Bibliography
Kinney, Jeff. 2007. DIARY OF A WIMPY KID. Ill. by Jeff Kinney. New York, NY: Amulet Books. ISBN 0810994550.
Plot Summary
Greg Heffley is just starting middle school and his mother has given him a “diary” that he insists is a journal to write down his thoughts about middle school. He begins by talking about the cheese touch and begins to weave his humorous tale of the woes of middle school including being selected for the smart reading group, running for student council, loving video games, how cool he is by number in the class, being forced to try out for the school musical, Halloween, safety patrol, doing the right thing, losing his best friend, trying to make a new best friend, writing the school comic, trying to become class clown, and finally winning his friend back by taking the “cheese touch” fall for him which takes us to the end of his first year of middle school.
Critical Analysis
This book is an example of a graphic novel. The author/illustrator includes many black and white drawings throughout the text to add humor to many of the stories he tells. For instance, he draws pictures illustrating the large snowman he is trying to make (complete with sod and other stuff), him kicking his little brother’s snowman over, and finally what his dad does to his big snowball. The story is also written throughout with the lines that are found in many common blank journals or like notebook paper giving it that school feeling.
The novel takes place in modern times and the reader can connect on some level with Greg as he makes his way through the difficult endeavor of middle school. We see everything through Greg’s eyes, including when he does the right thing which is really the wrong thing, his best friend becoming more popular than him, and how in the end he does something to gain back his best friend’s friendship.
Overall, this is a heartwarming and funny stories about many things that middle school students have to deal with and how sometimes we don’t always do the right thing the first time.
Review Excerpts
starred review in PUBLISHERS WEEKLY: “His print debut should keep readers in stitches, eagerly anticipating Greg's further adventures.”
SCHOOL LIBRARY JOURNAL: “The first of three installments, it is an excellent choice for reluctant readers, but more experienced readers will also find much to enjoy and relate to in one seventh grader's view of the everyday trials and tribulations of middle school.”
BOOKLIST: “The simple line drawings perfectly capture archetypes of growing up, such as a preschool-age little brother, out-of-touch teachers, and an assortment of class nerds. Lots of fun throughout.”
Connections
*Graphic novels and comics are popular with many reluctant readers, and this book could be used for one of those readers to hopefully get them interested in books.
*This book would be great for middle grade readers because they can identify with the lead character.
*Have students create their own journal with illustrations (point out that illustrations do not always have to be perfect and that they do not have to have an in depth storyline).
*This book would be a good bridge between picture book and young adult books with little to no illustrations.
Friday, July 24, 2009
LOOKING FOR ALASKA by: John Green
Bibliography
Green, John. 2005. LOOKING FOR ALASKA. New York, NY: Dutton Books. ISBN 0525475060.
Plot Summary
Sixteen-year-old Miles Halter is not very popular in school and has decided to complete his last two years of high school at a boarding school his father graduated from in Alabama. At school, he quickly befriends his roommate and finds out that the students are divided into two groups (the rich Weekday Warriors and the poor). Never having lived away from home, he finds he lacks many social skills and works hard to become a part of the group. He falls in love with “moody” Alaska and begins to find his place in the group by hanging out (learning to drink and smoke) and pulling pranks. Alaska is later killed in a car accident, and the second half of the book shows how Miles and his friends deal with her death and them seeking the answers as to whether it was a suicide or an accident. In the end, they cannot find a definite answer and they each decide what they think happened.
Critical Analysis
This book is an example of contemporary realistic fiction. The story does not list a specific time period, but the author alludes to the time as being present day or modern times. The characters in the story are diverse in gender, social status, intelligence, and ethnicity, and each one brings a different perspective to the story. We see that because of these diverse characteristics, the characters behave in different ways and that the author breaks some stereotypes (Asian=good at computer stuff and poor=dumb). Although we do learn many things about each character, we learn these traits from Miles’s perspective because he is the one telling the story.
The story is told around a specific event, the death of Alaska. The book is broken into chapters that designate how many days before or after Alaska’s death the activities took place. We see many themes throughout the text that include prejudice, loyalty, love, peer pressure, social acceptance, friendship, and how to get out of the labyrinth of life. This book deals with many issues that teenagers face and many readers will be able to identify with at least one of the characters.
Overall, this is a well written work of contemporary realistic fiction that deals with teenage friendship and death.
Review Excerpts and Awards
2006 winner of Michael L. Printz Award for Excellence in Young Adult Literature
starred review in SCHOOL LIBRARY JOURNAL: “Green draws Alaska so lovingly, in self-loathing darkness as well as energetic light, that readers mourn her loss along with her friends.”
PUBLISHERS WEEKLY: “Readers will only hope that this is not the last word from this promising new author.”
KIRKUS REVIEWS: “What sings and soars in this gorgeously told tale is Green's mastery of language and the sweet, rough edges of Pudge's voice. Girls will cry and boys will find love, lust, loss and longing in Alaska's vanilla-and-cigarettes scent.”
Connections
*This would be a good book for students coping with the untimely death of someone their own age because they would be able to identify with Miles and his friends.
*Related Books
Asher, Jay. THIRTEEN REASONS WHY. ISBN 1595141715.
Anderson, Laurie Halse. SPEAK. ISBN 0844672920.
Green, John. 2005. LOOKING FOR ALASKA. New York, NY: Dutton Books. ISBN 0525475060.
Plot Summary
Sixteen-year-old Miles Halter is not very popular in school and has decided to complete his last two years of high school at a boarding school his father graduated from in Alabama. At school, he quickly befriends his roommate and finds out that the students are divided into two groups (the rich Weekday Warriors and the poor). Never having lived away from home, he finds he lacks many social skills and works hard to become a part of the group. He falls in love with “moody” Alaska and begins to find his place in the group by hanging out (learning to drink and smoke) and pulling pranks. Alaska is later killed in a car accident, and the second half of the book shows how Miles and his friends deal with her death and them seeking the answers as to whether it was a suicide or an accident. In the end, they cannot find a definite answer and they each decide what they think happened.
Critical Analysis
This book is an example of contemporary realistic fiction. The story does not list a specific time period, but the author alludes to the time as being present day or modern times. The characters in the story are diverse in gender, social status, intelligence, and ethnicity, and each one brings a different perspective to the story. We see that because of these diverse characteristics, the characters behave in different ways and that the author breaks some stereotypes (Asian=good at computer stuff and poor=dumb). Although we do learn many things about each character, we learn these traits from Miles’s perspective because he is the one telling the story.
The story is told around a specific event, the death of Alaska. The book is broken into chapters that designate how many days before or after Alaska’s death the activities took place. We see many themes throughout the text that include prejudice, loyalty, love, peer pressure, social acceptance, friendship, and how to get out of the labyrinth of life. This book deals with many issues that teenagers face and many readers will be able to identify with at least one of the characters.
Overall, this is a well written work of contemporary realistic fiction that deals with teenage friendship and death.
Review Excerpts and Awards
2006 winner of Michael L. Printz Award for Excellence in Young Adult Literature
starred review in SCHOOL LIBRARY JOURNAL: “Green draws Alaska so lovingly, in self-loathing darkness as well as energetic light, that readers mourn her loss along with her friends.”
PUBLISHERS WEEKLY: “Readers will only hope that this is not the last word from this promising new author.”
KIRKUS REVIEWS: “What sings and soars in this gorgeously told tale is Green's mastery of language and the sweet, rough edges of Pudge's voice. Girls will cry and boys will find love, lust, loss and longing in Alaska's vanilla-and-cigarettes scent.”
Connections
*This would be a good book for students coping with the untimely death of someone their own age because they would be able to identify with Miles and his friends.
*Related Books
Asher, Jay. THIRTEEN REASONS WHY. ISBN 1595141715.
Anderson, Laurie Halse. SPEAK. ISBN 0844672920.
PRINCESS ACADEMY by: Shannon Hale
Bibliography
Hale, Shannon. 2005. PRINCESS ACADEMY. New York, NY: Bloomsbury Publishing. ISBN 1582349932.
Plot Summary
Miri Larendaughter is a fourteen-year-old girl who lives high on Mount Eskel with her father Laren and eighteen-year-old sister Marda. Miri’s town is comprised of quarriers. Everyone in the town with the exception of the very young and very old work in the quarry where they mine a stone called linder. Miri’s people work hard but are considered ignorant by those from the lowlands (Danland). The traders are not fair with them and the people of Mount Eskel live a very impoverished life. One day a man comes with the traders telling them that the priests have named Mount Eskel as the next home of the wife of the young prince. All girls that are of age are taken from their families and forced to go to the Princess Academy to learn how to behave properly before the great ball where the prince will choose his princess. The girls are sad to leave home, and struggle with the unfair treatment from their “tutor” Olana. Miri discovers many talents while she is away from home and is eager to share them with her family and also to become the Academy Princess so she can move her family to a nice home. The girls become angry when they are not allowed to leave for the Spring Festival in their village, and they run away from the academy. While home, Miri tells the people of the actual value of linder and how to get more from the traders. The girls return to the Academy and use the things they have been taught to force the tutor to be nicer to them. The tutor agrees and lessons commence in preparation for the prince’s arrival. When the prince comes, he does not instantly choose a bride and the girls are expected to remain at the Princess Academy. Bandits show up later and kidnap the girls, but Miri contacts her best friend Peder using quarry-talk (one of her newly acquired talents) and the villagers come to save the girls. The prince later comes and chooses a girl named Britta to be his bride, but Miri is okay with the choice because she wants to remain on her mountain and use her talents to be a help to her village.
Critical Analysis
This text is considered a work of fantasy. At the beginning of the story, we are introduced to the main character Miri. Miri is a girl that is small for her age and is not allowed to work in the quarry. Because she cannot work in the quarry like everyone else her age, she feels useless and feels left out of the community. Throughout the book we meet other characters that impact Miri in different ways and help lead her to understanding of her abilities and eventually, she learns that she can make a difference in her community without being a princess.
The plot of the story surrounds Miri in her transformation from mild-mannered and scared young girl to a confident leader and someone who has learned self-worth and how to believe in herself. Although at times, the text seemed a bit lengthy, I believe the author did this to reinforce Miri’s feelings so the reader had ample time to connect with the main character.
The setting of this story is in a fictional place called Mount Eskel. The author never actually gives a time period, but if we look to the text, it seems to be set in a time similar to our Medieval times. The titles of Lord and Lady, the use of an outhouse, cooking over a fire, and the use of fire for heat are all elements that lead me to think of this setting.
Finally, this book contains many themes (including but not limited to) good triumphing over evil (Miri beats the bandit, the girls triumphing over Tutor Olana, and the villagers overcoming the unfair traders), finding your purpose (Miri and Esa opening a school on Mount Eskel, Peder getting the chance to carve, and Britta becoming the princess), and finally that love is more important than power (Miri finds that out that everyone loves her and so she no longer needs to become princess to help her people).
Review Excerpts
Starred review in SCHOOL LIBRARY JOURNAL: “This is not a fluffy, predictable fairy tale . . . Instead, Hale weaves an intricate, multilayered story about families, relationships, education, and the place we call home."
BOOKLIST: “Strong suspense and plot drive the action as the girls outwit would-be kidnappers and explore the boundaries of leadership, competition, and friendship.”
starred review in KIRKUS REVIEWS: "An unalloyed joy."
Connections
*This book would be a good book to use with young girls that have low self-esteem or feel lonely.
