1. BIBLIOGRAPHY
Rosoff, Meg. 2004. How I Live Now. New York, NY: Wendy Lamb Books. ISBN 0553376055
2. PLOT SUMMARY
Fifteen-year-old New Yorker, Daisy, escapes her pregnant stepmother by staying with her aunt and four cousins in rural England. She bonds with all of them, but especially with her cousin, Edmond, with whom she develops a strong physical and spiritual relationship. When a nebulous world war erupts while her aunt is out of the country on business, she and her youngest cousin, Piper, are separated from the three boys. Daisy survives a number of atrocities in order to protect Piper and in the hopes of being reunited with Edmond. Before she knows if Edmond is alive or dead, her influential father pulls strings and forcibly returns her to the U.S. When she is finally able to return years later, she has to confront the aftermath of war and of her desertion.
3. CRITICAL ANALYSIS
Told in the first person, Daisy’s voice is authentic and powerful. Because the story is recounted from the perspective of a teenager, the missing pieces of the story (like the vague nature of the war and the ambiguous political position of her father) are forgivable. As she endures the hardships of war, she achieves much personal growth and insight into human nature, from which she derives her own values. Sometimes the depictions of other characters border on mystical and are not quite as believable as a result.
This story covers a variety of mature themes including the devastation of war/terrorism, eating disorders and incest. It is often violent and graphic for effect. At one point, Daisy examines massacred corpses for the familiar faces of her cousins. She remarks, “As for how long ago they died, I couldn’t tell. Long ago enough, I guess, for their insides to start rotting and the crows and foxes to call all their friends and family around for a party” (142).
This novel asks a lot of worrisome “what if” questions: What if the enemy is difficult to identify? What if society as we know it falls apart? While the ending seems somewhat hasty and the loose ends are not all neatly pulled together, it is at least hopeful.
4. REVIEW EXCERPT(S)
From Publisher’s Weekly: "This riveting first novel paints a frighteningly realistic picture of a world war breaking out in the 21st century."
From School Library Journal: “Though the novel has disturbing elements, Rosoff handles the harshness of war and the taboo of incest with honest introspection.”
From Voice of Youth Advocates: “The depth and starkness of Rosoff's writing is beautiful yet painful to read. This book about the emotional devastation of war raises the hair on a reader's arms and brings tears to one's eyes.”
5. CONNECTIONS
*Also by Meg Rosoff:
Just in Case ISBN 0385746784
*Discuss this book in light of recent terrorist activities
*Compare the world war as described in the book to real historical wars
*Write an alternate ending
*Draw Edmond’s garden (p. 180-181)
Wednesday, April 11, 2007
THE GIVER by Lois Lowry
1. BIBLIOGRAPHY
Lowry, Lois. 1993. The Giver. New York, NY: Dell Laurel-Leaf. ISBN 0440237688
2. PLOT SUMMARY
This Newberry Award-winning novel is about the changes that 12-year-old Jonas undergoes as the secrets of the utopian society in which he lives are revealed to him by the “Giver.” Selected to be the next “Receiver of Memory,” Jonas gradually receives the collective memories of the past and has difficulty reconciling this knowledge with the present. He eventually realizes that the lack of social ills in his community (like crime, poverty and inequality) is at the expense of free will. He rescues an infant condemned to death and makes a daring escape into the unknown to alter the course of the future for everyone.
3. CRITICAL ANALYSIS
At the outset of the novel, only Jonas’ light eyes and his fleeting ability to see the color red set him apart from his peers. As the burden of truth is slowly unloaded in his memory, his character grows multi-faceted. This character development is particularly apparent with his growing connection to the Giver and to the baby he rescues and his gradual detachment from other community members, including those in his own family unit.
This book demonstrates that even if a utopian society was possible, it would not necessarily be desirable. Through Jonas, the reader is given the ability to examine the human condition from the perspective of an outsider. For example, when Jonas learns that being “released” means being killed, he asks the Giver if his friend, Fiona, has participated in this cruel act. The Giver responds, “She’s very efficient at her work…Feelings are not part of the life she’s learned…Jonas, you and I are the only ones who have feelings” (153-154). This is when Jonas realizes that he can no longer condone actions that he has the capability to understand.
A number of significant issues are addressed in this story: the notion of freedom, what constitutes family and community, euthanasia, the death penalty, inequality, and even the nuances of language. Lowry brings the ignorance is bliss theory into question. While the ending is optimistic, it is definitely open to interpretation.
4. REVIEW EXCERPT(S)
From Booklist: “Lowry's simple, powerful prose creates an anti-utopian world where the lack of hardship, war, and poverty only covers the citizens' deeper lack of freedom.”
From Horn Book Guide: “The story is skillfully written; the air of disquiet is delicately insinuated; and the theme of balancing the values of freedom and security is beautifully presented.”
5. CONNECTIONS
*Other titles by Lois Lowry
The Messenger ISBN 0385732538
Gathering Blue ISBN 0385732562
Gossamer ISBN 0618685502
*Create an epilogue that explains what happens after the sled comes to a stop
*Draw a picture of Jonas’ world before and after his training as Receiver of Memory (black and white with hints of red vs. full-color)
*Discuss or debate controversial issues (i.e. euthanasia, death penalty) from the story
Lowry, Lois. 1993. The Giver. New York, NY: Dell Laurel-Leaf. ISBN 0440237688
2. PLOT SUMMARY
This Newberry Award-winning novel is about the changes that 12-year-old Jonas undergoes as the secrets of the utopian society in which he lives are revealed to him by the “Giver.” Selected to be the next “Receiver of Memory,” Jonas gradually receives the collective memories of the past and has difficulty reconciling this knowledge with the present. He eventually realizes that the lack of social ills in his community (like crime, poverty and inequality) is at the expense of free will. He rescues an infant condemned to death and makes a daring escape into the unknown to alter the course of the future for everyone.
3. CRITICAL ANALYSIS
At the outset of the novel, only Jonas’ light eyes and his fleeting ability to see the color red set him apart from his peers. As the burden of truth is slowly unloaded in his memory, his character grows multi-faceted. This character development is particularly apparent with his growing connection to the Giver and to the baby he rescues and his gradual detachment from other community members, including those in his own family unit.
This book demonstrates that even if a utopian society was possible, it would not necessarily be desirable. Through Jonas, the reader is given the ability to examine the human condition from the perspective of an outsider. For example, when Jonas learns that being “released” means being killed, he asks the Giver if his friend, Fiona, has participated in this cruel act. The Giver responds, “She’s very efficient at her work…Feelings are not part of the life she’s learned…Jonas, you and I are the only ones who have feelings” (153-154). This is when Jonas realizes that he can no longer condone actions that he has the capability to understand.
A number of significant issues are addressed in this story: the notion of freedom, what constitutes family and community, euthanasia, the death penalty, inequality, and even the nuances of language. Lowry brings the ignorance is bliss theory into question. While the ending is optimistic, it is definitely open to interpretation.
4. REVIEW EXCERPT(S)
From Booklist: “Lowry's simple, powerful prose creates an anti-utopian world where the lack of hardship, war, and poverty only covers the citizens' deeper lack of freedom.”
From Horn Book Guide: “The story is skillfully written; the air of disquiet is delicately insinuated; and the theme of balancing the values of freedom and security is beautifully presented.”
5. CONNECTIONS
*Other titles by Lois Lowry
The Messenger ISBN 0385732538
Gathering Blue ISBN 0385732562
Gossamer ISBN 0618685502
*Create an epilogue that explains what happens after the sled comes to a stop
*Draw a picture of Jonas’ world before and after his training as Receiver of Memory (black and white with hints of red vs. full-color)
*Discuss or debate controversial issues (i.e. euthanasia, death penalty) from the story
THE TALE OF DESPEREAUX by Kate DiCamillo
1. BIBLIOGRAPHY
DiCamillo, Kate. 2003. The Tale of Despereaux: Being the Story of a Mouse, a Princess, Some Soup and a Spool of Thread. Cambridge, MASS: Candlewick Press. ISBN 0439692202
2. PLOT SUMMARY
This Newberry Award- winning story is about how a frail, but intelligent and determined mouse rescues a princess from a devious (and perhaps misunderstood) rat who dupes a simple serving girl into being his accomplice. The first three ‘books’ individually give background information on the mouse, the rat and the serving girl and their relationship to the princess. (Book 1- Because he is seen talking to the princess, Despereaux is condemned to the dungeon by the Mouse Council. Book 2- Roscuro the rat frightens the queen to death [literally] when he forays out of the dungeon into the light. Book 3- Miggery Sow becomes a castle servant after the abusive man [to whom her father sold her] dies.) The fourth book weaves the fates of the characters together.
