Bibliography:
Green, J. 2005. LOOKING FOR ALASKA. New York, NY: Dutton Books. ISBN:0525475060
Plot Summary:
Motivated by the last words of writer Francois Rabelais, 16-year-old Miles Halter leaves his home in Florida to attend Culver Creek Prepatory School in Alabama where he is in search of “the Great Perhaps.” Leaving home catapults Miles into another world where he meets Chip and Alaska, the friends he never had. Alaska, Miles’s crush, is an engaging girl who has serious emotional issues. Despite these issues, Miles still yearns to understand her and her decisions that affect both him and his friends. The friendship between the main characters drives this novel as it explores issues of drug usage, sexuality, regret, loss, and acceptance.
Critical Analysis:
John Green’s novel is presented in entries counting down the days before and the days after an event. This ominous setup prepares the reader for a big event that changes the lives of Miles and his friends. The first half of the book explores Miles acceptance into the group of friend including Chip, Takumi, Lara, and Alaska. The dynamics of the group motivate Miles to make decisions regarding smoking, drinking, and sex which have repercussions later in the novel.
The characters fall into roles, but none seem stereotypical. The author even makes fun of Asian stereotypes when the Japanese character Takumi says that he doesn’t know anything about computers. Alaska Young, our main female character, is full of life but haunted by past mistakes. She never really becomes a fully dimensional character like Miles and Chip, but that does benefit the story because her friends never really understand her.
Miles’s voice is at different times self-centered, confused, ecstatic, scared, and sad. He runs through the gamut of emotions stereotypically related to teenagers yet it doesn’t feel forced because he appears authentic. After the tragedy occurs, Miles reveals his vulnerability when he calls his parents for comfort and is grateful that they answered the phone. Growing up can feel lonely and scary while still being exhilarating, but the novel shows that our decisions have repercussions which carries a large responsibility.
LOOKING FOR ALASKA addresses multiple issues from the search for identity, interest in the opposite gender, and belonging within a group. In conjunction with the other issues of sexuality and drug use (which might make some parents uncomfortable), it is a novel that represents the teenage experience. There is a lesson to be learned from LOOKING FOR ALASKA which is that there are repercussions for our actions. This lesson is saved from being overbearing by the emotions expressed in the aftermath of the event. Overall the book expresses honest teenage emotions and concerns. And as we are left with Miles’s final thoughts, readers will see that tragedies do occur, but forgiveness, acceptance, and sometimes understanding is possible.
Awards:
Bluegrass Award 2006
Michael L. Printz Award 2006
School Library Journal Best Books of the Year 2005
Review Excerpts:
SCHOOL LIBRARY JOURNAL
“This novel is about real kids dealing with the pressures of growing up and feeling indestructible. Miles's narration is alive with sweet, self-deprecating humor, and his obvious struggle to tell the story truthfully adds to his believability.”
VOICE OF YOUTH ADVOCATES
“Once the tragedy plays out, the last third of this provocative, moving, and sometimes hilarious story counts up slowly from grief as Miles tries to find his way through the fallout of depression and guilt that he suffers. Green has a writer's voice, so self-assured and honest that one is startled to learn that this novel is his first.”
Connections:
-Other books by John Green: PAPER TOWNS and AN ABUNDANCE OF KATHERINES
-Read-alikes that address teen issues among them suicide, popularity, and mental illness are: STAYING FAT FOR SARAH BYRNES by Chris Cutcher, YOU DON’T KNOW ME by David Klass, and INSIDE OUT by Terry Trueman
-Supplemental readings about death and loss: WHEN A FRIEND DIES: A BOOK FOR TEENS ABOUT GRIEVING AND HEALING by Gootman & Espeland, THE COLOR OF ABSENSE: 12 STORIES ABOUT LOSS AND HOPE by J. Howe, and WHAT HAVE YOU LOST by N.S. Nye
-This is an excellent book for an open discussion about the issues of drug use, loss, sexuality, guilt, responsibility, etc.
Wednesday, December 3, 2008
The Higher Power of Lucky by Susan Patron
Bibliography:
Patron, S. 2006. THE HIGHER POWER OF LUCKY. Ill. by Matt Phelan. New York, NY: Atheneum Books for Young Readers. ISBN: 1416901949
Plot Summary:
Influenced by the 12-step program, Lucky Trimble, 10, is searching for her Higher Power so that she can gain control over her life which spun out of control after the death of her mother. Brigitte, her father’s first wife, moves to Hard Pan, California to become Lucky’s guardian. Lucky, with her survival kit backpack, thinks she is ready for anything - even Brigitte leaving for France. Unsure of the stability of her home life Lucky relies on her friend Lincoln, who loves knots, her dog HMS Beagle, and Miles, a 5-year-old tag-a-long. When Lucky reaches rock bottom, she takes things into her own hands with surprising results.
Critical Analysis:
Lucky, the main character, tells the story through her perspective that is endearing, inquisitive, sensitive, and honest. As a young girl that has lost her mother, who has a father not interested in children, and a temporary guardian she is concerned with stability and acceptance in her life. From the beginning of the novel, the reader is aware that Lucky is preparing for the worst. Despite that Lucky is still a young, curious girl who explores the world of Hard Pan, California with deep interest from the anonymous groups at the Found Object Wind Chime Museum and Visitor Center, the animals and weather of the desert, and the people of the town.
Brigitte, Lincoln, and Miles are fleshed out characters that relate the feel of the small town as a family because everyone knows and helps everyone out. The interactions between Lucky and them are natural for the type of relationship. With Brigitte Lucky is a precocious young child, but when Lucky interacts with Miles she acts more mature and knowledgeable than she really is. Closeness is seen especially between Lincoln and Lucky were they share special looks like when they shared an “eye-smile” (p. 90) that expressed their perfect understanding of each other.
THE HIGHER POWER OF LUCKY is about finding one’s place in this world both in the family and community environment. Lucky searches for hers while also learning to accept the death that has so drastically changed her life. Life can change in an instant but friends and family, however they are defined, can help ease the pain of loss towards understanding.
The writing is complimented by the soft, pencil drawings of Matt Phelan. Inserted among the text, the images convey a softness enhanced by the delicate lines. The illustrations depict the town of Hard Pan, Lucky jumping on the dryer, and Lincoln's knots. They help create the mood of Lucky's home and her experiences.
Awards:
Newbery Award 2007
Review Excerpts:
BOOKLIST
“Patron's plotting is as tight as her characters are endearing. Lucky is a true heroine, especially because she's not perfect: she does some cowardly things, but she takes pains to put them to rights.”
SCHOOL LIBRARY JOURNAL
“The novel addresses difficult topics such as death, absent parents, and addiction with realism, humor, and wonder, making the overall message one of hope and love. Phelan's cover and line drawings are simple and evocative, a perfect complement to the text.”
Connections:
-A sequel, LUCKY BREAKS, is expected to release March 2009
-The audio book, narrated by Cassandra Campbell, makes the characters breathe with her casually inquisitive voice of Lucky, the soft French of Brigette, and the gruff voice of Sammy. Excellent by itself or as a companion to the book.
-This book would be appropriate to have a group discussion about the death of a family member, insecurities, and what “higher power” means to the readers.
-Supplemental readings about death: HER MOTHER’S FACE by Roddy Doyle (a picture book), and STOPPING FOR DEATH: POEMS OF DEATH AND LOSS by Carol Ann Duffy
Patron, S. 2006. THE HIGHER POWER OF LUCKY. Ill. by Matt Phelan. New York, NY: Atheneum Books for Young Readers. ISBN: 1416901949
Plot Summary:
Influenced by the 12-step program, Lucky Trimble, 10, is searching for her Higher Power so that she can gain control over her life which spun out of control after the death of her mother. Brigitte, her father’s first wife, moves to Hard Pan, California to become Lucky’s guardian. Lucky, with her survival kit backpack, thinks she is ready for anything - even Brigitte leaving for France. Unsure of the stability of her home life Lucky relies on her friend Lincoln, who loves knots, her dog HMS Beagle, and Miles, a 5-year-old tag-a-long. When Lucky reaches rock bottom, she takes things into her own hands with surprising results.
Critical Analysis:
Lucky, the main character, tells the story through her perspective that is endearing, inquisitive, sensitive, and honest. As a young girl that has lost her mother, who has a father not interested in children, and a temporary guardian she is concerned with stability and acceptance in her life. From the beginning of the novel, the reader is aware that Lucky is preparing for the worst. Despite that Lucky is still a young, curious girl who explores the world of Hard Pan, California with deep interest from the anonymous groups at the Found Object Wind Chime Museum and Visitor Center, the animals and weather of the desert, and the people of the town.
Brigitte, Lincoln, and Miles are fleshed out characters that relate the feel of the small town as a family because everyone knows and helps everyone out. The interactions between Lucky and them are natural for the type of relationship. With Brigitte Lucky is a precocious young child, but when Lucky interacts with Miles she acts more mature and knowledgeable than she really is. Closeness is seen especially between Lincoln and Lucky were they share special looks like when they shared an “eye-smile” (p. 90) that expressed their perfect understanding of each other.
THE HIGHER POWER OF LUCKY is about finding one’s place in this world both in the family and community environment. Lucky searches for hers while also learning to accept the death that has so drastically changed her life. Life can change in an instant but friends and family, however they are defined, can help ease the pain of loss towards understanding.
The writing is complimented by the soft, pencil drawings of Matt Phelan. Inserted among the text, the images convey a softness enhanced by the delicate lines. The illustrations depict the town of Hard Pan, Lucky jumping on the dryer, and Lincoln's knots. They help create the mood of Lucky's home and her experiences.
Awards:
Newbery Award 2007
Review Excerpts:
BOOKLIST
“Patron's plotting is as tight as her characters are endearing. Lucky is a true heroine, especially because she's not perfect: she does some cowardly things, but she takes pains to put them to rights.”
SCHOOL LIBRARY JOURNAL
“The novel addresses difficult topics such as death, absent parents, and addiction with realism, humor, and wonder, making the overall message one of hope and love. Phelan's cover and line drawings are simple and evocative, a perfect complement to the text.”
Connections:
-A sequel, LUCKY BREAKS, is expected to release March 2009
-The audio book, narrated by Cassandra Campbell, makes the characters breathe with her casually inquisitive voice of Lucky, the soft French of Brigette, and the gruff voice of Sammy. Excellent by itself or as a companion to the book.
-This book would be appropriate to have a group discussion about the death of a family member, insecurities, and what “higher power” means to the readers.
-Supplemental readings about death: HER MOTHER’S FACE by Roddy Doyle (a picture book), and STOPPING FOR DEATH: POEMS OF DEATH AND LOSS by Carol Ann Duffy
Artemis Fowl by Eoin Colfer
Bibliography:
Colfer, E. 2001. ARTEMIS FOWL. New York, NY: Talk Miramax Books. ISBN: 0786808012
Plot Summary:
Seeking to reinstate the family fortune, twelve-year old Artemis Fowl decides to kidnap and ransom a fairy in exchange for gold. Unfortunately he kidnaps Captain Holly Short a member of LEPrecon, the elite branch of the Lower Elements Police. Using the secrets of the fairy Book, Artemis uses his knowledge to stay two steps ahead of his opponents as Commander Root, an elf, Foaly a centaur, Mulch Diggums a dwarf, and other magical creatures come to the aid of Short. A battle of wits ensues as both sides attempt to resolve the issue to their satisfaction. Full of action, suspense, mystery, and humor, the exploits of Artemis Fowl engage the reader while the author provides fairy code for readers to crack.
Critical Analysis:
Set mostly in Ireland, where the Fowl Mansion is located, Colfer creates a world that is familiar to readers even though Artemis moves around the world like an adult would. In contrast to our world, the Underground shares similar characteristics except it had no sunlight, is inhabited my magical creatures, and has advanced technology. The gadgets and puzzle solving will keep readers interested. When Artemis begins decoding the fairy Book, the author provides enough clues for the reader to solve the puzzle that runs across the bottom of the pages.
The plot focuses on Artemis gaining gold by using the Book to kidnap a fairy and the foiling of his plan by the inhabitants of the Underground namely elves, trolls, dwarves, and centaurs. The problem is deciding who to root for. Artemis is not all bad and the magical creatures are not all good. This book explores issues of both belonging and insecurities, as well as the concept that everyone can be both good and evil.
Artemis, a child prodigy, is ruthless in his goal of restoring his family’s fortunes. With his father missing and his mother bedridden Artemis must rely on himself and his bodyguard Butler. He acts older than his age due to his intelligence and necessity - there is no one to care for him. Though readers are warned about his evilness, glimpses of feeling are revealed such as the hope that he will find his father, the sadness over his mother’s sickness, and concern for his bodyguard.
These moments sandwiched between displays of his cruelty show the emotional duality of individuals. He is complemented by Holly Short who is a feisty elf who wants to prove that she can do her job better than anyone else. These are relatable characters for anyone who has felt alone, misunderstood, or worried about failure. Though this is part of the novel it is also full of action, puzzle solving, adventure, and access to a different way of understanding this and other worlds. A good beginning to the series.
Review Excerpts:
KIRKUS REVIEWS
“…Fowl and Short make splendid, well-matched rivals, supported by an inspired cast that includes huge rogue trolls, malicious goblins, an irreverent techie satyr, and kleptomaniac dwarf…all of whom are likely to reappear in sequels that are even now underway. Readers familiar with Sherlock Holmes, as well as an array of modern fantasists from Roald Dahl on, will find plenty of homage paid in this savagely funny page-turner.”
LIBRARY JOURNAL
“Fun to read, full of action and humor, this is recommended for all public libraries and to readers of all ages.”
SCHOOL LIBRARY JOURNAL
“Colfer's anti-hero, techno fantasy is cleverly written and filled to the brim with action, suspense, and humor.”
Connections:
-Further Reading in the series (in order of publication): THE ARCTIC INCIDENT, THE ETERNITY CODE, THE OPAL DECEPTION,THE LOST COLONY, and THE TIME PARADOX.
