lives in a trailer in a small town called Hard Pan. Her mother died when Lucky was eight years old, and her lame father called his ex-wife in from Paris to care for her. He occasionally sends some money to them, but that is about the only time we here about her father. Lucky listens in on some meetings and hears about people finding their “higher power”. Lucky begins a quest to find her own higher power. She is also very worried that her guardian, Bridget, will leave her. She cares deeply for Bridget, but she knows that Bridget is not truly tied to her and could leave at any time. The reader briefly meets many of the quirky people in this little town, but the story revolves mainly around Lucky. She gets it in her ten year old little mind that Bridget is planning on leaving her. Lucky decides to take matters into her own hands by running away first.
CRITICAL ANALYSIS
This children’s book is well written. It has a beginning, middle and end that flow together very well. Everything does get wrapped up into a happy ending. The setting is a believable small town. The plot is interesting, but I’m not sure that children would be that interested in it. I asked my daughter to read it and after the first few pages she put it down, and never went back to it. The character of Lucky is original and entertaining. The other characters are also very interesting in this story. I often found this story had funny and enjoyable reading moments, and then there were some incredibly dull and boring chapters that made it hard to keep reading. For a children’s book is does touch on some very adult themes, such as alcoholics, gambling and smoking. It is almost written as if it were for adults, but in the simple language of a children’s book. It has some simple illustrations throughout the book that help the reader to visualize the scenes. The illustrations are appropriately done in pen and ink and pencil, and add a nice visual touch to the story.
Lucky is an interesting character. The story is told through her eyes. She is a well developed heroine. She is a good person, but we see that she is not perfect and has her flaws. Lucky has what she calls the “meanness gland” and feels that she likes being mean. She also realizes that this is a flaw in her nature. Lucky had to learn at an early age that life is not always fair, but that one can go on. She personally goes on a search for her own “higher power” to gain control of her life. One of the other characters in this story is very unique. The character of Lincoln is very interesting. He was named Lincoln by his parents in the hopes that he would someday become president. Lincoln sees things differently than most people, which is evident in his “sign changing” act. He sees a sign go up in his town that reads “SLOW CHILDREN AT PLAY”, and he believes that people driving through his town will think that the kids in his town aren’t too smart. Lincoln then “fixes” the sign by adding a colon to it so that it reads “SLOW: CHILDREN AT PLAY”. This type of humor is present throughout the book, and is what makes the book enjoyable to read. Overall it was a good book, but I was expecting “more” from a Newbery Award winner.
REVIEW EXCERPTS
From School Library Journal
"Grade 4-6–When Lucky's mother is electrocuted and dies after a storm, Lucky's absentee father calls his ex-wife, Brigitte, to fly over from France to take care of the child. Two years later, the 10-year-old worries that Brigitte is tired of being her guardian and of their life in Hard Pan (pop. 42) in the middle of the California desert. While Lucky's best friend ties intricate knots and the little boy down the road cries for attention, she tries to get some control over her life by restocking her survival kit backpack and searching for her Higher Power. This character-driven novel has an unusually complicated backstory, and a fair amount of exposition. Yet, its quirky cast and local color help to balance this fact, and the desert setting is fascinating. Lucky's tendency to jump to conclusions is frustrating, but her struggle to come to terms with her mother's death and with her new life ring true. Phelan's cover and line drawings are simple and evocative, a perfect complement to the text."
From Booklist
"Lucky, age 10, lives in tiny Hard Pan, California (population 43), with her dog and the young French woman who is her guardian. With a personality that may remind some readers of Ramona Quimby, Lucky, who is totally contemporary, teeters between bravado--gathering insect specimens, scaring away snakes from the laundry--and fear that her guardian will leave her to return to France. Looking for solace, Lucky eavesdrops on the various 12-step meetings held in Hard Pan (of which there are plenty), hoping to suss out a "higher power" that will see her through her difficulties. Her best friend, Lincoln, is a taciturn boy with a fixation for tying knots; another acquaintance, Miles, seems a tiresome pest until Lucky discovers a secret about his mother. Patron's plotting is as tight as her characters are endearing. Lucky is a true heroine, especially because she's not perfect: she does some cowardly things, but she takes pains to put them to rights. Francisca Goldsmith"
CONNECTIONS
Do a “Brown Bag” book report – (gather artifacts related to the book)
Write “Part II” – Students can write about Lucky’s future, and how her life turns out.
Saturday, November 24, 2007
Genre 6: Fiction, Fantasy & Young Adult: LOOKING FOR ALASKA
BIBLIOGRAPHY
Green, John. 2005. LOOKING FOR ALASKA. New York, NY: Dutton Books. ISBN: 0525475060
PLOT SUMMARY
This young adult fiction book is the story of Miles Halter as he begins boarding school. He meets several people along the way who change his life. The story begins with Miles leaving his parents and going off to boarding school. Boarding school is his choice since he is unhappy with his life at his current school. This is also the school that his father attended. He is also on a quest to find his “Great Perhaps”. He makes new and interesting friends at this school. His new roommate is Chip, who is super intelligent, but also an extreme prankster. He comes from a poor background. Chip is already friends with a girl called Alaska, and the three of them become good friends. Miles is nick named Pudge, and the story revolves around the interactions of these three main characters. The main plot of the story is told through the thoughts of Pudge. We have a foreboding that something bad is about to happen throughout the book because of the Chapter Titles. Chapter 1 –One hundred thirty six days before, and the book is divided into two parts, before and after. The whole book moves toward the life changing event of one of the main characters.
CRITICAL ANALYSIS
This book could be considered young adult literature and contemporary realistic fiction. It is set in the present time, it could really happen, and it is a work of fiction created by the author. The book deals with the very real issues that adolescents are dealing with such as acceptance, drugs, alcohol and death. This young adult fiction story is very intriguing and somewhat mysterious. The author does well with character development. We know a lot about the main character from the beginning of the story, and the whole story is told through his eyes. The other characters are developed slowly through their interactions with the main character of Pudge. The daily lives of the characters are seen through Pudge’s perspective on things. The dialog is believable and contemporary. The characters seem real and endearing. The plot moves along nicely with the friendship between the characters being believable. The consequences of alcohol abuse are written into the story, but in a realistic way that is not preachy. The tragedy of the story occurs when an intoxicated Alaska dies in a car accident. The author then takes us through the characters recovery of the loss. The ending is well done and we see that even though these young people have experienced a tragedy that they will continue to go on. Most importantly we see that Pudge has not given up on his search for his “Great Perhaps”. It was a very good book that I think many young adults would also like to read.
REVIEW EXCERPTS
From School Library Journal
"Grade 9 Up—From the very first page, tension fills John Green's Michael L. Printz Award-winning novel (Dutton, 2005). Miles Halter, 16, is afraid that nobody will show up at his party because he doesn't have many friends. He loves to read biographies and discover the last words attributed to famous people. He's particularly intrigued with the dying words of poet Francois Rabelais: "I go to seek a great perhaps." Miles is leaving his loving Florida home for the "great perhaps" of the same Alabama boarding school attended by his father. Ominous chapter headings (40 days before, 10 days after) reveal that something tragic may happen."
From The Horn Book
Review Excerpt: Title: Looking for Alaska[2005; Green, John; Dutton Books]
"Miles and his friends investigate Alaska's crash, question the possibility that it could have been suicide, and acknowledge their own survivor guilt. The narrative concludes with an essay Miles writes about this event for his religion class--an unusually heavy-handed note in an otherwise mature novel, peopled with intelligent characters who talk smart, yet don't always behave that way, and are thus notably complex and realistically portrayed teenagers."
CONNECTIONS
Book discussion of the tough subjects in the book such as alcohol and death
Write a different ending to the book
Green, John. 2005. LOOKING FOR ALASKA. New York, NY: Dutton Books. ISBN: 0525475060
PLOT SUMMARY
This young adult fiction book is the story of Miles Halter as he begins boarding school. He meets several people along the way who change his life. The story begins with Miles leaving his parents and going off to boarding school. Boarding school is his choice since he is unhappy with his life at his current school. This is also the school that his father attended. He is also on a quest to find his “Great Perhaps”. He makes new and interesting friends at this school. His new roommate is Chip, who is super intelligent, but also an extreme prankster. He comes from a poor background. Chip is already friends with a girl called Alaska, and the three of them become good friends. Miles is nick named Pudge, and the story revolves around the interactions of these three main characters. The main plot of the story is told through the thoughts of Pudge. We have a foreboding that something bad is about to happen throughout the book because of the Chapter Titles. Chapter 1 –One hundred thirty six days before, and the book is divided into two parts, before and after. The whole book moves toward the life changing event of one of the main characters.
CRITICAL ANALYSIS
This book could be considered young adult literature and contemporary realistic fiction. It is set in the present time, it could really happen, and it is a work of fiction created by the author. The book deals with the very real issues that adolescents are dealing with such as acceptance, drugs, alcohol and death. This young adult fiction story is very intriguing and somewhat mysterious. The author does well with character development. We know a lot about the main character from the beginning of the story, and the whole story is told through his eyes. The other characters are developed slowly through their interactions with the main character of Pudge. The daily lives of the characters are seen through Pudge’s perspective on things. The dialog is believable and contemporary. The characters seem real and endearing. The plot moves along nicely with the friendship between the characters being believable. The consequences of alcohol abuse are written into the story, but in a realistic way that is not preachy. The tragedy of the story occurs when an intoxicated Alaska dies in a car accident. The author then takes us through the characters recovery of the loss. The ending is well done and we see that even though these young people have experienced a tragedy that they will continue to go on. Most importantly we see that Pudge has not given up on his search for his “Great Perhaps”. It was a very good book that I think many young adults would also like to read.
REVIEW EXCERPTS
From School Library Journal
"Grade 9 Up—From the very first page, tension fills John Green's Michael L. Printz Award-winning novel (Dutton, 2005). Miles Halter, 16, is afraid that nobody will show up at his party because he doesn't have many friends. He loves to read biographies and discover the last words attributed to famous people. He's particularly intrigued with the dying words of poet Francois Rabelais: "I go to seek a great perhaps." Miles is leaving his loving Florida home for the "great perhaps" of the same Alabama boarding school attended by his father. Ominous chapter headings (40 days before, 10 days after) reveal that something tragic may happen."
From The Horn Book
Review Excerpt: Title: Looking for Alaska[2005; Green, John; Dutton Books]
"Miles and his friends investigate Alaska's crash, question the possibility that it could have been suicide, and acknowledge their own survivor guilt. The narrative concludes with an essay Miles writes about this event for his religion class--an unusually heavy-handed note in an otherwise mature novel, peopled with intelligent characters who talk smart, yet don't always behave that way, and are thus notably complex and realistically portrayed teenagers."
CONNECTIONS
Book discussion of the tough subjects in the book such as alcohol and death
Write a different ending to the book
GENRE 6: Fiction, Fantasy and Young Adult: THE GOLDEN COMPASS
BIBLIOGRAPHY
Pullman, Phillip. 1995. The Golden Compass. New York, NY: Dell Laurel-Leaf. ISBN: 0440238137
PLOT SUMMARY
This is a very complicated story of a young girl, who is basically abandoned by both of her parents. She grows up in the care of the scholars of Jordan College. In this mystical fantasy all humans have a daemon. A daemon is basically a part of the human. It takes the form of an animal and is a constant companion. It is sometimes referred to as a part of the human’s soul. A person cannot live without their daemon, and a daemon cannot live without their human. The main character is Lyra, and her daemon is Pantalaimon. The story tells of the journey that Lyra is on. She believes that she is on one type of journey, yet things never turn out as she plans. She encounters many remarkable and original humans, animals and creatures on her journey to the North.