3. CRITICAL ANALYSIS
The voice of the narrator as storyteller is very strong in this novel. The narrator often addresses the reader directly through questions and explanation. Sometimes the narrator’s presence is amiable and enlightening, other times it is distracting or condescending. For example, on page 45 the narrator asks, “Reader, do you know what ‘perfidy’ means? ...you should look up the word in your dictionary, just to be sure.”
A number of themes are well-integrated into the plot. The story acknowledges the fuzzy gray space between good and evil (light and dark) and the flaws inherent in everything and everyone. It addresses the challenges of crossing boundaries of accepted notions of class, station and behavior. All three main characters are trapped by their circumstances, but manage to surmount these obstacles to a satisfactory degree, if not completely, in the end. The characterization of these individuals is well done, making them multidimensional and believable. Even the portrayal of the villain elicits reader sympathy. Perhaps the only weakness is in the characterization of the princess who is depicted as rather flat, even though she is ultimately the unifying element between the other characters.
The book moves at a rapid clip and is action packed enough to sustain interest. It is somewhat disjointed in that the four characters do not come together until the fourth and last book. It should be noted that the novel also contains 24 (including cover, etc.) charming, pencil-drawn illustrations by Timothy Basil Ering, which highlight, but are secondary to the text.
4. REVIEW EXCERPT(S)
From School Library Journal: “With memorable characters, brief chapters, and inventive plot twists, this fast-paced romp is perfect for reading alone or sharing aloud.”
From Voice of Youth Advocates: “At times, DiCamillo's new fantasy novel is charming, by turns sad, sweet, and mildly scary. At other times, though, the conceit of the narrator addressing the reader directly wears thin. The characters are all well limned, although the princess is, perhaps, too perfect.”
5. CONNECTIONS
*Other titles by Kate DiCamillo:
Because of Winn Dixie ISBN 0439250722
The Tiger Rising ISBN 0763618985
The Miraculous Journey of Edward Tulane ISBN 0763625892
*Make soup
*Create a graphic representation of the light/dark metaphor
*Readers Theatre of Ch. 51- the climax
*Also try Mrs. Frisby and the Rats of NIMH by Robert C. O’Brien ISBN 0689862202
DiCamillo, Kate. 2003. The Tale of Despereaux: Being the Story of a Mouse, a Princess, Some Soup and a Spool of Thread. Cambridge, MASS: Candlewick Press. ISBN 0439692202
2. PLOT SUMMARY
This Newberry Award- winning story is about how a frail, but intelligent and determined mouse rescues a princess from a devious (and perhaps misunderstood) rat who dupes a simple serving girl into being his accomplice. The first three ‘books’ individually give background information on the mouse, the rat and the serving girl and their relationship to the princess. (Book 1- Because he is seen talking to the princess, Despereaux is condemned to the dungeon by the Mouse Council. Book 2- Roscuro the rat frightens the queen to death [literally] when he forays out of the dungeon into the light. Book 3- Miggery Sow becomes a castle servant after the abusive man [to whom her father sold her] dies.) The fourth book weaves the fates of the characters together.
3. CRITICAL ANALYSIS
The voice of the narrator as storyteller is very strong in this novel. The narrator often addresses the reader directly through questions and explanation. Sometimes the narrator’s presence is amiable and enlightening, other times it is distracting or condescending. For example, on page 45 the narrator asks, “Reader, do you know what ‘perfidy’ means? ...you should look up the word in your dictionary, just to be sure.”
A number of themes are well-integrated into the plot. The story acknowledges the fuzzy gray space between good and evil (light and dark) and the flaws inherent in everything and everyone. It addresses the challenges of crossing boundaries of accepted notions of class, station and behavior. All three main characters are trapped by their circumstances, but manage to surmount these obstacles to a satisfactory degree, if not completely, in the end. The characterization of these individuals is well done, making them multidimensional and believable. Even the portrayal of the villain elicits reader sympathy. Perhaps the only weakness is in the characterization of the princess who is depicted as rather flat, even though she is ultimately the unifying element between the other characters.
The book moves at a rapid clip and is action packed enough to sustain interest. It is somewhat disjointed in that the four characters do not come together until the fourth and last book. It should be noted that the novel also contains 24 (including cover, etc.) charming, pencil-drawn illustrations by Timothy Basil Ering, which highlight, but are secondary to the text.
4. REVIEW EXCERPT(S)
From School Library Journal: “With memorable characters, brief chapters, and inventive plot twists, this fast-paced romp is perfect for reading alone or sharing aloud.”
From Voice of Youth Advocates: “At times, DiCamillo's new fantasy novel is charming, by turns sad, sweet, and mildly scary. At other times, though, the conceit of the narrator addressing the reader directly wears thin. The characters are all well limned, although the princess is, perhaps, too perfect.”
5. CONNECTIONS
*Other titles by Kate DiCamillo:
Because of Winn Dixie ISBN 0439250722
The Tiger Rising ISBN 0763618985
The Miraculous Journey of Edward Tulane ISBN 0763625892
*Make soup
*Create a graphic representation of the light/dark metaphor
*Readers Theatre of Ch. 51- the climax
*Also try Mrs. Frisby and the Rats of NIMH by Robert C. O’Brien ISBN 0689862202
Thursday, March 29, 2007
CLEOPATRA by Diane Stanley and Peter Vennema
1. BIBLIOGRAPHY
Stanley, Diane and Peter Vennema. 1994. Cleopatra. New York, NY: Harper Trophy. ISBN 0688154808
2. PLOT SUMMARY
Cleopatra is an ambitious ruler who is driven out of Egypt by the advisors of her younger brother/husband. She secretly returns and charms a visiting Julius Caesar. Shortly thereafter, she wins a war against her brother/husband and regains Egyptian rule. She lives happily with Caesar and their son in Egypt and then Rome until Caesar is murdered and she returns to Egypt. When Mark Antony and Octavian later rule the Roman Empire, she charms Antony with whom she falls in love and has three children. Romans are not happy with the alliance because Cleopatra is foreign and Antony eventually divorce’s Octavian’s sister to be with her. During the ensuing sea battle with Octavian’s fleet at Actium, Cleopatra flees to Egypt and Antony unexpectedly abandons combat to follow. Antony’s army fails to defend Alexandria from Octavian’s attack. When Antony is mistakenly told that Cleopatra is dead, he kills himself. After throwing Antony a lavish funeral and before Octavian can humiliate her in Rome, Cleopatra takes her own life.
3. CRITICAL ANALYSIS
In the preface, the authors appropriately set the stage. Egypt was sophisticated and wealthy, but Rome controlled much of the world. (A map at the outset clearly illustrates this fact). They also clear up some misconceptions. Cleopatra “did not live in the days of the Pharoahs. . . she was not even Egyptian.” In the Note On Ancient Sources they acknowledge that much that survives about Cleopatra was written by her enemies and may not be entirely accurate as a result. Including this introductory information helps the reader better appreciate and understand the context of Cleopatra’s life.
Through a number of anecdotes, Cleopatra’s intelligent, ambitious and charismatic personality is unveiled. The authors reveal that while her alliances with Caesar and then Antony were in part political, they were also inspired by genuine affection. Despite her drive and ostentation, the reader is compelled to admire her courage and determination in the face of adversity.
While the biography itself progresses chronologically, it lacks any subdivision or page numbers, making it difficult to easily revisit or skip to particular events. The epilogue wraps up the historical aftermath succinctly. The authors also include a pronunciation guide and bibliography at the end for those seeking additional resources. Throughout the book, Stanley’s tile mosaic backgrounds and detailed illustrations suit the period and complement the text nicely. The reader learns a great deal about the culture of the time through the beautiful artwork.