*This book shows the importance of knowledge. Have the students discuss how knowledge changed not only the girls but the village. And then add a discussion of how knowledge changes us.
*We see prejudice presented by Tutor Olana, but at the end of the book Olana tells Miri that she had to use her tactics so that the girls would become angry and learn faster. Discuss whether this is a good action. Did Tutor Olana accomplish her goals? Could Tutor Olana have accomplished her goals another way?
*Many of the popular fantasy novels are filled with male protagonists, so this would be a good book to introduce females into fantasy novels that have female protagonists.
Hale, Shannon. 2005. PRINCESS ACADEMY. New York, NY: Bloomsbury Publishing. ISBN 1582349932.
Plot Summary
Miri Larendaughter is a fourteen-year-old girl who lives high on Mount Eskel with her father Laren and eighteen-year-old sister Marda. Miri’s town is comprised of quarriers. Everyone in the town with the exception of the very young and very old work in the quarry where they mine a stone called linder. Miri’s people work hard but are considered ignorant by those from the lowlands (Danland). The traders are not fair with them and the people of Mount Eskel live a very impoverished life. One day a man comes with the traders telling them that the priests have named Mount Eskel as the next home of the wife of the young prince. All girls that are of age are taken from their families and forced to go to the Princess Academy to learn how to behave properly before the great ball where the prince will choose his princess. The girls are sad to leave home, and struggle with the unfair treatment from their “tutor” Olana. Miri discovers many talents while she is away from home and is eager to share them with her family and also to become the Academy Princess so she can move her family to a nice home. The girls become angry when they are not allowed to leave for the Spring Festival in their village, and they run away from the academy. While home, Miri tells the people of the actual value of linder and how to get more from the traders. The girls return to the Academy and use the things they have been taught to force the tutor to be nicer to them. The tutor agrees and lessons commence in preparation for the prince’s arrival. When the prince comes, he does not instantly choose a bride and the girls are expected to remain at the Princess Academy. Bandits show up later and kidnap the girls, but Miri contacts her best friend Peder using quarry-talk (one of her newly acquired talents) and the villagers come to save the girls. The prince later comes and chooses a girl named Britta to be his bride, but Miri is okay with the choice because she wants to remain on her mountain and use her talents to be a help to her village.
Critical Analysis
This text is considered a work of fantasy. At the beginning of the story, we are introduced to the main character Miri. Miri is a girl that is small for her age and is not allowed to work in the quarry. Because she cannot work in the quarry like everyone else her age, she feels useless and feels left out of the community. Throughout the book we meet other characters that impact Miri in different ways and help lead her to understanding of her abilities and eventually, she learns that she can make a difference in her community without being a princess.
The plot of the story surrounds Miri in her transformation from mild-mannered and scared young girl to a confident leader and someone who has learned self-worth and how to believe in herself. Although at times, the text seemed a bit lengthy, I believe the author did this to reinforce Miri’s feelings so the reader had ample time to connect with the main character.
The setting of this story is in a fictional place called Mount Eskel. The author never actually gives a time period, but if we look to the text, it seems to be set in a time similar to our Medieval times. The titles of Lord and Lady, the use of an outhouse, cooking over a fire, and the use of fire for heat are all elements that lead me to think of this setting.
Finally, this book contains many themes (including but not limited to) good triumphing over evil (Miri beats the bandit, the girls triumphing over Tutor Olana, and the villagers overcoming the unfair traders), finding your purpose (Miri and Esa opening a school on Mount Eskel, Peder getting the chance to carve, and Britta becoming the princess), and finally that love is more important than power (Miri finds that out that everyone loves her and so she no longer needs to become princess to help her people).
Review Excerpts
Starred review in SCHOOL LIBRARY JOURNAL: “This is not a fluffy, predictable fairy tale . . . Instead, Hale weaves an intricate, multilayered story about families, relationships, education, and the place we call home."
BOOKLIST: “Strong suspense and plot drive the action as the girls outwit would-be kidnappers and explore the boundaries of leadership, competition, and friendship.”
starred review in KIRKUS REVIEWS: "An unalloyed joy."
Connections
*This book would be a good book to use with young girls that have low self-esteem or feel lonely.
*This book shows the importance of knowledge. Have the students discuss how knowledge changed not only the girls but the village. And then add a discussion of how knowledge changes us.
*We see prejudice presented by Tutor Olana, but at the end of the book Olana tells Miri that she had to use her tactics so that the girls would become angry and learn faster. Discuss whether this is a good action. Did Tutor Olana accomplish her goals? Could Tutor Olana have accomplished her goals another way?
*Many of the popular fantasy novels are filled with male protagonists, so this would be a good book to introduce females into fantasy novels that have female protagonists.
Tuesday, July 14, 2009
THE WITCH OF BLACKBIRD POND by: Elizabeth George Speare
Bibliography
Speare, Elizabeth George. 1958. THE WITCH OF BLACKBIRD POND. New York, NY: Bantam Doubleday Dell Books for Young Readers. ISBN 0440495962.
Plot Summary
Katherine Tyler (aka Kit) is 16 years old in 1687, when she leaves her childhood home in Barbados to go live with her Aunt Rachel, Uncle Matthew, and two cousins Judith and Mercy in Connecticut. After docking in another town, before reaching her aunts, the passengers are going to board the ship when a young girl looses her doll and Kit swims to rescue it. Goodwife Cruff claims she is a witch and Kit is thus introduced to some of the Puritan beliefs. She also makes the aquaintance of the captain's son Nat Eaton and divinity student John Holbrook. Once she arrives at her new home she is put ot work, forced to go to church, and is courted by William Ashby. Kit tries to do the right thing, but gets into trouble. Heartbroken, she runs to the meadow and befriends an old Quaker woman named Hannah. The people of the community think she is a witch, but Kit and Nat continue to help Hannah. Kit also brings Prudence Cruff to Hannah's to teach her to read and write. When illness hits the town, a mob forms to kill Hannah, and Kit rushes to her aid sending her off with Nat. Later, Kit is accused of being a witch and has to stand trial. Prudence Cruff comes forward (with Nat's help) and proves Kit's innocence. At the end of the story, Kit sees Nat again. He is now captain of the Witch (which he named for Kit) and the ending alludes to the two getting married.
Critical Analysis
THE WITCH OF BLACKBIRD POND is a look at colonial Connecticut throught the eyes of an outsider. Kit is a young girl that has been raised defferently than the Puritans and is thus looked down upon for acting the wrong way. Elizabeth George Speare has taken this opportunity to show colonial America just prior to the famous Salem Withch Trials of 1692. The author does a good job of providing the reader with varying characters (scary Uncle Matthew, outspoken Judith, sweet and kind Mercy, angry Goodwife Cruff, etc) and intriguing storyline, while still including many facts about Puritan beliefs and life. From this perspective we can see how people could get into a frenzy and how situations like this could have led to the now infamous witch trials of 1692. Not only can we see the foreshadowing of these events, but we also see a recurring theme of not judging people (prejudice). This is evident in Goodman Cruff believing his daughter a halfwit when she is actually smart, Hannah being judged a witch when she is actually a very kind old woman, and even Uncle Mathhew who seems scary at the beginning of the book becomes an endearing character.
Overall, the intriguing storyline filled with historical facts creates a heartwarming story of a teenage girl that finds her place in the world.
Review Excerpts and Award(s)
1959 Winner of the John Newbery Award for the most distinguished contribution to American literature for children.
BOOKLIST: "Strong plot, fully-realized characters, and convincing atmosphere distinguish this historical narrative of a girl whose rebellion against bigotry and her Puritan surroundings culminates in a witch hunt and trial."
THE NEW YORK TIMES: "This book has a lively plot and excellent characterizations. The background has every dimension of reality."
THE NEW YORK HERALD-TRIBUNE: "Rarely has a book taken us back into seventeenth-century life as this does."
Connections
*This book can be used to talk to young adults about prejudice.
*This book would be a great introduction to the history of witch trials in Colonial America.
*This novel was written to be about 1687, and we are already seeing how Americans are disgruntled by England's rule, yet it would be another 88 years before America declared independance. Discuss why it took so long for colonists to take action.
*Honesty can be discussed. Kit was dishonest with her uncle. Is this right or wrong? Could Kit have been honest and still been able to help Hannah?
Speare, Elizabeth George. 1958. THE WITCH OF BLACKBIRD POND. New York, NY: Bantam Doubleday Dell Books for Young Readers. ISBN 0440495962.
Plot Summary
Katherine Tyler (aka Kit) is 16 years old in 1687, when she leaves her childhood home in Barbados to go live with her Aunt Rachel, Uncle Matthew, and two cousins Judith and Mercy in Connecticut. After docking in another town, before reaching her aunts, the passengers are going to board the ship when a young girl looses her doll and Kit swims to rescue it. Goodwife Cruff claims she is a witch and Kit is thus introduced to some of the Puritan beliefs. She also makes the aquaintance of the captain's son Nat Eaton and divinity student John Holbrook. Once she arrives at her new home she is put ot work, forced to go to church, and is courted by William Ashby. Kit tries to do the right thing, but gets into trouble. Heartbroken, she runs to the meadow and befriends an old Quaker woman named Hannah. The people of the community think she is a witch, but Kit and Nat continue to help Hannah. Kit also brings Prudence Cruff to Hannah's to teach her to read and write. When illness hits the town, a mob forms to kill Hannah, and Kit rushes to her aid sending her off with Nat. Later, Kit is accused of being a witch and has to stand trial. Prudence Cruff comes forward (with Nat's help) and proves Kit's innocence. At the end of the story, Kit sees Nat again. He is now captain of the Witch (which he named for Kit) and the ending alludes to the two getting married.
Critical Analysis
THE WITCH OF BLACKBIRD POND is a look at colonial Connecticut throught the eyes of an outsider. Kit is a young girl that has been raised defferently than the Puritans and is thus looked down upon for acting the wrong way. Elizabeth George Speare has taken this opportunity to show colonial America just prior to the famous Salem Withch Trials of 1692. The author does a good job of providing the reader with varying characters (scary Uncle Matthew, outspoken Judith, sweet and kind Mercy, angry Goodwife Cruff, etc) and intriguing storyline, while still including many facts about Puritan beliefs and life. From this perspective we can see how people could get into a frenzy and how situations like this could have led to the now infamous witch trials of 1692. Not only can we see the foreshadowing of these events, but we also see a recurring theme of not judging people (prejudice). This is evident in Goodman Cruff believing his daughter a halfwit when she is actually smart, Hannah being judged a witch when she is actually a very kind old woman, and even Uncle Mathhew who seems scary at the beginning of the book becomes an endearing character.
Overall, the intriguing storyline filled with historical facts creates a heartwarming story of a teenage girl that finds her place in the world.
Review Excerpts and Award(s)
1959 Winner of the John Newbery Award for the most distinguished contribution to American literature for children.
BOOKLIST: "Strong plot, fully-realized characters, and convincing atmosphere distinguish this historical narrative of a girl whose rebellion against bigotry and her Puritan surroundings culminates in a witch hunt and trial."
THE NEW YORK TIMES: "This book has a lively plot and excellent characterizations. The background has every dimension of reality."
THE NEW YORK HERALD-TRIBUNE: "Rarely has a book taken us back into seventeenth-century life as this does."
Connections
*This book can be used to talk to young adults about prejudice.
*This book would be a great introduction to the history of witch trials in Colonial America.