CRITICAL ANALYSIS
This story has all the necessary elements of a good fantasy/adventure novel. The story moves a bit slowly in the beginning, but picks up speed at around chapter three. The introduction of so many characters, as well as names of places is a bit tiresome in the beginning. Once the story begins to unfold though, it is very gripping. The writing style is basic and easy to understand which makes it a good choice as a young adult book. The main character has a true and soft heart, yet is strong and brave. There are many significant creatures in this story. The descriptions of the creatures give the reader a good visual representation. When the author describes the character of Lord John Faa we are able to visualize the this character in the story. This is the description of Lord John Faa “He was stern and massive and expressionless, more like a pillar of rock than a man.” Through this description the reader can form a picture of this enormous man in their mind. This book would be described as “high fantasy” since it meets the criteria of not having the possibility of being in the present day. It also has the elements of a special universe, a good versus evil theme, heroism, special characters types and fantastical objects. The main character Lyra is often in peril and has many choices to make concerning how to do the right thing. She is also able to read an instrument called an alethiometer. It is also called the golden compass and only a very few people in the world own one, or are able to read one. It was given to her and when she asked what it did she was told “it tells you the truth”. The writing is very fast passed and dramatic. The author writes in a way that shows vivid imagery throughout the book. Each place that our heroine encounters is graphically described. The story is well written and appropriate for a young adult audience, but would also be suitable for adults. It has a conclusion that leaves the reader wanting more.
REVIEW EXCERPTS
From Publishers Weekly
"If Pullman's imagination dazzled in the Victorian thrillers that culminated with The Tin Princess, in this first volume of a fantasy trilogy it is nothing short of breathtaking. Here Earth is one of only five planets in the solar system, every human has a daemon (the soul embodied as an animal familiar) and, in a time similar to our late 19th century, Oxford scholars and agents of the supreme Calvinist Church are in a race to unleash the power that will enable them to cross the bridge to a parallel universe. The story line has all the hallmarks of a myth: brought up ignorant of her true identity, 11-year-old Lyra goes on a quest from East Anglia to the top of the world in search of her kidnapped playmate Roger and her imprisoned uncle, Lord Asriel."
From School Library Journal
"Grade 7 Up?A novel set in London and in the Arctic regions of a world that is somewhat like our own. Lyra, apparently an orphan, lives among the scholars at Jordan College, Oxford. She becomes aware of a nefarious plot to steal children and transport them to the far north. As Lyra is drawn deeper and deeper into this mystery, she finds that the children are being made to suffer terribly. What she does not?and must not?know is that she is the keystone in an ancient prophecy. Her destiny is to save her world and to move on into a parallel universe. She dives headlong into harrowing adventures, totally unaware of her importance."
CONNECTIONS
Students can read the next two books in the trilogy: THE SUBTLE KNIFE, and THE AMBER SPYGLASS.
Students can discuss the various themes such as good versus evil.
Students can write stories about their favorite characters from the story.
Using characters and setting from the book students can create board games
Pullman, Phillip. 1995. The Golden Compass. New York, NY: Dell Laurel-Leaf. ISBN: 0440238137
PLOT SUMMARY
This is a very complicated story of a young girl, who is basically abandoned by both of her parents. She grows up in the care of the scholars of Jordan College. In this mystical fantasy all humans have a daemon. A daemon is basically a part of the human. It takes the form of an animal and is a constant companion. It is sometimes referred to as a part of the human’s soul. A person cannot live without their daemon, and a daemon cannot live without their human. The main character is Lyra, and her daemon is Pantalaimon. The story tells of the journey that Lyra is on. She believes that she is on one type of journey, yet things never turn out as she plans. She encounters many remarkable and original humans, animals and creatures on her journey to the North.
CRITICAL ANALYSIS
This story has all the necessary elements of a good fantasy/adventure novel. The story moves a bit slowly in the beginning, but picks up speed at around chapter three. The introduction of so many characters, as well as names of places is a bit tiresome in the beginning. Once the story begins to unfold though, it is very gripping. The writing style is basic and easy to understand which makes it a good choice as a young adult book. The main character has a true and soft heart, yet is strong and brave. There are many significant creatures in this story. The descriptions of the creatures give the reader a good visual representation. When the author describes the character of Lord John Faa we are able to visualize the this character in the story. This is the description of Lord John Faa “He was stern and massive and expressionless, more like a pillar of rock than a man.” Through this description the reader can form a picture of this enormous man in their mind. This book would be described as “high fantasy” since it meets the criteria of not having the possibility of being in the present day. It also has the elements of a special universe, a good versus evil theme, heroism, special characters types and fantastical objects. The main character Lyra is often in peril and has many choices to make concerning how to do the right thing. She is also able to read an instrument called an alethiometer. It is also called the golden compass and only a very few people in the world own one, or are able to read one. It was given to her and when she asked what it did she was told “it tells you the truth”. The writing is very fast passed and dramatic. The author writes in a way that shows vivid imagery throughout the book. Each place that our heroine encounters is graphically described. The story is well written and appropriate for a young adult audience, but would also be suitable for adults. It has a conclusion that leaves the reader wanting more.
REVIEW EXCERPTS
From Publishers Weekly
"If Pullman's imagination dazzled in the Victorian thrillers that culminated with The Tin Princess, in this first volume of a fantasy trilogy it is nothing short of breathtaking. Here Earth is one of only five planets in the solar system, every human has a daemon (the soul embodied as an animal familiar) and, in a time similar to our late 19th century, Oxford scholars and agents of the supreme Calvinist Church are in a race to unleash the power that will enable them to cross the bridge to a parallel universe. The story line has all the hallmarks of a myth: brought up ignorant of her true identity, 11-year-old Lyra goes on a quest from East Anglia to the top of the world in search of her kidnapped playmate Roger and her imprisoned uncle, Lord Asriel."
From School Library Journal
"Grade 7 Up?A novel set in London and in the Arctic regions of a world that is somewhat like our own. Lyra, apparently an orphan, lives among the scholars at Jordan College, Oxford. She becomes aware of a nefarious plot to steal children and transport them to the far north. As Lyra is drawn deeper and deeper into this mystery, she finds that the children are being made to suffer terribly. What she does not?and must not?know is that she is the keystone in an ancient prophecy. Her destiny is to save her world and to move on into a parallel universe. She dives headlong into harrowing adventures, totally unaware of her importance."
CONNECTIONS
Students can read the next two books in the trilogy: THE SUBTLE KNIFE, and THE AMBER SPYGLASS.
Students can discuss the various themes such as good versus evil.
Students can write stories about their favorite characters from the story.
Using characters and setting from the book students can create board games
Sunday, November 4, 2007
Genre 5 Historical Fiction: THE FIGHTING GROUND
BIBLIOGRAPHY
Avi. 1987. THE FIGHTING GROUND. New York, NY: HarperTrophy. ISBN: 0397320736
PLOT SUMMARY
This is a historical fiction story. The main character, Jonathan, is A thirteen year old boy. This is his story of how in one short time period he makes some hasty decisions and ends up going off to fight in the American Revolutionary war.
CRITICAL ANALYSIS
This children’s book is written in a simple yet direct and straight forward style. It does not sugar-coat history. It is written in a way that a child reading this story would be able to understand and relate to. It is written through the main character’s perspective. The story is told only through Jonathan’s eyes. The reader can see, hear and feel Jonathan’s thoughts and emotions. There are plenty of other characters in the story, but we only can understand and feel the things that Jonathan is experiencing. The story is a day and a half period in Jonathan’s life. Up until this point in his life his experience with war has only been through what he has seen and heard from his family and people around him. His view of the war is very simple and idealistic. At the beginning of the story he hears a bell in the town, and runs off to find out about what is going on. He is just supposed to gather news for his family, but instead ends up actually going off to fight in a battle. The book is not broken into chapters, but is broken down into time segments. The book then tells the story of how Jonathan goes off to a battle and what happens to him. It is a thought provoking story with interesting details worked into the plot about this time period.
REVIEW EXCERPTS
From Publishers Weekly
The compelling story of a young boy's first encounter with war and how it changes him. Ages 9-up
From School Library Journal
“Avi has accomplished his intent: to have readers experience, minute by minute, what it’s like to be involved in war.”
CONNECTIONS
Students could read other historical fiction novels by the author Avi.
Set up an area of the classroom that represents this time period
Develop a writing area where students can write their own stories about what they think it would have been like to live in this time period. Use writing prompts such as: “How did news travel without cell phones?”
Avi. 1987. THE FIGHTING GROUND. New York, NY: HarperTrophy. ISBN: 0397320736
PLOT SUMMARY
This is a historical fiction story. The main character, Jonathan, is A thirteen year old boy. This is his story of how in one short time period he makes some hasty decisions and ends up going off to fight in the American Revolutionary war.
CRITICAL ANALYSIS
This children’s book is written in a simple yet direct and straight forward style. It does not sugar-coat history. It is written in a way that a child reading this story would be able to understand and relate to. It is written through the main character’s perspective. The story is told only through Jonathan’s eyes. The reader can see, hear and feel Jonathan’s thoughts and emotions. There are plenty of other characters in the story, but we only can understand and feel the things that Jonathan is experiencing. The story is a day and a half period in Jonathan’s life. Up until this point in his life his experience with war has only been through what he has seen and heard from his family and people around him. His view of the war is very simple and idealistic. At the beginning of the story he hears a bell in the town, and runs off to find out about what is going on. He is just supposed to gather news for his family, but instead ends up actually going off to fight in a battle. The book is not broken into chapters, but is broken down into time segments. The book then tells the story of how Jonathan goes off to a battle and what happens to him. It is a thought provoking story with interesting details worked into the plot about this time period.
REVIEW EXCERPTS
From Publishers Weekly
The compelling story of a young boy's first encounter with war and how it changes him. Ages 9-up
From School Library Journal
“Avi has accomplished his intent: to have readers experience, minute by minute, what it’s like to be involved in war.”
CONNECTIONS
Students could read other historical fiction novels by the author Avi.
Set up an area of the classroom that represents this time period
Develop a writing area where students can write their own stories about what they think it would have been like to live in this time period. Use writing prompts such as: “How did news travel without cell phones?”
Genre 5 Historical Fiction: THE GREEN GLASS SEA
BIBLIOGRAPHY
Klages, Ellen. 2006. THE GREEN GLASS SEA. New York, NY: Penguin Group. ISBN: 0670061344
PLOT SUMMARY
This is a historical fiction novel. The place is set in Los Alamos, New Mexico, during World War II. The main character is a young girl named Dewey. It is 1943 and eleven year old Dewey goes to live with her father at a rather secret place called “The Hill”. During her stay on The Hill we hear about all the scientists that have been pulled out of various prestigious universities and are working on the “gadget”. The story is about Dewey’s experience here and how this place is seen through the eyes of a child.
CRITICAL ANALYSIS
This is a well written historical novel that is easy to read. The young heroin “Dewey” draws us into the mystery of the story. We slowly find out about the war and the way life was back in the fortys during this time. We find out about how secret the building of the atomic bomb was, and how desperately people wanted this war to end. It is well written in a way that students would be interested in it as a fiction novel. The story is very original with interesting characters. History in this story is not sugar-coated, but at the same time it is not a gruesome war story. It is more of a “behind the scenes” type of story, about how the people back home were trying to contribute to the war effort. The author does a good job of showcasing the spirit of the times. The language is clear and easy to understand, and we get the sense of the time era by the descriptions of the items used in daily life. In the story we often see them listening to the radio, and telephones are scarce. Letters are a main form of communication. We also see that even in times of war children are still children. They play, they have cliques and they read comic books. Children will always want to fit in and have friends, no matter what is going on in the world, and that the author portrays this through her characters adds strength to the story.