4. REVIEW EXCERPT(S)
From Publisher’s Weekly: “This peerless author/artist team makes the captivating, ultimately tragic Cleopatra seem astoundingly real.”
From School Library Journal: “Lucid writing combines with carefully selected anecdotes, often attributed to the Greek historian Plutarch, to create an engaging narrative.”
5. CONNECTIONS
*Read this book in conjunction with a unit on women in history, Egypt or the Roman Empire
*Dramatic Interpretation (modified Antony and Cleopatra by Shakespeare)
*Other books about Cleopatra:
Cleopatra by Fiona MacDonald ISBN 0756619645
Cleopatra: The Life of an Egyptian Queen by Gary Jeffrey ISBN 1404202420
Cleopatra VII: Daughter of the Nile, Egypt, 57 B.C. by Kristiana Gregory ISBN 0590819755
*Other books by Stanley and Vennema:
Good Queen Bess : The Story of Elizabeth I of England ISBN 0688179614
Bard of Avon: The Story of William Shakespeare ISBN 0688091091
Shaka, King of the Zulus ISBN 978-0688131142
Stanley, Diane and Peter Vennema. 1994. Cleopatra. New York, NY: Harper Trophy. ISBN 0688154808
2. PLOT SUMMARY
Cleopatra is an ambitious ruler who is driven out of Egypt by the advisors of her younger brother/husband. She secretly returns and charms a visiting Julius Caesar. Shortly thereafter, she wins a war against her brother/husband and regains Egyptian rule. She lives happily with Caesar and their son in Egypt and then Rome until Caesar is murdered and she returns to Egypt. When Mark Antony and Octavian later rule the Roman Empire, she charms Antony with whom she falls in love and has three children. Romans are not happy with the alliance because Cleopatra is foreign and Antony eventually divorce’s Octavian’s sister to be with her. During the ensuing sea battle with Octavian’s fleet at Actium, Cleopatra flees to Egypt and Antony unexpectedly abandons combat to follow. Antony’s army fails to defend Alexandria from Octavian’s attack. When Antony is mistakenly told that Cleopatra is dead, he kills himself. After throwing Antony a lavish funeral and before Octavian can humiliate her in Rome, Cleopatra takes her own life.
3. CRITICAL ANALYSIS
In the preface, the authors appropriately set the stage. Egypt was sophisticated and wealthy, but Rome controlled much of the world. (A map at the outset clearly illustrates this fact). They also clear up some misconceptions. Cleopatra “did not live in the days of the Pharoahs. . . she was not even Egyptian.” In the Note On Ancient Sources they acknowledge that much that survives about Cleopatra was written by her enemies and may not be entirely accurate as a result. Including this introductory information helps the reader better appreciate and understand the context of Cleopatra’s life.
Through a number of anecdotes, Cleopatra’s intelligent, ambitious and charismatic personality is unveiled. The authors reveal that while her alliances with Caesar and then Antony were in part political, they were also inspired by genuine affection. Despite her drive and ostentation, the reader is compelled to admire her courage and determination in the face of adversity.
While the biography itself progresses chronologically, it lacks any subdivision or page numbers, making it difficult to easily revisit or skip to particular events. The epilogue wraps up the historical aftermath succinctly. The authors also include a pronunciation guide and bibliography at the end for those seeking additional resources. Throughout the book, Stanley’s tile mosaic backgrounds and detailed illustrations suit the period and complement the text nicely. The reader learns a great deal about the culture of the time through the beautiful artwork.
4. REVIEW EXCERPT(S)
From Publisher’s Weekly: “This peerless author/artist team makes the captivating, ultimately tragic Cleopatra seem astoundingly real.”
From School Library Journal: “Lucid writing combines with carefully selected anecdotes, often attributed to the Greek historian Plutarch, to create an engaging narrative.”
5. CONNECTIONS
*Read this book in conjunction with a unit on women in history, Egypt or the Roman Empire
*Dramatic Interpretation (modified Antony and Cleopatra by Shakespeare)
*Other books about Cleopatra:
Cleopatra by Fiona MacDonald ISBN 0756619645
Cleopatra: The Life of an Egyptian Queen by Gary Jeffrey ISBN 1404202420
Cleopatra VII: Daughter of the Nile, Egypt, 57 B.C. by Kristiana Gregory ISBN 0590819755
*Other books by Stanley and Vennema:
Good Queen Bess : The Story of Elizabeth I of England ISBN 0688179614
Bard of Avon: The Story of William Shakespeare ISBN 0688091091
Shaka, King of the Zulus ISBN 978-0688131142
BUD, NOT BUDDY by Christopher Paul Curtis
1. BIBLIOGRAPHY
Curtis, Christopher Paul. 1999. Bud, Not Buddy. New York, NY: Delacorte Press. ISBN 0553494104
2. PLOT SUMMARY
It is 1936 and 10 year old Bud has been in the Michigan foster system since his mother’s untimely death four years earlier. After another abusive experience in a foster home, he sets off in search of his father, with only a few sentimental possessions in his tattered suit case. He believes that Herman E. Calloway, a jazz musician featured in flyers that his mother kept, is his father. His mental notebook (Bud Caldwell’s Rules and Things for Having a Funner Life and Making a Better Liar Out of Yourself) guides his often humorous encounters during the course of his journey. With help from some kind strangers, he makes his way to the crotchety Calloway who denies any connection with the boy. Bud has already begun making a home for himself with the band when it becomes apparent that Calloway is actually his maternal grandfather.
3. CRITICAL ANALYSIS
The harsh realities of Depression era life are balanced by Bud’s childish perspective and comedic musings, making this story easier to stomach when less appetizing food for thought is served. This is not to suggest that Curtis spares the truth. On the contrary, the reader learns much about Hoovervilles, hobos, meal lines, labor battles and police conflicts, along with the added struggle of being an African-American in this setting.
The other side of the scale is weighted by the kindness of strangers and Bud’s own antics as he ponders his Rules and Things. While one such stranger is driving him to his “father,” he reflects on rule # 8- “Whenever a Adult Tells You to Listen Carefully and Talks to You in a Real Calm Voice Do Not Listen, Run as Fast as You Can Because Something Real Terrible Is Just Around the Corner, Especially If the Cops Are Chasing You” (133). In this scenario, Bud’s street smarts alert him to danger, even though he does not yet understand that the peril lies in his benefactor’s role as a labor organizer. That Bud encounters so many Great Depression stereotypes during his brief excursion makes the story seem somewhat contrived at first, but the jazz musician perspective adds some unique insights to the era in the latter half of the novel.
4. REVIEW EXCERPT(S)
From School Library Journal: “The lively humor contrasts with the grim details of the Depression-era setting and the particular difficulties faced by African Americans at that time. Bud is a plucky, engaging protagonist.”
From Publisher’s Weekly: “While the grim conditions of the times and the harshness of Bud's circumstances are authentically depicted, Curtis shines on them an aura of hope and optimism.”
5. CONNECTIONS
*Write more Rules and Things
*Invite a Depression era guest speaker
*Listen to 1930’s jazz music
*Take a field trip to a jazz performance
*Other books by Christopher Paul Curtis:
The Watsons Go to Birmingham ISBN 978-0440228004
Bucking the Sarge ISBN 0440413311
*Music
Songs of the Depression: Boom, Bust & New Deal
Brother Can You Spare a Dime? Songs of the Depression
The Great Depression: American Music in the ‘30s
Curtis, Christopher Paul. 1999. Bud, Not Buddy. New York, NY: Delacorte Press. ISBN 0553494104
2. PLOT SUMMARY
It is 1936 and 10 year old Bud has been in the Michigan foster system since his mother’s untimely death four years earlier. After another abusive experience in a foster home, he sets off in search of his father, with only a few sentimental possessions in his tattered suit case. He believes that Herman E. Calloway, a jazz musician featured in flyers that his mother kept, is his father. His mental notebook (Bud Caldwell’s Rules and Things for Having a Funner Life and Making a Better Liar Out of Yourself) guides his often humorous encounters during the course of his journey. With help from some kind strangers, he makes his way to the crotchety Calloway who denies any connection with the boy. Bud has already begun making a home for himself with the band when it becomes apparent that Calloway is actually his maternal grandfather.