*This novel was written to be about 1687, and we are already seeing how Americans are disgruntled by England's rule, yet it would be another 88 years before America declared independance. Discuss why it took so long for colonists to take action.
*Honesty can be discussed. Kit was dishonest with her uncle. Is this right or wrong? Could Kit have been honest and still been able to help Hannah?
THE MIDWIFE'S APPRENTICE by: Karen Cushman
Bibliography
Cushman, Karen. 1995. THE MIDWIFE'S APPRENTICE. New York, NY: Clarion Books. ISBN 0395692296.
Plot Summary
This story is about a young homeless girl in medieval England. She is named Beetle by the boys that tease her for sleeping in the dung heap to stay warm. Beetle soon finds work with the town midwife and carries out many tasks for the mean woman. Soon, Beetle begins to understand a few things about midwifery and even gets the courage to give herself a new name, Alyce. Alyce delivers a baby by accident and is soon called to act as a midwife to another woman only to fail. After failing, she runs away and works in an inn. Alyce is later confronted with a woman giving birth and realizes that she knows more than she thought. With many prospects, Alyce gains confidence and returns to the midwife to learn more about the art of delivering babies.
Critical Analysis
Karen Cushman transports the reader into medieval England. We learn about daily life at this time through the eyes of a young girl. The author also provides us a look into the practice of midwifery. As a reader, we learn techniques, herbs, and payment for such services and the importance of it. For instance, according to Beetle, no one likes the midwife, but she is the only choice they have (if they can afford it). Also, the midwife's knowledge is being preserved in an encyclopedia because the author felt it was important. These details, along with an author's note at the end of the book, provide us historically accurate information.
Aside from the historical facts included in the story, Cushman has created a quick read with humor and themes of confidence, bullying, lonliness, and finding your place in the world. Each reader can identify with the heroine through one of these themes or others that can be found within this book.
Overall, Cushman has given the reader aa historically accurate story full of humor and themes relevant to any time.
Review Excerpts and Awards
1996 Winner of the John Newbery Medal for the most distinguished contribution to American literature for children.
starred review in BOOKLIST: "Kids will be caught up in this short, fast-paced narrative about a hero who discovers that she's not ugly or stupid or alone."
starred review in SCHOOL LIBRARY JOURNAL: "With simplicity, wit, and humor, Cushman presents another tale of medieval England."
PUBLISHERS WEEKLY: In review of this 1996 Newbery winner, PW said that Cushman, "has an almost unrivaled ability to build atmosphere, and her evocation of a medieval village, if not scholarly in its authenticity, is supremely colorful and pungent."
Connections
*This book can be used to see what life was like for women in medieval England.
*This book can be used to study the importance of midwifery at this time and how it was viewed. *This book can be used to discuss confidence. The students can then write a story about a time when they lacked the confidence to do something and how they overcame that fear.
Cushman, Karen. 1995. THE MIDWIFE'S APPRENTICE. New York, NY: Clarion Books. ISBN 0395692296.
Plot Summary
This story is about a young homeless girl in medieval England. She is named Beetle by the boys that tease her for sleeping in the dung heap to stay warm. Beetle soon finds work with the town midwife and carries out many tasks for the mean woman. Soon, Beetle begins to understand a few things about midwifery and even gets the courage to give herself a new name, Alyce. Alyce delivers a baby by accident and is soon called to act as a midwife to another woman only to fail. After failing, she runs away and works in an inn. Alyce is later confronted with a woman giving birth and realizes that she knows more than she thought. With many prospects, Alyce gains confidence and returns to the midwife to learn more about the art of delivering babies.
Critical Analysis
Karen Cushman transports the reader into medieval England. We learn about daily life at this time through the eyes of a young girl. The author also provides us a look into the practice of midwifery. As a reader, we learn techniques, herbs, and payment for such services and the importance of it. For instance, according to Beetle, no one likes the midwife, but she is the only choice they have (if they can afford it). Also, the midwife's knowledge is being preserved in an encyclopedia because the author felt it was important. These details, along with an author's note at the end of the book, provide us historically accurate information.
Aside from the historical facts included in the story, Cushman has created a quick read with humor and themes of confidence, bullying, lonliness, and finding your place in the world. Each reader can identify with the heroine through one of these themes or others that can be found within this book.
Overall, Cushman has given the reader aa historically accurate story full of humor and themes relevant to any time.
Review Excerpts and Awards
1996 Winner of the John Newbery Medal for the most distinguished contribution to American literature for children.
starred review in BOOKLIST: "Kids will be caught up in this short, fast-paced narrative about a hero who discovers that she's not ugly or stupid or alone."
starred review in SCHOOL LIBRARY JOURNAL: "With simplicity, wit, and humor, Cushman presents another tale of medieval England."
PUBLISHERS WEEKLY: In review of this 1996 Newbery winner, PW said that Cushman, "has an almost unrivaled ability to build atmosphere, and her evocation of a medieval village, if not scholarly in its authenticity, is supremely colorful and pungent."
Connections
*This book can be used to see what life was like for women in medieval England.
*This book can be used to study the importance of midwifery at this time and how it was viewed. *This book can be used to discuss confidence. The students can then write a story about a time when they lacked the confidence to do something and how they overcame that fear.
CHAINS by: Laurie Halse Anderson
Bibliography
Anderson, Laurie Halse. 2008. CHAINS. New York, NY: Simon & Schuster Books for Young Readers. ISBN 1416905855.
Plot Summary
Isabel Finch is a young girl promised freedon fromm slavery by her master that died. Without acknowledging her freedom her master's nephew sells her and her special needs sister Ruth to a loyalist couple from New York. The new madam is cruel and Isable agrees to spy on them for the Continentals in exchange for freedom. Isabel does as asked and receives punishment instead of freedom. Ruth is taken away from Isabel and in her anger agrees to help the Americans again. When Isabel finally realizes that no one will help her she finds the courage to escape and decides to go find her sister.
Critical Analysis
This story takes place in New York just prior to the signing of the Declaration of Independance. The author gives us a glimpse into the American Revolution through the eyes of a young slave girl. Each "chapter" begins with a date and quote from the time period that foreshadows the events that will take place during that time. Anderson weaves historical facts (ie the treatment of slaves, Revolutionary war battles, the treatment of prisoners, Loyalist and Constitutionalist reaction to the war, and the everyday life of a slave during that time). This interplay of fact and fiction helps give the reader a sense of the American Revolution. The author also includes an appendix containing many questions that the reader may have along with detailed answers.
Overall, this would be a great book to introduce a different perspective on the events that took place during the beginning of the American Revolution, but would also be a good story for those looking for a good book to read.
Review Excerpts and Awards
Winner of 2009 Scott O'Dell Award for Historical Fiction
2009 Finalist for National Book Award
SCHOOL LIBRARY JOURNAL: "Well researched and affecting in its presentation, the story offers readers a fresh look at the conflict and struggle of a developing nation."
starred review in BOOKLIST: "Anderson explores elemental themes of power, freedom, and the sources of human strength in this searing, fascinating story."
starred review in PUBLISHERS WEEKLY: "Anderson packs so much detail into her evocation of wartime New York City that readers will see the turmoil and confusion of the times, and her solidly researched exploration of British and Patriot treatment of slaves during a war for freedom is nuanced and evenhanded, presented in service of a fast-moving, emotionally involving plot."
Connections
*This book can be read in conjunction with other books (possibly from differing perspectives) about the American Revolution.
*This book could be an addition to a study of slavery and the treatment of slaves.
*In the novel Isabel has been taught to read and write. This was not a common skill by most people and especially not slaves. You could study how literacy helped or hurt Isabel and why literacy was so uncommon during this time.
*You could also discuss the irony of how people were fighting for freedom, but did not want to free the slaves.
Anderson, Laurie Halse. 2008. CHAINS. New York, NY: Simon & Schuster Books for Young Readers. ISBN 1416905855.
Plot Summary
Isabel Finch is a young girl promised freedon fromm slavery by her master that died. Without acknowledging her freedom her master's nephew sells her and her special needs sister Ruth to a loyalist couple from New York. The new madam is cruel and Isable agrees to spy on them for the Continentals in exchange for freedom. Isabel does as asked and receives punishment instead of freedom. Ruth is taken away from Isabel and in her anger agrees to help the Americans again. When Isabel finally realizes that no one will help her she finds the courage to escape and decides to go find her sister.
Critical Analysis
This story takes place in New York just prior to the signing of the Declaration of Independance. The author gives us a glimpse into the American Revolution through the eyes of a young slave girl. Each "chapter" begins with a date and quote from the time period that foreshadows the events that will take place during that time. Anderson weaves historical facts (ie the treatment of slaves, Revolutionary war battles, the treatment of prisoners, Loyalist and Constitutionalist reaction to the war, and the everyday life of a slave during that time). This interplay of fact and fiction helps give the reader a sense of the American Revolution. The author also includes an appendix containing many questions that the reader may have along with detailed answers.
Overall, this would be a great book to introduce a different perspective on the events that took place during the beginning of the American Revolution, but would also be a good story for those looking for a good book to read.
Review Excerpts and Awards
Winner of 2009 Scott O'Dell Award for Historical Fiction
2009 Finalist for National Book Award
SCHOOL LIBRARY JOURNAL: "Well researched and affecting in its presentation, the story offers readers a fresh look at the conflict and struggle of a developing nation."
starred review in BOOKLIST: "Anderson explores elemental themes of power, freedom, and the sources of human strength in this searing, fascinating story."
starred review in PUBLISHERS WEEKLY: "Anderson packs so much detail into her evocation of wartime New York City that readers will see the turmoil and confusion of the times, and her solidly researched exploration of British and Patriot treatment of slaves during a war for freedom is nuanced and evenhanded, presented in service of a fast-moving, emotionally involving plot."
Connections
*This book can be read in conjunction with other books (possibly from differing perspectives) about the American Revolution.
*This book could be an addition to a study of slavery and the treatment of slaves.
*In the novel Isabel has been taught to read and write. This was not a common skill by most people and especially not slaves. You could study how literacy helped or hurt Isabel and why literacy was so uncommon during this time.
*You could also discuss the irony of how people were fighting for freedom, but did not want to free the slaves.
Wednesday, July 1, 2009
THE ADVENTURES OF MARCO POLO by: Russell Freedman
Bibliography
Freedman, Russell. 2006. THE ADVENTURES OF MARCO POLO. Ill by Bagram Ibatoulline. New York, NY: Arthur A. Levine Books. ISBN 043952394X.
Plot Summary
This book is a biography of the life of Marco Polo. It begins with his death and how people felt he had lied about his adventures. It then goes on to chronicle his 24 year journey through Asia using the book originally transcribed by Rustichello and translated and adapted many times after that. It ends with discussion of whether Marco Polo was telling the truth and scholars that present information supporting both sides of the argument.
Critical Analysis
Russell Freedman begins his biography by telling the reader about the controversy surrounding Marco Polo's travels. This brings immediate interest to the biography and makes the reader want to learn about the controversy. The author then organizes the rest of the story in a way that is told by Marco Polo in his book THE DESCRIPTION OF THE WORLD.
In Freedman's description of Marco's journey, he includes historically accurate information to lend credence to or give additional information about the things that happened. For example, Marco had stated that when traveling through the Taklimakan Desert spirits would call to them, and Freedman confirms this by saing that moder travelers confirm this statement. This information along with author's notes and art notes, give the text and illustrations accuracy.