-The books are also available as graphic novels: ARTEMIS FOWL: THE GRAPHIC NOVEL and ARTEMIS FOWL: THE ARCTIC INCIDENT
-All six novels are also available as audio books
-Supplemental reading to the world of Artemis Fowl is THE FAN’S GUIDE TO ARTEMIS FOWL: DEMONS, FAIRIES, AND THE REAL SECRETS BEHIND EOIN COLFER’S WORLD by Lois H. Gresh, and THE ARTEMIS FOWL FILES by Eoin Colfer
-Suggested read-alike series: The Underland Chronicles by Suzanne Collins, Shadow Children by Margaret Peterson Haddix, Books of Pellinor by Allison Croggin, Young Wizards by Diane Duane, and the Prydain Chronicles by Lloyd Alexander.
Colfer, E. 2001. ARTEMIS FOWL. New York, NY: Talk Miramax Books. ISBN: 0786808012
Plot Summary:
Seeking to reinstate the family fortune, twelve-year old Artemis Fowl decides to kidnap and ransom a fairy in exchange for gold. Unfortunately he kidnaps Captain Holly Short a member of LEPrecon, the elite branch of the Lower Elements Police. Using the secrets of the fairy Book, Artemis uses his knowledge to stay two steps ahead of his opponents as Commander Root, an elf, Foaly a centaur, Mulch Diggums a dwarf, and other magical creatures come to the aid of Short. A battle of wits ensues as both sides attempt to resolve the issue to their satisfaction. Full of action, suspense, mystery, and humor, the exploits of Artemis Fowl engage the reader while the author provides fairy code for readers to crack.
Critical Analysis:
Set mostly in Ireland, where the Fowl Mansion is located, Colfer creates a world that is familiar to readers even though Artemis moves around the world like an adult would. In contrast to our world, the Underground shares similar characteristics except it had no sunlight, is inhabited my magical creatures, and has advanced technology. The gadgets and puzzle solving will keep readers interested. When Artemis begins decoding the fairy Book, the author provides enough clues for the reader to solve the puzzle that runs across the bottom of the pages.
The plot focuses on Artemis gaining gold by using the Book to kidnap a fairy and the foiling of his plan by the inhabitants of the Underground namely elves, trolls, dwarves, and centaurs. The problem is deciding who to root for. Artemis is not all bad and the magical creatures are not all good. This book explores issues of both belonging and insecurities, as well as the concept that everyone can be both good and evil.
Artemis, a child prodigy, is ruthless in his goal of restoring his family’s fortunes. With his father missing and his mother bedridden Artemis must rely on himself and his bodyguard Butler. He acts older than his age due to his intelligence and necessity - there is no one to care for him. Though readers are warned about his evilness, glimpses of feeling are revealed such as the hope that he will find his father, the sadness over his mother’s sickness, and concern for his bodyguard.
These moments sandwiched between displays of his cruelty show the emotional duality of individuals. He is complemented by Holly Short who is a feisty elf who wants to prove that she can do her job better than anyone else. These are relatable characters for anyone who has felt alone, misunderstood, or worried about failure. Though this is part of the novel it is also full of action, puzzle solving, adventure, and access to a different way of understanding this and other worlds. A good beginning to the series.
Review Excerpts:
KIRKUS REVIEWS
“…Fowl and Short make splendid, well-matched rivals, supported by an inspired cast that includes huge rogue trolls, malicious goblins, an irreverent techie satyr, and kleptomaniac dwarf…all of whom are likely to reappear in sequels that are even now underway. Readers familiar with Sherlock Holmes, as well as an array of modern fantasists from Roald Dahl on, will find plenty of homage paid in this savagely funny page-turner.”
LIBRARY JOURNAL
“Fun to read, full of action and humor, this is recommended for all public libraries and to readers of all ages.”
SCHOOL LIBRARY JOURNAL
“Colfer's anti-hero, techno fantasy is cleverly written and filled to the brim with action, suspense, and humor.”
Connections:
-Further Reading in the series (in order of publication): THE ARCTIC INCIDENT, THE ETERNITY CODE, THE OPAL DECEPTION,THE LOST COLONY, and THE TIME PARADOX.
-The books are also available as graphic novels: ARTEMIS FOWL: THE GRAPHIC NOVEL and ARTEMIS FOWL: THE ARCTIC INCIDENT
-All six novels are also available as audio books
-Supplemental reading to the world of Artemis Fowl is THE FAN’S GUIDE TO ARTEMIS FOWL: DEMONS, FAIRIES, AND THE REAL SECRETS BEHIND EOIN COLFER’S WORLD by Lois H. Gresh, and THE ARTEMIS FOWL FILES by Eoin Colfer
-Suggested read-alike series: The Underland Chronicles by Suzanne Collins, Shadow Children by Margaret Peterson Haddix, Books of Pellinor by Allison Croggin, Young Wizards by Diane Duane, and the Prydain Chronicles by Lloyd Alexander.
Wednesday, November 12, 2008
The River Between Us by Richard Peck
Bibliography:
Peck, R. 2003. THE RIVER BETWEEN US. New York, NY: Dial Books. ISBN: 0803727356
Plot Summary:
THE RIVER BETWEEN US begins in 1916 with 15 year-old Howard L. Hutchings recalling a visit he made with his father and two younger brothers to met his grandparents in Grand Tower, Illinois. His recollections sandwich the story of his grandmother, Tilly Pruitt, as a young girl in 1861 during the beginnings of the Civil War. Tilly’s story centers around how her family is affected by the war and the mysterious presence of two strangers, Delphine and Calinda. Howard’s family history unravels throughout the book revealing how war can affect friends, families, communities, and countries. Author Richard Peck includes an author’s note which provides additional information about events in the book.
Critical Analysis:
The story is told through the point of view of two different characters. Howard speaks from 1916, fifty-five years after the events in the novel occur which involved his grandmother Tilly. Tilly tells the story of how two strangers affected her family’s life during the Civil War. The dialogue in the story reflects the uneducated speech of the rural poor while also including terms specific to that time period. There are many instances where songs are included that tell of the political turmoil during that time period.
War is seen through the female perspective as Tilly shows concern for her twin-brother Noah. He yearns to enlist for the North despite his family’s protests. Readers can relate this to today’s war which is also hotly contested regarding right and wrong, and through family members that may have enlisted or were injured during service. Different women are portrayed in this novel. Tilly is a quiet, humble girl, Delpine an outspoken debutante, and Calinda a silent, enigmatic figure. The only characters that seem somewhat stereotypical are Calinda as a stoic slave figure and Delphine. Delphine begins the novel as an outrageous figure worthy of gossip, but her character is helped as she reveals her backbone during the battle scenes.
The town of Grand Tower is depicted as a small, poor community to contrast the worldliness Delpine brings into the town. This difference partly affects Tilly’s motivation to venture into the wider world. Overall the novel strives to show that there are no winners in war despite there being a valid, moral reason, that there are ramifications for every action, and that race does not define a person. This is a well-written novel that will help readers see the war from a different perspective.
Awards:
Publishers Weekly Best Children's Books 2003
Scott O'Dell Historical Fiction Award 2004
American Library Association Notable Books for Children 2004
Review Excerpts:
BOOKLIST
“Peck's spare writing has never been more eloquent than in this powerful mystery in which personal secrets drive the plot and reveal the history. True to Tilly's first-person narrative, each sentence is a scrappy, melancholy, wry evocation of character, time, and place.”
PUBLISHERS WEEKLY
"The author crafts his characters impeccably and threads together their fates in surprising ways that shed light on the complicated events of the Civil War."
SCHOOL LIBRARY JOURNAL
“In this thoroughly researched novel, Peck masterfully describes the female Civil War experience, the subtle and not-too-subtle ways the country was changing, and the split in loyalty that separated towns and even families.”
Connections:
Below is a list of many possible avenues of future study for students interested in the Civil War. Some books use actual documents from participants in the war, other provide alternate endings, and the rest are divided into different perspectives from the war.
-Non-Fiction: THE BIG BOOK OF THE CIVIL WAR: FASCINATING FACTS ABOUT THE CIVIL WAR, INCLUDING HISTORIC PHOTOGRAPHS, MAPS, AND DOCUMENTS by Joanne Mattern; EYEWITNESS: CIVIL WAR by John Stanchack; THE ROAD TO WAR: CAUSES OF CONFLICT by James F. Epperson; FIELDS OF FURY: THE AMERICAN CIVIL WAR by James M. McPherson
-Fiction: ACROSS FIVE APRILS by Irene Hunt; IF THE SOUTH HAD WON THE CIVIL WAR by MacKinlay Kantor; READ-ALOUD PLAYS: CIVIL WAR (GRADES 4-8) by Timothy Nolan
-African-American’s Perspective: TO BE A SLAVE by Julius Lester; African-American Soldiers in the Civil War: Fighting for Freedom (Civil War Library) by Carin T. Ford
-Soldier’s Perspective: THE BOYS’ WAR: CONFEDERATE AND UNION SOLDIERS TALK ABOUT THE CIVIL WAR by Jim Murphy; BEHIND THE BLUE AND GRAY: THE SOLDIER’S LIFE IN THE CIVIL WAR by Delia Ray; THE SOLDIER’S LIFE IN THE CIVIL WAR by Douglas J. Savage
-Women’s Perspective: A SEPARATE BATTLE: WOMEN AND THE CIVIL WAR by Ina Chang
Peck, R. 2003. THE RIVER BETWEEN US. New York, NY: Dial Books. ISBN: 0803727356
Plot Summary:
THE RIVER BETWEEN US begins in 1916 with 15 year-old Howard L. Hutchings recalling a visit he made with his father and two younger brothers to met his grandparents in Grand Tower, Illinois. His recollections sandwich the story of his grandmother, Tilly Pruitt, as a young girl in 1861 during the beginnings of the Civil War. Tilly’s story centers around how her family is affected by the war and the mysterious presence of two strangers, Delphine and Calinda. Howard’s family history unravels throughout the book revealing how war can affect friends, families, communities, and countries. Author Richard Peck includes an author’s note which provides additional information about events in the book.
Critical Analysis:
The story is told through the point of view of two different characters. Howard speaks from 1916, fifty-five years after the events in the novel occur which involved his grandmother Tilly. Tilly tells the story of how two strangers affected her family’s life during the Civil War. The dialogue in the story reflects the uneducated speech of the rural poor while also including terms specific to that time period. There are many instances where songs are included that tell of the political turmoil during that time period.
War is seen through the female perspective as Tilly shows concern for her twin-brother Noah. He yearns to enlist for the North despite his family’s protests. Readers can relate this to today’s war which is also hotly contested regarding right and wrong, and through family members that may have enlisted or were injured during service. Different women are portrayed in this novel. Tilly is a quiet, humble girl, Delpine an outspoken debutante, and Calinda a silent, enigmatic figure. The only characters that seem somewhat stereotypical are Calinda as a stoic slave figure and Delphine. Delphine begins the novel as an outrageous figure worthy of gossip, but her character is helped as she reveals her backbone during the battle scenes.
The town of Grand Tower is depicted as a small, poor community to contrast the worldliness Delpine brings into the town. This difference partly affects Tilly’s motivation to venture into the wider world. Overall the novel strives to show that there are no winners in war despite there being a valid, moral reason, that there are ramifications for every action, and that race does not define a person. This is a well-written novel that will help readers see the war from a different perspective.
Awards:
Publishers Weekly Best Children's Books 2003
Scott O'Dell Historical Fiction Award 2004
American Library Association Notable Books for Children 2004
Review Excerpts:
BOOKLIST
“Peck's spare writing has never been more eloquent than in this powerful mystery in which personal secrets drive the plot and reveal the history. True to Tilly's first-person narrative, each sentence is a scrappy, melancholy, wry evocation of character, time, and place.”
PUBLISHERS WEEKLY
"The author crafts his characters impeccably and threads together their fates in surprising ways that shed light on the complicated events of the Civil War."
SCHOOL LIBRARY JOURNAL
“In this thoroughly researched novel, Peck masterfully describes the female Civil War experience, the subtle and not-too-subtle ways the country was changing, and the split in loyalty that separated towns and even families.”
Connections:
Below is a list of many possible avenues of future study for students interested in the Civil War. Some books use actual documents from participants in the war, other provide alternate endings, and the rest are divided into different perspectives from the war.
-Non-Fiction: THE BIG BOOK OF THE CIVIL WAR: FASCINATING FACTS ABOUT THE CIVIL WAR, INCLUDING HISTORIC PHOTOGRAPHS, MAPS, AND DOCUMENTS by Joanne Mattern; EYEWITNESS: CIVIL WAR by John Stanchack; THE ROAD TO WAR: CAUSES OF CONFLICT by James F. Epperson; FIELDS OF FURY: THE AMERICAN CIVIL WAR by James M. McPherson
-Fiction: ACROSS FIVE APRILS by Irene Hunt; IF THE SOUTH HAD WON THE CIVIL WAR by MacKinlay Kantor; READ-ALOUD PLAYS: CIVIL WAR (GRADES 4-8) by Timothy Nolan
-African-American’s Perspective: TO BE A SLAVE by Julius Lester; African-American Soldiers in the Civil War: Fighting for Freedom (Civil War Library) by Carin T. Ford
-Soldier’s Perspective: THE BOYS’ WAR: CONFEDERATE AND UNION SOLDIERS TALK ABOUT THE CIVIL WAR by Jim Murphy; BEHIND THE BLUE AND GRAY: THE SOLDIER’S LIFE IN THE CIVIL WAR by Delia Ray; THE SOLDIER’S LIFE IN THE CIVIL WAR by Douglas J. Savage
-Women’s Perspective: A SEPARATE BATTLE: WOMEN AND THE CIVIL WAR by Ina Chang
Sarah, Plain and Tall by Patricia MacLachlan
Bibliography:
MacLachlan, P. 1985. SARAH, PLAIN AND TALL. New York, NY: Harper & Row, Publishers. ISBN 0060241012
Plot Summary:
After the death of their mother, Caleb and Anna long for a mother that sings. Their papa, Jacob, who placed an ad in the newspaper for a wife, tells them that it has been answered by a woman named Sarah. After communicating through letters, Sarah agrees to visit for a month and the children are both hopeful and fearful about the outcome. Patricia MacLachlan writes a book about the sadness of loss and the hope of a family.
