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.
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