3. CRITICAL ANALYSIS
The harsh realities of Depression era life are balanced by Bud’s childish perspective and comedic musings, making this story easier to stomach when less appetizing food for thought is served. This is not to suggest that Curtis spares the truth. On the contrary, the reader learns much about Hoovervilles, hobos, meal lines, labor battles and police conflicts, along with the added struggle of being an African-American in this setting.
The other side of the scale is weighted by the kindness of strangers and Bud’s own antics as he ponders his Rules and Things. While one such stranger is driving him to his “father,” he reflects on rule # 8- “Whenever a Adult Tells You to Listen Carefully and Talks to You in a Real Calm Voice Do Not Listen, Run as Fast as You Can Because Something Real Terrible Is Just Around the Corner, Especially If the Cops Are Chasing You” (133). In this scenario, Bud’s street smarts alert him to danger, even though he does not yet understand that the peril lies in his benefactor’s role as a labor organizer. That Bud encounters so many Great Depression stereotypes during his brief excursion makes the story seem somewhat contrived at first, but the jazz musician perspective adds some unique insights to the era in the latter half of the novel.
4. REVIEW EXCERPT(S)
From School Library Journal: “The lively humor contrasts with the grim details of the Depression-era setting and the particular difficulties faced by African Americans at that time. Bud is a plucky, engaging protagonist.”
From Publisher’s Weekly: “While the grim conditions of the times and the harshness of Bud's circumstances are authentically depicted, Curtis shines on them an aura of hope and optimism.”
5. CONNECTIONS
*Write more Rules and Things
*Invite a Depression era guest speaker
*Listen to 1930’s jazz music
*Take a field trip to a jazz performance
*Other books by Christopher Paul Curtis:
The Watsons Go to Birmingham ISBN 978-0440228004
Bucking the Sarge ISBN 0440413311
*Music
Songs of the Depression: Boom, Bust & New Deal
Brother Can You Spare a Dime? Songs of the Depression
The Great Depression: American Music in the ‘30s
A YEAR DOWN YONDER by Richard Peck
1. BIBLIOGRAPHY
Peck, Richard. 2000. A Year Down Yonder. New York, NY: Dial Books for Young Readers. ISBN 0142300705
2. PLOT SUMMARY
This Newbery Award-winning novel is the sequel to Peck’s A Long Way from Chicago. Humorous and often touching, it is about a year in the life of 15 year-old Mary Alice who is sent to live with her strong-willed grandmother (in 1937) while her parents regroup from the hardships of the Depression. A city girl (from Chicago), Mary Alice initially has a hard time adjusting to small town life and to the peculiarities of her practical, gritty and unapologetically blunt Grandma Dowdel. At first intimidated and embarrassed by her grandmother, Mary Alice comes of age while she also comes to appreciate her grandmother’s strengths.
3. CRITICAL ANALYSIS
The sometimes bitter truth of rural, Depression-era life is nicely tempered by comic relief to make this story a believable and enjoyable read. The reader acquires a feeling for the era naturally through Mary Alice’s experiences during the course of the year. One of the chapters is about the annual Armistice Day turkey shoot, after which Mary Alice observes, “The veterans ran their turkey shoot to raise money for the American Legion. Their wives sold burgoo to help Mrs. Abernathy” (51). Much is revealed about community committment, especially during the difficult times of the Depression.
The characterization in this book is brilliant. Initially a somewhat bland character, especially in comparison to her larger-than-life grandmother, Mary Alice’s persona slowly emerges throughout the book like a butterfly. At first, her teenage insecurities and developing sense of self are in stark contrast to her grandmother’s self-assuredness. As time and events draw them closer, she learns that her supposedly hard-edged grandmother really “had eyes in the back of her heart” (128). The universal themes of personal growth and the power of family love make this book relevant and accessible to modern readers.
4. REVIEW EXCERPT(S)
From School Library Journal: “Richard Peck's Newbery Award-winner (Dial, 2000) is a multi-layered story of small town life spiced with humor, love, and a bit of history.”
From Horn Book Review: “While the escapades are diverting, the seven stories, which span the school year, don't have the cumulative power of those in A Long Way from Chicago.”
5. CONNECTIONS
*Reader’s Theatre or other dramatic reenactment of one of the 7 episodes from the book (e.g. DAR meeting)
*Cooking- burgoo, pecan and pumpkin pies, cherry tarts
*Depression era guest speaker
*Other titles by Richard Peck:
A Long Way from Chicago ISBN 0142401102
Here Lies the Librarian ISBN 0803730802
Stray’s Like Us ISBN 978-0141306193
*Nonfiction books about the Great Depression:
Children of the Great Depression by Russell Freedman ISBN 0618446303
Life During the Great Depression by Dennis Nishi ISBN 1560063815
Peck, Richard. 2000. A Year Down Yonder. New York, NY: Dial Books for Young Readers. ISBN 0142300705
2. PLOT SUMMARY
This Newbery Award-winning novel is the sequel to Peck’s A Long Way from Chicago. Humorous and often touching, it is about a year in the life of 15 year-old Mary Alice who is sent to live with her strong-willed grandmother (in 1937) while her parents regroup from the hardships of the Depression. A city girl (from Chicago), Mary Alice initially has a hard time adjusting to small town life and to the peculiarities of her practical, gritty and unapologetically blunt Grandma Dowdel. At first intimidated and embarrassed by her grandmother, Mary Alice comes of age while she also comes to appreciate her grandmother’s strengths.
3. CRITICAL ANALYSIS
The sometimes bitter truth of rural, Depression-era life is nicely tempered by comic relief to make this story a believable and enjoyable read. The reader acquires a feeling for the era naturally through Mary Alice’s experiences during the course of the year. One of the chapters is about the annual Armistice Day turkey shoot, after which Mary Alice observes, “The veterans ran their turkey shoot to raise money for the American Legion. Their wives sold burgoo to help Mrs. Abernathy” (51). Much is revealed about community committment, especially during the difficult times of the Depression.
The characterization in this book is brilliant. Initially a somewhat bland character, especially in comparison to her larger-than-life grandmother, Mary Alice’s persona slowly emerges throughout the book like a butterfly. At first, her teenage insecurities and developing sense of self are in stark contrast to her grandmother’s self-assuredness. As time and events draw them closer, she learns that her supposedly hard-edged grandmother really “had eyes in the back of her heart” (128). The universal themes of personal growth and the power of family love make this book relevant and accessible to modern readers.
4. REVIEW EXCERPT(S)
From School Library Journal: “Richard Peck's Newbery Award-winner (Dial, 2000) is a multi-layered story of small town life spiced with humor, love, and a bit of history.”
From Horn Book Review: “While the escapades are diverting, the seven stories, which span the school year, don't have the cumulative power of those in A Long Way from Chicago.”
5. CONNECTIONS
*Reader’s Theatre or other dramatic reenactment of one of the 7 episodes from the book (e.g. DAR meeting)
*Cooking- burgoo, pecan and pumpkin pies, cherry tarts
*Depression era guest speaker
*Other titles by Richard Peck:
A Long Way from Chicago ISBN 0142401102
Here Lies the Librarian ISBN 0803730802
Stray’s Like Us ISBN 978-0141306193
*Nonfiction books about the Great Depression:
Children of the Great Depression by Russell Freedman ISBN 0618446303
Life During the Great Depression by Dennis Nishi ISBN 1560063815
Sunday, March 11, 2007
THE BERRY BOOK by Gail Gibbons
1. BIBLIOGRAPHY
Gibbons, Gail. 2002. The Berry Book. United States: Holiday House. ISBN 0823416976
2. PLOT SUMMARY
This primary level nonfiction book is all about berries both edible and not edible. It includes information about types of berries, where they grow, how they are used now and in the past, how wild berries differ from cultivated berries, how they are harvested, where they are sold, how they grow from blossom to fruit and cultural traditions involving berries. The last several pages consist of instructions on how to grow strawberries, recipes and berry trivia.