Also included in the book is an Author’s Note page. On this page she gives some history of the actual “Manhattan Project”, and the development of the atomic bomb. An Acknowledgements page discusses the research she did into Los Alamos and this time period.
REVIEW EXCERPTS
From 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."–Steven Engelfried, Beaverton City Library
From Booklist: "Feynman's presence in this finely wrought first novel is the first clue that Dewey is headed for Los Alamos. The mystery and tension surrounding "war work" and what Dewey knows only as "the gadget" trickles down to the kids living in the Los Alamos compound, who often do without adult supervision. Although disliked by her girl classmates, "Screwy Dewey" enjoys Los Alamos. There are lots of people to talk with about radios (including "Oppie"), and she has the wonderful opportunity to dig through the nearby dump for discarded science stuff. However, when Dewey's father leaves for Washington, she is left to fend off the biggest bully in Los Alamos. 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." John Green
CONNECTIONS:
Read other books about Los Alamos and the atomic bomb, such as: TALES OF LOS ALAMOS: LIFE ON THE MESA 1943-1945
Discuss the ramifications of the atomic bomb, and the lasting effects it had.
Read other historical fiction books about this time period
Klages, Ellen. 2006. THE GREEN GLASS SEA. New York, NY: Penguin Group. ISBN: 0670061344
PLOT SUMMARY
This is a historical fiction novel. The place is set in Los Alamos, New Mexico, during World War II. The main character is a young girl named Dewey. It is 1943 and eleven year old Dewey goes to live with her father at a rather secret place called “The Hill”. During her stay on The Hill we hear about all the scientists that have been pulled out of various prestigious universities and are working on the “gadget”. The story is about Dewey’s experience here and how this place is seen through the eyes of a child.
CRITICAL ANALYSIS
This is a well written historical novel that is easy to read. The young heroin “Dewey” draws us into the mystery of the story. We slowly find out about the war and the way life was back in the fortys during this time. We find out about how secret the building of the atomic bomb was, and how desperately people wanted this war to end. It is well written in a way that students would be interested in it as a fiction novel. The story is very original with interesting characters. History in this story is not sugar-coated, but at the same time it is not a gruesome war story. It is more of a “behind the scenes” type of story, about how the people back home were trying to contribute to the war effort. The author does a good job of showcasing the spirit of the times. The language is clear and easy to understand, and we get the sense of the time era by the descriptions of the items used in daily life. In the story we often see them listening to the radio, and telephones are scarce. Letters are a main form of communication. We also see that even in times of war children are still children. They play, they have cliques and they read comic books. Children will always want to fit in and have friends, no matter what is going on in the world, and that the author portrays this through her characters adds strength to the story.
Also included in the book is an Author’s Note page. On this page she gives some history of the actual “Manhattan Project”, and the development of the atomic bomb. An Acknowledgements page discusses the research she did into Los Alamos and this time period.
REVIEW EXCERPTS
From 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."–Steven Engelfried, Beaverton City Library
From Booklist: "Feynman's presence in this finely wrought first novel is the first clue that Dewey is headed for Los Alamos. The mystery and tension surrounding "war work" and what Dewey knows only as "the gadget" trickles down to the kids living in the Los Alamos compound, who often do without adult supervision. Although disliked by her girl classmates, "Screwy Dewey" enjoys Los Alamos. There are lots of people to talk with about radios (including "Oppie"), and she has the wonderful opportunity to dig through the nearby dump for discarded science stuff. However, when Dewey's father leaves for Washington, she is left to fend off the biggest bully in Los Alamos. 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." John Green
CONNECTIONS:
Read other books about Los Alamos and the atomic bomb, such as: TALES OF LOS ALAMOS: LIFE ON THE MESA 1943-1945
Discuss the ramifications of the atomic bomb, and the lasting effects it had.
Read other historical fiction books about this time period
Genre 5 Historical Fiction: ELEANOR ROOSEVELT: A LIFE OF DISCOVERY
BIBLIOGRAPHY
Freedman, Russell. 1993. ELEANOR ROOSEVELT: A LIFE OF DISCOVERY. New York, NY: Clarion Books. ISBN 0899198627
PLOT SUMMARY
This is a biography of Eleanor Roosevelt. It is a book about the life of Eleanor Roosevelt that covers her life from the very beginning to the very end. Her life story is told in this book as the story of her life, and not just the highlights of life in the public eye. We see her in the good times and also the bad times. The reader sees her as a real person.
CRITICAL ANALYSIS
This is a well written story of the life of Eleanor Roosevelt. The writing is simple and easy to read. The author tells the story in a way that is interesting and informative at the same time. It begins with a brief introduction of the Eleanor Roosevelt that most people know through her public life and then goes into the story of her childhood. It starts with the story of who her parents were. One very interesting fact that is brought up is that her maiden name was also Roosevelt, and that when she married Franklin she married her distant cousin. This book is full of very unique and interesting facts that are told as part of the story of her life. The book is also has an abundance of black and white photographs that compliment the story. Many people may be surprised by the fact that her mother was a beautiful socialite. The photographs help to tell the story of her life. The book is well laid out with the story going from her childhood to her death. The author is also well known and respected for the research that he does before writing a book.
REVIEW EXCERPTS:
From Publishers Weekly
"A natural follow-up to Freedman's biography of FDR, this impeccably researched, highly readable study of one of this country's greatest First Ladies is nonfiction at its best. As a role model for girls and an inspiration to both genders, Eleanor Roosevelt remains unsurpassed. Freedman relates how she transcended both an unhappy childhood (her parents separated when she was six; her mother died when Eleanor was eight, and her father, an alcoholic, died two years later) and a timid nature to become one of the most outspoken, vigorous, highly regarded women in history."
From Kirkus Reviews
"A timid child from a dysfunctional family, Eleanor Roosevelt became a courageous woman whose career was propelled by a series of devastating events: FDR's polio, his relationship with Lucy Mercer, his election to offices that doomed his wife to supportive roles, his death; each time, with energy, determination, and an eye for the essential, Eleanor found new outlets and broke new ground with her accomplishments. Giving up her Democratic Party office when FDR was elected governor, she became his eyes and ears--a role she expanded as First Lady, touring the country and the world to observe and ask questions, winning over critics, reporting, advising, and acting as bellwether for forward-looking ideas on social policy and women's rights. After FDR's death, she chaired the UN commission that drafted the Universal Declaration of Human Rights. And always, she wrote--articles, books, a daily column; presided over a large family with its share of troubles; and kept in touch with an ever-growing circle of close friends. In this generously full history (longer than his Franklin Delano Roosevelt, 1990, and with more numerous, equally fine b&w photos), Freedman focuses, properly, on the public life more than the personal one, as Mrs. Roosevelt herself did."
CONNECTIONS
Students can read the biography of Franklin Delano Roosevelt also written by Russell Freedman
Students can write their own autobiographies
Freedman, Russell. 1993. ELEANOR ROOSEVELT: A LIFE OF DISCOVERY. New York, NY: Clarion Books. ISBN 0899198627
PLOT SUMMARY
This is a biography of Eleanor Roosevelt. It is a book about the life of Eleanor Roosevelt that covers her life from the very beginning to the very end. Her life story is told in this book as the story of her life, and not just the highlights of life in the public eye. We see her in the good times and also the bad times. The reader sees her as a real person.
CRITICAL ANALYSIS
This is a well written story of the life of Eleanor Roosevelt. The writing is simple and easy to read. The author tells the story in a way that is interesting and informative at the same time. It begins with a brief introduction of the Eleanor Roosevelt that most people know through her public life and then goes into the story of her childhood. It starts with the story of who her parents were. One very interesting fact that is brought up is that her maiden name was also Roosevelt, and that when she married Franklin she married her distant cousin. This book is full of very unique and interesting facts that are told as part of the story of her life. The book is also has an abundance of black and white photographs that compliment the story. Many people may be surprised by the fact that her mother was a beautiful socialite. The photographs help to tell the story of her life. The book is well laid out with the story going from her childhood to her death. The author is also well known and respected for the research that he does before writing a book.
REVIEW EXCERPTS:
From Publishers Weekly
"A natural follow-up to Freedman's biography of FDR, this impeccably researched, highly readable study of one of this country's greatest First Ladies is nonfiction at its best. As a role model for girls and an inspiration to both genders, Eleanor Roosevelt remains unsurpassed. Freedman relates how she transcended both an unhappy childhood (her parents separated when she was six; her mother died when Eleanor was eight, and her father, an alcoholic, died two years later) and a timid nature to become one of the most outspoken, vigorous, highly regarded women in history."
From Kirkus Reviews
"A timid child from a dysfunctional family, Eleanor Roosevelt became a courageous woman whose career was propelled by a series of devastating events: FDR's polio, his relationship with Lucy Mercer, his election to offices that doomed his wife to supportive roles, his death; each time, with energy, determination, and an eye for the essential, Eleanor found new outlets and broke new ground with her accomplishments. Giving up her Democratic Party office when FDR was elected governor, she became his eyes and ears--a role she expanded as First Lady, touring the country and the world to observe and ask questions, winning over critics, reporting, advising, and acting as bellwether for forward-looking ideas on social policy and women's rights. After FDR's death, she chaired the UN commission that drafted the Universal Declaration of Human Rights. And always, she wrote--articles, books, a daily column; presided over a large family with its share of troubles; and kept in touch with an ever-growing circle of close friends. In this generously full history (longer than his Franklin Delano Roosevelt, 1990, and with more numerous, equally fine b&w photos), Freedman focuses, properly, on the public life more than the personal one, as Mrs. Roosevelt herself did."
CONNECTIONS
Students can read the biography of Franklin Delano Roosevelt also written by Russell Freedman
Students can write their own autobiographies
Sunday, October 21, 2007
Genre 4 Nonfiction: WOLVES
BIBLIOGRAPHY
Simon, Seymour. 1993. WOLVES. HarperCollins. ISBN: 00060225343
PLOT SUMMARY
This is a non-fiction book that gives us an idea of what wolves in the wild are truly like. It begins by explaining the many good things about wolves, and tries to show how false many of our beliefs and fears of wolves really are. This book showcases the many wonderful attributes of wolves. It shows us through beautiful photographs and well written text the way that wolves live in the wild.
CRITICAL ANALYSIS
This book is full of gorgeous photographs of wolves in nature. Each page of text is accompanied by a beautiful full page glossy photo. Each of these pictures is relevant to the text that is on the opposite page. The text is clear, simple and easy to understand without being condescending to the reader. It is an informational book that is interesting and well written. It does not just list facts, but tends almost to be telling a story. It gives information and explanations in an easy tone that keeps things interesting for the reader. One example of how the book works is that on one page we see a photograph of a wolf running through water, and on the accompanying page the text is written as “The wolf looks much liked a German shepherd with thick, shaggy fur and a bushy tail. The fur is extra thick in winter and is a good protection against rain or snow. Water runs off a wolf’s fur the way it runs off a raincoat.” This text is written in a way that a child can understand it. It gives real life examples and explanations that children can relate to. Comparing the wolf to a German Shepard, and water running off a raincoat, are things that children can identify with and connect with, so the book is more meaningful to the student. This is a well written book with superb pictures and it would definitely be a book that I would recommend for any elementary library or classroom.