Critical Analysis:
Told from Anna’s perspective, SARAH, PLAIN AND TALL is about how a woman who enters the life of a prairie family changing both hers and their lives forever. Leaving her home in Maine, Sarah visits Anna and her family as a prospective bride and mother. The novel provides an understanding of why a family would place an ad for a bride and why a woman would accept such a position.
The characters reflect both the lifestyle and the climate in which they lived. Details about plowing the field, bathing in a wooden tub, taking care of sheep, and driving a wagon infuse the story with information about life on the plains without distracting the reader from the plot. Readers will also see the reliance a family has on each other and how community interactions were affected by the distance between farms.
MacLachlan avoids using fancy phrases in favor of simple, straightforward writing. The plain words resembles life on the plains which was a slower, simpler life than today. This is a beautiful, heartfelt book that relates the sadness of losing a loved one, the fear of not being good enough, the joy of friendship and love, and the bonds created within a family. Readers will be able to relate to these emotions and leave with the understanding that thought it might be hard to leave the things you love, you might find something that is even better.
Awards:
Christopher Book Awards 1986
Newbery Medal 1986
Jefferson Cup Award 1986
Garden State Children's Book Awards 1988
Scott O'Dell Historical Fiction Award 1986
Review Excerpts:
BOOKLIST
“In a near-perfect miniature novel, two children experience the apprehensions and joys of the possibility of a new mother, when their father invites a mail-order bride to their prairie home.”
Connections:
-Students can continue reading about Jacob, Sarah, Anna, & Caleb through these sequels: SKYLARK, MORE PERFECT THAN THE MOON, CALEB’S STORY, and GRANDFATHER’S DANCE
-The class could read and then watch the movie SARAH, PLAIN AND TALL starring Glenn Close and Christopher Walken. Afterwards the class can discuss the translation from book to film, which they preferred, and if the movie matched how they envisioned the characters.
-Other historical fiction about mail-order brides and prairie life: RODZINA by K. Cushman; THE LITTLE HOUSE ON THE PRAIRIE. Series by Laura Ingalls Wilder; THE BALLAD OF LUCY WHIPPLE by K. Cushman; and PRAIRIE SONG by P. Conrad and D.S. Zudeck
-For further reading students can investigate: THE NEW LAND: A FIRST YEAR ON THE PRAIRIE by M. Reynolds & S. McCallum and EVERYDAY LIFE: FRONTIER LIFE by W.A. Hazen
MacLachlan, P. 1985. SARAH, PLAIN AND TALL. New York, NY: Harper & Row, Publishers. ISBN 0060241012
Plot Summary:
After the death of their mother, Caleb and Anna long for a mother that sings. Their papa, Jacob, who placed an ad in the newspaper for a wife, tells them that it has been answered by a woman named Sarah. After communicating through letters, Sarah agrees to visit for a month and the children are both hopeful and fearful about the outcome. Patricia MacLachlan writes a book about the sadness of loss and the hope of a family.
Critical Analysis:
Told from Anna’s perspective, SARAH, PLAIN AND TALL is about how a woman who enters the life of a prairie family changing both hers and their lives forever. Leaving her home in Maine, Sarah visits Anna and her family as a prospective bride and mother. The novel provides an understanding of why a family would place an ad for a bride and why a woman would accept such a position.
The characters reflect both the lifestyle and the climate in which they lived. Details about plowing the field, bathing in a wooden tub, taking care of sheep, and driving a wagon infuse the story with information about life on the plains without distracting the reader from the plot. Readers will also see the reliance a family has on each other and how community interactions were affected by the distance between farms.
MacLachlan avoids using fancy phrases in favor of simple, straightforward writing. The plain words resembles life on the plains which was a slower, simpler life than today. This is a beautiful, heartfelt book that relates the sadness of losing a loved one, the fear of not being good enough, the joy of friendship and love, and the bonds created within a family. Readers will be able to relate to these emotions and leave with the understanding that thought it might be hard to leave the things you love, you might find something that is even better.
Awards:
Christopher Book Awards 1986
Newbery Medal 1986
Jefferson Cup Award 1986
Garden State Children's Book Awards 1988
Scott O'Dell Historical Fiction Award 1986
Review Excerpts:
BOOKLIST
“In a near-perfect miniature novel, two children experience the apprehensions and joys of the possibility of a new mother, when their father invites a mail-order bride to their prairie home.”
Connections:
-Students can continue reading about Jacob, Sarah, Anna, & Caleb through these sequels: SKYLARK, MORE PERFECT THAN THE MOON, CALEB’S STORY, and GRANDFATHER’S DANCE
-The class could read and then watch the movie SARAH, PLAIN AND TALL starring Glenn Close and Christopher Walken. Afterwards the class can discuss the translation from book to film, which they preferred, and if the movie matched how they envisioned the characters.
-Other historical fiction about mail-order brides and prairie life: RODZINA by K. Cushman; THE LITTLE HOUSE ON THE PRAIRIE. Series by Laura Ingalls Wilder; THE BALLAD OF LUCY WHIPPLE by K. Cushman; and PRAIRIE SONG by P. Conrad and D.S. Zudeck
-For further reading students can investigate: THE NEW LAND: A FIRST YEAR ON THE PRAIRIE by M. Reynolds & S. McCallum and EVERYDAY LIFE: FRONTIER LIFE by W.A. Hazen
Catherine, Called Birdy by Karen Cushman
Bibliography:
Cushman, K. 1994. CATHERINE, CALLED BIRDY. New York, NY: Clarion Books. ISBN: 0395681863.
Plot Summary:
Catherine, the headstrong heroine of CATHERINE, CALLED BIRDY, defies the boundaries of her position as a knight’s daughter in 13th century England when she must wed a man of her father’s choosing. Preferring to control her choices, she fends off suitors while exploring her other career options such as seamstress, crusader, and monk. Throughout the year, her diary entries reveal the concerns of a young woman in 13th century England and how she learned to accept both her self and position. The entries also reveal aspects of daily life on a Medieval such as the social concerns of marriage, status of the residents, and health concerns. Written in an honest, spunky voice Karen Cushman makes Catherine and her world come alive. The book includes an author’s note that addresses Medieval life and provides a list of fiction, non-fiction, and historical documents for further reading.
Critical Analysis:
Karen Cushman’s first novel, set in 1290 on an English manor, depicts life during the Middle Ages through the voice of Catherine, a 14 year-old girl, whose father plans on wedding her to the highest bidder. The premise of the book begins with Catherine’s older brother Edward encouraging her to write a diary to document her days in the hopes of helping her mature faster. Her daily accounts tell of life on the manor such as killing fleas, attending feasts and fairs, making medicines for hangovers and toothaches, types of food such as eel pie, and the business of marriage contracts.
Catherine is fully fleshed out with her own distinct voice that expresses the myriad of emotions involved in growing up regardless of the time period. Her interactions with the supporting characters such as the goat boy Perkin, her Uncle George, and her betrothed Shaggy Beard enhances Catherine’s perspective and provides more information about how society and their roles within it affected their lives. The characters do not follow stereotypes because each character is represented with both positive and negative aspects.
Cushman creates a youthful character who speaks about her life in a clear, honest voice full of humor while imparting facts about living during the Middle Ages. The facts are in turns shocking like using manure to cure a toothache to heartbreaking when Catherine believes she has cursed her Uncle George. Though the lifestyle is very different from today, CATHERINE, CALLED BIRDY gives an authentic description of life during the Middle Ages and provides readers with a likable protagonist that they can relate to.
Review Excerpts:
KIRKUS REVIEWS
“The period has rarely been presented for young people with such authenticity; the exotic details will intrigue readers while they relate more closely to Birdy's yen for independence and her sensibilities toward the downtrodden. Her tenacity and ebullient naïveté are extraordinary; at once comic and thought-provoking, this first novel is a delight.”
PUBLISHERS WEEKLY
“Birdy's journal, begun as an assignment, first wells up in the reluctant and aggressive prose of hated homework, and then eases into the lighthearted flow of descriptive adventures and true confessions; the narrative device reveals Birdy's passage from rebellious child to responsible adult.”
SCHOOL LIBRARY JOURNAL
“The 14-year-old daughter of a rustic knight records the events of her days in the year 1290, writing perceptive, scathing, and often raucously funny observations about her family, friends, and would-be suitors. A delightful, rebellious heroine, determined not to marry the man of her father's choice.”
Connections:
-Other books by Karen Cushman set in Medieval Times: THE MIDWIFE’S APPRENTICE and MATILDA BONE
-This book can be included with a study of Medieval Times. Factual books about that time period include: MEDIEVAL LIFE by A. Langley; HOW WOULD YOU SURVIVE IN THE MIDDLE AGES by F. MacDonald, D. Salariya, & M. Peppe; DAYS OF KNIGHTS AND DAMSELS by L. Carlson; A MEDIEVAL FEAST by Aliki; ARCHERS, ALCHEMISTS, & 98 OTHER MEDIEVAL JOBS YOU MIGHT HAVE LOVED OR LOATHED by P. Galloway & M. Newbigging; and WOMEN IN MEDIEVAL TIMES by F. MacDonald
-Depending on location and funding, students could attend Medieval Times to get an understanding of the feast, jousting, and the aesthetic feel of the time period.
Cushman, K. 1994. CATHERINE, CALLED BIRDY. New York, NY: Clarion Books. ISBN: 0395681863.
Plot Summary:
Catherine, the headstrong heroine of CATHERINE, CALLED BIRDY, defies the boundaries of her position as a knight’s daughter in 13th century England when she must wed a man of her father’s choosing. Preferring to control her choices, she fends off suitors while exploring her other career options such as seamstress, crusader, and monk. Throughout the year, her diary entries reveal the concerns of a young woman in 13th century England and how she learned to accept both her self and position. The entries also reveal aspects of daily life on a Medieval such as the social concerns of marriage, status of the residents, and health concerns. Written in an honest, spunky voice Karen Cushman makes Catherine and her world come alive. The book includes an author’s note that addresses Medieval life and provides a list of fiction, non-fiction, and historical documents for further reading.
Critical Analysis:
Karen Cushman’s first novel, set in 1290 on an English manor, depicts life during the Middle Ages through the voice of Catherine, a 14 year-old girl, whose father plans on wedding her to the highest bidder. The premise of the book begins with Catherine’s older brother Edward encouraging her to write a diary to document her days in the hopes of helping her mature faster. Her daily accounts tell of life on the manor such as killing fleas, attending feasts and fairs, making medicines for hangovers and toothaches, types of food such as eel pie, and the business of marriage contracts.
Catherine is fully fleshed out with her own distinct voice that expresses the myriad of emotions involved in growing up regardless of the time period. Her interactions with the supporting characters such as the goat boy Perkin, her Uncle George, and her betrothed Shaggy Beard enhances Catherine’s perspective and provides more information about how society and their roles within it affected their lives. The characters do not follow stereotypes because each character is represented with both positive and negative aspects.
Cushman creates a youthful character who speaks about her life in a clear, honest voice full of humor while imparting facts about living during the Middle Ages. The facts are in turns shocking like using manure to cure a toothache to heartbreaking when Catherine believes she has cursed her Uncle George. Though the lifestyle is very different from today, CATHERINE, CALLED BIRDY gives an authentic description of life during the Middle Ages and provides readers with a likable protagonist that they can relate to.
Review Excerpts:
KIRKUS REVIEWS
“The period has rarely been presented for young people with such authenticity; the exotic details will intrigue readers while they relate more closely to Birdy's yen for independence and her sensibilities toward the downtrodden. Her tenacity and ebullient naïveté are extraordinary; at once comic and thought-provoking, this first novel is a delight.”
PUBLISHERS WEEKLY
“Birdy's journal, begun as an assignment, first wells up in the reluctant and aggressive prose of hated homework, and then eases into the lighthearted flow of descriptive adventures and true confessions; the narrative device reveals Birdy's passage from rebellious child to responsible adult.”
SCHOOL LIBRARY JOURNAL
“The 14-year-old daughter of a rustic knight records the events of her days in the year 1290, writing perceptive, scathing, and often raucously funny observations about her family, friends, and would-be suitors. A delightful, rebellious heroine, determined not to marry the man of her father's choice.”
Connections:
-Other books by Karen Cushman set in Medieval Times: THE MIDWIFE’S APPRENTICE and MATILDA BONE
-This book can be included with a study of Medieval Times. Factual books about that time period include: MEDIEVAL LIFE by A. Langley; HOW WOULD YOU SURVIVE IN THE MIDDLE AGES by F. MacDonald, D. Salariya, & M. Peppe; DAYS OF KNIGHTS AND DAMSELS by L. Carlson; A MEDIEVAL FEAST by Aliki; ARCHERS, ALCHEMISTS, & 98 OTHER MEDIEVAL JOBS YOU MIGHT HAVE LOVED OR LOATHED by P. Galloway & M. Newbigging; and WOMEN IN MEDIEVAL TIMES by F. MacDonald
-Depending on location and funding, students could attend Medieval Times to get an understanding of the feast, jousting, and the aesthetic feel of the time period.
Wednesday, October 29, 2008
Leonardo Da Vinci by Kathleen Krull
Bibliography:
Krull, K. 2005. LEONARDO DA VINCI. Ill. by Boris Kulikov. New York, NY: Penguin Group. ISBN: 067005920X.
Plot Summary:
The Middle Ages were a time of superstition, false sciences, and limited information that ended with the beginning of the Italian Renaissance which was when Leonardo da Vinci was born. Kathleen Krull’s book provides an overview of da Vinci’s life and the events that led him towards his scientific study. From his illegitimate birth to his apprenticeship with Verrocchio to the varying patronships he obtained in Italy, Krull shows his vulnerabilities and his strengths making da Vinci accessible to the reader. The text also provides insight into life during the middle ages, how life changed with the coming of the Renaissance, and the impact that da Vinci had upon his time and after. The book concludes with a listing of the notebooks Da Vinci wrote, a bibliography, and an index.