The artwork in the book is a blend of original artwork by Bagram Ibatoulline and artwork from other versions of Marco Polo's book. It is interesting how Ibatoulline's work makes every effort to be historically accurate while the older illustrations show the Asian scenes in a European way (ie Kublai Khan looks like he is of French decent in the French illustrations). Along with the artowrk, the book itself adds to the Old World feel by having page numbers that look like wax seals and pages that look like parchment.
Review Excerpts
starred review in SCHOOL LIBRARY JOURNAL: "The author's in-depth narrative style and historian's skepticism require more background knowledge and a longer attention span than Nick McCarty's MARCO POLO, but the effort will be richly rewarded."
starred review in BOOKLIST: "this is a glorious piece of bookmaking; readers will find it a pleasure to explore."
starred review in PUBLISHERS WEEKLY: "Freedman's impeccable research, historical fidelity and flair for engrossing narrative nonfiction combine with handsome bookmaking for a highly recommend biography."
Connections
*Compare this biography of Marco Polo with others and discuss the similarities and differences.
*Discuss the differences between a biography and an autobiography.
*Make a map of Marco Polo's journey and discuss his travel stories. Discuss why people were so amazed by these stories or though that he way lying. What do we know now that they didn't know then that can prove some of the stories are accurate?
*Look at biographies by this author and biographies written by another author (ie Adler) and compare and contrast their style.
Freedman, Russell. 2006. THE ADVENTURES OF MARCO POLO. Ill by Bagram Ibatoulline. New York, NY: Arthur A. Levine Books. ISBN 043952394X.
Plot Summary
This book is a biography of the life of Marco Polo. It begins with his death and how people felt he had lied about his adventures. It then goes on to chronicle his 24 year journey through Asia using the book originally transcribed by Rustichello and translated and adapted many times after that. It ends with discussion of whether Marco Polo was telling the truth and scholars that present information supporting both sides of the argument.
Critical Analysis
Russell Freedman begins his biography by telling the reader about the controversy surrounding Marco Polo's travels. This brings immediate interest to the biography and makes the reader want to learn about the controversy. The author then organizes the rest of the story in a way that is told by Marco Polo in his book THE DESCRIPTION OF THE WORLD.
In Freedman's description of Marco's journey, he includes historically accurate information to lend credence to or give additional information about the things that happened. For example, Marco had stated that when traveling through the Taklimakan Desert spirits would call to them, and Freedman confirms this by saing that moder travelers confirm this statement. This information along with author's notes and art notes, give the text and illustrations accuracy.
The artwork in the book is a blend of original artwork by Bagram Ibatoulline and artwork from other versions of Marco Polo's book. It is interesting how Ibatoulline's work makes every effort to be historically accurate while the older illustrations show the Asian scenes in a European way (ie Kublai Khan looks like he is of French decent in the French illustrations). Along with the artowrk, the book itself adds to the Old World feel by having page numbers that look like wax seals and pages that look like parchment.
Review Excerpts
starred review in SCHOOL LIBRARY JOURNAL: "The author's in-depth narrative style and historian's skepticism require more background knowledge and a longer attention span than Nick McCarty's MARCO POLO, but the effort will be richly rewarded."
starred review in BOOKLIST: "this is a glorious piece of bookmaking; readers will find it a pleasure to explore."
starred review in PUBLISHERS WEEKLY: "Freedman's impeccable research, historical fidelity and flair for engrossing narrative nonfiction combine with handsome bookmaking for a highly recommend biography."
Connections
*Compare this biography of Marco Polo with others and discuss the similarities and differences.
*Discuss the differences between a biography and an autobiography.
*Make a map of Marco Polo's journey and discuss his travel stories. Discuss why people were so amazed by these stories or though that he way lying. What do we know now that they didn't know then that can prove some of the stories are accurate?
*Look at biographies by this author and biographies written by another author (ie Adler) and compare and contrast their style.
SHIPWRECK AT THE BOTTOM OF THE WORLD: THE EXTRAORDINARY TRUE STORY OF SHACKLETON AND THE ENDURANCE by: Jennifer Armstrong
Bibliography
Armstrong, Jennifer. 1998. SHIPWRECK AT THE BOTTOM OF THE WORLD: THE EXTRAORDINARY TRUE STORY OF SHACKLETON AND THE ENDURANCE. New York, NY: Crown Publishers, Inc. ISBN 0517800144.
Plot Summary
This book is about the Imperial Trans-Antarctic Expedition led by Sir Ernest Henry Shackleton. The Trans-Antarctic Expedition was supposed to be the first expedition to cross Antarctica. Shackleton and his crew began the journey South in 1914 and were eventually trapped in the ice pack for nine months. After being stranded for nine months, their ship was crushed and sank. The crew was forced to set up camp on the ice, and they maintained this camp until the ice began to break up and they had to relocate to a new camp hoping that the ocean would carry them to or close to Elephant Island. When they realized this was not going to happen they set sail in life boats across the rough sea. The journey was treachorous and the men almost did not make it. When they did arrive on Elephant Island, Shackleton and four other men made the 800 mile journey to and across South Georgia Island. Finally, after a few months, Shackleton and his four man crew were able to make it back to rescue the rest of the crew stranded on Elephant Island. This journey is amazing because not only did they survive, but they ALL survived.
Critical Analysis
SHIPWRECK AT THE BOTTOM OF THE WORLD is an award winning (1999 Orbis Pictus Award for Outstanding Nonfiction for Children) informational book in the social history format. The author provides accurate information based on crew journals, maps, ship diagrams, photographs, and other Antarctic resources that are referenced in the text and listed in the bibliography located at the back of the book.
The book is organized like a journal. While each section is not specifically dated, it chronicles the expedition from the planning stages through completion in a storylike manner with many references to time. For example, Armstrong wrote, "November 21, 1915, brought an unforgettable evening" to reference the night the Endurance sank. By using specific details in short chapters that contain many illustrations, including photographs taken by the ship's photographer, the author has established this book as one for older children.
Review Excerpts
starred review in SCHOOL LIBRARY JOURNAL: "A book that will capture the attention and imagination of any reader."
starred review in PUBLISHERS WEEKLY: "Armstrong's absorbing storytelling, illustrated with dramatic black-and-white photographs, makes this an enthralling adventure."
pointer review in KIRKUS REVIEWS: "This unbelievable story is enhanced by the vigorous prose; from the captivating introduction through the epilogue, it is the writing as much as the story that will rivet readers."
Connections
*Discuss the social impact of this book. How did the crew feel throughout the journey? What did it mean for the world when they were rescued and all were alive? Do you think any of this information could help others survive in the Antarctic? Etc.
*Discuss the format of the book and how the author combines dates and information. Have the students write a similar "book" about an event in their lives (complete with dates and photos).
*Have students research information from the book (ie the difference in seasons from your location and Antarctica, the weather, glaciers, how the ocean freezes, etc.) and have them give a short presentation. (This would also be a great way to introduce new citiation methods for this group).
Armstrong, Jennifer. 1998. SHIPWRECK AT THE BOTTOM OF THE WORLD: THE EXTRAORDINARY TRUE STORY OF SHACKLETON AND THE ENDURANCE. New York, NY: Crown Publishers, Inc. ISBN 0517800144.
Plot Summary
This book is about the Imperial Trans-Antarctic Expedition led by Sir Ernest Henry Shackleton. The Trans-Antarctic Expedition was supposed to be the first expedition to cross Antarctica. Shackleton and his crew began the journey South in 1914 and were eventually trapped in the ice pack for nine months. After being stranded for nine months, their ship was crushed and sank. The crew was forced to set up camp on the ice, and they maintained this camp until the ice began to break up and they had to relocate to a new camp hoping that the ocean would carry them to or close to Elephant Island. When they realized this was not going to happen they set sail in life boats across the rough sea. The journey was treachorous and the men almost did not make it. When they did arrive on Elephant Island, Shackleton and four other men made the 800 mile journey to and across South Georgia Island. Finally, after a few months, Shackleton and his four man crew were able to make it back to rescue the rest of the crew stranded on Elephant Island. This journey is amazing because not only did they survive, but they ALL survived.
Critical Analysis
SHIPWRECK AT THE BOTTOM OF THE WORLD is an award winning (1999 Orbis Pictus Award for Outstanding Nonfiction for Children) informational book in the social history format. The author provides accurate information based on crew journals, maps, ship diagrams, photographs, and other Antarctic resources that are referenced in the text and listed in the bibliography located at the back of the book.
The book is organized like a journal. While each section is not specifically dated, it chronicles the expedition from the planning stages through completion in a storylike manner with many references to time. For example, Armstrong wrote, "November 21, 1915, brought an unforgettable evening" to reference the night the Endurance sank. By using specific details in short chapters that contain many illustrations, including photographs taken by the ship's photographer, the author has established this book as one for older children.
Review Excerpts
starred review in SCHOOL LIBRARY JOURNAL: "A book that will capture the attention and imagination of any reader."
starred review in PUBLISHERS WEEKLY: "Armstrong's absorbing storytelling, illustrated with dramatic black-and-white photographs, makes this an enthralling adventure."
pointer review in KIRKUS REVIEWS: "This unbelievable story is enhanced by the vigorous prose; from the captivating introduction through the epilogue, it is the writing as much as the story that will rivet readers."
Connections
*Discuss the social impact of this book. How did the crew feel throughout the journey? What did it mean for the world when they were rescued and all were alive? Do you think any of this information could help others survive in the Antarctic? Etc.
*Discuss the format of the book and how the author combines dates and information. Have the students write a similar "book" about an event in their lives (complete with dates and photos).
*Have students research information from the book (ie the difference in seasons from your location and Antarctica, the weather, glaciers, how the ocean freezes, etc.) and have them give a short presentation. (This would also be a great way to introduce new citiation methods for this group).
SUPER STORMS by: Seymour Simon
Bibliography
Simon, Seymour. 2002. SUPER STORMS. New York, NY: SeaStar Books. ISBN 1587171376.
Plot Summary
This book is about storms. We start the book with a basic definition of storms. The text then moves on to discuss thunderstorms with brief descriptions of lightning, thunder, and hail. After a lengthy section on thunderstorms, the author briefly discusses tornados, hurricanes, and blizzards.
Critical Analysis
Seymour Simon has created an informational book to provide an overview of different kinds of storms including thunderstorms, hurricanes, and blizzards in a photo essay format. He has chosen full-page photographs to illustrate the text and show the power and/or destruction of these super storms. Simon also produced a bibliography on the back of the title page to provide bibliographic information for all the photos in the book.
The author was a science teacher before he became an author and uses his knowledge of the subject to create scientific informational books for children. This particular book was written for growing readers in grades 1-3. The format of the book makes it easy to read, like a story, but also has distinctions that allow the reader to only read one section (for example, just the section on hurricanes). There are no page numbers, subject headings, or an index to help the reader but the format is easily understood if the book is skimmed.
This book is a great introduction to super storms providing information and statistics that are combined with full-page photographes to illustrate the information from the text. My only problem with this book is that the author has provided ver specific statistics, but has not provided sources for this information. While I know the information is probably correct because of the reputation of the author, I would have like to see his sources.
Review Excerpts
*I could not find any reputable reviews for this particular book, but I was able to find a couple of reviews of the series.
KIRKUS REVIEWS: "Seymour Simon may have done more than any other living author to help us to understand and appreciate our planet and our universe."