REVIEW EXCERPTS
"From School Library Journal Grade 4-6-Simon dispels the traditionally negative images of the wolf in this photo essay. Through the appealing full-color photographs and succinct, conversational text, these dynamic, affectionate, and highly intelligent animals are shown to possess many positive traits, such as loyalty, cooperation, and adaptability. A broad range of information is touched upon lightly, including physical characteristics, habitat, hunting and diet, breeding and raising pups, and some unique facts about pack hierarchy and howling."
From Booklist "Gr. 2-4. As in Snakes (1992) and his other photo-essays about animals, Simon includes dramatic action pictures by several wildlife photographers. Each full-page photo, splendidly reproduced in full color, faces a page of plain text that gives basic information about how wolves live in the natural world, what they look like, how they hunt, how they rear their young, etc. The facts and the glorious photographs support Simon's plea for the animals' conservation."
CONNECTIONS
Read a variety of books about wolves, and design a book cover
Display a variety of books about wolves
Read other books by the same author Seymour Simon: SNAKES, BIG CATS, and WHALES
Simon, Seymour. 1993. WOLVES. HarperCollins. ISBN: 00060225343
PLOT SUMMARY
This is a non-fiction book that gives us an idea of what wolves in the wild are truly like. It begins by explaining the many good things about wolves, and tries to show how false many of our beliefs and fears of wolves really are. This book showcases the many wonderful attributes of wolves. It shows us through beautiful photographs and well written text the way that wolves live in the wild.
CRITICAL ANALYSIS
This book is full of gorgeous photographs of wolves in nature. Each page of text is accompanied by a beautiful full page glossy photo. Each of these pictures is relevant to the text that is on the opposite page. The text is clear, simple and easy to understand without being condescending to the reader. It is an informational book that is interesting and well written. It does not just list facts, but tends almost to be telling a story. It gives information and explanations in an easy tone that keeps things interesting for the reader. One example of how the book works is that on one page we see a photograph of a wolf running through water, and on the accompanying page the text is written as “The wolf looks much liked a German shepherd with thick, shaggy fur and a bushy tail. The fur is extra thick in winter and is a good protection against rain or snow. Water runs off a wolf’s fur the way it runs off a raincoat.” This text is written in a way that a child can understand it. It gives real life examples and explanations that children can relate to. Comparing the wolf to a German Shepard, and water running off a raincoat, are things that children can identify with and connect with, so the book is more meaningful to the student. This is a well written book with superb pictures and it would definitely be a book that I would recommend for any elementary library or classroom.
REVIEW EXCERPTS
"From School Library Journal Grade 4-6-Simon dispels the traditionally negative images of the wolf in this photo essay. Through the appealing full-color photographs and succinct, conversational text, these dynamic, affectionate, and highly intelligent animals are shown to possess many positive traits, such as loyalty, cooperation, and adaptability. A broad range of information is touched upon lightly, including physical characteristics, habitat, hunting and diet, breeding and raising pups, and some unique facts about pack hierarchy and howling."
From Booklist "Gr. 2-4. As in Snakes (1992) and his other photo-essays about animals, Simon includes dramatic action pictures by several wildlife photographers. Each full-page photo, splendidly reproduced in full color, faces a page of plain text that gives basic information about how wolves live in the natural world, what they look like, how they hunt, how they rear their young, etc. The facts and the glorious photographs support Simon's plea for the animals' conservation."
CONNECTIONS
Read a variety of books about wolves, and design a book cover
Display a variety of books about wolves
Read other books by the same author Seymour Simon: SNAKES, BIG CATS, and WHALES
Genre 4 Nonfiction: SECRETS OF A CIVIL WAR SUBMARINE: SOLVING THE MYSTERIES OF THE H.L. HUNLEY
BIBLIOGRAPHY
Walker, Sally M.. 2005. SECRETS OF A CIVIL WAR SUBMARINE: SOLVING THE MYSTERIES OF THE H.L. HUNLEY. Minneapolis, MN: Carolrhoda Books, Inc. ISBN: 139781575058306
PLOT SUMMARY
This is the true story of a submarine called the H. L. Hunley. The book sets out to describe and solve the mysteries surrounding this submarine. It explains the history of the boat and what was happening in the U.S. Civil War when the boat was built.
CRITICAL ANALYSIS
The design and layout of this book is very attractive. The end of the book has some very good information. It has an Author’s Note page, a Source Notes page, a list of Websites, and a Glossary. It has informational text and interesting drawings, pictures and photographs. It tells the story of a Civil War submarine that disappears during the war. The book starts out emphasizing the mystery of the submarines disappearance. The prologue gives a brief account of the ships disappearance, and the mystery surrounding it. The book then goes into a little bit of Civil War history. The next part is about the people who invent the submarine. The book shows drawings of the inside and outside of the Hunley. This part of the book was very interesting and intriguing. The text was well written, factual and yet still written like a story. The next several chapters started to get boring. The book goes on to tell the story that after many years they actually find the Hunley. The book then goes into great detail about everything that has to do with bringing up the Hunley and discovering her secrets. This part of the book is like eating sand. It becomes very dry reading. The pictures are still good but I have lost interest, and I read the book all the way to the end only to discover that they do not solve the mystery. They answered some questions, but did not solve the mystery. Maybe my expectations were too high, but I would have liked a better ending. The cover says “Solving the Mysteries of the H. L. Hunley”, and I was expecting a solution at the conclusion of the book. Some readers would definitely enjoy this book for the good content and interesting pictures. A person who is interested in these things would probably think this was an excellent book on this topic. As someone who is not really interested in this topic it did not have enough pizzazz to pull me in and keep me interested.
READING EXCERPTS
From School Library JournalStarred Review. “Grade 6-10–Walker brings a little-known story of the Civil War to life in this fascinating book. When the Union blockade of all ports in the South stopped supplies from reaching the Confederate Army, Horace L. Hunley decided to create a submarine that would be able to sneak up on enemy ships and blow them up. After many years of trial and error, the H. L. Hunley actually succeeded in sinking the USS Housatonic in February of 1864. But the submarine never returned to port, and her crew perished in the Charleston Harbor. This is a finely crafted account of the Hunley from its inception to the modern archaeological quest to exhume her from the water. It is divided into chronological chapters complete with pictures, maps, and primary sources. Half of the book discusses the construction and design of the submarine, in addition to its practice runs and its first and only mission.”
From Booklist"*Starred Review* Gr. 7-10. The author of Fossil Fish Found Alive (2002) now discusses a different sort of discovery, the Confederate submarine H. L. Hunley. After sinking a Union sloop near Charleston, South Carolina, in 1864, the hunley did not return to port. Although divers searched for more than 130 years, the sub was not found until 1995. Over the last 10 years, archaeologists have carefully raised the hunley and painstakingly sifted through the 20,000 pounds of sediment it contained for artifacts and human remains and, ultimately, clues to why, when, and how the vessel sank. Walker begins with the history of the Hunley's design and construction as well as its place in Civil War and naval history. She really hits her stride, though, in explaining the complex techniques and loving care used in raising the craft, recovering its contents, and even reconstructing models of the crewmembers' bodies."
CONNECTIONS
Do more research into the H. L. Hunley by using the websites listed in the book.
Display books about submarines
Walker, Sally M.. 2005. SECRETS OF A CIVIL WAR SUBMARINE: SOLVING THE MYSTERIES OF THE H.L. HUNLEY. Minneapolis, MN: Carolrhoda Books, Inc. ISBN: 139781575058306
PLOT SUMMARY
This is the true story of a submarine called the H. L. Hunley. The book sets out to describe and solve the mysteries surrounding this submarine. It explains the history of the boat and what was happening in the U.S. Civil War when the boat was built.
CRITICAL ANALYSIS
The design and layout of this book is very attractive. The end of the book has some very good information. It has an Author’s Note page, a Source Notes page, a list of Websites, and a Glossary. It has informational text and interesting drawings, pictures and photographs. It tells the story of a Civil War submarine that disappears during the war. The book starts out emphasizing the mystery of the submarines disappearance. The prologue gives a brief account of the ships disappearance, and the mystery surrounding it. The book then goes into a little bit of Civil War history. The next part is about the people who invent the submarine. The book shows drawings of the inside and outside of the Hunley. This part of the book was very interesting and intriguing. The text was well written, factual and yet still written like a story. The next several chapters started to get boring. The book goes on to tell the story that after many years they actually find the Hunley. The book then goes into great detail about everything that has to do with bringing up the Hunley and discovering her secrets. This part of the book is like eating sand. It becomes very dry reading. The pictures are still good but I have lost interest, and I read the book all the way to the end only to discover that they do not solve the mystery. They answered some questions, but did not solve the mystery. Maybe my expectations were too high, but I would have liked a better ending. The cover says “Solving the Mysteries of the H. L. Hunley”, and I was expecting a solution at the conclusion of the book. Some readers would definitely enjoy this book for the good content and interesting pictures. A person who is interested in these things would probably think this was an excellent book on this topic. As someone who is not really interested in this topic it did not have enough pizzazz to pull me in and keep me interested.
READING EXCERPTS
From School Library JournalStarred Review. “Grade 6-10–Walker brings a little-known story of the Civil War to life in this fascinating book. When the Union blockade of all ports in the South stopped supplies from reaching the Confederate Army, Horace L. Hunley decided to create a submarine that would be able to sneak up on enemy ships and blow them up. After many years of trial and error, the H. L. Hunley actually succeeded in sinking the USS Housatonic in February of 1864. But the submarine never returned to port, and her crew perished in the Charleston Harbor. This is a finely crafted account of the Hunley from its inception to the modern archaeological quest to exhume her from the water. It is divided into chronological chapters complete with pictures, maps, and primary sources. Half of the book discusses the construction and design of the submarine, in addition to its practice runs and its first and only mission.”
From Booklist"*Starred Review* Gr. 7-10. The author of Fossil Fish Found Alive (2002) now discusses a different sort of discovery, the Confederate submarine H. L. Hunley. After sinking a Union sloop near Charleston, South Carolina, in 1864, the hunley did not return to port. Although divers searched for more than 130 years, the sub was not found until 1995. Over the last 10 years, archaeologists have carefully raised the hunley and painstakingly sifted through the 20,000 pounds of sediment it contained for artifacts and human remains and, ultimately, clues to why, when, and how the vessel sank. Walker begins with the history of the Hunley's design and construction as well as its place in Civil War and naval history. She really hits her stride, though, in explaining the complex techniques and loving care used in raising the craft, recovering its contents, and even reconstructing models of the crewmembers' bodies."
CONNECTIONS
Do more research into the H. L. Hunley by using the websites listed in the book.
Display books about submarines
Genre 4 Nonfiction: WHAT DO YOU DO WITH A TAIL LIKE THIS?
BIBLIOGRAPHY
Jenkins, Steve and Robin Page. 2003. WHAT DO YOU DO WITH A TAIL LIKE THIS? Boston, MA: Houghton Mifflin Company. ISBN: 0618256288
PLOT SUMMARY
This non-fiction book by Steve Jenkins and Robin Page is an interesting book about animals. It is a “guessing book”. The reader is given picture clues of the various animals on one set of pages, and then the second set of pages answers the questions. At the end of the book is a picture dictionary that shows all the animals that are mentioned in the book. It gives easy yet good descriptions and more in-depth explanations of the animals.