Critical Analysis:
LEONARDO DA VINCI is organized in chronological order that follows his life from birth to death. The chapters are concise summations of different time periods in his life, and the author provides a bibliography but no source notes. Despite this, LEONARDO DA VINCI gives a glimpse into what life was like during the Middle Ages, how it changed during the Renaissance, and how that affected da Vinci. Krull’s focus is his scientific exploration and how that affected future scientists. It is an absorbing read that achieves success in its portrayal of da Vinci as a vulnerable human who was able to achieve great things through adversity and failure.
Krull does mention the impact art had on his career, but only as an introduction to his study of the natural world through observation. Though the text has illustrations the book would have benefited from examples of da Vinci’s technical drawings of planes, anatomy, and animals. The illustrations that are included are black-and-white pen and ink drawings that are mixed within the text depicting scenes and events from da Vinci’s life. Boris Kulikov channels the feel of da Vinci’s time with densely packed line drawings that provide visual details to his life. One image shows Leonardo drawing birds that he released from their cages so that he could study their flight pattern. The image conveys the joy he felt studying the natural world around him.
This biography provides readers with an understanding of the personal issues da Vinci faced during an enlightening period in history and how his studies have impacted our world.
Review Excerpts:
SCHOOL LIBRARY JOURNAL: “With a totally captivating opening and a conversational writing style, Krull offers a vivid description of life in the Middle Ages. Most importantly, she shows the workings of a scientific mind and the close connection between science and art. Kulikov's stylish and exacting line drawings are engaging and incorporate many of the items and interests found in Leonardo's notebooks. Readers will come away from this accessible volume with an understanding of who Leonardo was and a desire to know more about this fascinating, brilliant man”
BOOKLIST: “A very readable, vivid portrait set against the backdrop of remarkable times.”
PUBLISHERS WEEKLY: “Krull convincingly portrays her subject, noting the Renaissance man's remarkably far-reaching accomplishments while also conveying his humanity and sense of humor. With an inviting, conversational narrative and Kulikov's occasional atmospheric pen-and-inks, this series launches with an impressive start.”
Connections:
-View Da Vinci’s Notebook pages online at: Codex Arundel at the British Library: http://www.bl.uk/collections/treasures/digitisation.html#leo; Codex Atlanticus and other notebooks at the Institute and Museum of the History of Science, Florence, Italy: http://brunelleschi.imss.fi.it/ingrin; and Codex Leicester at the American Museum of Natural History, New York: http://www.amnh.org/exhibitions/codex/
-After looking at Da Vinci’s Notebooks, have a discussion about his ideas and creations. Draw connections from his ideas to technology used today. Have students think about their own creations. Allow them to sketch out plans for their creation.
-Discuss other scientists mentioned in the book such as Newton, Galileo, Copernicus, and the Wright Brothers.
-Continue exploring the Italian Renaissance through its literary, religious, and artistic accomplishments
Krull, K. 2005. LEONARDO DA VINCI. Ill. by Boris Kulikov. New York, NY: Penguin Group. ISBN: 067005920X.
Plot Summary:
The Middle Ages were a time of superstition, false sciences, and limited information that ended with the beginning of the Italian Renaissance which was when Leonardo da Vinci was born. Kathleen Krull’s book provides an overview of da Vinci’s life and the events that led him towards his scientific study. From his illegitimate birth to his apprenticeship with Verrocchio to the varying patronships he obtained in Italy, Krull shows his vulnerabilities and his strengths making da Vinci accessible to the reader. The text also provides insight into life during the middle ages, how life changed with the coming of the Renaissance, and the impact that da Vinci had upon his time and after. The book concludes with a listing of the notebooks Da Vinci wrote, a bibliography, and an index.
Critical Analysis:
LEONARDO DA VINCI is organized in chronological order that follows his life from birth to death. The chapters are concise summations of different time periods in his life, and the author provides a bibliography but no source notes. Despite this, LEONARDO DA VINCI gives a glimpse into what life was like during the Middle Ages, how it changed during the Renaissance, and how that affected da Vinci. Krull’s focus is his scientific exploration and how that affected future scientists. It is an absorbing read that achieves success in its portrayal of da Vinci as a vulnerable human who was able to achieve great things through adversity and failure.
Krull does mention the impact art had on his career, but only as an introduction to his study of the natural world through observation. Though the text has illustrations the book would have benefited from examples of da Vinci’s technical drawings of planes, anatomy, and animals. The illustrations that are included are black-and-white pen and ink drawings that are mixed within the text depicting scenes and events from da Vinci’s life. Boris Kulikov channels the feel of da Vinci’s time with densely packed line drawings that provide visual details to his life. One image shows Leonardo drawing birds that he released from their cages so that he could study their flight pattern. The image conveys the joy he felt studying the natural world around him.
This biography provides readers with an understanding of the personal issues da Vinci faced during an enlightening period in history and how his studies have impacted our world.
Review Excerpts:
SCHOOL LIBRARY JOURNAL: “With a totally captivating opening and a conversational writing style, Krull offers a vivid description of life in the Middle Ages. Most importantly, she shows the workings of a scientific mind and the close connection between science and art. Kulikov's stylish and exacting line drawings are engaging and incorporate many of the items and interests found in Leonardo's notebooks. Readers will come away from this accessible volume with an understanding of who Leonardo was and a desire to know more about this fascinating, brilliant man”
BOOKLIST: “A very readable, vivid portrait set against the backdrop of remarkable times.”
PUBLISHERS WEEKLY: “Krull convincingly portrays her subject, noting the Renaissance man's remarkably far-reaching accomplishments while also conveying his humanity and sense of humor. With an inviting, conversational narrative and Kulikov's occasional atmospheric pen-and-inks, this series launches with an impressive start.”
Connections:
-View Da Vinci’s Notebook pages online at: Codex Arundel at the British Library: http://www.bl.uk/collections/treasures/digitisation.html#leo; Codex Atlanticus and other notebooks at the Institute and Museum of the History of Science, Florence, Italy: http://brunelleschi.imss.fi.it/ingrin; and Codex Leicester at the American Museum of Natural History, New York: http://www.amnh.org/exhibitions/codex/
-After looking at Da Vinci’s Notebooks, have a discussion about his ideas and creations. Draw connections from his ideas to technology used today. Have students think about their own creations. Allow them to sketch out plans for their creation.
-Discuss other scientists mentioned in the book such as Newton, Galileo, Copernicus, and the Wright Brothers.
-Continue exploring the Italian Renaissance through its literary, religious, and artistic accomplishments
An American Plague by Jim Murphy
Bibliography:
Murphy, J. 2004. AN AMERICAN PLAGUE: THE TRUE AND TERRIFYING STORY OF THE YELLOW FEVER EPIDEMIC OF 1793. New York, NY: Clarion Books. ISBN: 0395776082.
Plot Summary:
AN AMERICAN PLAGUE describes the Yellow Fever Epidemic that swept through Philadelphia in 1793 killing much of the population. The book describes Philadelpia at that outset of the epidemic, its social and political atmosphere, the response to the disease, the effects of the illness, and the lack of a cure. The sentiments during that time period are revealed through an array of first-hand accounts. The book concludes with a chapter dedicated to modern outbreaks and the possibility of another epidemic. The book also includes an extensive annotated bibliography and an index.
Critical Analysis:
Murphy's book relects all the qualities needed for an excellent informational book: accuracy, organization, design, and style. The book starts by creating the atmosphere that made the Yellow Fever ripe for occurrence, the confusion of diagnosis, the symptoms of the disease, nursing needs, and the after effects of the epidemic on the people and city of Philadelphia. He continues the story to the present day about the continuing issues related to Yellow Fever making this historical event relevant for readers today.
Murphy writes in a clear, detailed manner that engages the reader by presenting details that conjures up the political and social atmosphere of the fledgling United States. He relies on primary sources such as newspapers, maps, personal correspondence, and church documents to help tell the story of the epidemic. Murphy also relies on engravings, drawings, cartoons, and portraits to provide visual resources for readers. The images provide visual references to help readers connect names to faces while also making the victims of the epidemic come alive. The information presented is from direct sources that are listed in an annotated bibliography and an index is also included.
AN AMERICAN PLAGUE is an outstanding book that is well-organized and presented in an effective, engaging way and is an asset to any collection.
Awards:
American Library Association Notable Books for Children 2004
Boston Globe-Horn Book Awards 2004
James Madison Book Award 2004
NCTE Orbis Pictus Award 2004
Robert F. Sibert Informational Book Award 2004
School Library Journal Best Books of the Year 2003
Review Excerpts:
Booklist: “History, science, politics, and public health come together in this dramatic account of the disastrous yellow fever epidemic that hit the nation's capital more than 200 years ago.“
Publishers Weekly: “This comprehensive history of the outbreak and its aftermath lays out the disputes within the medical community and, as there is still no cure, offers a cautionary note.”
School Library Journal: “Students will become immersed in the dramatic narrative as they read how fear and panic spread throughout the country's capital. The author masterfully weaves facts and fascinating stories in describing the course of the disease and the heroic roles played by a few doctors and the free African-American citizens of the city.”
Voice of Youth Advocates: “This book represents nonfiction at its best. Although the subject matter does not cover typical teen reading choices, Murphy's book is extremely accessible and readable. The story is captivating, and the writing is straightforward. Readers come away with a sense of the era as a whole and a keen picture of the overall devastation brought by yellow fever.”
Connections:
-Combine this selection with FEVER 1793 by Laurie Halse Anderson
-The author provides an excellent annotated bibliography that provides suggestions for further readings in areas such as medical, non-medical, yellow fever literature both fiction and non-fiction, George Washington's problems, African Americans, plagues, and mosquitoes. These resources can be accessed by different students depending on where there interest lies. Students can do further research and present it to the class.
Murphy, J. 2004. AN AMERICAN PLAGUE: THE TRUE AND TERRIFYING STORY OF THE YELLOW FEVER EPIDEMIC OF 1793. New York, NY: Clarion Books. ISBN: 0395776082.
Plot Summary:
AN AMERICAN PLAGUE describes the Yellow Fever Epidemic that swept through Philadelphia in 1793 killing much of the population. The book describes Philadelpia at that outset of the epidemic, its social and political atmosphere, the response to the disease, the effects of the illness, and the lack of a cure. The sentiments during that time period are revealed through an array of first-hand accounts. The book concludes with a chapter dedicated to modern outbreaks and the possibility of another epidemic. The book also includes an extensive annotated bibliography and an index.
Critical Analysis:
Murphy's book relects all the qualities needed for an excellent informational book: accuracy, organization, design, and style. The book starts by creating the atmosphere that made the Yellow Fever ripe for occurrence, the confusion of diagnosis, the symptoms of the disease, nursing needs, and the after effects of the epidemic on the people and city of Philadelphia. He continues the story to the present day about the continuing issues related to Yellow Fever making this historical event relevant for readers today.
Murphy writes in a clear, detailed manner that engages the reader by presenting details that conjures up the political and social atmosphere of the fledgling United States. He relies on primary sources such as newspapers, maps, personal correspondence, and church documents to help tell the story of the epidemic. Murphy also relies on engravings, drawings, cartoons, and portraits to provide visual resources for readers. The images provide visual references to help readers connect names to faces while also making the victims of the epidemic come alive. The information presented is from direct sources that are listed in an annotated bibliography and an index is also included.
AN AMERICAN PLAGUE is an outstanding book that is well-organized and presented in an effective, engaging way and is an asset to any collection.
Awards:
American Library Association Notable Books for Children 2004
Boston Globe-Horn Book Awards 2004
James Madison Book Award 2004
NCTE Orbis Pictus Award 2004
Robert F. Sibert Informational Book Award 2004
School Library Journal Best Books of the Year 2003
Review Excerpts:
Booklist: “History, science, politics, and public health come together in this dramatic account of the disastrous yellow fever epidemic that hit the nation's capital more than 200 years ago.“
Publishers Weekly: “This comprehensive history of the outbreak and its aftermath lays out the disputes within the medical community and, as there is still no cure, offers a cautionary note.”
School Library Journal: “Students will become immersed in the dramatic narrative as they read how fear and panic spread throughout the country's capital. The author masterfully weaves facts and fascinating stories in describing the course of the disease and the heroic roles played by a few doctors and the free African-American citizens of the city.”
Voice of Youth Advocates: “This book represents nonfiction at its best. Although the subject matter does not cover typical teen reading choices, Murphy's book is extremely accessible and readable. The story is captivating, and the writing is straightforward. Readers come away with a sense of the era as a whole and a keen picture of the overall devastation brought by yellow fever.”
Connections:
-Combine this selection with FEVER 1793 by Laurie Halse Anderson
-The author provides an excellent annotated bibliography that provides suggestions for further readings in areas such as medical, non-medical, yellow fever literature both fiction and non-fiction, George Washington's problems, African Americans, plagues, and mosquitoes. These resources can be accessed by different students depending on where there interest lies. Students can do further research and present it to the class.
The Tarantula Scientist by Sy Montgomery
Bibliography:
Montgomery, S. 2004. THE TARANTULA SCIENTIST. Ill. by Nic Bishop. Boston, MA: Houghton Mifflin Company. ISBN: 0618147993.
Plot Summary:
THE TARANTULA SCIENTIST follows the story of Arachnologist Sam Marshall while he studies the habits of the Goliath Birdeater tarantula in the rainforests of French Guiana in South America. The book follows his adventure as he uses the scientific method to answer questions about tarantulas while known information about their lifestyles is presented such as how they shed their exoskeletons, protect themselves from predators, line their caves in silk, and the color of their blood. The book also shows Marshall’s lab where he has over 500 types of tarantulas and students who also want to explore the world of spiders. Beautiful, detailed photographs from Nic Bishop accentuate the text. The book contains spider statistics, a glossary, a bibliography, and an index.
Critical Analysis:
Author Sy Montgomery presents the information in a clear, engaging manner that keeps the reader interested. The chapters are separated by informational sections about habits of tarantulas and how they are similar and different from other spiders. The 80 pages of text reveal the excitement that Marshall feels studying these spiders. That combined with the straightforward fact presentation helps remove the fear of these animals to replace it with curiosity. The style of writing helps the reader imagine the entire exploration.
Not only does Montgomery write about tarantulas, she also writes about how Marshall became interested in spiders, his interest in other animals, what he studies and why, how other students became interested, what tools are used, and other information about the study of spiders. The text is accompanied by photographs from Nic Bishop.