BOOKLIST: "With brief, accessible text, engaging topics and a perforated page of collectible cards, Seymour Simon's SeeMore Readers series will rope in even the most reluctant readers."
Connections
*Complete an author study or display that gives information on the author and other books that he has written to create interest in this genre.
*Read this book as an overview and make his books on each individual topic (ie TORNADOS and HURRICANES both by Seymour Simon) to give children the opportunity to further study a type of storm.
*Have students look up a particular storm (ie Hurricane Katrina) and have them list some facts from the storm so they can see how powerful these super storms can be.
Simon, Seymour. 2002. SUPER STORMS. New York, NY: SeaStar Books. ISBN 1587171376.
Plot Summary
This book is about storms. We start the book with a basic definition of storms. The text then moves on to discuss thunderstorms with brief descriptions of lightning, thunder, and hail. After a lengthy section on thunderstorms, the author briefly discusses tornados, hurricanes, and blizzards.
Critical Analysis
Seymour Simon has created an informational book to provide an overview of different kinds of storms including thunderstorms, hurricanes, and blizzards in a photo essay format. He has chosen full-page photographs to illustrate the text and show the power and/or destruction of these super storms. Simon also produced a bibliography on the back of the title page to provide bibliographic information for all the photos in the book.
The author was a science teacher before he became an author and uses his knowledge of the subject to create scientific informational books for children. This particular book was written for growing readers in grades 1-3. The format of the book makes it easy to read, like a story, but also has distinctions that allow the reader to only read one section (for example, just the section on hurricanes). There are no page numbers, subject headings, or an index to help the reader but the format is easily understood if the book is skimmed.
This book is a great introduction to super storms providing information and statistics that are combined with full-page photographes to illustrate the information from the text. My only problem with this book is that the author has provided ver specific statistics, but has not provided sources for this information. While I know the information is probably correct because of the reputation of the author, I would have like to see his sources.
Review Excerpts
*I could not find any reputable reviews for this particular book, but I was able to find a couple of reviews of the series.
KIRKUS REVIEWS: "Seymour Simon may have done more than any other living author to help us to understand and appreciate our planet and our universe."
BOOKLIST: "With brief, accessible text, engaging topics and a perforated page of collectible cards, Seymour Simon's SeeMore Readers series will rope in even the most reluctant readers."
Connections
*Complete an author study or display that gives information on the author and other books that he has written to create interest in this genre.
*Read this book as an overview and make his books on each individual topic (ie TORNADOS and HURRICANES both by Seymour Simon) to give children the opportunity to further study a type of storm.
*Have students look up a particular storm (ie Hurricane Katrina) and have them list some facts from the storm so they can see how powerful these super storms can be.
Saturday, June 27, 2009
OUT OF THE DUST By: Karen Hesse
Bibliography
Hesse, Karen. 1997. OUT OF THE DUST. New York, NY: Scholastic Press. ISBN 0590360809.
Plot Summary
Billie Jo is a teenage girl growing up in Oklahoma during the Great Depression of the 1930's. Her family is having to endure the hardships of dust storms, grasshoppers, no rain, no crops, and no money. When an accident fatally injures Billie Jo's pregnant mother and her piano playing hands, she is left to be raised by her father. Feeling alone and wanting to escape the dust, she decides to run away, but quickly realizes that she wants to go home. By the end of the book Billie Jo has forgiven her father and begins to enjoy life again.
Critical Analysis
OUT OF THE DUST uses a collection of free-verse poems to journal two years of a teenage girl's life in Oklahoma during the Great Depression. Hesse has date stamped each poem to show Billie Jo's progression and feelings over time. Her careful choice of language provides colorful imagery. For example, on page 163, Hesse writes,
We watched as the storm swallowed the light.
The sky turned from blue
to black,
night descended in an instant
and the dust was on us.
This brief description is so vivid that the reader is able to imagine how this wall of dust made daylight seem like night in an instant.
Hesse also brings emotion into her work through her vivid descriptions of Billie Jo's feelings toward her father, the dust, and her piano playing. Many readers will be able to identify with her feelings throughout the book and would be of particular interest to pre-teen and teen girls.
Finally, the author added a large amount of historical information to her work. She gives facts about crops, dust storms, masks, wet cloths, dusty food, no rain, President Roosevelt, the movement of migrant workers to California, and much more. This historical information is integrated in a way that is not overpowering but does provide a basic understanding about this period of time.
Overall, Karen Hesse has written a powerful novel about a young girl and her struggles during a trying time in American History. Hesse's language provides vivid imagery and understandable emotion that can be enjoyed by teens and adults alike.
Review Excerpts
starred review in BOOKLIST: "A powerfully compelling tale of a girl with enormous strength, courage, and love."
starred review in PUBLISHERS WEEKLY: "Readers may find their own feelings swaying in beat with the heroine's shifting moods."
starred review in SCHOOL LIBRARY JOURNAL: "A triumphant story, eloquently told through prose-poetry."
Connections
*This book can be used in conjunction with teaching free-verse style in poetry. Have students write in a journal and use their daily writings to create free-verse style poems.
*Compare/contrast Billie Jo with other characters from literature set during the Great Depression
*Compile books about the history of the Great Depression to read in conjunction with this book.
*Integrate this book into the curriculum of other subjects (ie Music-listen and study to depression era music, Social Studies/Science- shows the effects of not using crop rotation and how that changes the geography and affects the weather, English-free-verse poetry, etc.).
Hesse, Karen. 1997. OUT OF THE DUST. New York, NY: Scholastic Press. ISBN 0590360809.
Plot Summary
Billie Jo is a teenage girl growing up in Oklahoma during the Great Depression of the 1930's. Her family is having to endure the hardships of dust storms, grasshoppers, no rain, no crops, and no money. When an accident fatally injures Billie Jo's pregnant mother and her piano playing hands, she is left to be raised by her father. Feeling alone and wanting to escape the dust, she decides to run away, but quickly realizes that she wants to go home. By the end of the book Billie Jo has forgiven her father and begins to enjoy life again.
Critical Analysis
OUT OF THE DUST uses a collection of free-verse poems to journal two years of a teenage girl's life in Oklahoma during the Great Depression. Hesse has date stamped each poem to show Billie Jo's progression and feelings over time. Her careful choice of language provides colorful imagery. For example, on page 163, Hesse writes,
We watched as the storm swallowed the light.
The sky turned from blue
to black,
night descended in an instant
and the dust was on us.
This brief description is so vivid that the reader is able to imagine how this wall of dust made daylight seem like night in an instant.
Hesse also brings emotion into her work through her vivid descriptions of Billie Jo's feelings toward her father, the dust, and her piano playing. Many readers will be able to identify with her feelings throughout the book and would be of particular interest to pre-teen and teen girls.
Finally, the author added a large amount of historical information to her work. She gives facts about crops, dust storms, masks, wet cloths, dusty food, no rain, President Roosevelt, the movement of migrant workers to California, and much more. This historical information is integrated in a way that is not overpowering but does provide a basic understanding about this period of time.
Overall, Karen Hesse has written a powerful novel about a young girl and her struggles during a trying time in American History. Hesse's language provides vivid imagery and understandable emotion that can be enjoyed by teens and adults alike.
Review Excerpts
starred review in BOOKLIST: "A powerfully compelling tale of a girl with enormous strength, courage, and love."
starred review in PUBLISHERS WEEKLY: "Readers may find their own feelings swaying in beat with the heroine's shifting moods."
starred review in SCHOOL LIBRARY JOURNAL: "A triumphant story, eloquently told through prose-poetry."
Connections
*This book can be used in conjunction with teaching free-verse style in poetry. Have students write in a journal and use their daily writings to create free-verse style poems.
*Compare/contrast Billie Jo with other characters from literature set during the Great Depression
- Taylor, Mildred D. ROLL OF THUNDER, HEAR MY CRY. ISBN 0140348934.
- Tripp, Valerie. MEET KIT, AN AMERICAN GIRL, 1934. ISBN 1584850167.
- Durbin, William. THE JOURNAL OF C.J. JACKSON, A DUST BOWL MIGRANT, OKLAHOMA TO CALIFORNIA, 1935. ISBN 0439153069.
*Compile books about the history of the Great Depression to read in conjunction with this book.
*Integrate this book into the curriculum of other subjects (ie Music-listen and study to depression era music, Social Studies/Science- shows the effects of not using crop rotation and how that changes the geography and affects the weather, English-free-verse poetry, etc.).
OLD ELM SPEAKS: TREE POEMS By: Kristine O'Connell George
Bibliography
George, Kristine O'Connell. 1998. OLD ELM SPEAKS: TREE POEMS. Ill by Kate Kiesler. New York, NY: Clarion Books. ISBN 0395876117.
Plot Summary
OLD ELM SPEAKS is a collection of tree poems. The poems in this book are not about a particular type of tree, but about the various ways that trees affect our world.
Critical Analysis
Kristine O'Connell George uses various types of poems to get readers to see trees from various viewpoints (highway, cradle, and horse), varying points of view (children, animals, and even the tree itself), a life cycle (old elm to new elm), and a year cycle (Spring-Winter). George also uses language that creates allusions that can be analyzed with older students but that also allows younger students to appreciate the poems as well.
The illustrations in this book were created using oil paints. This type of paint gives texture through thickness and brush strokes. The colors and full page illustrations create a realistic setting for each of the poems and could stand alone as their own works of art.
Overall, the realistic paintings and wonderful mix of poetry allow young and old to view trees in different way.
Review Excerpts
starred review in PUBLISHERS WEEKLY: "An invitation to experience joy and wonder."
starred review in BOOKLIST: "Both the picture book formatand the poetry in this collection are wonderfully enticing."
starred review in SCHOOL LIBRARY JOURNAL: "this offering has lots of uses."
Connections
*This book can be used as an introduction into poetry and varying points of view.
*Have students write a poem about an object from a different point of view.
*Many of these poems are derived from observation. Have students create an observation log and then create a poem or poems based on their observations.
George, Kristine O'Connell. 1998. OLD ELM SPEAKS: TREE POEMS. Ill by Kate Kiesler. New York, NY: Clarion Books. ISBN 0395876117.
Plot Summary
OLD ELM SPEAKS is a collection of tree poems. The poems in this book are not about a particular type of tree, but about the various ways that trees affect our world.
Critical Analysis
Kristine O'Connell George uses various types of poems to get readers to see trees from various viewpoints (highway, cradle, and horse), varying points of view (children, animals, and even the tree itself), a life cycle (old elm to new elm), and a year cycle (Spring-Winter). George also uses language that creates allusions that can be analyzed with older students but that also allows younger students to appreciate the poems as well.
The illustrations in this book were created using oil paints. This type of paint gives texture through thickness and brush strokes. The colors and full page illustrations create a realistic setting for each of the poems and could stand alone as their own works of art.
Overall, the realistic paintings and wonderful mix of poetry allow young and old to view trees in different way.
Review Excerpts
starred review in PUBLISHERS WEEKLY: "An invitation to experience joy and wonder."
starred review in BOOKLIST: "Both the picture book formatand the poetry in this collection are wonderfully enticing."
starred review in SCHOOL LIBRARY JOURNAL: "this offering has lots of uses."
Connections
*This book can be used as an introduction into poetry and varying points of view.
*Have students write a poem about an object from a different point of view.
*Many of these poems are derived from observation. Have students create an observation log and then create a poem or poems based on their observations.