CRITICAL ANALYSIS
This book begins with an informational page on how to use this book. Clear instructions tell the reader to look at the various animal body parts and then “guess” which animal they belong to. The opening page also tells the reader about the glossary at the end of the book. A typical set of pages starts with a two page spread with a question about an animal body part, and then the next two pages show the full animals and the answers to the question. One set up had the question “What do you do with ears like these?” The pictures were of rabbit ears, a cricket leg, bat ears, hippopotamus ears and humpback whale ears. Turning the page showed the reader full pictures of the animals with information about how each animal hears things. The reader learns that a cricket hears with ears that are on its knees, and that a hippopotamus can close its ears under water. This book is informative and entertaining at the same time. The beautiful illustrations on each page look as if someone has cut out paper animals and pasted them to the pages. The illustrations are very colorful and add a rich texture to the pages. The text is done in a unique way. The text often follows the lines of each animal. If an animal has curves to its shape, then the text will curve around the animal. The text is done differently for each animal depending on its shape. This clever way of formatting the text makes it very interesting to read. At the end of the book is a well written and informative picture dictionary describing the animals from the book. Many of the animals would be well-known to children, while some of the animals are less well-know and are very unique. The glossary at the end would prove to be of great value if the students are interested in these animals and have more questions about them. Some of the unique animals that are talked about in the book are the four-eyed fish, the blue-footed booby, the star-nosed mole and the archer fish. All of these interesting animals have well written explanations next to a small picture in the glossary. This entertaining and informational book would definitely be a joy to read aloud and share with children.
REVIEW EXCERPTS
"From School Library JournalKindergarten-Grade 4-Jenkins, this time in collaboration with his wife, has created yet another eye-opening book. Children will learn that lizards can completely break off their tail as a defense and that it will grow back. And, they'll find out that crickets' ears are on their knees. Most fish have two eyes, but some have four, the better to see above and below the water at the same time. These are just a few of the fascinating facts of nature dangled out front to draw readers into this beautifully illustrated book."
From Booklist"*Starred Review* PreS-Gr. 2. Here's another exceptional cut-paper science book from Jenkins, this time put together with a partner, and like previous books, it's a stunner. An opening page, clearly explaining how to use the book, is followed by a double-page spread picturing the mouths of several different animals, accompanied by the question, "What do you do with a mouth like this?" The next spread shows each animal in full, explaining in a few simple words how the part functions."
CONNECTIONS
Read other animal books by the author Steve Jenkins: SLAP, SQUEAK, AND SCATTER, and ANIMALS IN FLIGHT
Make a class mural of "cut paper" animals
Display other books about some of the unique animals in the book
Jenkins, Steve and Robin Page. 2003. WHAT DO YOU DO WITH A TAIL LIKE THIS? Boston, MA: Houghton Mifflin Company. ISBN: 0618256288
PLOT SUMMARY
This non-fiction book by Steve Jenkins and Robin Page is an interesting book about animals. It is a “guessing book”. The reader is given picture clues of the various animals on one set of pages, and then the second set of pages answers the questions. At the end of the book is a picture dictionary that shows all the animals that are mentioned in the book. It gives easy yet good descriptions and more in-depth explanations of the animals.
CRITICAL ANALYSIS
This book begins with an informational page on how to use this book. Clear instructions tell the reader to look at the various animal body parts and then “guess” which animal they belong to. The opening page also tells the reader about the glossary at the end of the book. A typical set of pages starts with a two page spread with a question about an animal body part, and then the next two pages show the full animals and the answers to the question. One set up had the question “What do you do with ears like these?” The pictures were of rabbit ears, a cricket leg, bat ears, hippopotamus ears and humpback whale ears. Turning the page showed the reader full pictures of the animals with information about how each animal hears things. The reader learns that a cricket hears with ears that are on its knees, and that a hippopotamus can close its ears under water. This book is informative and entertaining at the same time. The beautiful illustrations on each page look as if someone has cut out paper animals and pasted them to the pages. The illustrations are very colorful and add a rich texture to the pages. The text is done in a unique way. The text often follows the lines of each animal. If an animal has curves to its shape, then the text will curve around the animal. The text is done differently for each animal depending on its shape. This clever way of formatting the text makes it very interesting to read. At the end of the book is a well written and informative picture dictionary describing the animals from the book. Many of the animals would be well-known to children, while some of the animals are less well-know and are very unique. The glossary at the end would prove to be of great value if the students are interested in these animals and have more questions about them. Some of the unique animals that are talked about in the book are the four-eyed fish, the blue-footed booby, the star-nosed mole and the archer fish. All of these interesting animals have well written explanations next to a small picture in the glossary. This entertaining and informational book would definitely be a joy to read aloud and share with children.
REVIEW EXCERPTS
"From School Library JournalKindergarten-Grade 4-Jenkins, this time in collaboration with his wife, has created yet another eye-opening book. Children will learn that lizards can completely break off their tail as a defense and that it will grow back. And, they'll find out that crickets' ears are on their knees. Most fish have two eyes, but some have four, the better to see above and below the water at the same time. These are just a few of the fascinating facts of nature dangled out front to draw readers into this beautifully illustrated book."
From Booklist"*Starred Review* PreS-Gr. 2. Here's another exceptional cut-paper science book from Jenkins, this time put together with a partner, and like previous books, it's a stunner. An opening page, clearly explaining how to use the book, is followed by a double-page spread picturing the mouths of several different animals, accompanied by the question, "What do you do with a mouth like this?" The next spread shows each animal in full, explaining in a few simple words how the part functions."
CONNECTIONS
Read other animal books by the author Steve Jenkins: SLAP, SQUEAK, AND SCATTER, and ANIMALS IN FLIGHT
Make a class mural of "cut paper" animals
Display other books about some of the unique animals in the book
Sunday, October 7, 2007
GENRE 3 POETRY: IN THE SWIM
BIBLIOGRAPHY
Florian, Douglas. 1997. IN THE SWIM. San Diego: Voyager Books Harcourt. ISBN 0152013075
PLOT SUMMARY
In this book of poems we meet the creatures of the water. This book is a collection of fish poems. Each poem is about a specific type of fish, and each poem is accompanied by a picture. The poems are child-friendly and full of fun.
CRITICAL ANALYSIS
This is a delightful collection of fish poems. The book is designed with a poem on one page and a picture on the next page. The poems are very short and direct with simple language that rhymes. Children and adults can appreciate the way the poems flow. There are many unique poems within the book. In the poem Sawfish we see an example of a concrete poem. The words in the poem are placed so they imitate that of a saw going back and forth. Most of the poems are written in a humorous manner. The Sea Horse poem is an example of a fun poem that children would see the humor in. The form is also concrete in that it mimics the shape of a seahorse.
The Sea Horse
You have
No hooves.
You have no hair
You don’t eat oats.
You don’t breathe air.
You hatch from eggs.
You cannot race.
(You have no legs
With which to chase.)
You’re not a colt
Nor mare
Nor filly.
You’re called a horse.
I call that silly.
The illustrations in this book add to playfulness of this book. The pictures are done in beautiful watercolors. Using watercolors was a wonderful way to showcase the fact that the whole book has to do with water. The book has a light and happy feel that can be enjoyed by people of all ages.
REVIEW EXCERPTS
From School Library Journal"Grade 2-6?Twenty-one lighthearted poems about fish. Florian, whose previous collections about the denizens of land and air have delighted many, dives into the deep with equally felicitous results."
From Booklist"Gr. 1^-4, younger for reading aloud. This collection of 21 original short poems features fresh-and saltwater critters such as the piranha, manatee, and rainbow trout. In the pattern established in Beast Feast 1994) and On the Wing (1996), puns and wordplay make up the verbal humor while the equally absurd pictures carry out the idea. This witty intersection of poetry, art, and science will delight children and may inspire them to come up with their own creative ideas."
CONNECTIONS
Students can create there own poems about fish and draw pictures to go with their poems.
Teacher can compile the poems and turn them into a class book
Read some other poetry books by the same author, Douglas Florian: BEAST FEAST, ON THE WING, INSECTLOPEDIA, MAMMALABILIA, AND LIZARDS, FROGS, AND POLLIWOGS.
Florian, Douglas. 1997. IN THE SWIM. San Diego: Voyager Books Harcourt. ISBN 0152013075
PLOT SUMMARY
In this book of poems we meet the creatures of the water. This book is a collection of fish poems. Each poem is about a specific type of fish, and each poem is accompanied by a picture. The poems are child-friendly and full of fun.
CRITICAL ANALYSIS
This is a delightful collection of fish poems. The book is designed with a poem on one page and a picture on the next page. The poems are very short and direct with simple language that rhymes. Children and adults can appreciate the way the poems flow. There are many unique poems within the book. In the poem Sawfish we see an example of a concrete poem. The words in the poem are placed so they imitate that of a saw going back and forth. Most of the poems are written in a humorous manner. The Sea Horse poem is an example of a fun poem that children would see the humor in. The form is also concrete in that it mimics the shape of a seahorse.
The Sea Horse
You have
No hooves.
You have no hair
You don’t eat oats.
You don’t breathe air.
You hatch from eggs.
You cannot race.
(You have no legs
With which to chase.)
You’re not a colt
Nor mare
Nor filly.
You’re called a horse.
I call that silly.
The illustrations in this book add to playfulness of this book. The pictures are done in beautiful watercolors. Using watercolors was a wonderful way to showcase the fact that the whole book has to do with water. The book has a light and happy feel that can be enjoyed by people of all ages.
REVIEW EXCERPTS
From School Library Journal"Grade 2-6?Twenty-one lighthearted poems about fish. Florian, whose previous collections about the denizens of land and air have delighted many, dives into the deep with equally felicitous results."
From Booklist"Gr. 1^-4, younger for reading aloud. This collection of 21 original short poems features fresh-and saltwater critters such as the piranha, manatee, and rainbow trout. In the pattern established in Beast Feast 1994) and On the Wing (1996), puns and wordplay make up the verbal humor while the equally absurd pictures carry out the idea. This witty intersection of poetry, art, and science will delight children and may inspire them to come up with their own creative ideas."
CONNECTIONS
Students can create there own poems about fish and draw pictures to go with their poems.
Teacher can compile the poems and turn them into a class book
Read some other poetry books by the same author, Douglas Florian: BEAST FEAST, ON THE WING, INSECTLOPEDIA, MAMMALABILIA, AND LIZARDS, FROGS, AND POLLIWOGS.
GENRE 3 POETRY: THE GREAT FROG RACE AND OTHER POEMS
BIBLIOGRAPHY
George, Kristine O’Connell. 1997. THE GREAT FROG RACE: AND OTHER POEMS. Ill. By Kate Kiesler. New York: Clarion. ISBN 0395776074
PLOT SUMMARY
This is a collection of poems about everyday life. Each poem is about some ordinary object or a simple moment in one’s life. The setting is in the countryside in an unidentified time in the past. Some poems seem to reflect life in the 1950’s. The poems appear to be a collection of childhood memories.
CRITICAL ANALASYSIS
The author uses poetry to describe living in the country. The simple things in life are described using beautifully written text. Most of the poems have a rhyme and rhythm to them. The poem titled “Egg” is in concrete form, and the words form the shape of an egg. The poems go together nicely in the book, but they could also be read out of order and still be enjoyed. The illustrations that go along with the poems are done in beautiful oil paint. They completely capture the time period of the book, and are a great addition to the poetry.
REVIEW EXCERPTS
From School Library Journal"Grade 3-6. Atmospheric paintings and crystal-clear imagery uncover the magic and dreams of ordinary things, from polliwogs to a spring wind to a garden hose."
From Booklist"Gr. 4^-6, younger for reading aloud. Outdoors at night under a full moon, children gather to watch captured frogs race. A girl sniffs the air in September: "It smells / Spicy. Sharp. / Like freshly sharpened pencils." The words capture children playing out their lives: throwing water balloons, hovering over pollywogs in a shallow pond, listening to Canada geese flying overhead. Both the picture-book format and the poetry in this collection are wonderfully enticing."