Bishop’s photographs are invaluable to the text because the vivid, detailed pictures help the viewer get close to the tarantulas to see the details unique to the species. He shows them up close, as they jump, spin webs, shed their exoskeleton, and exit from their burrow. The photos are rich in detail and help the reader gain a deeper understanding of spiders. Some photos fill entire pages to increase the visual impact. The captions provide extra information about the image that is different from the text. The use of verbal and visual access points are helpful in allowing the reader to use the text in a multitude of ways.
The text is presented in manageable chapters that are broken up by the informational sections. The arrangement of the book allows readers to jump around because the information sections are bordered in orange and the photos and captions stand alone. Overall this is an intriguing book, both textually and visually, that helps readers gain an insight into tarantulas in a meaningful way.
Awards:
American Library Association Notable Books for Children 2005
Reviews:
BOOKLIST: “Montgomery and Bishop, who worked together on Snake Scientist (1999), team up once again to deliver another fascinating slice of the natural world. Enthusiasm for the subject and respect for both Marshall and his eight-legged subjects come through on every page of the clear, informative, and even occasionally humorous text. Bishop's full-color photos, which concentrate on detail, not scale, are amazing--Marshall coaxing an elusive tarantula into the open or bringing readers literally face-to-face with a hairy spider.”
THE BULLETING OF THE CENTER FOR CHILDREN’S BOOKS, STARRED: “Bishop’s photographs rise magnificently to the challenge of capturing earth-toned spiders amid earth-toned jungle surroundings, bringing the critters up-close and personal and offering a few of his trademark astonishing stop-action shots…This would liven up a science curriculum no end, and it might also convince young readers to go beyond the elemental pleasures of ‘Ew, gross’ to the more sophisticated appreciation of ‘Wow, cool.”
THE FIVE OWLS, STARRED: “This beautifully photographed book explains just about everything an elementary school student might want to know about this often misunderstood and maligned creature.”
KIRKUS REVIEWS, STARRED: “Montgomery has a gift for scene-setting…She deftly weaves clear explanations and comparison into the main text…Bishop’s phenomenal photos show spiders mating, shedding their skin, even leaping through the air. It’s enough to make Miss Muffet fall in love.”
SCHOOL LIBRARY JOURNAL, STARRED: “…this is a vivid look at an enthusiastic scientist energetically and happily at work, both in the field and in the lab, questioning, examining, testing, and making connections. A treat, even for arachnophobes.”
Connections:
-Invite a local arachnologist or animal expert to come speak to the class about tarantulas. The students can ask questions and the speaker may be able to bring actual spiders into the classroom. If this is not possible a visit to a local zoo could act as a replacement activity.
-Adopt a tarantula for students to observe over an extended period of time. The can connect the information from the book to the spider. Only do this if you are committed to a long term pet or study.
-Other books about tarantulas: TARANTULA KEEPER’S GUIDE by Stanley A. Schultz; TARANTULAS AND OTHER ARACHNIDS by Samuel Marshall
-Continue reading books in the series SCIENTISTS IN THE FIELD. The series covers topics such as snakes, bugs, whales, hammerhead sharks, bird dinosaurs, tree kangaroos, wolves, and more.
Montgomery, S. 2004. THE TARANTULA SCIENTIST. Ill. by Nic Bishop. Boston, MA: Houghton Mifflin Company. ISBN: 0618147993.
Plot Summary:
THE TARANTULA SCIENTIST follows the story of Arachnologist Sam Marshall while he studies the habits of the Goliath Birdeater tarantula in the rainforests of French Guiana in South America. The book follows his adventure as he uses the scientific method to answer questions about tarantulas while known information about their lifestyles is presented such as how they shed their exoskeletons, protect themselves from predators, line their caves in silk, and the color of their blood. The book also shows Marshall’s lab where he has over 500 types of tarantulas and students who also want to explore the world of spiders. Beautiful, detailed photographs from Nic Bishop accentuate the text. The book contains spider statistics, a glossary, a bibliography, and an index.
Critical Analysis:
Author Sy Montgomery presents the information in a clear, engaging manner that keeps the reader interested. The chapters are separated by informational sections about habits of tarantulas and how they are similar and different from other spiders. The 80 pages of text reveal the excitement that Marshall feels studying these spiders. That combined with the straightforward fact presentation helps remove the fear of these animals to replace it with curiosity. The style of writing helps the reader imagine the entire exploration.
Not only does Montgomery write about tarantulas, she also writes about how Marshall became interested in spiders, his interest in other animals, what he studies and why, how other students became interested, what tools are used, and other information about the study of spiders. The text is accompanied by photographs from Nic Bishop.
Bishop’s photographs are invaluable to the text because the vivid, detailed pictures help the viewer get close to the tarantulas to see the details unique to the species. He shows them up close, as they jump, spin webs, shed their exoskeleton, and exit from their burrow. The photos are rich in detail and help the reader gain a deeper understanding of spiders. Some photos fill entire pages to increase the visual impact. The captions provide extra information about the image that is different from the text. The use of verbal and visual access points are helpful in allowing the reader to use the text in a multitude of ways.
The text is presented in manageable chapters that are broken up by the informational sections. The arrangement of the book allows readers to jump around because the information sections are bordered in orange and the photos and captions stand alone. Overall this is an intriguing book, both textually and visually, that helps readers gain an insight into tarantulas in a meaningful way.
Awards:
American Library Association Notable Books for Children 2005
Reviews:
BOOKLIST: “Montgomery and Bishop, who worked together on Snake Scientist (1999), team up once again to deliver another fascinating slice of the natural world. Enthusiasm for the subject and respect for both Marshall and his eight-legged subjects come through on every page of the clear, informative, and even occasionally humorous text. Bishop's full-color photos, which concentrate on detail, not scale, are amazing--Marshall coaxing an elusive tarantula into the open or bringing readers literally face-to-face with a hairy spider.”
THE BULLETING OF THE CENTER FOR CHILDREN’S BOOKS, STARRED: “Bishop’s photographs rise magnificently to the challenge of capturing earth-toned spiders amid earth-toned jungle surroundings, bringing the critters up-close and personal and offering a few of his trademark astonishing stop-action shots…This would liven up a science curriculum no end, and it might also convince young readers to go beyond the elemental pleasures of ‘Ew, gross’ to the more sophisticated appreciation of ‘Wow, cool.”
THE FIVE OWLS, STARRED: “This beautifully photographed book explains just about everything an elementary school student might want to know about this often misunderstood and maligned creature.”
KIRKUS REVIEWS, STARRED: “Montgomery has a gift for scene-setting…She deftly weaves clear explanations and comparison into the main text…Bishop’s phenomenal photos show spiders mating, shedding their skin, even leaping through the air. It’s enough to make Miss Muffet fall in love.”
SCHOOL LIBRARY JOURNAL, STARRED: “…this is a vivid look at an enthusiastic scientist energetically and happily at work, both in the field and in the lab, questioning, examining, testing, and making connections. A treat, even for arachnophobes.”
Connections:
-Invite a local arachnologist or animal expert to come speak to the class about tarantulas. The students can ask questions and the speaker may be able to bring actual spiders into the classroom. If this is not possible a visit to a local zoo could act as a replacement activity.
-Adopt a tarantula for students to observe over an extended period of time. The can connect the information from the book to the spider. Only do this if you are committed to a long term pet or study.
-Other books about tarantulas: TARANTULA KEEPER’S GUIDE by Stanley A. Schultz; TARANTULAS AND OTHER ARACHNIDS by Samuel Marshall
-Continue reading books in the series SCIENTISTS IN THE FIELD. The series covers topics such as snakes, bugs, whales, hammerhead sharks, bird dinosaurs, tree kangaroos, wolves, and more.
Wednesday, October 15, 2008
My Dog May Be A Genius by Jack Prelutsky
Bibliography:
Prelutsky, J. 2008. MY DOG MAY BE A GENIUS. Ill. By James Stevenson. New York, NY: Greenwillow Books. ISBN 9780066238630.
Plot Summary:
My Dog May Be A Genius is a compilation of over 100 poems by Jack Prelutsky that explore homework, underwater music bands, chickens, snabbits, and lima beans. The range of topics provides every reader something to connect to while the whimsical line drawings of James Stevenson accent the writing. The book contains indexes of both titles and first lines of each poem as well as a list of other works by Prelutsky.
Critical Analysis:
Prelutsky, the Children’s Poet Laureate, has written another book full of inventive characters, odd situations, and everyday problems. He writes for children in an accessible, fun way that engages interest. The poems are written in many forms using many poetic device such as rhyme, rhythm, puns, consonance, alliteration, and onomatopoeia. One poem, Sprig Id Here, is written as if the speaker has a terrible cold. The written words look silly and are a challenge to read aloud, but the effect is worth it. On some poems the printing of the text mimics the activities happening in the poem like on I Am Climbing Up A Ladder, where the text moves upward as the character does.
The writing is enhanced by the line and ink drawings of James Stevenson. This collaboration is effective because the drawings reflect the whimsy of the poetry like an octopus juggling flower pots. The drawings do not detract because the line work and washes are light and carefree. The poems are appropriate for solitary reading, but really shine when read aloud. This collection is appropriate for new readers of poetry and for readers already familiar with the author.
Review Excerpts:
PUBLISHERS WEEKLY
“Familiar yet inventive, exuberant and silly, this consistently fresh assortment of light verse and expressive cartoons lives up to the haute goofiness of the best Prelutsky/Stevenson work.”
BOOKLIST
“In their fifth collaboration, Prelutsky and Stevenson create another collection of delicious nonsense poetry and gleeful cartoons. As always, Stevenson's line-and-wash drawings adeptly extend the silly mood in each poem, and Prelutsky's rhyming couplets ramp up the meter to capture the galloping excitement of imagined adventures.”
SCHOOL LIBRARY JOURNAL
“Predictably, Prelutsky plays with language and does not shy away from challenging vocabulary, as illustrated in "The Underwater Marching Band" that "blares with gusto/and unmitigated cheer,/undaunted by the knowledge/we're impossible to hear." Stevenson's simple signature drawings capture the spirit of each poem with just the right amount of illustration.”
Connections:
-Other books by Jack Prelutsky:
-A Pizza the Size of the Sun
-The New Kid on the Block
-Zoo Doings
-This book could be part of a poetry reading/writing study. Prelutsky’s book on writing poetry could be a source. Pizza, Pigs, & Poetry: How to Write a Poem, ISBN:0061434485.
-Students could visit the interactive website for more poems. It is: www.jackprelutsky.com
-This collection could be used in the “Three Minutes for Poetry” or to allow students to select poetry to be read aloud. There is also a CD of My Dog May Be A Genius which could be used as a companion piece. The ISBN is 0061451452.
Prelutsky, J. 2008. MY DOG MAY BE A GENIUS. Ill. By James Stevenson. New York, NY: Greenwillow Books. ISBN 9780066238630.
Plot Summary:
My Dog May Be A Genius is a compilation of over 100 poems by Jack Prelutsky that explore homework, underwater music bands, chickens, snabbits, and lima beans. The range of topics provides every reader something to connect to while the whimsical line drawings of James Stevenson accent the writing. The book contains indexes of both titles and first lines of each poem as well as a list of other works by Prelutsky.
Critical Analysis:
Prelutsky, the Children’s Poet Laureate, has written another book full of inventive characters, odd situations, and everyday problems. He writes for children in an accessible, fun way that engages interest. The poems are written in many forms using many poetic device such as rhyme, rhythm, puns, consonance, alliteration, and onomatopoeia. One poem, Sprig Id Here, is written as if the speaker has a terrible cold. The written words look silly and are a challenge to read aloud, but the effect is worth it. On some poems the printing of the text mimics the activities happening in the poem like on I Am Climbing Up A Ladder, where the text moves upward as the character does.
The writing is enhanced by the line and ink drawings of James Stevenson. This collaboration is effective because the drawings reflect the whimsy of the poetry like an octopus juggling flower pots. The drawings do not detract because the line work and washes are light and carefree. The poems are appropriate for solitary reading, but really shine when read aloud. This collection is appropriate for new readers of poetry and for readers already familiar with the author.
Review Excerpts:
PUBLISHERS WEEKLY
“Familiar yet inventive, exuberant and silly, this consistently fresh assortment of light verse and expressive cartoons lives up to the haute goofiness of the best Prelutsky/Stevenson work.”
BOOKLIST
“In their fifth collaboration, Prelutsky and Stevenson create another collection of delicious nonsense poetry and gleeful cartoons. As always, Stevenson's line-and-wash drawings adeptly extend the silly mood in each poem, and Prelutsky's rhyming couplets ramp up the meter to capture the galloping excitement of imagined adventures.”
SCHOOL LIBRARY JOURNAL
“Predictably, Prelutsky plays with language and does not shy away from challenging vocabulary, as illustrated in "The Underwater Marching Band" that "blares with gusto/and unmitigated cheer,/undaunted by the knowledge/we're impossible to hear." Stevenson's simple signature drawings capture the spirit of each poem with just the right amount of illustration.”
Connections:
-Other books by Jack Prelutsky:
-A Pizza the Size of the Sun
-The New Kid on the Block
-Zoo Doings
-This book could be part of a poetry reading/writing study. Prelutsky’s book on writing poetry could be a source. Pizza, Pigs, & Poetry: How to Write a Poem, ISBN:0061434485.
-Students could visit the interactive website for more poems. It is: www.jackprelutsky.com
-This collection could be used in the “Three Minutes for Poetry” or to allow students to select poetry to be read aloud. There is also a CD of My Dog May Be A Genius which could be used as a companion piece. The ISBN is 0061451452.
Keesha's House by Helen Frost
Bibliography:
Frost, H. 2003. KEESHA’S HOUSE. New York, NY: Frances Foster Books. ISBN: 0374340641
Plot Summary:
Keesha’s House tells the stories of seven troubled teens who are facing issues of pregnancy, abuse, abandonment, drugs, imprisonment, foster homes, and homosexuality. Joe owns a house with a blue door where he allows teens to stay for as long as they need. Keesha is one such teen who resides there becoming the namesake of the house. As other teens need a safe place to stay their lives intersect and influence each other as they face their fears and create new relationships together and individually. Each of the eight chapters advance the story through the multiple perspectives of each teen with two chapters dedicated to the adults in their lives.