Friday, June 26, 2009
MONSTER MUSEUM By: Marilyn Singer
Bibliography
Singer, Marilyn. 2001. MONSTER MUSEUM. Ill. by Gris Grimly. New York, NY: Hyperion Books for Children. ISBN 078680520X.
Plot Summary
MONSTER MUSEUM is a collection of poems about different types of monsters. The collection begins with an introduction to the museum which gives a glimpse of the monsters that you will be introduced to and then goes into poems about each type of monster. The collection ends with a short definition of each type of monster.
Critical Analysis
Marilyn Singer has created a collection of poems about different types of monsters. She is able to no only introduce many types of monsters but also poems with a variety of length and style. The poems also take a subject that can be somewhat scary for young children and creates a fun and humorous way of learning about the different types of monsters and their characteristics that have been passed down for generations. The language is simple and straightforward and aimed for an audience of children between the ages of 5-9. Finally, the different types of poems can be used to teach about rhyming, verse, and style or can be used as participatory poems to introduce children to poetry.
The fun and humorous illustrations really add to the positive language of the poetry. Gris Grimly has added full-page illustrations that are colorful and full of hidden fun including the two-headed rat, bat page numbers, and creepy chariacatures of the author and illustrator. He has also created monsters that are not as scary (for example the mummy with big red lips and long lashes and a werewolf that looks like an overgrown dog).
Overall, Singer and Grimly have created a book of monsters that not only introduces children to poetry but is also fun to read!
Review Excerpts
PUBLISHERS WEEKLY: "Among the season's best creature features."
SCHOOL LIBRARY JOURNAL: "Another howling success for this versatile author."
Connections
*This is a great set of poems that can be used as a fun read and introduction to poetry around Halloween.
*Students could take something that scares them and create a humorous poem and illustration to make it seem less scary.
*Related books
Singer, Marilyn. CREATURE CARNIVAL. ISBN 0786810778
Singer, Marilyn. THE CIRCUS LUNICUS. ISBN 0805062688
Singer, Marilyn. 2001. MONSTER MUSEUM. Ill. by Gris Grimly. New York, NY: Hyperion Books for Children. ISBN 078680520X.
Plot Summary
MONSTER MUSEUM is a collection of poems about different types of monsters. The collection begins with an introduction to the museum which gives a glimpse of the monsters that you will be introduced to and then goes into poems about each type of monster. The collection ends with a short definition of each type of monster.
Critical Analysis
Marilyn Singer has created a collection of poems about different types of monsters. She is able to no only introduce many types of monsters but also poems with a variety of length and style. The poems also take a subject that can be somewhat scary for young children and creates a fun and humorous way of learning about the different types of monsters and their characteristics that have been passed down for generations. The language is simple and straightforward and aimed for an audience of children between the ages of 5-9. Finally, the different types of poems can be used to teach about rhyming, verse, and style or can be used as participatory poems to introduce children to poetry.
The fun and humorous illustrations really add to the positive language of the poetry. Gris Grimly has added full-page illustrations that are colorful and full of hidden fun including the two-headed rat, bat page numbers, and creepy chariacatures of the author and illustrator. He has also created monsters that are not as scary (for example the mummy with big red lips and long lashes and a werewolf that looks like an overgrown dog).
Overall, Singer and Grimly have created a book of monsters that not only introduces children to poetry but is also fun to read!
Review Excerpts
PUBLISHERS WEEKLY: "Among the season's best creature features."
SCHOOL LIBRARY JOURNAL: "Another howling success for this versatile author."
Connections
*This is a great set of poems that can be used as a fun read and introduction to poetry around Halloween.
*Students could take something that scares them and create a humorous poem and illustration to make it seem less scary.
*Related books
Singer, Marilyn. CREATURE CARNIVAL. ISBN 0786810778
Singer, Marilyn. THE CIRCUS LUNICUS. ISBN 0805062688
Saturday, June 20, 2009
AND THE GREEN GRASS GREW ALL AROUND: FOLK POETRY FROM EVERYONE By: Alvin Schwartz
Bibliography
Schwartz, Alvin. 1992. AND THE GREEN GRASS GREW ALL AROUND: FOLK POETRY FROM EVERYONE. Ill. Sue Truesdell. New York, NY: HarperCollins Publishers. ISBN: 0060227575.
Plot Summary
Alvin Schwartz had a love for the rhymes he learned as a child. He then took these rhymes and compiled them with others he found in his research to create a book of folk poetry. Schwartz has broken these poems into many sections (people, food, school, teases and taunts, wishes and warnings, love and marriage, work, stories, nonsense, riddles, fun and games, rain and shine, a tree, animals and insects, and other things. The author then includes a section of notes and sources that provide the reader with the background to many of the well-known and loved folk poems.
Critical Analysis
Schwartz has created a book full of poems and rhymes that many people grew up with. It is interesting to see a poem that you remember from childhood that actually has more verses than you thought it did (for example, I had never heard all the verses to "On top of spaghetti") and then you can go and find information on how he found that particular rhyme and notes that he felt were important. By placing the rhymes in sections with headings and a short explanation, Schwartz has made it easier for the reader to find poems with a particular theme. Also, the addition of notes and sources creates a great history of folk poets and poem origins and backgrounds. These fun poems would be a great addition to a storytime or fun, short things to share with kids at anytime.
Sue Truesdale uses black and white cartoon style drawings to lend humor and fun to Schwartz's collection of folk poems. She also has a way of depicting literal meanings for some of the poems that also add to the humor of the words.
Overall, this book has a great mix of folk poems and humorous illustrations to create a fun reading experiment.
Review Excerpts
starred review in SCHOOL LIBRARY JOURNAL: "A marvelous book that is sure to become a classic"
starred review in BOOKLIST: "The late Alvin Schwartz has left a joyful legacy in this collection of folk poetry for everyone to share."
KIRKUS REVIEWS: "It's hard to imagine a child who wouldn't greet this treasure trove with enthusiasm."
Connections:
*Combine teaching poems with actual lessons to create a fun and exciting way to learn. (Example: "Berries red, have no dread" poem from page 115)
*Use this book as an introduction to poetry for children because it uses short, humorous rhymes.
*The jump rope style poems could be joined with Jump Rope for Heart or other jump roping activity in Physical Education class to give the kids rhyming verses to sing and keep them motivated.
*Related books
Eccleshare, Julia and Selina Young. FIRST POEMS. ISBN 0872263738
Hall, Donald. THE OXFORD ILLUSTRATED BOOK OF AMERICAN CHILDREN'S POEMS. ISBN 1417607259.
Schwartz, Alvin. 1992. AND THE GREEN GRASS GREW ALL AROUND: FOLK POETRY FROM EVERYONE. Ill. Sue Truesdell. New York, NY: HarperCollins Publishers. ISBN: 0060227575.
Plot Summary
Alvin Schwartz had a love for the rhymes he learned as a child. He then took these rhymes and compiled them with others he found in his research to create a book of folk poetry. Schwartz has broken these poems into many sections (people, food, school, teases and taunts, wishes and warnings, love and marriage, work, stories, nonsense, riddles, fun and games, rain and shine, a tree, animals and insects, and other things. The author then includes a section of notes and sources that provide the reader with the background to many of the well-known and loved folk poems.
Critical Analysis
Schwartz has created a book full of poems and rhymes that many people grew up with. It is interesting to see a poem that you remember from childhood that actually has more verses than you thought it did (for example, I had never heard all the verses to "On top of spaghetti") and then you can go and find information on how he found that particular rhyme and notes that he felt were important. By placing the rhymes in sections with headings and a short explanation, Schwartz has made it easier for the reader to find poems with a particular theme. Also, the addition of notes and sources creates a great history of folk poets and poem origins and backgrounds. These fun poems would be a great addition to a storytime or fun, short things to share with kids at anytime.
Sue Truesdale uses black and white cartoon style drawings to lend humor and fun to Schwartz's collection of folk poems. She also has a way of depicting literal meanings for some of the poems that also add to the humor of the words.
Overall, this book has a great mix of folk poems and humorous illustrations to create a fun reading experiment.
Review Excerpts
starred review in SCHOOL LIBRARY JOURNAL: "A marvelous book that is sure to become a classic"
starred review in BOOKLIST: "The late Alvin Schwartz has left a joyful legacy in this collection of folk poetry for everyone to share."
KIRKUS REVIEWS: "It's hard to imagine a child who wouldn't greet this treasure trove with enthusiasm."
Connections:
*Combine teaching poems with actual lessons to create a fun and exciting way to learn. (Example: "Berries red, have no dread" poem from page 115)
*Use this book as an introduction to poetry for children because it uses short, humorous rhymes.
*The jump rope style poems could be joined with Jump Rope for Heart or other jump roping activity in Physical Education class to give the kids rhyming verses to sing and keep them motivated.
*Related books
Eccleshare, Julia and Selina Young. FIRST POEMS. ISBN 0872263738
Hall, Donald. THE OXFORD ILLUSTRATED BOOK OF AMERICAN CHILDREN'S POEMS. ISBN 1417607259.
Thursday, June 18, 2009
SIX FOOLISH FISHERMEN By: Robert San Souci
Bibliography
San Souci, Robert D. 2000. SIX FOOLISH FISHERMEN. Ill. Doug Kennedy. New York, NY: Hyperion Books for Children. ISBN: 0786823356.
Plot Summary
The story of SIX FOOLISH FISHERMEN takes place in Louisiana and tells the story of six friends (Jules, Jacques, Jean, Ti-Paul, Philippe, and Pierre). The friends have a series of problems including not enough fishing poles, bait, food, and drink and they "lose" one of their friends during one of their trips. With the help of Pierre's wife, the friends all manage to make it home safely.
Critical Analysis
The author places this traditional tale, from Scandinavia to the Philipines, in the bayous of Louisiana. He adds a Cajun flair by giving the characters French names, interspersing English and French language, and adding traditional song to create a traditional tale with Creole appeal.
Doug Kennedy creates a transparent look in his illustrations by using acrylic on vellum. With the combination of facial features and gestures, color, and addition of funny frogs, he adds humor to this silly tale. He also creates wonderful characters by giving each their own distinctive look.
Overall, this story is definitely silly and has added Cajun elements to create a new culture for this traditional tale.
Review Excerpts
SCHOOL LIBRARY JOURNAL: "Definitely worth consideration for most collections."
BOOKLIST: "San Souci uses enough Cajun seasoning to enliven the retelling"
KIRKUS REVIEWS: "will put readers and listeners in stitches"
Connections
*Combine this story with other traditional tales set in the bayous of Louisiana and a book of Louisiana history to create a mini culture lesson.
*Read another version of SIX FOOLISH FISHERMEN and compare and contrast them.
*Discuss misunderstandings, while the ones in the story are outrageous, there are real misunderstandings that do happen. (for older students)
*Related books
Dunham, Terri Hoover. THE LEGEND OF PAPA NOEL: A CAJUN CHRISTMAS STORY. ISBN: 1585362565.
Elkin, Benjamin. SIX FOOLISH FISHERMEN. ISBN: 0590413775.
San Souci, Robert D. 2000. SIX FOOLISH FISHERMEN. Ill. Doug Kennedy. New York, NY: Hyperion Books for Children. ISBN: 0786823356.
Plot Summary
The story of SIX FOOLISH FISHERMEN takes place in Louisiana and tells the story of six friends (Jules, Jacques, Jean, Ti-Paul, Philippe, and Pierre). The friends have a series of problems including not enough fishing poles, bait, food, and drink and they "lose" one of their friends during one of their trips. With the help of Pierre's wife, the friends all manage to make it home safely.