CONNECTIONS
Read other poetry books
Students can create their own poems
George, Kristine O’Connell. 1997. THE GREAT FROG RACE: AND OTHER POEMS. Ill. By Kate Kiesler. New York: Clarion. ISBN 0395776074
PLOT SUMMARY
This is a collection of poems about everyday life. Each poem is about some ordinary object or a simple moment in one’s life. The setting is in the countryside in an unidentified time in the past. Some poems seem to reflect life in the 1950’s. The poems appear to be a collection of childhood memories.
CRITICAL ANALASYSIS
The author uses poetry to describe living in the country. The simple things in life are described using beautifully written text. Most of the poems have a rhyme and rhythm to them. The poem titled “Egg” is in concrete form, and the words form the shape of an egg. The poems go together nicely in the book, but they could also be read out of order and still be enjoyed. The illustrations that go along with the poems are done in beautiful oil paint. They completely capture the time period of the book, and are a great addition to the poetry.
REVIEW EXCERPTS
From School Library Journal"Grade 3-6. Atmospheric paintings and crystal-clear imagery uncover the magic and dreams of ordinary things, from polliwogs to a spring wind to a garden hose."
From Booklist"Gr. 4^-6, younger for reading aloud. Outdoors at night under a full moon, children gather to watch captured frogs race. A girl sniffs the air in September: "It smells / Spicy. Sharp. / Like freshly sharpened pencils." The words capture children playing out their lives: throwing water balloons, hovering over pollywogs in a shallow pond, listening to Canada geese flying overhead. Both the picture-book format and the poetry in this collection are wonderfully enticing."
CONNECTIONS
Read other poetry books
Students can create their own poems
GENRE 3 POETRY: STOP PRETENDING: WHAT HAPPENED WHEN MY BIG SISTER WENT CRAZY
BIBLIOGRAPHY
Sones, Sonya. 1999. STOP PRETENDING: WHAT HAPPENED WHEN MY BIG SISTER WENT CRAZY. New York: HarperCollins. ISBN 0060283874
PLOT SUMMARY
Sonya Sones has written a verse novel about her own experiences of what was happening in her life when her sister was diagnosed with a mental illness and was institutionalized. The poems are organized into a very dramatic story of how the family deals with the trauma. The author is thirteen and has to figure out her own way to deal with the loss of her big sister, as she knows her, because her parents are very much in shock and are barely coping themselves.
CRITICAL ANALYSIS
This is a very emotional story written as a verse novel. Each poem is like a clip in a movie that tells the details of each dramatic day. One can literally feel the author’s pain and confusion of what is happening in her life. It is almost like reading a diary that is written in poetry. She creates visual imagery through the use of her words. The reader can truly picture her sister and the place she is now living in. An example of this is an excerpt of the poem titled SISTER’S ROOM
How can she live
in that puke green room
with only that one barred window
to look out of ?
How can she sleep
in that narrow steel bed
on that thin mattress
under those scratchy sheets?
The words are simple yet expressive. Instead of just describing the room we are able to connect to it through the use of her questioning each thing in the room. One uses all of their senses while reading this novel. There is an Author’s Note page at the end that explains how she came to write this verse novel. This book is based on true events. The author used the journal that she was keeping during this time period to write this novel. Her sister was diagnosed as manic-depressive, and we learn from these notes that she continues to receive treatment, and has gone on to lead a normal and productive life. This is a very powerful and moving novel. This is an emotional subject that touches so many people on so many different levels. Expressing her thirteen year old thoughts this way is deeply moving.
BOOK REVIEWS
From School Library Journal:"Grade 6-9-An unpretentious, accessible book that could provide entry points for a discussion about mental illness-its stigma, its realities, and its affect on family members. Based on the journals Sones wrote at the age of 13 when her 19-year-old sister was hospitalized due to manic depression, the simply crafted but deeply felt poems reflect her thoughts, fears, hopes, and dreams during that troubling time."
From Kirkus Reviews"PLB 0-06-028386-6 In a story based on real events, and told in poems, Sones explores what happened and how she reacted when her adored older sister suddenly began screaming and hearing voices in her head, and was ultimately hospitalized. Individually, the poems appear simple and unremarkable, snapshot portraits of two sisters, a family, unfaithful friends, and a sweet first love."
CONNECTIONS
Students could read other novels written in verse
Make a book display of a variety of novels written in verse
Sones, Sonya. 1999. STOP PRETENDING: WHAT HAPPENED WHEN MY BIG SISTER WENT CRAZY. New York: HarperCollins. ISBN 0060283874
PLOT SUMMARY
Sonya Sones has written a verse novel about her own experiences of what was happening in her life when her sister was diagnosed with a mental illness and was institutionalized. The poems are organized into a very dramatic story of how the family deals with the trauma. The author is thirteen and has to figure out her own way to deal with the loss of her big sister, as she knows her, because her parents are very much in shock and are barely coping themselves.
CRITICAL ANALYSIS
This is a very emotional story written as a verse novel. Each poem is like a clip in a movie that tells the details of each dramatic day. One can literally feel the author’s pain and confusion of what is happening in her life. It is almost like reading a diary that is written in poetry. She creates visual imagery through the use of her words. The reader can truly picture her sister and the place she is now living in. An example of this is an excerpt of the poem titled SISTER’S ROOM
How can she live
in that puke green room
with only that one barred window
to look out of ?
How can she sleep
in that narrow steel bed
on that thin mattress
under those scratchy sheets?
The words are simple yet expressive. Instead of just describing the room we are able to connect to it through the use of her questioning each thing in the room. One uses all of their senses while reading this novel. There is an Author’s Note page at the end that explains how she came to write this verse novel. This book is based on true events. The author used the journal that she was keeping during this time period to write this novel. Her sister was diagnosed as manic-depressive, and we learn from these notes that she continues to receive treatment, and has gone on to lead a normal and productive life. This is a very powerful and moving novel. This is an emotional subject that touches so many people on so many different levels. Expressing her thirteen year old thoughts this way is deeply moving.
BOOK REVIEWS
From School Library Journal:"Grade 6-9-An unpretentious, accessible book that could provide entry points for a discussion about mental illness-its stigma, its realities, and its affect on family members. Based on the journals Sones wrote at the age of 13 when her 19-year-old sister was hospitalized due to manic depression, the simply crafted but deeply felt poems reflect her thoughts, fears, hopes, and dreams during that troubling time."
From Kirkus Reviews"PLB 0-06-028386-6 In a story based on real events, and told in poems, Sones explores what happened and how she reacted when her adored older sister suddenly began screaming and hearing voices in her head, and was ultimately hospitalized. Individually, the poems appear simple and unremarkable, snapshot portraits of two sisters, a family, unfaithful friends, and a sweet first love."
CONNECTIONS
Students could read other novels written in verse
Make a book display of a variety of novels written in verse
Sunday, September 23, 2007
Genre 2 Book Review of DREAM WOLF
BIBLIOGRAPHY
Goble, Paul. 1990. DREAM WOLF. New York, NY: Bradbury Press. ISBN 0-02-736585-9
PLOT SUMMARY
DREAM WOLF is the retelling of the story of the KINDLY WOLF. The story is about two Plains Indian siblings, Tiblo, and Tanksi, and what happens to them as they get lost in the mountains. The two siblings are supposed to be picking berries when they go off on their own to explore some hills. Before long they realize that they are lost and that day has turned to night. They find a cave to sleep in and during the night the boy, Tiblo, has a dream about a wolf. In the dream the wolf sleeps with them in the cave and keeps them warm. In the morning they wake up and try to find their way back home, but find they are completely lost. As they try to find their way back home Tiblo spots the wolf from his dream and asks him for help. The wolf leads them down the mountain and back to their home. As the children recant their story for their people the people react by honoring the wolf. For many years the wolves and the people lived happily, but as hunters came they killed and drove the wolves away, and until people like the children in the story return, the wolves will stay away.
CRITICAL ANALYSIS
This story has beautiful and rich text that tells the story of the two young siblings. The rich colors used in the illustrations help to give the book an “earthy” feel, as if one is transported back to a time when the land did not belong to any one people, but was shared with all creatures. The illustrations of the night scenes are very dark and sharp, and give the feeling of how scary it must be to be alone in the mountains when it turns to night. The pictures also showcase how the people and the animals can all live together. Blended into the colorful scenery are the wild animals. Some of the animals are very obvious, and others are barely noticeable. The plot is easy for children to follow and understand. The book is written as if a person was talking and telling this story aloud. One can also see and feel the emotions of the main characters through the text. Tiblo realizes he is the one who has gotten his sister and himself into this mess, and he feels responsible for her. He does his best to take care of her. The little sister, Tanksi, begins to cry, and Tiblo “speaking of happy things” goes on to find a cave for them. Later he takes her by the hand as they go down the mountain. Though as in most folktales they do not dwell on emotions. It appears to be a spiritual journey that they are on. The resolution is for the most part a happy one, with the children being found, but it does end on a rather sad note with the morale message that at one time the wolf was a friend to people, but that has changed due to human’s mistreatment of the wolf. This folktale is told almost in a poetic way. Children and adults will appreciate the simple style and beautiful illustrations of this story.
REVIEW EXCERPTS
From Publishers Weekly: “Dream Wolf is filled with glowing imagery—the illustrations showing nightfall, the children’s search for shelter and the wolf’s first, dreamlike appearance are particularly riveting . Once again, Goble has captured the lives and legends of this tribe in a magnificent picture book.”
From Booklist: “This revised edition of (the) 1972 picture book, The Friendly Wolf, looks and reads better than the original”.
CONNECTIONS
The class could read other stories about “good” wolves.
The class could read a variety of folktales about Native Americans.
The class could read other books by the same author Paul Goble that are also Native American folktales: THE GIRL WHO LOVED HORSES
BUFFALO WOMAN
STAR BOY
HER SEVEN BROTHERS
Goble, Paul. 1990. DREAM WOLF. New York, NY: Bradbury Press. ISBN 0-02-736585-9
PLOT SUMMARY
DREAM WOLF is the retelling of the story of the KINDLY WOLF. The story is about two Plains Indian siblings, Tiblo, and Tanksi, and what happens to them as they get lost in the mountains. The two siblings are supposed to be picking berries when they go off on their own to explore some hills. Before long they realize that they are lost and that day has turned to night. They find a cave to sleep in and during the night the boy, Tiblo, has a dream about a wolf. In the dream the wolf sleeps with them in the cave and keeps them warm. In the morning they wake up and try to find their way back home, but find they are completely lost. As they try to find their way back home Tiblo spots the wolf from his dream and asks him for help. The wolf leads them down the mountain and back to their home. As the children recant their story for their people the people react by honoring the wolf. For many years the wolves and the people lived happily, but as hunters came they killed and drove the wolves away, and until people like the children in the story return, the wolves will stay away.
CRITICAL ANALYSIS
This story has beautiful and rich text that tells the story of the two young siblings. The rich colors used in the illustrations help to give the book an “earthy” feel, as if one is transported back to a time when the land did not belong to any one people, but was shared with all creatures. The illustrations of the night scenes are very dark and sharp, and give the feeling of how scary it must be to be alone in the mountains when it turns to night. The pictures also showcase how the people and the animals can all live together. Blended into the colorful scenery are the wild animals. Some of the animals are very obvious, and others are barely noticeable. The plot is easy for children to follow and understand. The book is written as if a person was talking and telling this story aloud. One can also see and feel the emotions of the main characters through the text. Tiblo realizes he is the one who has gotten his sister and himself into this mess, and he feels responsible for her. He does his best to take care of her. The little sister, Tanksi, begins to cry, and Tiblo “speaking of happy things” goes on to find a cave for them. Later he takes her by the hand as they go down the mountain. Though as in most folktales they do not dwell on emotions. It appears to be a spiritual journey that they are on. The resolution is for the most part a happy one, with the children being found, but it does end on a rather sad note with the morale message that at one time the wolf was a friend to people, but that has changed due to human’s mistreatment of the wolf. This folktale is told almost in a poetic way. Children and adults will appreciate the simple style and beautiful illustrations of this story.