3. CRITICAL ANALYSIS
Though it is geared toward young children, this book is fairly comprehensive. Gibbons touches on the scientific, economic and cultural dimensions of the topic using comprehensible language. While the majority of the book consists of general information, she adds some interesting and unique facts as well. Did you know, for example, that “the United States and Canada lead all other countries in the growing of strawberries and blueberries” and that “often the oil from bayberries is used to scent candles”? The content of the text follows a logical progression with the exception that the explanation of how strawberries grow follows (rather than precedes) the explanation of how they are harvested. It also lacks any reference aids or source information for those interested in browsing or learning more.
The attractive watercolor illustrations are labeled and many have captions that explain the picture and/or support the text. While some of the pictures are set in cluttered panels, most are arranged in a visually appealing manner. Perhaps the best feature of this book is the built in extension activities included at the end of it. A teacher or parent can grow strawberries and make a blueberry pie, strawberry jam or raspberry ice cream with children. Participation in activities like these makes the topic more meaningful for young children.
4. REVIEW EXCERPT(S)
From School Library Journal: “The watercolor cartoon illustrations are large, entertaining, informative, and abundant.”
From Booklist: “Gibbons' distinctive line work and bright colors give the pages a cheerful look, and the information is extended through the picture captions.”
5. CONNECTIONS
*Grow strawberries or follow recipes per the book’s instructions.
*Paint with crushed berry juice.
*Visit a berry farm or factory that produces berry products. Visit a grocery store and go on a berry product scavenger hunt.
*Other books about berries:
Berries, Nuts and Seeds by Diane L. Burns ISBN 1559715731
Berries to Jelly by Inez Snyder ISBN 0516255266
Berry Magic by Betty Huffmon ISBN 0882405764
Iktomi and the Berries by Paul Goble ISBN 0531070298
Gibbons, Gail. 2002. The Berry Book. United States: Holiday House. ISBN 0823416976
2. PLOT SUMMARY
This primary level nonfiction book is all about berries both edible and not edible. It includes information about types of berries, where they grow, how they are used now and in the past, how wild berries differ from cultivated berries, how they are harvested, where they are sold, how they grow from blossom to fruit and cultural traditions involving berries. The last several pages consist of instructions on how to grow strawberries, recipes and berry trivia.
3. CRITICAL ANALYSIS
Though it is geared toward young children, this book is fairly comprehensive. Gibbons touches on the scientific, economic and cultural dimensions of the topic using comprehensible language. While the majority of the book consists of general information, she adds some interesting and unique facts as well. Did you know, for example, that “the United States and Canada lead all other countries in the growing of strawberries and blueberries” and that “often the oil from bayberries is used to scent candles”? The content of the text follows a logical progression with the exception that the explanation of how strawberries grow follows (rather than precedes) the explanation of how they are harvested. It also lacks any reference aids or source information for those interested in browsing or learning more.
The attractive watercolor illustrations are labeled and many have captions that explain the picture and/or support the text. While some of the pictures are set in cluttered panels, most are arranged in a visually appealing manner. Perhaps the best feature of this book is the built in extension activities included at the end of it. A teacher or parent can grow strawberries and make a blueberry pie, strawberry jam or raspberry ice cream with children. Participation in activities like these makes the topic more meaningful for young children.
4. REVIEW EXCERPT(S)
From School Library Journal: “The watercolor cartoon illustrations are large, entertaining, informative, and abundant.”
From Booklist: “Gibbons' distinctive line work and bright colors give the pages a cheerful look, and the information is extended through the picture captions.”
5. CONNECTIONS
*Grow strawberries or follow recipes per the book’s instructions.
*Paint with crushed berry juice.
*Visit a berry farm or factory that produces berry products. Visit a grocery store and go on a berry product scavenger hunt.
*Other books about berries:
Berries, Nuts and Seeds by Diane L. Burns ISBN 1559715731
Berries to Jelly by Inez Snyder ISBN 0516255266
Berry Magic by Betty Huffmon ISBN 0882405764
Iktomi and the Berries by Paul Goble ISBN 0531070298
Saturday, March 10, 2007
SHIPWRECK AT THE BOTTOM OF THE WORLD: THE EXTRAORDINARY TRUE STORY OF SHACKLETON AND THE ENDURANCE by Jennifer Armstrong
1. BIBLIOGRAPHY
Armstrong, Jennifer. 1998. Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance. New York, NY: Crown Publishers, Inc. ISBN 0375810498
2. PLOT SUMMARY
This book is about the incredible true story of the Imperial Trans-Antarctic Expedition led by Sir Ernest Shackleton, which began August 1914 in London aboard the ill-fated Endurance. While the voyage begins with much optimism, the unusually thick ice pack causes delays and eventually traps the Endurance on January 19, 1915- less than 100 miles from the continent. The crew spends the winter drifting along on the ice pack, staying sane as best they can. On October 27, after several months of straining against increased pressure, the ship is crushed beyond repair. Salvaging what they can, the crew sets off across the ice hauling three lifeboats in an attempt to reach open water. Several months and tent camps later, they launch the boats and make the perilous crossing to Elephant Island. On April 24, 1916, Shackleton and five crew members board a lifeboat for a rescue mission to South Georgia Island- 800 miles away across frigid, treacherous ocean. Against all odds, the small boat makes landfall there after 20 days. Shackleton and one other crew member cross the mountainous interior to the inhabited side of the island for help. The crew remaining on Elephant Island is finally rescued on August 30, 1916. While some are worse for wear, the entire crew survives the ordeal!
3. CRITICAL ANALYSIS
Before telling the tale, Armstrong provides plenty of background information about the Antarctic, previous expeditions and personal information about Shackleton and other key crew members. Photographs of the crew, diagrams of the ship and maps of the journey precede the text and prepare the reader for the magnitude of the story to follow. At the outset, Armstrong declares the Antarctic as “the most hostile place on earth” (1).
To merely relate the facts of the fated expedition does little justice to the incredible triumph of this story. Using authentic photographs taken by the expedition’s photographer and information from the captain’s logbook (combined with a variety of other sources), Armstrong paints a very human picture. Anecdotes (about how the men occupied their time during the waiting periods, how the tension builds as the situation begins to deteriorate and how the basic struggle for survival takes precedence) make the characters seem very real. Armstrong’s vivid descriptions also bring to life the harshness of the terrain. She depicts the whaling station on South Georgia Island as “a rough spot, with the carcasses of blue and humpback whales putrefying in the midnight sun, and the harbor red with blood and shimmering with grease...” (13). It is an experience that leaves the reader humbled and amazed.
The book is nicely organized with a logical progression. Chapters break the story into key episodes. Armstrong includes a bibliography for additional source information as well as a useful index.
4. REVIEW EXCERPT(S)
From School Library Journal: “This is a very effective presentation of not only how the disaster occurred, but of the toll it took on the crew and how they rose to the challenge.”
From Amazon: “The true-to-life story is as thrilling as they come, and Armstrong's lively, crystal-clear writing style is just as compelling.”
5. CONNECTIONS
*Other Orbis Pictus Award Winning Books:
York's Adventures with Lewis and Clark: An African-American's Part in the Great Expedition by Rhoda Blumberg ISBN 0060091118
Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea by Sy Montgomery ISBN 0618496416
Children of the Great Depression by Russell Freedman ISBN 0618446303
*Other books about Antarctica:
How to Survive in Antarctica by Lucy Jane Bledsoe ISBN 0823418901
Antarctica: Journey to the Pole by Peter Lerangis ISBN 0439163870
Explore Antarctica by Louise Crossley ISBN 0521455669
*Read this book in conjunction with a study of the polar regions, the continents or a unit on exploration/explorers
Armstrong, Jennifer. 1998. Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance. New York, NY: Crown Publishers, Inc. ISBN 0375810498
2. PLOT SUMMARY
This book is about the incredible true story of the Imperial Trans-Antarctic Expedition led by Sir Ernest Shackleton, which began August 1914 in London aboard the ill-fated Endurance. While the voyage begins with much optimism, the unusually thick ice pack causes delays and eventually traps the Endurance on January 19, 1915- less than 100 miles from the continent. The crew spends the winter drifting along on the ice pack, staying sane as best they can. On October 27, after several months of straining against increased pressure, the ship is crushed beyond repair. Salvaging what they can, the crew sets off across the ice hauling three lifeboats in an attempt to reach open water. Several months and tent camps later, they launch the boats and make the perilous crossing to Elephant Island. On April 24, 1916, Shackleton and five crew members board a lifeboat for a rescue mission to South Georgia Island- 800 miles away across frigid, treacherous ocean. Against all odds, the small boat makes landfall there after 20 days. Shackleton and one other crew member cross the mountainous interior to the inhabited side of the island for help. The crew remaining on Elephant Island is finally rescued on August 30, 1916. While some are worse for wear, the entire crew survives the ordeal!
