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
Wednesday, October 29, 2008
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?”
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