REVIEW EXCERPTS
From Publishers Weekly: “Dream Wolf is filled with glowing imagery—the illustrations showing nightfall, the children’s search for shelter and the wolf’s first, dreamlike appearance are particularly riveting . Once again, Goble has captured the lives and legends of this tribe in a magnificent picture book.”
From Booklist: “This revised edition of (the) 1972 picture book, The Friendly Wolf, looks and reads better than the original”.
CONNECTIONS
The class could read other stories about “good” wolves.
The class could read a variety of folktales about Native Americans.
The class could read other books by the same author Paul Goble that are also Native American folktales: THE GIRL WHO LOVED HORSES
BUFFALO WOMAN
STAR BOY
HER SEVEN BROTHERS
Genre 2 Book Review of AND THE GREEN GRASS GREW ALL AROUND
BIBLIOGRAPHY
Schwartz, Alvin. 1992. AND THE GREEN GRASS GREW ALL AROUND: FOLK POETRY FROM EVERYONE. Ill. By Sue Truesdell. New York: HarperTrophy. ISBN 0060227575
PLOT SUMMARY
AND THE GREEN GRASS GREW ALL AROUND: FOLK POETRY FROM EVERYONE is a collection of folk poems. The book is divided into fifteen chapters. These chapters are arranged by topics such as People, Food, School and Work. In each of these chapters there are poems, riddles, rhymes, chants and sometimes songs.
CRITICAL ANALYSIS
This wonderful collection of folk poetry is very entertaining. The poems and chants that he has put into his collection are very well known to anyone who has played jump rope on a playground. His collection is very fun and most of the poems have a certain rhythm about them. Many of the poems are chants that are learned while children are jumping rope or playing rhythmic hand games. This is a very humorous collection. My opinion of some of the poems and chants is that it doesn’t have to make sense, it just has to rhyme!
The illustrations are well done in black and white. The drawings are cartoonish in nature and add to the humor of the poems. The faces of most of the characters have exaggerated expressions that add to the silly nature of the book.
The notes at the end of the book are also very interesting. His definition of folk poetry is very good: “There are great differences between folk poetry and literary poetry. A literary poem is intended to be read silently, to be shared with a reader in the privacy of a printed page. A folk poem is intended to be spoken or sung or performed in some other way. It needs a performer as well as a poet to give it its special quality.” His notes also explain much of the history associated with folk poetry in a clear and easy to understand manner, adding to the special quality of the book. This lively collection of humorous folk poems can be enjoyed by the old and young alike.
REVIEW EXCERPTS
From School Library Journal: “A marvelous book that is sure to become a classic if children have any say in the matter. Schwartz has gathered sassy, funny, scary, and slightly naughty children’s folk poetry heard on schoolgrounds and wherever else kids are having fun.”
From Kirkus Reviews: “Not since Carl Withers’s A Rocket in My Pocket (1984) has there been such a grand compilation of familiar (and unfamiliar) rhymes and chants from the children’s own tradition: riddles, games, wishes and taunts; poems about love, food, school, or animals; parodies, nonsense, and stories.”
CONNECTIONS
Many of these poems can be acted out with the class.
An outdoor activity could have the children jumping rope to the poems.
Older students can make up new words to the poems and create there own folk poetry.
Schwartz, Alvin. 1992. AND THE GREEN GRASS GREW ALL AROUND: FOLK POETRY FROM EVERYONE. Ill. By Sue Truesdell. New York: HarperTrophy. ISBN 0060227575
PLOT SUMMARY
AND THE GREEN GRASS GREW ALL AROUND: FOLK POETRY FROM EVERYONE is a collection of folk poems. The book is divided into fifteen chapters. These chapters are arranged by topics such as People, Food, School and Work. In each of these chapters there are poems, riddles, rhymes, chants and sometimes songs.
CRITICAL ANALYSIS
This wonderful collection of folk poetry is very entertaining. The poems and chants that he has put into his collection are very well known to anyone who has played jump rope on a playground. His collection is very fun and most of the poems have a certain rhythm about them. Many of the poems are chants that are learned while children are jumping rope or playing rhythmic hand games. This is a very humorous collection. My opinion of some of the poems and chants is that it doesn’t have to make sense, it just has to rhyme!
The illustrations are well done in black and white. The drawings are cartoonish in nature and add to the humor of the poems. The faces of most of the characters have exaggerated expressions that add to the silly nature of the book.
The notes at the end of the book are also very interesting. His definition of folk poetry is very good: “There are great differences between folk poetry and literary poetry. A literary poem is intended to be read silently, to be shared with a reader in the privacy of a printed page. A folk poem is intended to be spoken or sung or performed in some other way. It needs a performer as well as a poet to give it its special quality.” His notes also explain much of the history associated with folk poetry in a clear and easy to understand manner, adding to the special quality of the book. This lively collection of humorous folk poems can be enjoyed by the old and young alike.
REVIEW EXCERPTS
From School Library Journal: “A marvelous book that is sure to become a classic if children have any say in the matter. Schwartz has gathered sassy, funny, scary, and slightly naughty children’s folk poetry heard on schoolgrounds and wherever else kids are having fun.”
From Kirkus Reviews: “Not since Carl Withers’s A Rocket in My Pocket (1984) has there been such a grand compilation of familiar (and unfamiliar) rhymes and chants from the children’s own tradition: riddles, games, wishes and taunts; poems about love, food, school, or animals; parodies, nonsense, and stories.”
CONNECTIONS
Many of these poems can be acted out with the class.
An outdoor activity could have the children jumping rope to the poems.
Older students can make up new words to the poems and create there own folk poetry.
Genre 2 Book Review of BUBBA THE COWBOY PRINCE
BIBLIOGRAPHY
Ketteman, Helen. 1997. BUBBA THE COWBOY PRINCE: A FRACTURED TEXAS TALE. Ill. By James Warhola. New York, NY: Scholastic Press. ISBN 0590255061
PLOT SUMMARY
This is a retelling of the Cinderella story Texas style. The main character is a boy named Bubba and he is being raised on a ranch by his mean stepdad. He also has two unkind stepbrothers. Bubba is forced to work day and night on the ranch, but he never complains about the work because he loves being a cowboy. The ball in this story is given by a rich young woman looking for a “feller”. Bubba helps the family get ready for the ball, and gets all the chores on the ranch done, only to find out there isn’t any time left for him to get himself ready for the ball. Bubba is left behind. Luckily Bubba has a fairy godcow. She transforms him into a clean and handsome young cowboy. Bubba is then able to go to the ball and dance with the beautiful Lurleen. Time ran out while he was at the ball and when the clock struck midnight he turned back into plain old Bubba. He ran away as fast as he could, and left one boot behind. Lurleen searched all the ranches looking for her cowboy that matched the boot. At the very end she found Bubba was a perfect fit for her boot and her heart.
CRITICAL ANALYSIS
This outrageously funny story is the perfect retelling of the Cinderella story. The Texas spin on the Cinderella story is pure magic. The text is written in such a way that even if one is reading this book silently they can still here the Texas “twang”. Having the main character named Bubba is brilliant. The clever way that the story is set on a ranch works perfectly for this retelling. The author gets in all the typical stereotypes of Texans. With text that sounds like what you would expect to here in the Texas countryside. The story is written with a Texas drawl built into it with phrases such as “Milton and Dwayne spent all day getting gussied up in their finest duds. Bubba about ran hisself ragged waiting on them.” Having a male Cinderella is a unique way to retell the story. The good verses evil them is still present as in typical fairy and folktales with the good characters of Lurleen and Bubba living happily ever after.
The illustrations are absolutely gorgeous and capture the fun spirit of the book. The bright and colorful pictures compliment the story perfectly. The over exaggerated character’s features really emphasize the emotions that are happening in the story. One can clearly see in the pictures the different emotions: sadness of not going to the ball, jealousy of the stepbrothers at the ball, and the anger of the boys at the end. The scenery is gorgeous throughout the story. The attention to details is also apparent. Ms. Lurleen’s house is Texas from top to bottom with a Texas shaped clock and a cactus hat rack. The illustrations definitely add to the dramatic quality of this story.
REVIEW EXCERPTS
From Kirkus Reviews”A Cinderella parody features the off-the-wall, whang-dang Texas hyperbole of Ketteman (The Year of No More Corn, 1993, etc.) and the insouciance of Warhola, who proves himself only too capable of creating a fairy godcow; that she's so appealingly whimsical makes it easy to accept the classic tale's inversions.”
Children's Literature Review: ‘The premise isn't original, but the execution and artwork certainly are.”
CONNECTIONS
Have the class act out this story as a play
Compare this story to the original Cinderella story
Read a varied selection of Cinderella versions
Ketteman, Helen. 1997. BUBBA THE COWBOY PRINCE: A FRACTURED TEXAS TALE. Ill. By James Warhola. New York, NY: Scholastic Press. ISBN 0590255061
PLOT SUMMARY
This is a retelling of the Cinderella story Texas style. The main character is a boy named Bubba and he is being raised on a ranch by his mean stepdad. He also has two unkind stepbrothers. Bubba is forced to work day and night on the ranch, but he never complains about the work because he loves being a cowboy. The ball in this story is given by a rich young woman looking for a “feller”. Bubba helps the family get ready for the ball, and gets all the chores on the ranch done, only to find out there isn’t any time left for him to get himself ready for the ball. Bubba is left behind. Luckily Bubba has a fairy godcow. She transforms him into a clean and handsome young cowboy. Bubba is then able to go to the ball and dance with the beautiful Lurleen. Time ran out while he was at the ball and when the clock struck midnight he turned back into plain old Bubba. He ran away as fast as he could, and left one boot behind. Lurleen searched all the ranches looking for her cowboy that matched the boot. At the very end she found Bubba was a perfect fit for her boot and her heart.
CRITICAL ANALYSIS
This outrageously funny story is the perfect retelling of the Cinderella story. The Texas spin on the Cinderella story is pure magic. The text is written in such a way that even if one is reading this book silently they can still here the Texas “twang”. Having the main character named Bubba is brilliant. The clever way that the story is set on a ranch works perfectly for this retelling. The author gets in all the typical stereotypes of Texans. With text that sounds like what you would expect to here in the Texas countryside. The story is written with a Texas drawl built into it with phrases such as “Milton and Dwayne spent all day getting gussied up in their finest duds. Bubba about ran hisself ragged waiting on them.” Having a male Cinderella is a unique way to retell the story. The good verses evil them is still present as in typical fairy and folktales with the good characters of Lurleen and Bubba living happily ever after.
The illustrations are absolutely gorgeous and capture the fun spirit of the book. The bright and colorful pictures compliment the story perfectly. The over exaggerated character’s features really emphasize the emotions that are happening in the story. One can clearly see in the pictures the different emotions: sadness of not going to the ball, jealousy of the stepbrothers at the ball, and the anger of the boys at the end. The scenery is gorgeous throughout the story. The attention to details is also apparent. Ms. Lurleen’s house is Texas from top to bottom with a Texas shaped clock and a cactus hat rack. The illustrations definitely add to the dramatic quality of this story.