Critical Analysis
The author places this traditional tale, from Scandinavia to the Philipines, in the bayous of Louisiana. He adds a Cajun flair by giving the characters French names, interspersing English and French language, and adding traditional song to create a traditional tale with Creole appeal.
Doug Kennedy creates a transparent look in his illustrations by using acrylic on vellum. With the combination of facial features and gestures, color, and addition of funny frogs, he adds humor to this silly tale. He also creates wonderful characters by giving each their own distinctive look.
Overall, this story is definitely silly and has added Cajun elements to create a new culture for this traditional tale.
Review Excerpts
SCHOOL LIBRARY JOURNAL: "Definitely worth consideration for most collections."
BOOKLIST: "San Souci uses enough Cajun seasoning to enliven the retelling"
KIRKUS REVIEWS: "will put readers and listeners in stitches"
Connections
*Combine this story with other traditional tales set in the bayous of Louisiana and a book of Louisiana history to create a mini culture lesson.
*Read another version of SIX FOOLISH FISHERMEN and compare and contrast them.
*Discuss misunderstandings, while the ones in the story are outrageous, there are real misunderstandings that do happen. (for older students)
*Related books
Dunham, Terri Hoover. THE LEGEND OF PAPA NOEL: A CAJUN CHRISTMAS STORY. ISBN: 1585362565.
Elkin, Benjamin. SIX FOOLISH FISHERMEN. ISBN: 0590413775.
Wednesday, June 17, 2009
BUBBA THE COWBOY PRINCE By: Helen Ketteman
Bibliography
Ketteman, Helen. 1997. BUBBA THE COWBOY PRINCE: A FRACTURED TEXAS TALE. Ill. James Warhola. New York, NY: Scholastic Press. ISBN 0590255061.
Plot Summary
BUBBA THE COWBOY PRINCE is a parody based on the traditional tale of Cinderella. Bubba is a hard working cowboy that works for his "wicked stepdaddy" and "hateful and lazy stepbrothers". Miz Lurleen is a beautiful and rich cowgirl that decides she wants to marry a cowboy that's "cute as a cow's ear". The story then progresses to the ball, entrance of the fairy godcow, and memorable midnight change where Bubba runs off leaving behind his boot. Miz Lurleen later finds Bubba and marries him to give the story its "happily ever after" ending.
Critical Analysis
This fractured fairy tale parodies the traditional view of Cinderella that most of us know by setting the tale in Texas. The author has minimal change from the overall story line and theme of "good conquering evil", but does change it by creating new characters (ie cowboy Cinderella, cowgirl prince, and fairy godcow), using Texan dialect, and integrating the wild west culture. By keeping the traditional storyline while changing the culture, the author has created a new twist on this traditional tale that has many different adaptations.
The illustrations in this novel really add to the setting change of the story. Warhola uses oil on canvas to create the colors and texture of the wild west (an example of this can be seen in his brush strokes and color used to create the desert type appearance of the ranch). The illustrator also uses his illustrations to help the reader understand character. This can be seen in his color choices of dark colors with striking red and hard chiseled features of the "wicked stepdaddy" and the bright, young, childlike appearance of Bubba. Finally, Warhola adds humor to his creations by adding armadillos, curly hair on the godcow, and wonderful facial features and gestures to humans and animals alike.
Overall, this is a wonderful parody of the original tale that can give humor as well as a change of gender views to young and old.
Review Excerpts
KIRKUS REVIEWS: "readers will be proud to have been along for the courtship."
THE BULLETIN OF THE CENTER FOR CHILDREN'S BOOKS: "upended fairy tales are pretty popular now, but this one has sass and pizzazz!"
PUBLISHERS WEEKLY: "Just the ticket for buckaroos lookin' fer a good read."
Connections
*Collect several versions of the Cinderella tale and have students read one they have not ever seen before and research the culture. Then compare/contrast the new version to the one they remember from childhood.
*Find a Cinderella tale based on the culture from the area where you live. Read the story and discuss any cultural misrepresentations you find and discuss how that makes them feel.
*Compare and contrast other well known traditional tales by viewing different versions.
*I read this to a young girl (3-4yrs old) that was waiting on her sister to finish swimming lessons. She had a hard time with some of the dialect used by the author (ie "hoe-down", "duds", etc), but she LOVED the illustrations and made many comments about how funny they were.
*Related books
Cole, Babette. PRINCE CINDERS. ISBN: 0698115546.
Jackson, Ellen. CINDER EDNA. ISBN: 0688162959.
Ketteman, Helen. WAYNETTA AND THE CORNSTALK: A TEXAS FAIRY TALE. ISBN: 0807586870.
Ketteman, Helen. 1997. BUBBA THE COWBOY PRINCE: A FRACTURED TEXAS TALE. Ill. James Warhola. New York, NY: Scholastic Press. ISBN 0590255061.
Plot Summary
BUBBA THE COWBOY PRINCE is a parody based on the traditional tale of Cinderella. Bubba is a hard working cowboy that works for his "wicked stepdaddy" and "hateful and lazy stepbrothers". Miz Lurleen is a beautiful and rich cowgirl that decides she wants to marry a cowboy that's "cute as a cow's ear". The story then progresses to the ball, entrance of the fairy godcow, and memorable midnight change where Bubba runs off leaving behind his boot. Miz Lurleen later finds Bubba and marries him to give the story its "happily ever after" ending.
Critical Analysis
This fractured fairy tale parodies the traditional view of Cinderella that most of us know by setting the tale in Texas. The author has minimal change from the overall story line and theme of "good conquering evil", but does change it by creating new characters (ie cowboy Cinderella, cowgirl prince, and fairy godcow), using Texan dialect, and integrating the wild west culture. By keeping the traditional storyline while changing the culture, the author has created a new twist on this traditional tale that has many different adaptations.
The illustrations in this novel really add to the setting change of the story. Warhola uses oil on canvas to create the colors and texture of the wild west (an example of this can be seen in his brush strokes and color used to create the desert type appearance of the ranch). The illustrator also uses his illustrations to help the reader understand character. This can be seen in his color choices of dark colors with striking red and hard chiseled features of the "wicked stepdaddy" and the bright, young, childlike appearance of Bubba. Finally, Warhola adds humor to his creations by adding armadillos, curly hair on the godcow, and wonderful facial features and gestures to humans and animals alike.
Overall, this is a wonderful parody of the original tale that can give humor as well as a change of gender views to young and old.
Review Excerpts
KIRKUS REVIEWS: "readers will be proud to have been along for the courtship."
THE BULLETIN OF THE CENTER FOR CHILDREN'S BOOKS: "upended fairy tales are pretty popular now, but this one has sass and pizzazz!"
PUBLISHERS WEEKLY: "Just the ticket for buckaroos lookin' fer a good read."
Connections
*Collect several versions of the Cinderella tale and have students read one they have not ever seen before and research the culture. Then compare/contrast the new version to the one they remember from childhood.
*Find a Cinderella tale based on the culture from the area where you live. Read the story and discuss any cultural misrepresentations you find and discuss how that makes them feel.
*Compare and contrast other well known traditional tales by viewing different versions.
*I read this to a young girl (3-4yrs old) that was waiting on her sister to finish swimming lessons. She had a hard time with some of the dialect used by the author (ie "hoe-down", "duds", etc), but she LOVED the illustrations and made many comments about how funny they were.
*Related books
Cole, Babette. PRINCE CINDERS. ISBN: 0698115546.
Jackson, Ellen. CINDER EDNA. ISBN: 0688162959.
Ketteman, Helen. WAYNETTA AND THE CORNSTALK: A TEXAS FAIRY TALE. ISBN: 0807586870.
Saturday, June 13, 2009
THE INVENTION OF HUGO CABRET by: Brian Selznick
Bibliography
Selznick, Brian. 2007. The Invention of Hugo Cabret. Ill. by Brian Selznick. New York, NY: Scholastic Press. ISBN 0439813786
Plot Summary
This book is a story about life's purpose and the path to finding where you belong. Hugo Cabret is a preteen boy that had to go live with his drunken uncle after his clock maker father died. Hugo is forced to work as his uncle's apprentice (even though he actually does all of the work) at the Train Station and to steal in order to survive. When his uncle goes missing Hugo runs away, ending up at the museum where his father died, only to realize that he has no where else to go. He finds the automaton his father was working on when he died and takes it back to the station with him where he is determined to fix it in hopes that it will give him a message from his father.
The boy steals mechanical toys from the toy store, in order to fix his machine, and is caught by the bitter, old owner. He works for the toy maker to pay back what he has stolen and to get back his notebook with the drawings to complete the automaton. He later finds out that the man was a famous magician and filmmaker. The boy later gets in trouble for stealing and the old man rescues him and makes him a part of his family. So, Hugo found his place in the world and his love of magic and machines.
Critical Analysis
Brian Selznick uses a combination of black/white pencil illustrations and text to create a unique book. This book seems daunting with its 523 pages, however, it is mostly illustrations. The author/illustrator has used brief text followed by several illustrations to tell his story. The text is informational and gives the reader some of the detail that they may miss if only give the illustrations.
Selznick's illustrations are very detailed and range from pages with minimal objects to very busy. However, the detail within each illustration is vivid and apparent. The reader could almost get the whole story line from the illustrations themselves. Selznick's ability to create light, dark, and shadow based on the cross hatch drawing technique gives depth to each of his drawings. The author/illustrator also used some of Georges Melies (the old toymaker) original artwork in order to tell his story.
Overall, I feel that this is a beautifully made book that creates visually stimulating illustrations with brief text to create a book genre between picture book and graphic novel.
Review Excerpts
Starred review in SCHOOL LIBRARY JOURNAL: "This is a masterful narrative that readers can literally manipulate."
BOOKLIST: "Bookmaking this ambitious demands and deserves attention"
Starred review in PUBLISHERS WEEKLY: "Here is a true masterpiece"
Connections
*You can use this book to discuss how illustrations can tell a story.
*Have students create a story using illustrations to tell most of the action.
*Have students look at illustrations in THE INVENTION OF HUGO CABRET. Then have them write what they think the story is about. Finally, read the story and the text and see how well they were able to interpret Selznick's illustrations.
*Related Books:
Selznick, Brian. THE BOY OF A THOUSAND FACES. ISBN 0060262656
Selznick, Brian. THE HOUDINI BOX. ISBN 1416968784
Selznick, Brian. 2007. The Invention of Hugo Cabret. Ill. by Brian Selznick. New York, NY: Scholastic Press. ISBN 0439813786
Plot Summary
This book is a story about life's purpose and the path to finding where you belong. Hugo Cabret is a preteen boy that had to go live with his drunken uncle after his clock maker father died. Hugo is forced to work as his uncle's apprentice (even though he actually does all of the work) at the Train Station and to steal in order to survive. When his uncle goes missing Hugo runs away, ending up at the museum where his father died, only to realize that he has no where else to go. He finds the automaton his father was working on when he died and takes it back to the station with him where he is determined to fix it in hopes that it will give him a message from his father.
The boy steals mechanical toys from the toy store, in order to fix his machine, and is caught by the bitter, old owner. He works for the toy maker to pay back what he has stolen and to get back his notebook with the drawings to complete the automaton. He later finds out that the man was a famous magician and filmmaker. The boy later gets in trouble for stealing and the old man rescues him and makes him a part of his family. So, Hugo found his place in the world and his love of magic and machines.