3. CRITICAL ANALYSIS
Before telling the tale, Armstrong provides plenty of background information about the Antarctic, previous expeditions and personal information about Shackleton and other key crew members. Photographs of the crew, diagrams of the ship and maps of the journey precede the text and prepare the reader for the magnitude of the story to follow. At the outset, Armstrong declares the Antarctic as “the most hostile place on earth” (1).
To merely relate the facts of the fated expedition does little justice to the incredible triumph of this story. Using authentic photographs taken by the expedition’s photographer and information from the captain’s logbook (combined with a variety of other sources), Armstrong paints a very human picture. Anecdotes (about how the men occupied their time during the waiting periods, how the tension builds as the situation begins to deteriorate and how the basic struggle for survival takes precedence) make the characters seem very real. Armstrong’s vivid descriptions also bring to life the harshness of the terrain. She depicts the whaling station on South Georgia Island as “a rough spot, with the carcasses of blue and humpback whales putrefying in the midnight sun, and the harbor red with blood and shimmering with grease...” (13). It is an experience that leaves the reader humbled and amazed.
The book is nicely organized with a logical progression. Chapters break the story into key episodes. Armstrong includes a bibliography for additional source information as well as a useful index.
4. REVIEW EXCERPT(S)
From School Library Journal: “This is a very effective presentation of not only how the disaster occurred, but of the toll it took on the crew and how they rose to the challenge.”
From Amazon: “The true-to-life story is as thrilling as they come, and Armstrong's lively, crystal-clear writing style is just as compelling.”
5. CONNECTIONS
*Other Orbis Pictus Award Winning Books:
York's Adventures with Lewis and Clark: An African-American's Part in the Great Expedition by Rhoda Blumberg ISBN 0060091118
Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea by Sy Montgomery ISBN 0618496416
Children of the Great Depression by Russell Freedman ISBN 0618446303
*Other books about Antarctica:
How to Survive in Antarctica by Lucy Jane Bledsoe ISBN 0823418901
Antarctica: Journey to the Pole by Peter Lerangis ISBN 0439163870
Explore Antarctica by Louise Crossley ISBN 0521455669
*Read this book in conjunction with a study of the polar regions, the continents or a unit on exploration/explorers
SUPER STORMS by Seymour Simon
1. BIBLIOGRAPHY
Simon, Seymour. 2002. Super Storms. New York: SeaStar Books. ISBN 1587171384
2. PLOT SUMMARY
This level 2 (grades 1-3) reader is a non-fiction book about storms from the SeeMore series, which consists of 19 additional titles by Seymour Simon. This particular title is about three kinds of strong storms: thunderstorms (which can produce lightening, hail, strong winds and tornadoes), hurricanes/typhoons and blizzards. Simon defines each type of storm and gives examples of the kind of destruction wrought by each, often referring to specific storms that occurred in the past.
3. CRITICAL ANALYSIS
The photographs in this book are fabulous- often awe-inspiring and sometimes even terrifying. Most take up the entire two-page spread where the text is superimposed directly on the photo or is located within a text box on the photo. (On one spread, he includes a color-coded map instead of a photo.) In some instances, the photo distracts from and overwhelms the text, though this may be intentional.
By virtue of being a leveled reader for young children, the text is brief and to the point. Despite the simplicity of writing, Simon manages to communicate without coming across as either juvenile or condescending. Interspersed are some fascinating tidbits that bring the power of Mother Nature into focus. He writes, for example, “a bolt of lightening is 50,000 degrees. That’s five times hotter than the surface of the sun.” These types of comparisons make the information both interesting and accessible to young readers.
Perhaps because it is geared toward young children, the book is loosely organized- without reference aids, including page numbers. While it includes photo credits, it lacks any other source information for those interested in obtaining further information on the subject. This is unfortunate because this book may very well inspire young readers to want to learn more about weather phenomena.
4. REVIEW EXCERPT(S)
From Books In Print: “From lightning to blizzards, learn all about the awesome power of these amazing natural disturbances.”
From School Library Journal: “Grade 1-3-Simon gets to the essence of his subjects through bold, dramatic color photographs and short, crisp texts.”
5. CONNECTIONS
*Read other titles in this series by Seymour Simon:
Danger! Volcanoes ISBN 1587171821
Danger! Earthquakes ISBN 1587171406
Fighting Fires ISBN 1587171694
*Read this book in conjunction with a weather or natural disaster thematic unit
-make a “tornado in a tube” (using 2 soda bottles adhered like an hour glass)
*Read other titles about weather:
Oh Say Can You Say What’s the Weather Today?: All About Weather by Tish Rabe and Aristides Ruiz ISBN 0375822763
Weather: Poems for All Seasons by Lee Bennett ISBN 0064441911
The Kid's Book of Weather Forecasting: Build a Weather Station, 'Read the Sky' & Make Predictions! by Mark Breen ISBN 1885593392
Simon, Seymour. 2002. Super Storms. New York: SeaStar Books. ISBN 1587171384
2. PLOT SUMMARY
This level 2 (grades 1-3) reader is a non-fiction book about storms from the SeeMore series, which consists of 19 additional titles by Seymour Simon. This particular title is about three kinds of strong storms: thunderstorms (which can produce lightening, hail, strong winds and tornadoes), hurricanes/typhoons and blizzards. Simon defines each type of storm and gives examples of the kind of destruction wrought by each, often referring to specific storms that occurred in the past.
3. CRITICAL ANALYSIS
The photographs in this book are fabulous- often awe-inspiring and sometimes even terrifying. Most take up the entire two-page spread where the text is superimposed directly on the photo or is located within a text box on the photo. (On one spread, he includes a color-coded map instead of a photo.) In some instances, the photo distracts from and overwhelms the text, though this may be intentional.
By virtue of being a leveled reader for young children, the text is brief and to the point. Despite the simplicity of writing, Simon manages to communicate without coming across as either juvenile or condescending. Interspersed are some fascinating tidbits that bring the power of Mother Nature into focus. He writes, for example, “a bolt of lightening is 50,000 degrees. That’s five times hotter than the surface of the sun.” These types of comparisons make the information both interesting and accessible to young readers.
Perhaps because it is geared toward young children, the book is loosely organized- without reference aids, including page numbers. While it includes photo credits, it lacks any other source information for those interested in obtaining further information on the subject. This is unfortunate because this book may very well inspire young readers to want to learn more about weather phenomena.
4. REVIEW EXCERPT(S)
From Books In Print: “From lightning to blizzards, learn all about the awesome power of these amazing natural disturbances.”
From School Library Journal: “Grade 1-3-Simon gets to the essence of his subjects through bold, dramatic color photographs and short, crisp texts.”
5. CONNECTIONS
*Read other titles in this series by Seymour Simon:
Danger! Volcanoes ISBN 1587171821
Danger! Earthquakes ISBN 1587171406
Fighting Fires ISBN 1587171694
*Read this book in conjunction with a weather or natural disaster thematic unit
-make a “tornado in a tube” (using 2 soda bottles adhered like an hour glass)
*Read other titles about weather:
Oh Say Can You Say What’s the Weather Today?: All About Weather by Tish Rabe and Aristides Ruiz ISBN 0375822763
Weather: Poems for All Seasons by Lee Bennett ISBN 0064441911
The Kid's Book of Weather Forecasting: Build a Weather Station, 'Read the Sky' & Make Predictions! by Mark Breen ISBN 1885593392
Sunday, February 25, 2007
OUT OF THE DUST by Karen Hesse
1. BIBLIOGRAPHY
Hesse, Karen. 1997. Out of the Dust. New York, NY: Scholastic Press. ISBN 0590371258
2. PLOT SUMMARY
Fourteen year old Billie Joe has a passion for piano during the Great Depression. When she and her father are both partly responsible for a horrible accident that kills her mother and unborn baby brother and severely burns her hands, Billie Joe has to come to terms with her trying life circumstances. As she struggles against the physical and emotional pain inflicted by her loss along with the hardships of the Oklahoma dust bowl, she gradually learns to forgive and move on.