Critical Analysis:
Frost’s verse novel talks about the hardships that teens are facing today through first person narratives. The narratives are told in the poetry formats of sonnets and sestinas in the course of eight chapters. Each person reveals his/her hopes, fears, concerns, disappointments, joys, and more. Frost takes the reader on a difficult journey with each teen who face issues seemingly beyond their years. The author creates a true-to-life story that does not feel forced or overly dramatic. Readers may be surprised by the issues faced by the characters, but the issues are very relevant.
By facing difficult issues, Frost allows the viewer to see how lives are affected by choices made by ourselves and others. Teen readers will engage with the stories even if they do not face the same issues. Two of the chapters are dedicated to the adults that are involved in the lives of the teens. Frost allows them a voice that sheds a different perspective on the events that are occurring to the main characters. She does not excuse them, but by providing the contrast she reveals that every individual has their own truth, perspective and vision.
Keesha’s House is a powerful book that shows that decisions, good or bad, have repercussions for every one involved and it is those decisions and how you handle them that define a person. And in any case, a safe place to stay and friends can make all the difference.
Awards:
Michael L. Printz Award for Excellence in Young Adult Literature Honor Book 2004
Review Excerpts:
BOOKLIST
“Most readers will be...interested in the characters, drawn with aching realism, who speak poetry in ordinary words and make connections.”
PUBLISHERS WEEKLY
“In her first YA novel, Frost profiles seven teens in trauma, artfully revealed through sestinas and sonnets. The struggles may be familiar, but Frost makes her characters and their daily lives seem relevant and authentic, often using striking imagery. Making the most of the poetic forms, the author breathes life into these teens and their stories, resulting in a thoughtfully composed and ultimately touching book.”
SCHOOL LIBRARY JOURNAL
“Revealing heartbreak and hope, these poems could stand alone, but work best as a story collection. Teens may read this engaging novel without even realizing they are reading poetry.”
Connections:
-Other novels about teen issues:
-Alexie, Sherman. The Absolute True Diary of a Part-Time Indian, ISBN:
0316013684
-Frost, Helen. Spinning Through the Universe, ISBN: 0374371598
-Sones, Sonya. What My Girlfriend Doesn’t Know. ISBN:0689876033; What My Mother Doesn’t Know, ISBN:0689855532, etc
-Students could write their own sonnet about an issue that he/she faces daily or keep a daily journal.
Frost, H. 2003. KEESHA’S HOUSE. New York, NY: Frances Foster Books. ISBN: 0374340641
Plot Summary:
Keesha’s House tells the stories of seven troubled teens who are facing issues of pregnancy, abuse, abandonment, drugs, imprisonment, foster homes, and homosexuality. Joe owns a house with a blue door where he allows teens to stay for as long as they need. Keesha is one such teen who resides there becoming the namesake of the house. As other teens need a safe place to stay their lives intersect and influence each other as they face their fears and create new relationships together and individually. Each of the eight chapters advance the story through the multiple perspectives of each teen with two chapters dedicated to the adults in their lives.
Critical Analysis:
Frost’s verse novel talks about the hardships that teens are facing today through first person narratives. The narratives are told in the poetry formats of sonnets and sestinas in the course of eight chapters. Each person reveals his/her hopes, fears, concerns, disappointments, joys, and more. Frost takes the reader on a difficult journey with each teen who face issues seemingly beyond their years. The author creates a true-to-life story that does not feel forced or overly dramatic. Readers may be surprised by the issues faced by the characters, but the issues are very relevant.
By facing difficult issues, Frost allows the viewer to see how lives are affected by choices made by ourselves and others. Teen readers will engage with the stories even if they do not face the same issues. Two of the chapters are dedicated to the adults that are involved in the lives of the teens. Frost allows them a voice that sheds a different perspective on the events that are occurring to the main characters. She does not excuse them, but by providing the contrast she reveals that every individual has their own truth, perspective and vision.
Keesha’s House is a powerful book that shows that decisions, good or bad, have repercussions for every one involved and it is those decisions and how you handle them that define a person. And in any case, a safe place to stay and friends can make all the difference.
Awards:
Michael L. Printz Award for Excellence in Young Adult Literature Honor Book 2004
Review Excerpts:
BOOKLIST
“Most readers will be...interested in the characters, drawn with aching realism, who speak poetry in ordinary words and make connections.”
PUBLISHERS WEEKLY
“In her first YA novel, Frost profiles seven teens in trauma, artfully revealed through sestinas and sonnets. The struggles may be familiar, but Frost makes her characters and their daily lives seem relevant and authentic, often using striking imagery. Making the most of the poetic forms, the author breathes life into these teens and their stories, resulting in a thoughtfully composed and ultimately touching book.”
SCHOOL LIBRARY JOURNAL
“Revealing heartbreak and hope, these poems could stand alone, but work best as a story collection. Teens may read this engaging novel without even realizing they are reading poetry.”
Connections:
-Other novels about teen issues:
-Alexie, Sherman. The Absolute True Diary of a Part-Time Indian, ISBN:
0316013684
-Frost, Helen. Spinning Through the Universe, ISBN: 0374371598
-Sones, Sonya. What My Girlfriend Doesn’t Know. ISBN:0689876033; What My Mother Doesn’t Know, ISBN:0689855532, etc
-Students could write their own sonnet about an issue that he/she faces daily or keep a daily journal.
Thanks a Million by Nikki Grimes
Bibliography:
Grimes, N. 2006. THANKS A MILLION. Ill. by Cozbi A. Cabrera. New York, NY: HarperCollins Publishers, Inc. ISBN: 0688172938
Plot Summary:
Thankfulness is the subject of Thanks a Million, a book of poetry by Nikki Grimes. The sixteen poems explore the range and different forms of gratitude from giving thanks, family appreciation, sibling affection, and loyalty. Grimes uses varying forms of poetry from haiku to couplets to express the different points of view. The poems are complimented by Cozbi A. Cabrera’s brightly colored illustrations.
Critical Analysis:
Grimes’ book of poetry addresses the issue of thankfulness as a daily activity that should not be taken for granted. She writes poems about children who face issues such as being the new student, having to take care of a younger sibling, and having a Dad to play basketball with. Thanks a Million’s biggest accomplishments is showing that there is always something to be thankful for while providing different examples of how to express thanks.
Grimes does not trivialize the concerns of children, but expresses those concerns and emotions in a meaningful way such as The Lunchroom which talks about the fear of not making friends at a new school. This book is also an excellent addition to a library collection because of its acknowledgment of different races and cultures, which provides every student the opportunity to relate on both the emotional and visual level.
The acrylic illustrations by Cozbi Cabrera fill each of the pages with vivid colors and expressive brushstrokes. She conveys the essence of each poem without overwhelming the writing. One painting for the poem Dear Author depicts a girl sitting on the far right of the two-page spread reading her book, while the sky shows turbulence on the edges while in the center the sky begins to clear. The poem talks about the loss of a parent and how the child finds a way to cope with that loss. The paintings and the poems work together to create an inspiring read for any classroom.
Review Excerpts:
Booklist:
“Grimes' latest thematic poetry collection lends the attitude of gratitude relevance beyond Thanksgiving Day. Children struggling to articulate gratitude will find numerous ways to draw upon this--some may memorize or copy out favorite poems to pass along, while others will be inspired to pen their own tender words.”
School Library Journal:
“Sixteen thoughtful poems about being thankful for everyday things. A lovely book for reflection and discussion.”
Connections:
-Further Reading about thankfulness:
-Words with Wings: A Treasury of African-American Poetry and Art, ISBN:0688164153
-Other works by Nikki Grimes:
-A Pocketful of Poems, ISBN:0395938686
-Hopscotch Love: A Family Treasury of Love Poems, ISBN:0688156673
-www.nikkigrimes.com
-This provides a good opportunity to talk about what students are thankful for in their lives. In can be used in conjunction with Thanksgiving, but it is effective all year round.
-Students could be encouraged to tell someone in their lives that they are appreciated or students could write their own poem.
Grimes, N. 2006. THANKS A MILLION. Ill. by Cozbi A. Cabrera. New York, NY: HarperCollins Publishers, Inc. ISBN: 0688172938
Plot Summary:
Thankfulness is the subject of Thanks a Million, a book of poetry by Nikki Grimes. The sixteen poems explore the range and different forms of gratitude from giving thanks, family appreciation, sibling affection, and loyalty. Grimes uses varying forms of poetry from haiku to couplets to express the different points of view. The poems are complimented by Cozbi A. Cabrera’s brightly colored illustrations.
Critical Analysis:
Grimes’ book of poetry addresses the issue of thankfulness as a daily activity that should not be taken for granted. She writes poems about children who face issues such as being the new student, having to take care of a younger sibling, and having a Dad to play basketball with. Thanks a Million’s biggest accomplishments is showing that there is always something to be thankful for while providing different examples of how to express thanks.
Grimes does not trivialize the concerns of children, but expresses those concerns and emotions in a meaningful way such as The Lunchroom which talks about the fear of not making friends at a new school. This book is also an excellent addition to a library collection because of its acknowledgment of different races and cultures, which provides every student the opportunity to relate on both the emotional and visual level.
The acrylic illustrations by Cozbi Cabrera fill each of the pages with vivid colors and expressive brushstrokes. She conveys the essence of each poem without overwhelming the writing. One painting for the poem Dear Author depicts a girl sitting on the far right of the two-page spread reading her book, while the sky shows turbulence on the edges while in the center the sky begins to clear. The poem talks about the loss of a parent and how the child finds a way to cope with that loss. The paintings and the poems work together to create an inspiring read for any classroom.
Review Excerpts:
Booklist:
“Grimes' latest thematic poetry collection lends the attitude of gratitude relevance beyond Thanksgiving Day. Children struggling to articulate gratitude will find numerous ways to draw upon this--some may memorize or copy out favorite poems to pass along, while others will be inspired to pen their own tender words.”
School Library Journal:
“Sixteen thoughtful poems about being thankful for everyday things. A lovely book for reflection and discussion.”
Connections:
-Further Reading about thankfulness:
-Words with Wings: A Treasury of African-American Poetry and Art, ISBN:0688164153
-Other works by Nikki Grimes:
-A Pocketful of Poems, ISBN:0395938686
-Hopscotch Love: A Family Treasury of Love Poems, ISBN:0688156673
-www.nikkigrimes.com
-This provides a good opportunity to talk about what students are thankful for in their lives. In can be used in conjunction with Thanksgiving, but it is effective all year round.
-Students could be encouraged to tell someone in their lives that they are appreciated or students could write their own poem.
Wednesday, October 1, 2008
Mightier Than The Sword by Jane Yolen
Bibliography:
Yolen, J. 2003. MIGHTIER THAN THE SWORD: WORLD FOLKTALES FOR STRONG BOYS. Ill. Raul Colon. Orlando, FL: Harcourt Books. ISBN 0152163913
Plot Summary:
In Mightier Than The Sword, Jane Yolen collects fourteen world folktales of boys who use means other than physical might to resolve their problems. The stories are from all over the world such as The Magic Brocade from China to Afghanistan’s Hired Hands. The variety of tales show boys accomplishing great feats through intelligence, cunning, kindness, and dedication proving that “true heroes are the ones who solve their problems - and the problems of the world - without ever having to resort to force.” The book opens with a letter from the author to her sons and grandsons. The book ends with a reply from them, notes on the stories, and a bibliography.
Critical Analysis:
Jane Yolen’s collection depicts alternative ways for boys to resolve conflicts by presenting the atypical hero. The stories collected from around the world show the commonality faced by boys across the globe while also providing different cultural perspectives. This book can be used to help represent the diversity in the classroom and provide role models for the readers. The stories are direct and channel the traditional tales told by the Grimm brothers by following motifs such as three questions or tasks faced by the protagonist.
Before each story the country of origin is listed, then the title, and a subtitle that provides a lesson. One example is from the story from Norway entitled Eating with Trolls. The subtitle is “do not confuse a quiet thinker with a ne’er-do-well.” By doing this Yolen sets up the reader to challenge preconceptions as they read the story and shows that what we might dislike can be a saving grace. It helps readers accept what their actual strengths are even if it may not be what we think it should.
Each story is also accompanied by an illustration. Raul Colon contributes full page line drawings that reflect the cultural setting of each hero. The illustrations accompany each story harmoniously by depicting a pivotal scene from each one. This is an excellent collection of stories that achieves its goal by providing an alternative to the typical hero story.
Review Excerpts:
Joseph Bruchac: “In a world where violent conflict is often presented as the only solution to our problems, Jane Yolen’s intelligent new book is as welcome as a lasting truce. With wit and grace she shares these stories of masculine strength from many cultures, each tale a model of alternative ways for difficulties to be overcome and boys to grow into men.”
School Library Journal: “Her versions of these stories are lively, expressively written, ready for reading aloud or telling, and illustrative of her point.”
Publishers Weekly: “These heroes win with their wits and hearts, not with weapons.”
Connections:
-The stories are also appropriate for girls, but Yolen does have a companion book entitled NOT ONE DAMSEL IN DISTRESS: WORLD FOLKTALES FOR STRONG GIRLS
-This collection provides a good opportunity to contrast the ideas between what we think of heroes (such as superheroes) and the everyday heroism of men (such as our fathers, brothers, etc.)
-
Yolen, J. 2003. MIGHTIER THAN THE SWORD: WORLD FOLKTALES FOR STRONG BOYS. Ill. Raul Colon. Orlando, FL: Harcourt Books. ISBN 0152163913
Plot Summary:
In Mightier Than The Sword, Jane Yolen collects fourteen world folktales of boys who use means other than physical might to resolve their problems. The stories are from all over the world such as The Magic Brocade from China to Afghanistan’s Hired Hands. The variety of tales show boys accomplishing great feats through intelligence, cunning, kindness, and dedication proving that “true heroes are the ones who solve their problems - and the problems of the world - without ever having to resort to force.” The book opens with a letter from the author to her sons and grandsons. The book ends with a reply from them, notes on the stories, and a bibliography.