Critical Analysis
Brian Selznick uses a combination of black/white pencil illustrations and text to create a unique book. This book seems daunting with its 523 pages, however, it is mostly illustrations. The author/illustrator has used brief text followed by several illustrations to tell his story. The text is informational and gives the reader some of the detail that they may miss if only give the illustrations.
Selznick's illustrations are very detailed and range from pages with minimal objects to very busy. However, the detail within each illustration is vivid and apparent. The reader could almost get the whole story line from the illustrations themselves. Selznick's ability to create light, dark, and shadow based on the cross hatch drawing technique gives depth to each of his drawings. The author/illustrator also used some of Georges Melies (the old toymaker) original artwork in order to tell his story.
Overall, I feel that this is a beautifully made book that creates visually stimulating illustrations with brief text to create a book genre between picture book and graphic novel.
Review Excerpts
Starred review in SCHOOL LIBRARY JOURNAL: "This is a masterful narrative that readers can literally manipulate."
BOOKLIST: "Bookmaking this ambitious demands and deserves attention"
Starred review in PUBLISHERS WEEKLY: "Here is a true masterpiece"
Connections
*You can use this book to discuss how illustrations can tell a story.
*Have students create a story using illustrations to tell most of the action.
*Have students look at illustrations in THE INVENTION OF HUGO CABRET. Then have them write what they think the story is about. Finally, read the story and the text and see how well they were able to interpret Selznick's illustrations.
*Related Books:
Selznick, Brian. THE BOY OF A THOUSAND FACES. ISBN 0060262656
Selznick, Brian. THE HOUDINI BOX. ISBN 1416968784
THE PIGEON WANTS A PUPPY! By: Mo Willems
Bibliography
Willems, Mo. 2008. THE PIGEON WANTS A PUPPY! Ill. by Mo Willems. New York, NY: Hyperion Books for Children. ISBN 1423109600
Plot Summary
Mo Willems tells a story about a pigeon that really wants a puppy. He goes from telling how he wants a puppy to describing how he will take care of it. Finally, when the pigeon is confronted with a real puppy he gets scared and changes his mind.
Critical Analysis
Willems uses a conversation type narrative by having the pigeon speak directly to the readers. He uses short sentences, exclamation points, and sentences in all capital letters to show emotion in his writing. He also uses questions and cues (ie his discussion of how to care for the puppy) to allow readers to respond and/or guess what is going to happen next. By using these methods the author is able to convey meaning and emotion and gain reader interaction through text.
Willems's simple drawings are fun and imaginative. He uses text bubbles, facial expressions, gestures, and color to convey emotions throughout the book. This method correlates with the text and help sthe reader truely understand the emotions that he wants to convey. It is also interesting that the author/illustrator made good use of the endpages by having the beginning show shipping boxes that show the pigeon getting a dog and the end showing shipping boxes that show a walrus (the pigeon's new choice for a pet).
Overall, this is a well-written book that engages the reader in pigeon's pursuit of a puppy where the marriage of text and illustration form a complete vision.
Review Excerpts
BOOKLIST: "Once again, kids will reach the story's end wondering what Pigeon will want next."
100 SCOPE NOTES: "An outstanding example of humor, story, and illustration all working together."
Starred review in SCHOOL LIBRARY JOURNAL: "Willems hilariously expressive illustrations and engaging text are cinematic in their interplay."
Connections
*You can discuss Mo Willems and compare him to other illustrators that convey emotion through color
*Compare/contrast simple illustrations and ones that are very detailed (ie Mo Willems and Chris Van Allsburg) and discuss which method is better or when you would use detailed illustrations versus simple illustrations.
*Gather several of the Pigeon books. Have students look through Pigeon's different adventures. Then have them create a character and have them write/illustrate an adventure for their character.
*Related Books
Willems, Mo. DON'T LET THE PIGEON DRIVE THE BUS. ISBN 078681988X
Willems, Mo. DON'T LET THE PIGEON STAY UP LATE. ISBN 0786837462
Willems, Mo. 2008. THE PIGEON WANTS A PUPPY! Ill. by Mo Willems. New York, NY: Hyperion Books for Children. ISBN 1423109600
Plot Summary
Mo Willems tells a story about a pigeon that really wants a puppy. He goes from telling how he wants a puppy to describing how he will take care of it. Finally, when the pigeon is confronted with a real puppy he gets scared and changes his mind.
Critical Analysis
Willems uses a conversation type narrative by having the pigeon speak directly to the readers. He uses short sentences, exclamation points, and sentences in all capital letters to show emotion in his writing. He also uses questions and cues (ie his discussion of how to care for the puppy) to allow readers to respond and/or guess what is going to happen next. By using these methods the author is able to convey meaning and emotion and gain reader interaction through text.
Willems's simple drawings are fun and imaginative. He uses text bubbles, facial expressions, gestures, and color to convey emotions throughout the book. This method correlates with the text and help sthe reader truely understand the emotions that he wants to convey. It is also interesting that the author/illustrator made good use of the endpages by having the beginning show shipping boxes that show the pigeon getting a dog and the end showing shipping boxes that show a walrus (the pigeon's new choice for a pet).
Overall, this is a well-written book that engages the reader in pigeon's pursuit of a puppy where the marriage of text and illustration form a complete vision.
Review Excerpts
BOOKLIST: "Once again, kids will reach the story's end wondering what Pigeon will want next."
100 SCOPE NOTES: "An outstanding example of humor, story, and illustration all working together."
Starred review in SCHOOL LIBRARY JOURNAL: "Willems hilariously expressive illustrations and engaging text are cinematic in their interplay."
Connections
*You can discuss Mo Willems and compare him to other illustrators that convey emotion through color
*Compare/contrast simple illustrations and ones that are very detailed (ie Mo Willems and Chris Van Allsburg) and discuss which method is better or when you would use detailed illustrations versus simple illustrations.
*Gather several of the Pigeon books. Have students look through Pigeon's different adventures. Then have them create a character and have them write/illustrate an adventure for their character.
*Related Books
Willems, Mo. DON'T LET THE PIGEON DRIVE THE BUS. ISBN 078681988X
Willems, Mo. DON'T LET THE PIGEON STAY UP LATE. ISBN 0786837462
Friday, June 12, 2009
A CALDECOTT CELEBRATION: SIX ARTISTS AND THEIR PATHS TO THE CALDECOTT MEDAL by: Leonard S. Marcus
Bibliography
Marcus, Leonard S. 1998. A CALDECOTT CELEBRATION: SIX ARTISTS AND THEIR PATHS TO THE CALDECOTT MEDAL. New York, NY: Walker and Company. ISBN 0802786588.
Plot Summary
Leonard Marcus begins this book by giving a brief history of the Caldecott Medal, and then delves into a brief story about six winners of the prestigious medal (one per decade). The six winners included are Robert McCloskey, Marcia Brown, Maurice Sendak, William Steig, Chris Van Allburg, and David Wiesner. Marcus takes the reader through each winners background and the journey of the creation of their award winning books. Each selection highlights a different perspective of illustration and style.
Critical Analysis
Marcus uses a simple story type narrative to reveal biographical information regarding the winners and their path to the medal. In his descriptions, he tells how each author created their award winning book. He includes interesting sidelines (i.e. Marcia Brown's reasons for choosing the Perault version of Cinderella over the Brothers Grimm version and how Robert McCloskey purchased ducks as pets, letting them roam around his aprtment so he could sketch them) and thumbnails and storyboards of early sketches.
It was interesting to note the different styles of illustration that each winner used including Maurice Sendak's dummy books and how he colored all the same color throughout the book at one time to keep from having different colors on different pages and how Chris Van Alssburg used differing vantage points to lend detail to his stories. Overall, Marcus createde a book "illustrating" illustrators creations in a way that is interesting for young and old alike.
Review Excerpts
SCHOOL LIBRARY JOURNAL: "So many good stories for children and adults to enjoy."
Starred review in BOOKLIST: "A beautifully made book"
THE BULLETIN OF THE CENTER FOR CHILDREN'S BOOKS: "Eminently Satisfying."
Connections
*This book could be a way of introducing the Caldecott Medal to students and the work that went into creating award winning books.
*Art teachers could use this book to show the different styles of illustration.
*Teachers could use this book to talk about author/illustrators and help students create their own books.
*Other books for children about illustrators:
Eric Carle Museum of Picture Book Art. ARTIST TO ARTIST: 23 MAJOR ILLUSTRATORS TALK TO CHILDREN ABOUT THEIR ART. ISBN 0399246002.
Evans, Dilys. SHOW AND TELL: EXPLORING THE FINE ART OF CHILDREN'S BOOK ILLUSTRATION. ISBN 0811849716.
Marcus, Leonard. A CALDECOTT CELEBRATION: SEVEN ARTISTS AND THEIR PATHS TO THE CALDECOTT MEDAL. ISBN 0802797032.
Marcus, Leonard S. 1998. A CALDECOTT CELEBRATION: SIX ARTISTS AND THEIR PATHS TO THE CALDECOTT MEDAL. New York, NY: Walker and Company. ISBN 0802786588.
Plot Summary
Leonard Marcus begins this book by giving a brief history of the Caldecott Medal, and then delves into a brief story about six winners of the prestigious medal (one per decade). The six winners included are Robert McCloskey, Marcia Brown, Maurice Sendak, William Steig, Chris Van Allburg, and David Wiesner. Marcus takes the reader through each winners background and the journey of the creation of their award winning books. Each selection highlights a different perspective of illustration and style.
Critical Analysis
Marcus uses a simple story type narrative to reveal biographical information regarding the winners and their path to the medal. In his descriptions, he tells how each author created their award winning book. He includes interesting sidelines (i.e. Marcia Brown's reasons for choosing the Perault version of Cinderella over the Brothers Grimm version and how Robert McCloskey purchased ducks as pets, letting them roam around his aprtment so he could sketch them) and thumbnails and storyboards of early sketches.
It was interesting to note the different styles of illustration that each winner used including Maurice Sendak's dummy books and how he colored all the same color throughout the book at one time to keep from having different colors on different pages and how Chris Van Alssburg used differing vantage points to lend detail to his stories. Overall, Marcus createde a book "illustrating" illustrators creations in a way that is interesting for young and old alike.
Review Excerpts
SCHOOL LIBRARY JOURNAL: "So many good stories for children and adults to enjoy."
Starred review in BOOKLIST: "A beautifully made book"
THE BULLETIN OF THE CENTER FOR CHILDREN'S BOOKS: "Eminently Satisfying."
Connections
*This book could be a way of introducing the Caldecott Medal to students and the work that went into creating award winning books.
*Art teachers could use this book to show the different styles of illustration.
*Teachers could use this book to talk about author/illustrators and help students create their own books.
*Other books for children about illustrators:
Eric Carle Museum of Picture Book Art. ARTIST TO ARTIST: 23 MAJOR ILLUSTRATORS TALK TO CHILDREN ABOUT THEIR ART. ISBN 0399246002.
Evans, Dilys. SHOW AND TELL: EXPLORING THE FINE ART OF CHILDREN'S BOOK ILLUSTRATION. ISBN 0811849716.
Marcus, Leonard. A CALDECOTT CELEBRATION: SEVEN ARTISTS AND THEIR PATHS TO THE CALDECOTT MEDAL. ISBN 0802797032.
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