3. CRITICAL ANALYSIS
This is a moving story about the strength of the human spirit. Told in the first person and chronologically much like a journal, it is a very emotional account of personal hardship in very uncertain times. The use of free verse succinctly and powerfully conveys the feelings and impressions inherent in these struggles. While the voice and style is that of a simple Oklahoma farm girl, the wisdom imparted is far more sophisticated. The backdrop of the Great Depression and Oklahoma dust bowl is carefully crafted into the heroine’s personal tension with her father and, ultimately, with herself. Hesse manages to make the two year spiritual journey accessible and believable.
4. REVIEW EXCERPT(S)
From Publisher’s Weekly (starred review): “This intimate novel, written in stanza form, poetically conveys the heat, dust and wind of Oklahoma. With each meticulously arranged entry Hesse paints a vivid picture of her heroine's emotions."
From School Library Journal: “A triumphant story, eloquently told through prose-poetry.”
5. CONNECTIONS
*Write a free verse journal
*Read other books by Karen Hesse:
The Music of Dolphins ISBN 0192719602
A Time of Angels ISBN 0786806214
Phoenix Rising ISBN 0140376283
*Read other books about the Oklahoma dust bowl
Children of the Dust Bowl: The True Story of the School at Weedpatch Camp ISBN 0517880946
Dust to Eat: Drought and Depression in the 1930s ISBN 0618154493
Hesse, Karen. 1997. Out of the Dust. New York, NY: Scholastic Press. ISBN 0590371258
2. PLOT SUMMARY
Fourteen year old Billie Joe has a passion for piano during the Great Depression. When she and her father are both partly responsible for a horrible accident that kills her mother and unborn baby brother and severely burns her hands, Billie Joe has to come to terms with her trying life circumstances. As she struggles against the physical and emotional pain inflicted by her loss along with the hardships of the Oklahoma dust bowl, she gradually learns to forgive and move on.
3. CRITICAL ANALYSIS
This is a moving story about the strength of the human spirit. Told in the first person and chronologically much like a journal, it is a very emotional account of personal hardship in very uncertain times. The use of free verse succinctly and powerfully conveys the feelings and impressions inherent in these struggles. While the voice and style is that of a simple Oklahoma farm girl, the wisdom imparted is far more sophisticated. The backdrop of the Great Depression and Oklahoma dust bowl is carefully crafted into the heroine’s personal tension with her father and, ultimately, with herself. Hesse manages to make the two year spiritual journey accessible and believable.
4. REVIEW EXCERPT(S)
From Publisher’s Weekly (starred review): “This intimate novel, written in stanza form, poetically conveys the heat, dust and wind of Oklahoma. With each meticulously arranged entry Hesse paints a vivid picture of her heroine's emotions."
From School Library Journal: “A triumphant story, eloquently told through prose-poetry.”
5. CONNECTIONS
*Write a free verse journal
*Read other books by Karen Hesse:
The Music of Dolphins ISBN 0192719602
A Time of Angels ISBN 0786806214
Phoenix Rising ISBN 0140376283
*Read other books about the Oklahoma dust bowl
Children of the Dust Bowl: The True Story of the School at Weedpatch Camp ISBN 0517880946
Dust to Eat: Drought and Depression in the 1930s ISBN 0618154493
A POCKETFUL OF POEMS by Nikki Grimes
1. BIBLIOGRAPHY
Grimes, Nikki. 2001. A Pocketful of Poems. New York, NY: Clarion Books. ISBN 0395938686
2. PLOT SUMMARY
This collection of brief free verse and haiku poems is told in the voice of a city girl named Tiana, who describes her world with words as she moves through the seasons of a year.
3. CRITICAL ANALYSIS
With a definitive urban feel, the reader connects with the life and times of a young, African-American girl growing up in Harlem. The poetry ranges from lighthearted to insightful and sometimes both at the same time. The brevity and often mundane subject matter of the poems make it an accessible collection, but also deceptively simplistic. Grimes has a talent for maintaining the voice of a child while imbuing the work with subtle beauty and sophistication.
The cut paper and found-object collage of Javaka Steptoe sometimes integrates the poetry perfectly and other times overwhelms the senses. In some instances, the poems are cleverly incorporated into the artwork, such as in the spokes of an exploding Fourth of July firework. In other cases, the poetry is lost amongst the distraction.
4. REVIEW EXCERPT(S)
From School Library Journal: “A playful and thoroughly successful pairing of words and pictures.”
5. CONNECTIONS
*Write free verse and/or haiku
*Other books of poetry by Nikki Grimes:
It’s Raining Laughter: Poems ISBN 1590780779
What is Goodbye: Poems on Grief ISBN 0786826231
Is it far to Zanzibar?: Poems about Tanzania ISBN 0688131573
Grimes, Nikki. 2001. A Pocketful of Poems. New York, NY: Clarion Books. ISBN 0395938686
2. PLOT SUMMARY
This collection of brief free verse and haiku poems is told in the voice of a city girl named Tiana, who describes her world with words as she moves through the seasons of a year.
3. CRITICAL ANALYSIS
With a definitive urban feel, the reader connects with the life and times of a young, African-American girl growing up in Harlem. The poetry ranges from lighthearted to insightful and sometimes both at the same time. The brevity and often mundane subject matter of the poems make it an accessible collection, but also deceptively simplistic. Grimes has a talent for maintaining the voice of a child while imbuing the work with subtle beauty and sophistication.
The cut paper and found-object collage of Javaka Steptoe sometimes integrates the poetry perfectly and other times overwhelms the senses. In some instances, the poems are cleverly incorporated into the artwork, such as in the spokes of an exploding Fourth of July firework. In other cases, the poetry is lost amongst the distraction.
4. REVIEW EXCERPT(S)
From School Library Journal: “A playful and thoroughly successful pairing of words and pictures.”
5. CONNECTIONS
*Write free verse and/or haiku
*Other books of poetry by Nikki Grimes:
It’s Raining Laughter: Poems ISBN 1590780779
What is Goodbye: Poems on Grief ISBN 0786826231
Is it far to Zanzibar?: Poems about Tanzania ISBN 0688131573
BEAST FEAST by Douglas Florian
1. BIBLIOGRAPHY
Florian, Douglas. 1994. Beast Feast. New York, NY: Scholastic Inc.
ISBN 0152017372
2. PLOT SUMMARY
This book contains a clever collection of 21 rhyming animal poems accompanied by watercolor paintings.
3. CRITICAL ANALYSIS
The poems in this collection are sure to appeal to children. Most of them are brief and all have some sort of rhythm and rhyming scheme. The majority are infused with wit and humor and several reveal some interesting observations. In terms of subject matter, Florian highlights creatures both common (pigeon) and exotic (kiwi), from small insects to large mammals. While the complexity and depth of insight is often superficial, the result is still very entertaining.
In many instances, the full-page watercolor illustrations (on the opposing page) which accompany each poem are essential for the overall effect. The Boa (“Just when you think you know the boa,/There’s moa and moa and moa and moa.”) is more enjoyable when you see the illustration of an enormous snake wrapped several times around a man. Even the use of type-style is incorporated into the visual element of some poems- upside down, expanded, oversized and artistically arranged. The result is a symbiotic relationship between poetry and art.
4. REVIEW EXCERPT(S)
From Publisher’s Weekly: “An ideal read-aloud, this volume will leave young listeners as lighthearted as its own contents.”
From School Library Journal: “This collection is an uncluttered, short presentation by an author/illustrator who knows what children will find funny-add to that the bonus of factual information tucked into each poem, and the result is a winner.”