REVIEW EXCERPTS
From Kirkus Reviews”A Cinderella parody features the off-the-wall, whang-dang Texas hyperbole of Ketteman (The Year of No More Corn, 1993, etc.) and the insouciance of Warhola, who proves himself only too capable of creating a fairy godcow; that she's so appealingly whimsical makes it easy to accept the classic tale's inversions.”
Children's Literature Review: ‘The premise isn't original, but the execution and artwork certainly are.”
CONNECTIONS
Have the class act out this story as a play
Compare this story to the original Cinderella story
Read a varied selection of Cinderella versions
Sunday, September 9, 2007
Book Review: KITTEN'S FIRST FULL MOON
Caldecott Award Medal Book Review
Bibliography
Henkes, Kevin. 2004. KITTEN’S FIRST FULL MOON. Greenwillow Books. ISBN: 0-06-058828-4
Plot Summary
This story is about a kitten who sees her first full moon, but does not realize what it is. The reader knows that it is a full moon, but the curious little kitten is just sure that it is one of her very favorite things, a bowl of milk! This story tells of the adventure that the kitten goes on in search of the bowl of milk in the sky.
Critical Analysis
This story is a very unique children’s book in that it does not try to grab the reader with bells and whistles and colorful illustrations. It simply pulls the young reader in with its simple story and plot and easy to follow illustrations. The mood is set by the black and off-white pictures and text. The pictures are drawn in charcoal black, and give us a good feel of the night time setting. The language is playful and easy to understand. Through the author/illustrator’s creative use of language and interesting illustrations the reader is drawn into the story. As the reader sees the determination in the young kitten they start rooting for him to get that milk!
Review Excerpts
School Library Journal: “The rhythmic text and delightful artwork ensure storytime success. Kids will surely applaud this cat’s irrepressible spirit.”
Booklist: “Henkes creates another winner in this simple, charming story about a naïve little kitten who mistakes a round, shining moon for a bowl of milk.”
Connections
Students can draw pictures of a similar story using a favorite animal and sending them on an adventure, and can dictate their stories to the teacher.
Teachers can read other books by the same author – Kevin Henkes
Bibliography
Henkes, Kevin. 2004. KITTEN’S FIRST FULL MOON. Greenwillow Books. ISBN: 0-06-058828-4
Plot Summary
This story is about a kitten who sees her first full moon, but does not realize what it is. The reader knows that it is a full moon, but the curious little kitten is just sure that it is one of her very favorite things, a bowl of milk! This story tells of the adventure that the kitten goes on in search of the bowl of milk in the sky.
Critical Analysis
This story is a very unique children’s book in that it does not try to grab the reader with bells and whistles and colorful illustrations. It simply pulls the young reader in with its simple story and plot and easy to follow illustrations. The mood is set by the black and off-white pictures and text. The pictures are drawn in charcoal black, and give us a good feel of the night time setting. The language is playful and easy to understand. Through the author/illustrator’s creative use of language and interesting illustrations the reader is drawn into the story. As the reader sees the determination in the young kitten they start rooting for him to get that milk!
Review Excerpts
School Library Journal: “The rhythmic text and delightful artwork ensure storytime success. Kids will surely applaud this cat’s irrepressible spirit.”
Booklist: “Henkes creates another winner in this simple, charming story about a naïve little kitten who mistakes a round, shining moon for a bowl of milk.”
Connections
Students can draw pictures of a similar story using a favorite animal and sending them on an adventure, and can dictate their stories to the teacher.
Teachers can read other books by the same author – Kevin Henkes
Saturday, September 8, 2007
Picture Book Review
Picture Book Review
Bibliography
Willems, Mo. 2003. DON’T LET THE PIGEON DRIVE THE BUS! New York, NY: Hyperion Books for Children. ISBN 0-7868-1988-X
Plot Summary
In this picture book by Mo Willems we meet the main character Pigeon, who is quit a persistent fellow, in the very beginning of our story. We follow Pigeon throughout the story as he tries to convince us that he should be allowed to drive the bus. He tries various ways to convince us that he is capable of driving the bus. He goes from sweet pigeon with endearing words of “please let me drive the bus”, to the maniacal child melt down. This interesting tale is written from the perspective as if the reader is the keeper of the bus. The readers are the ones entrusted to saying “no” to Pigeon so that he does not get to drive the bus.
Critical Analysis
Willems writes as if she knows the exact steps taken by a child trying to get something he/she wants. Children and adults everywhere can relate to this character. The story is written on an endearing level that is easy for children to understand. The pictures are what truly tell the story. The illustrations are a major driving force in this story; they are simplistic and reminiscent of a past era when life was less chaotic. The simple dialog and classic illustrations make it an enjoyable story for the old and young alike.
Review Excerpts
School Library Journal: “A brilliantly simple book that is absolutely true to life, as anyone who interacts with an obdurate three-year-old can attest.”
Booklist: “Willems is a professional animator, and each page has the feel of a perfectly frozen frame of cartoon footage—action, remarkable expression, and wild humor captured with just a few lines.”
Connections
Read other stories written by the same author, Mo Willems:
THE PIGEON FINDS A HOT DOG!
THE PIGEON HAS FEELINGS, TOO!
THE PIGEON LOVES THINGS THAT GO!
Have students act out the story.
Bibliography
Willems, Mo. 2003. DON’T LET THE PIGEON DRIVE THE BUS! New York, NY: Hyperion Books for Children. ISBN 0-7868-1988-X
Plot Summary
In this picture book by Mo Willems we meet the main character Pigeon, who is quit a persistent fellow, in the very beginning of our story. We follow Pigeon throughout the story as he tries to convince us that he should be allowed to drive the bus. He tries various ways to convince us that he is capable of driving the bus. He goes from sweet pigeon with endearing words of “please let me drive the bus”, to the maniacal child melt down. This interesting tale is written from the perspective as if the reader is the keeper of the bus. The readers are the ones entrusted to saying “no” to Pigeon so that he does not get to drive the bus.
Critical Analysis
Willems writes as if she knows the exact steps taken by a child trying to get something he/she wants. Children and adults everywhere can relate to this character. The story is written on an endearing level that is easy for children to understand. The pictures are what truly tell the story. The illustrations are a major driving force in this story; they are simplistic and reminiscent of a past era when life was less chaotic. The simple dialog and classic illustrations make it an enjoyable story for the old and young alike.
Review Excerpts
School Library Journal: “A brilliantly simple book that is absolutely true to life, as anyone who interacts with an obdurate three-year-old can attest.”
Booklist: “Willems is a professional animator, and each page has the feel of a perfectly frozen frame of cartoon footage—action, remarkable expression, and wild humor captured with just a few lines.”
Connections
Read other stories written by the same author, Mo Willems:
THE PIGEON FINDS A HOT DOG!
THE PIGEON HAS FEELINGS, TOO!
THE PIGEON LOVES THINGS THAT GO!
Have students act out the story.
Book Review of TALKING WITH ARTISTS
Bibliography
Cummings, Pat. 1992. TALKING WITH ARTISTS. New York, NY: Bradbury Press. ISBN 0-02-724245-5
Plot Summary
In this book Pat Cummings sits down with fourteen famous Children’s book illustrators to find out some answers to her questions about becoming an artist and book illustrator. She thoughtfully asks the illustrators the same set of questions and receives a variety of responses to her questions. She compiles the stories that she receives into an interesting book that is very appealing and easy to read. The book is geared towards children, and the questions that children often ask an artist when they meet one in person. Children are often interested not only in the artistic ability of the individual, but are interested in the life of the person, and Pat Cummings gears her book towards those questions that are most meaningful to children.
Critical Analysis
Pat Cummings puts together a book that is very kid-friendly. It is written for children in a format that is interesting and inviting. She interviews fourteen different famous illustrators and devotes a chapter to each one. Each illustrator is asked a series of questions about how and why they became illustrators. The stories are written as if one is talking to a child and answering their questions. Each story includes two pictures of the artist. One is a picture of the artist as a child and one is a current picture. This helps the reader connect with the artist and his/her life’s experiences.
One of the questions that is asked of the artist is “Do you have any children or pets?” This is a definitely a question that a child would be interested in. Children can relate to these questions in a personal way and can become connected to the various artists by seeing them as actual normal people and not just as an artist/illustrator. The book gives children the opportunity to peek into the lives of the artists and see that they are just regular people who followed a dream, and that it is possible to become artists and illustrators themselves.
The language that is used if very simple and basic, yet is not condescending. The pictures of the artists are a clever way of connecting the reader to the book, and making it real and meaningful. Cummings also includes early works and current works of art done by the artist. The stories, photographs and pictures make the book interesting and enjoyable.
Review Excerpts
School Library Journal review: “The cumulative result is a short course in how to succeed in the book business and general agreement that illustration is a tremendously satisfying and enjoyable occupation. Young artists will learn a lot; teachers and other children will also love it. Well designed and well conceived, this book will be welcomed in all those classrooms in which children’s literature has become central to the curriculum.”
Publishers Weekly review: “Unfortunately the often poignant reminiscences and outstanding talent on display cannot overcome the book’s unimaginative layout and distractingly pragmatic text.”
Connections
-Display a variety of books by the various artists that were interviewed in the book “Talking With Artists” by Pat Cummings.
-Invite an illustrator into the classroom as a guest speaker.
-Plan an activity involving the students doing their own illustrations to a story they have written.
Cummings, Pat. 1992. TALKING WITH ARTISTS. New York, NY: Bradbury Press. ISBN 0-02-724245-5
Plot Summary
In this book Pat Cummings sits down with fourteen famous Children’s book illustrators to find out some answers to her questions about becoming an artist and book illustrator. She thoughtfully asks the illustrators the same set of questions and receives a variety of responses to her questions. She compiles the stories that she receives into an interesting book that is very appealing and easy to read. The book is geared towards children, and the questions that children often ask an artist when they meet one in person. Children are often interested not only in the artistic ability of the individual, but are interested in the life of the person, and Pat Cummings gears her book towards those questions that are most meaningful to children.
Critical Analysis
Pat Cummings puts together a book that is very kid-friendly. It is written for children in a format that is interesting and inviting. She interviews fourteen different famous illustrators and devotes a chapter to each one. Each illustrator is asked a series of questions about how and why they became illustrators. The stories are written as if one is talking to a child and answering their questions. Each story includes two pictures of the artist. One is a picture of the artist as a child and one is a current picture. This helps the reader connect with the artist and his/her life’s experiences.
One of the questions that is asked of the artist is “Do you have any children or pets?” This is a definitely a question that a child would be interested in. Children can relate to these questions in a personal way and can become connected to the various artists by seeing them as actual normal people and not just as an artist/illustrator. The book gives children the opportunity to peek into the lives of the artists and see that they are just regular people who followed a dream, and that it is possible to become artists and illustrators themselves.
The language that is used if very simple and basic, yet is not condescending. The pictures of the artists are a clever way of connecting the reader to the book, and making it real and meaningful. Cummings also includes early works and current works of art done by the artist. The stories, photographs and pictures make the book interesting and enjoyable.
Review Excerpts
School Library Journal review: “The cumulative result is a short course in how to succeed in the book business and general agreement that illustration is a tremendously satisfying and enjoyable occupation. Young artists will learn a lot; teachers and other children will also love it. Well designed and well conceived, this book will be welcomed in all those classrooms in which children’s literature has become central to the curriculum.”
Publishers Weekly review: “Unfortunately the often poignant reminiscences and outstanding talent on display cannot overcome the book’s unimaginative layout and distractingly pragmatic text.”
Connections
-Display a variety of books by the various artists that were interviewed in the book “Talking With Artists” by Pat Cummings.
-Invite an illustrator into the classroom as a guest speaker.
-Plan an activity involving the students doing their own illustrations to a story they have written.
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