Critical Analysis:
Jane Yolen’s collection depicts alternative ways for boys to resolve conflicts by presenting the atypical hero. The stories collected from around the world show the commonality faced by boys across the globe while also providing different cultural perspectives. This book can be used to help represent the diversity in the classroom and provide role models for the readers. The stories are direct and channel the traditional tales told by the Grimm brothers by following motifs such as three questions or tasks faced by the protagonist.
Before each story the country of origin is listed, then the title, and a subtitle that provides a lesson. One example is from the story from Norway entitled Eating with Trolls. The subtitle is “do not confuse a quiet thinker with a ne’er-do-well.” By doing this Yolen sets up the reader to challenge preconceptions as they read the story and shows that what we might dislike can be a saving grace. It helps readers accept what their actual strengths are even if it may not be what we think it should.
Each story is also accompanied by an illustration. Raul Colon contributes full page line drawings that reflect the cultural setting of each hero. The illustrations accompany each story harmoniously by depicting a pivotal scene from each one. This is an excellent collection of stories that achieves its goal by providing an alternative to the typical hero story.
Review Excerpts:
Joseph Bruchac: “In a world where violent conflict is often presented as the only solution to our problems, Jane Yolen’s intelligent new book is as welcome as a lasting truce. With wit and grace she shares these stories of masculine strength from many cultures, each tale a model of alternative ways for difficulties to be overcome and boys to grow into men.”
School Library Journal: “Her versions of these stories are lively, expressively written, ready for reading aloud or telling, and illustrative of her point.”
Publishers Weekly: “These heroes win with their wits and hearts, not with weapons.”
Connections:
-The stories are also appropriate for girls, but Yolen does have a companion book entitled NOT ONE DAMSEL IN DISTRESS: WORLD FOLKTALES FOR STRONG GIRLS
-This collection provides a good opportunity to contrast the ideas between what we think of heroes (such as superheroes) and the everyday heroism of men (such as our fathers, brothers, etc.)
-
The Girl Who Loved Horses by Paul Goble
Bibliography:
Goble, P. 1978. THE GIRL WHO LOVED WILD HORSES. Ill. Paul Goble. Scarsdale, NY: Bradbury Press. ISBN 0878881212
Plot Summary:
The Girl Who Loved Wild Horses depicts the journey taken by a young Native American girl who shares an affinity with the wild horses that lived near her village. While napping with near the herd, a storm frightens both girl and herd causing her to be swept up into the movement of the herd. The morning after the storm she is greeted by the welcoming neigh of the a spotted stallion who was the leader of the wild horses. He invites her to live with the wild horses, which she does until hunters from her village see her with the horses causing her to decide between her family and the wild horses.
Critical Analysis:
Paul Goble has created a book that exemplifies the ideal collaboration between words and images. The story tells the tale of a young girl who longs to be with the wild horses that she loves. Her journey is depicted through writing that is simple while conveying emotion and movement. The words reflects the oral tradition of Native American tribes without limiting the story to any specific tribe. Though based on the tribal lifestyle, Goble’s writing involves the reader in the young girl’s quest to find her place of belonging.
Goble’s color illustrations are done in warm earth tone colors that enhances the connection with nature that is established in the story. Brown, gold, orange, blue and green saturate each page. The illustrations dominate each page becoming a necessary part of the story. The text is sans serif and is visually minimized. One of the most powerful images depicts the storm with rolling black clouds that angle onto the page pushing the stampeding horses forward. The harmony of the text and images make this story a classic.
Awards:
Caldecott Award 1979
Review Excerpts:
The Horn Book: “Storytelling and art express the harmony with and the love of nature which characterize Native American culture“.
Connections:
-Other books by Paul Goble: Red Hawk’s Account of CUSTER’S LAST BATTLE, Brave Eagle’s Account of THE FETTERMAN FIGHT, LONE BULL’S HORSE RAID, LEGEND OF THE WHITE BUFFALO WOMAN, MYSTIC HORSE, and THE FRIENDLY WOLF
-Another connection could be based on horses, Native American art, or myths of different Native American tribes
-The students could also be allowed to listen to different Native American music recordings such as songs and chants.
Goble, P. 1978. THE GIRL WHO LOVED WILD HORSES. Ill. Paul Goble. Scarsdale, NY: Bradbury Press. ISBN 0878881212
Plot Summary:
The Girl Who Loved Wild Horses depicts the journey taken by a young Native American girl who shares an affinity with the wild horses that lived near her village. While napping with near the herd, a storm frightens both girl and herd causing her to be swept up into the movement of the herd. The morning after the storm she is greeted by the welcoming neigh of the a spotted stallion who was the leader of the wild horses. He invites her to live with the wild horses, which she does until hunters from her village see her with the horses causing her to decide between her family and the wild horses.
Critical Analysis:
Paul Goble has created a book that exemplifies the ideal collaboration between words and images. The story tells the tale of a young girl who longs to be with the wild horses that she loves. Her journey is depicted through writing that is simple while conveying emotion and movement. The words reflects the oral tradition of Native American tribes without limiting the story to any specific tribe. Though based on the tribal lifestyle, Goble’s writing involves the reader in the young girl’s quest to find her place of belonging.
Goble’s color illustrations are done in warm earth tone colors that enhances the connection with nature that is established in the story. Brown, gold, orange, blue and green saturate each page. The illustrations dominate each page becoming a necessary part of the story. The text is sans serif and is visually minimized. One of the most powerful images depicts the storm with rolling black clouds that angle onto the page pushing the stampeding horses forward. The harmony of the text and images make this story a classic.
Awards:
Caldecott Award 1979
Review Excerpts:
The Horn Book: “Storytelling and art express the harmony with and the love of nature which characterize Native American culture“.
Connections:
-Other books by Paul Goble: Red Hawk’s Account of CUSTER’S LAST BATTLE, Brave Eagle’s Account of THE FETTERMAN FIGHT, LONE BULL’S HORSE RAID, LEGEND OF THE WHITE BUFFALO WOMAN, MYSTIC HORSE, and THE FRIENDLY WOLF
-Another connection could be based on horses, Native American art, or myths of different Native American tribes
-The students could also be allowed to listen to different Native American music recordings such as songs and chants.
Cinder Edna by Ellen Jackson
Bibliography:
Jackson, E. CINDER EDNA. Ill. Kevin O’Malley. New York, NY: Lothrop, Lee & Shepard Books. ISBN 0688123228
Plot Summary:
Cinder Edna is about Cinderella and her next door neighbor Cinder Edna. Both girls are forced to work for wicked stepmothers and stepsisters, but each girl’s life is determined by her attitude. Cinderella focuses on her troubles waiting for assistance from her fairy godmother so that she can attend the ball while Cinder Edna saves for her dress by putting it away on layaway. The girls attend the ball to meet their prince, but the midnight deadline has the girls rushing for the doors causing confusion while the princes track down their princesses.
Critical Analysis:
This parody of the traditional tale of Cinderella focuses on providing a contrast between two girls who face similar situations, but with a different attitude each girl ends up with a different life. Cinderella is portrayed as a beautiful, put-upon girl who relies on the aid of others to alter the direction of her life. In contrast, Cinder Edna is a plain, industrious, good-humored girl who uses her own ingenuity to get what she wants.
The moral of the story is that a good attitude and a willingness to work can make change one’s circumstances, but the book lacks an even hand. The feminist take is refreshing in comparison to the original version where Cinderella waits for her prince. In Cinder Edna, Cinderella becomes the “villain” because she is a passive person. It gives the reader the impression that beautiful people are lazy and vain and will not attain true happiness. A better take might have been that it is possible for anyone pretty/ugly, smart/dumb, or vain/humble can find happiness at a level that suits them.
Kevin O’Malley’s contribution to the book are vibrant illustrations that convey the humor in the store through pastel drawings. The expressions and positions of the figures show the attitude of the characters to advantage and help reveal the soul of each one. The drawings are a highlight of the story.
Review Excerpts:
School Library Journal: “Kids will love this version of the familiar story for its humor and vibrant artwork.”
Publishers Weekly: “O'Malley's nicely executed, cleverly detailed spreads contrast Cinderella's fantasy glow with Edna's clear-eyed, can-do attitude. This Cinderella send-up is full of kid-pleasing jokes and, besides, it's never too early to discover the hazards of codependence.”
Connections:
-This parody can be part of a classroom discussion talking about the different ways Cinderella acts and behaves from studying Perrault’s version and other cultural variants of the story such as: The Rough Face Girl by Rafe Martin or The Korean Cinderella by Shirley Climo
-Other modernized versions of the tale could be told to offer other perspectives such as: Prince Cinder by Babette Cole and The Paper Bag Princess by Robert N. Munsch
-The class could discuss the attitudes adopted by each character, both the male and female roles and ask about who lived “happily ever after?”
Jackson, E. CINDER EDNA. Ill. Kevin O’Malley. New York, NY: Lothrop, Lee & Shepard Books. ISBN 0688123228
Plot Summary:
Cinder Edna is about Cinderella and her next door neighbor Cinder Edna. Both girls are forced to work for wicked stepmothers and stepsisters, but each girl’s life is determined by her attitude. Cinderella focuses on her troubles waiting for assistance from her fairy godmother so that she can attend the ball while Cinder Edna saves for her dress by putting it away on layaway. The girls attend the ball to meet their prince, but the midnight deadline has the girls rushing for the doors causing confusion while the princes track down their princesses.
Critical Analysis:
This parody of the traditional tale of Cinderella focuses on providing a contrast between two girls who face similar situations, but with a different attitude each girl ends up with a different life. Cinderella is portrayed as a beautiful, put-upon girl who relies on the aid of others to alter the direction of her life. In contrast, Cinder Edna is a plain, industrious, good-humored girl who uses her own ingenuity to get what she wants.
The moral of the story is that a good attitude and a willingness to work can make change one’s circumstances, but the book lacks an even hand. The feminist take is refreshing in comparison to the original version where Cinderella waits for her prince. In Cinder Edna, Cinderella becomes the “villain” because she is a passive person. It gives the reader the impression that beautiful people are lazy and vain and will not attain true happiness. A better take might have been that it is possible for anyone pretty/ugly, smart/dumb, or vain/humble can find happiness at a level that suits them.
Kevin O’Malley’s contribution to the book are vibrant illustrations that convey the humor in the store through pastel drawings. The expressions and positions of the figures show the attitude of the characters to advantage and help reveal the soul of each one. The drawings are a highlight of the story.
Review Excerpts:
School Library Journal: “Kids will love this version of the familiar story for its humor and vibrant artwork.”
Publishers Weekly: “O'Malley's nicely executed, cleverly detailed spreads contrast Cinderella's fantasy glow with Edna's clear-eyed, can-do attitude. This Cinderella send-up is full of kid-pleasing jokes and, besides, it's never too early to discover the hazards of codependence.”
Connections:
-This parody can be part of a classroom discussion talking about the different ways Cinderella acts and behaves from studying Perrault’s version and other cultural variants of the story such as: The Rough Face Girl by Rafe Martin or The Korean Cinderella by Shirley Climo
-Other modernized versions of the tale could be told to offer other perspectives such as: Prince Cinder by Babette Cole and The Paper Bag Princess by Robert N. Munsch
-The class could discuss the attitudes adopted by each character, both the male and female roles and ask about who lived “happily ever after?”
Wednesday, September 17, 2008
The Invention of Hugo Cabret by B. Selznick
Bibliography:
Selznick, B. THE INVENTION OF HUGO CABRET. Ill. by Brian Selznick. New York, NY: Scholastic Press. ISBN 0439813786
Plot Summary:
In this book, orphaned Hugo resides in a Paris train station where he maintains his lifestyle through stealth, mechanical ability, and thievery, but his safety is challenged when the elderly owner of the toyshop catches him stealing toys. Motivated by his own past that haunts him, the shop owner confiscates Hugo’s notebook, which belonged to Hugo’s deceased father. Desperate to regain the notebook Hugo agrees to work at the shop where he interacts with the owner, his granddaughter Isabelle, and her friend Etienne. The interaction between characters leads Hugo to resolve his secret and to uncover the shop owner’s long hidden secret.
Critical Analysis:
The Invention of Hugo Cabret confronts many emotional issues concerning the protagonist among them loss, fear, abandonment, hope, and acceptance. Even though the pioneers of cinema influenced the author, the novel explores the redemptive forces of companionship, friendship, and acceptance among his characters. The story is presented through Hugo’s point-of-view and the author relies on coincidences to connect the past of the characters while also presenting their histories through flashbacks.
Selznick’s integration of text and image make the book distinctive. The pages of the book are edged in black framing the text and images. The black and white illustrations, created with graphite pencil, show the strokes used to make the image. Many times the images are used to carry the story in place of text. The images reveal intimacy by showing close up images of the characters while also showing action by using strong diagonals and partial figures moving across several pages. Considering the author’s interest in the inception of cinema, this approach is appropriate because the illustrations become movie stills, which are integrated into the book. Melies’s movie stills and Selznick’s illustrations complement each other creating a cohesive unit.
Readers who are unaware of the beginning of cinema will gain new information, but the new knowledge is secondary to Hugo’s story told seamlessly through both text and image.
Awards:
Quill Awards 2007
Caldecott Award 2007
American Library Association Notable Books for Children 2008
Book Sense Book of the Year 2008
Review Excerpts:
School Library Journal: “With characteristic intelligence, exquisite images, and a breathtaking design, Selznick shatters conventions related to the art of bookmaking in this magical mystery set in 1930s Paris.”
Publishers Weekly: “Here is a true masterpiece-an artful blending of narrative, illustration and cinematic technique, for a story as tantalizing as it is touching.”
Booklist: “…bookmaking this ambitious demands and deserves attention, which it will surely receive from children attracted by a novel in which a complex narrative is equally advanced by things both read and seen.”
Connections:
-Since this book has basis in fact, discussions could revolve around the history of cinema, what changes have occurred since, and how cinema has changed entertainment
-Selznick provides resource for information about Georges Melies:
-http://www.missinglinkclassichorror.co.uk/index.htm
-Clee, P. Before Hollywood: From Shadow Play to the Silver Screen ISBN:
0618445331
-Since images tell much of the story, readers could create a flipbook, a shadow play, or reenact a scene from the book or a movie of their choice.
Selznick, B. THE INVENTION OF HUGO CABRET. Ill. by Brian Selznick. New York, NY: Scholastic Press. ISBN 0439813786
Plot Summary:
In this book, orphaned Hugo resides in a Paris train station where he maintains his lifestyle through stealth, mechanical ability, and thievery, but his safety is challenged when the elderly owner of the toyshop catches him stealing toys. Motivated by his own past that haunts him, the shop owner confiscates Hugo’s notebook, which belonged to Hugo’s deceased father. Desperate to regain the notebook Hugo agrees to work at the shop where he interacts with the owner, his granddaughter Isabelle, and her friend Etienne. The interaction between characters leads Hugo to resolve his secret and to uncover the shop owner’s long hidden secret.
Critical Analysis:
The Invention of Hugo Cabret confronts many emotional issues concerning the protagonist among them loss, fear, abandonment, hope, and acceptance. Even though the pioneers of cinema influenced the author, the novel explores the redemptive forces of companionship, friendship, and acceptance among his characters. The story is presented through Hugo’s point-of-view and the author relies on coincidences to connect the past of the characters while also presenting their histories through flashbacks.
Selznick’s integration of text and image make the book distinctive. The pages of the book are edged in black framing the text and images. The black and white illustrations, created with graphite pencil, show the strokes used to make the image. Many times the images are used to carry the story in place of text. The images reveal intimacy by showing close up images of the characters while also showing action by using strong diagonals and partial figures moving across several pages. Considering the author’s interest in the inception of cinema, this approach is appropriate because the illustrations become movie stills, which are integrated into the book. Melies’s movie stills and Selznick’s illustrations complement each other creating a cohesive unit.
Readers who are unaware of the beginning of cinema will gain new information, but the new knowledge is secondary to Hugo’s story told seamlessly through both text and image.
Awards:
Quill Awards 2007
Caldecott Award 2007
American Library Association Notable Books for Children 2008
Book Sense Book of the Year 2008
Review Excerpts:
School Library Journal: “With characteristic intelligence, exquisite images, and a breathtaking design, Selznick shatters conventions related to the art of bookmaking in this magical mystery set in 1930s Paris.”
Publishers Weekly: “Here is a true masterpiece-an artful blending of narrative, illustration and cinematic technique, for a story as tantalizing as it is touching.”
Booklist: “…bookmaking this ambitious demands and deserves attention, which it will surely receive from children attracted by a novel in which a complex narrative is equally advanced by things both read and seen.”
Connections:
-Since this book has basis in fact, discussions could revolve around the history of cinema, what changes have occurred since, and how cinema has changed entertainment
-Selznick provides resource for information about Georges Melies:
-http://www.missinglinkclassichorror.co.uk/index.htm
-Clee, P. Before Hollywood: From Shadow Play to the Silver Screen ISBN:
0618445331
-Since images tell much of the story, readers could create a flipbook, a shadow play, or reenact a scene from the book or a movie of their choice.
Moses by C. B. Weatherford
Bibliography:
Weatherford, C. B. 2006. MOSES: WHEN HARRIET TUBMAN LED HER PEOPLE TO FREEDOM. Ill. by Kadir Nelson. New York, NY: Hyperion Books for Children. ISBN 0786851759
Plot Summary:
Weatherford’s picture book portrays the spiritual, emotional, and physical journey experienced by Harriet Tubman as she leaves her life as a slave to find freedom in Philadelphia. The book tells of her life as a slave, the hardship of her journey, fear of capture, and the courage to return to help other slaves to escape to freedom using the Underground Railroad, while always relying on her relationship with God. The author provides a forward describing the act of slavery and an end note that tells of Tubman’s life.
Critical Analysis:
This picture book focuses on the spiritual relationship Tubman had with God during her flight from slavery. The text helps convey the different voices that are expressed. Tubman’s words are set in a larger font style and size from the narrator’s words, while God’s voice is set apart again by even larger text in all caps that floats across the page.
The story begins with Tubman fearing being sold to another owner and her decision to flee. At that moment she begins her dialogue with God and that interaction drives the journey. The author is able to convey Tubman’s deep spirituality through her conversations with God and the inclusion of hymns throughout the text. Weatherford is able to show the horrors faced by Tubman through straightforward writing that avoids sentimentality. The fictionalized relationship is supported with the real life facts from Tubman’s life.
The writing is complemented by Kadir Nelson’s color illustrations. The rich colors help convey moods. During her flight, Nelson’s images show Tubman surrounded by dark tones and images that trap the figure which helps convey fear. In moments of joy, Nelson fills the image with light and open space. In one image Tubman is hiding in a pile of potatoes. The dark scene is broken by fragments of light that surround her acting like a halo or the physical presence of God. The images help deepen the feeling of spirituality.
Awards:
Coretta Scott King Award 2007
American Library Association Notable Books for Children 2007
Review Excerpts:
PUBLISHERS WEEKLY: “In this gorgeous, poetic picture book, Weatherford…depicts Harriet Tubman's initial escape from slavery and her mission to lead others to freedom as divinely inspired, and achieved by steadfast faith and prayer.”
SCHOOL LIBRARY JOURNAL: “The words and pictures create a potent sense of the harsh life of slavery, the fearsome escape, and one woman's unwavering belief in God.”
Connections:
-Further Reading about the Underground Railroad and Harriet Tubman:
-Levine, Ellen. …If you traveled on the Underground Railroad ISBN:0590451561
-Ringgold, Faith. Aunt Harriet’s Underground Railroad in the Sky ISBN:0517885433
-Further reading about slavery that is illustrated by Kadir Nelson
-Henry’s Freedom Box by Ellen Levine ISBN: 043977733X
-This book can be used for discussions about Harriet Tubman, the Underground Railroad, slavery, and spirituality
Weatherford, C. B. 2006. MOSES: WHEN HARRIET TUBMAN LED HER PEOPLE TO FREEDOM. Ill. by Kadir Nelson. New York, NY: Hyperion Books for Children. ISBN 0786851759
Plot Summary:
Weatherford’s picture book portrays the spiritual, emotional, and physical journey experienced by Harriet Tubman as she leaves her life as a slave to find freedom in Philadelphia. The book tells of her life as a slave, the hardship of her journey, fear of capture, and the courage to return to help other slaves to escape to freedom using the Underground Railroad, while always relying on her relationship with God. The author provides a forward describing the act of slavery and an end note that tells of Tubman’s life.
Critical Analysis:
This picture book focuses on the spiritual relationship Tubman had with God during her flight from slavery. The text helps convey the different voices that are expressed. Tubman’s words are set in a larger font style and size from the narrator’s words, while God’s voice is set apart again by even larger text in all caps that floats across the page.
The story begins with Tubman fearing being sold to another owner and her decision to flee. At that moment she begins her dialogue with God and that interaction drives the journey. The author is able to convey Tubman’s deep spirituality through her conversations with God and the inclusion of hymns throughout the text. Weatherford is able to show the horrors faced by Tubman through straightforward writing that avoids sentimentality. The fictionalized relationship is supported with the real life facts from Tubman’s life.
The writing is complemented by Kadir Nelson’s color illustrations. The rich colors help convey moods. During her flight, Nelson’s images show Tubman surrounded by dark tones and images that trap the figure which helps convey fear. In moments of joy, Nelson fills the image with light and open space. In one image Tubman is hiding in a pile of potatoes. The dark scene is broken by fragments of light that surround her acting like a halo or the physical presence of God. The images help deepen the feeling of spirituality.
Awards:
Coretta Scott King Award 2007
American Library Association Notable Books for Children 2007
Review Excerpts:
PUBLISHERS WEEKLY: “In this gorgeous, poetic picture book, Weatherford…depicts Harriet Tubman's initial escape from slavery and her mission to lead others to freedom as divinely inspired, and achieved by steadfast faith and prayer.”
SCHOOL LIBRARY JOURNAL: “The words and pictures create a potent sense of the harsh life of slavery, the fearsome escape, and one woman's unwavering belief in God.”
Connections:
-Further Reading about the Underground Railroad and Harriet Tubman:
-Levine, Ellen. …If you traveled on the Underground Railroad ISBN:0590451561
-Ringgold, Faith. Aunt Harriet’s Underground Railroad in the Sky ISBN:0517885433
-Further reading about slavery that is illustrated by Kadir Nelson
-Henry’s Freedom Box by Ellen Levine ISBN: 043977733X
-This book can be used for discussions about Harriet Tubman, the Underground Railroad, slavery, and spirituality
Talking with Artists by Pat Cummings
Bibliography:
Cummings, P. TALKING WITH ARTISTS. New York, NY: Broadway Press. ISBN 0027242455
Plot Summary:
Pat Cummings book explores the lives of fourteen artists who work in children’s literature. An autobiographical essay introduces each artist. Each section includes art work created by the artist as a child and as an illustrator, a set of eight questions frequently asked by students, and motivational quotes. The book also includes a glossary of terms and a list of further reading by the artists included in the book. This edition included these artists: Victoria Chess, Pat Cummings, Leo and Diane Dillon, Richard Egielski, Lois Ehlert, Lisa Campbell Ernst, Tom Feelings, Steven Kellogg, Jerry Pinkney, Amy Schwartz, Lane Smith, Chris Van Allsburg, and David Wiesner.
Critical Analysis:
Artist Lane Smith starts his essay by saying “I guess I really knew I wanted to be an artist when my fourth-grade math test came back with a big “D” on it” (p. 72). This book presents the histories of fourteen different artists and each section represents the individual vision of each artists. Readers are provided with insight into the creative process and lifestyle. They are also shown the progress artists make from children to adults and the different pathways artists can take to achieve their goals in art. This book is effective because it presents the artists as children through their memories and artwork. The selected artists have different histories and experiences which allows a variety of readers to relate to different artists.
The images contained in the book reflect the work of each individual artist. Each section shows a photograph of the artist, an artwork done by the student completed as a child, and an example of their current artwork. Showing the artwork completed as children and as an adult helps readers imagine the transition from what they are currently capable of to what might be. Also the images of current work will help readers connect to books read previously.
Awards:
Boston Globe/Horn Book for Non-Fiction, 1992
Review Excerpts:
Booklist, starred: “a delight.”
Horn Book, starred: “An inspired concept.”
School Library Journal, starred: “Well designed and well conceived.”
Connections:
-Further Books in the series by Pat Cummings:
Talking With Artists, Volume 2: Conversations with Thomas B. Allen, Mary Jane Begin, Floyd Cooper, Julie Downing, Denise Fleming, Sheila Hamanaka, Kevin Henkes, William Joyce, Maira Kalman, Deborah Nourse Lattimore, Brian Pinkney, Vera B. Williams and David Wisniewski ISBN 0689803109
Talking With Artists, Vol. 3: Conversations with Peter Catalanotto, Raul Colon, Lisa Desimini, Jane Dyer, Kevin Hawkes, G. Brian Karas, Betsy Lewin, Ted Lewin, Keiko Narahashi, Elise Primavera, Anna Rich, Peter Sis and Paul O. Zelinsky ISBN 0395891329
-Readers can also be introduced to further readings by artists presented in the series, which if the series follows the first book will be included in the book
-Books can also be introduced that are related to different how to art books on drawing, watercolor, acrylic, pastel, etc.
Cummings, P. TALKING WITH ARTISTS. New York, NY: Broadway Press. ISBN 0027242455
Plot Summary:
Pat Cummings book explores the lives of fourteen artists who work in children’s literature. An autobiographical essay introduces each artist. Each section includes art work created by the artist as a child and as an illustrator, a set of eight questions frequently asked by students, and motivational quotes. The book also includes a glossary of terms and a list of further reading by the artists included in the book. This edition included these artists: Victoria Chess, Pat Cummings, Leo and Diane Dillon, Richard Egielski, Lois Ehlert, Lisa Campbell Ernst, Tom Feelings, Steven Kellogg, Jerry Pinkney, Amy Schwartz, Lane Smith, Chris Van Allsburg, and David Wiesner.
Critical Analysis:
Artist Lane Smith starts his essay by saying “I guess I really knew I wanted to be an artist when my fourth-grade math test came back with a big “D” on it” (p. 72). This book presents the histories of fourteen different artists and each section represents the individual vision of each artists. Readers are provided with insight into the creative process and lifestyle. They are also shown the progress artists make from children to adults and the different pathways artists can take to achieve their goals in art. This book is effective because it presents the artists as children through their memories and artwork. The selected artists have different histories and experiences which allows a variety of readers to relate to different artists.
The images contained in the book reflect the work of each individual artist. Each section shows a photograph of the artist, an artwork done by the student completed as a child, and an example of their current artwork. Showing the artwork completed as children and as an adult helps readers imagine the transition from what they are currently capable of to what might be. Also the images of current work will help readers connect to books read previously.
Awards:
Boston Globe/Horn Book for Non-Fiction, 1992
Review Excerpts:
Booklist, starred: “a delight.”
Horn Book, starred: “An inspired concept.”
School Library Journal, starred: “Well designed and well conceived.”
Connections:
-Further Books in the series by Pat Cummings:
Talking With Artists, Volume 2: Conversations with Thomas B. Allen, Mary Jane Begin, Floyd Cooper, Julie Downing, Denise Fleming, Sheila Hamanaka, Kevin Henkes, William Joyce, Maira Kalman, Deborah Nourse Lattimore, Brian Pinkney, Vera B. Williams and David Wisniewski ISBN 0689803109
Talking With Artists, Vol. 3: Conversations with Peter Catalanotto, Raul Colon, Lisa Desimini, Jane Dyer, Kevin Hawkes, G. Brian Karas, Betsy Lewin, Ted Lewin, Keiko Narahashi, Elise Primavera, Anna Rich, Peter Sis and Paul O. Zelinsky ISBN 0395891329
-Readers can also be introduced to further readings by artists presented in the series, which if the series follows the first book will be included in the book
-Books can also be introduced that are related to different how to art books on drawing, watercolor, acrylic, pastel, etc.
Disclaimer
This blog is being used to post reviews of children's literature for course work being completed for a class at Texas Woman's University.
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