5. CONNECTIONS
*Children write and illustrate their own beast poem
*Read other animal poetry collections by Douglas Florian:
Zoo’s Who ISBN 0152046399
Lizards, Frogs and Polliwogs ISBN 0152052488
Mammalabilia ISBN 0152050248
Insectlopedia ISBN 0152163352
*Perform dramatic readings of select poems
Florian, Douglas. 1994. Beast Feast. New York, NY: Scholastic Inc.
ISBN 0152017372
2. PLOT SUMMARY
This book contains a clever collection of 21 rhyming animal poems accompanied by watercolor paintings.
3. CRITICAL ANALYSIS
The poems in this collection are sure to appeal to children. Most of them are brief and all have some sort of rhythm and rhyming scheme. The majority are infused with wit and humor and several reveal some interesting observations. In terms of subject matter, Florian highlights creatures both common (pigeon) and exotic (kiwi), from small insects to large mammals. While the complexity and depth of insight is often superficial, the result is still very entertaining.
In many instances, the full-page watercolor illustrations (on the opposing page) which accompany each poem are essential for the overall effect. The Boa (“Just when you think you know the boa,/There’s moa and moa and moa and moa.”) is more enjoyable when you see the illustration of an enormous snake wrapped several times around a man. Even the use of type-style is incorporated into the visual element of some poems- upside down, expanded, oversized and artistically arranged. The result is a symbiotic relationship between poetry and art.
4. REVIEW EXCERPT(S)
From Publisher’s Weekly: “An ideal read-aloud, this volume will leave young listeners as lighthearted as its own contents.”
From School Library Journal: “This collection is an uncluttered, short presentation by an author/illustrator who knows what children will find funny-add to that the bonus of factual information tucked into each poem, and the result is a winner.”
5. CONNECTIONS
*Children write and illustrate their own beast poem
*Read other animal poetry collections by Douglas Florian:
Zoo’s Who ISBN 0152046399
Lizards, Frogs and Polliwogs ISBN 0152052488
Mammalabilia ISBN 0152050248
Insectlopedia ISBN 0152163352
*Perform dramatic readings of select poems
Saturday, February 10, 2007
THE LEGEND OF THE BLUEBONNET: AN OLD TALE OF TEXAS by Tomie dePaola
1. BIBLIOGRAPHY
DePaola, Tomie. 1992. The Legend of the Bluebonnet: An Old Tale of Texas. New York, NY: G.P. Putnam’s Sons. ISBN 0698113594
2. PLOT SUMMARY
When a long drought leads to famine, the Comanche People ask the Great Spirits for guidance. The Great Spirits tell the shaman that the People must sacrifice that which is most valuable to them to atone for their selfishness. While everyone else rationalizes why they need not part with their prized possessions, She-Who-Is-Alone sacrifices the one thing that links her to her now departed family- her beloved doll. Because of her selfless deed, the Great spirits send the needed rain along with the bluebonnet flower as a sign of their forgiveness.
3. CRITICAL ANALYSIS
It is evident through both the text and illustrations that a great deal of research about Comanche customs, religious beliefs and rituals was required in the writing of this tale. (Indeed, dePaola includes an author’s note at the conclusion of the story which has information about the flower, sources and the Comanche People.) For example, the opening page (which consists primarily of dialogue) transports the reader to a Comanche rain dance. His description of She-Who-Is-Alone’s doll includes the materials out of which it is made. These details impart more valuable information than the storyline alone.
The folkart style illustrations appear deceptively simple. While the impassive and unchanging expression of the heroine is somewhat irksome, other subtle details show complexity- the blue sheen of She-Who-Is-Alone’s hair in the sunlight, the way the stars slowly appear and then gradually fade as morning approaches.
At first glance, this picture book might seem geared toward younger children, but it is in reality probably more appropriate for older children who can understand and appreciate the message of the story. (Younger children might be confused or even frightened.) While the story explains the origin of the Texas state flower, it is really about sacrifice.
4. REVIEW EXCERPT(S)
Booklist: "An ideal complement to Native American and Texas studies..."
5. CONNECTIONS
*Read this book in conjunction with a Native American (plains or Comanche in particular) unit
-Make a Native American doll
-Make a tipi
*Writing- What would you sacrifice?
*Bluebonnet art- popcorn and blue powdered tempera
*Read other books about Native American legends:
The Legend of the Indian Paintbrush by Tomie de Paola ISBN 0698113608
Thirteen Moons on Turtle’s Back by Joseph Brushac ISBN 0698115848
How the Stars Fell Into the Sky: a Navajo Legend by Jerrie Oughton 0395779383
*Read other folktales by Tomie dePaola:
The Legend of the Poinsettia ISBN 0698115678
The Legend of Old Befana ISBN 0152438173
Jamie O’Rourke and the Big Potato ISBN 0698116038
DePaola, Tomie. 1992. The Legend of the Bluebonnet: An Old Tale of Texas. New York, NY: G.P. Putnam’s Sons. ISBN 0698113594
2. PLOT SUMMARY
When a long drought leads to famine, the Comanche People ask the Great Spirits for guidance. The Great Spirits tell the shaman that the People must sacrifice that which is most valuable to them to atone for their selfishness. While everyone else rationalizes why they need not part with their prized possessions, She-Who-Is-Alone sacrifices the one thing that links her to her now departed family- her beloved doll. Because of her selfless deed, the Great spirits send the needed rain along with the bluebonnet flower as a sign of their forgiveness.
3. CRITICAL ANALYSIS
It is evident through both the text and illustrations that a great deal of research about Comanche customs, religious beliefs and rituals was required in the writing of this tale. (Indeed, dePaola includes an author’s note at the conclusion of the story which has information about the flower, sources and the Comanche People.) For example, the opening page (which consists primarily of dialogue) transports the reader to a Comanche rain dance. His description of She-Who-Is-Alone’s doll includes the materials out of which it is made. These details impart more valuable information than the storyline alone.
The folkart style illustrations appear deceptively simple. While the impassive and unchanging expression of the heroine is somewhat irksome, other subtle details show complexity- the blue sheen of She-Who-Is-Alone’s hair in the sunlight, the way the stars slowly appear and then gradually fade as morning approaches.
At first glance, this picture book might seem geared toward younger children, but it is in reality probably more appropriate for older children who can understand and appreciate the message of the story. (Younger children might be confused or even frightened.) While the story explains the origin of the Texas state flower, it is really about sacrifice.
4. REVIEW EXCERPT(S)
Booklist: "An ideal complement to Native American and Texas studies..."
5. CONNECTIONS
*Read this book in conjunction with a Native American (plains or Comanche in particular) unit
-Make a Native American doll
-Make a tipi
*Writing- What would you sacrifice?
*Bluebonnet art- popcorn and blue powdered tempera
*Read other books about Native American legends:
The Legend of the Indian Paintbrush by Tomie de Paola ISBN 0698113608
Thirteen Moons on Turtle’s Back by Joseph Brushac ISBN 0698115848
How the Stars Fell Into the Sky: a Navajo Legend by Jerrie Oughton 0395779383
*Read other folktales by Tomie dePaola:
The Legend of the Poinsettia ISBN 0698115678
The Legend of Old Befana ISBN 0152438173
Jamie O’Rourke and the Big Potato ISBN 0698116038
SCARY STORIES TO TELL IN THE DARK by Alvin Schwartz
1. BIBLIOGRAPHY
Schwartz, Alvin. 1981. Scary Stories to Tell in the Dark. New York, NY: HarperCollins Children’s Books. ISBN 0064401707
2. PLOT SUMMARY
This collection of spooky folklore consists of five “chapters” of stories, songs and poems. Each chapter has a theme: things that make you “jump,” ghosts, creepy hodgepodge, contemporary tales and funny stories. The book concludes with notes, sources and bibliography.
3. CRITICAL ANALYSIS
This book offers a little bit of everything. The stories in the first chapter are suspenseful with an abrupt ending designed to startle. They lose some of their effect when read rather than when told orally as intended, but they are fun to read nonetheless. The second and third chapters about ghosts and misc. are frightening, chilling or just disgusting. The fourth chapter consisting of modern cautionary tales could also be labeled as urban legends. The humorous last chapter ends the book on a lighthearted note. Stephen Gammell’s black and white drawings interspersed throughout lend well to the eerie overall atmosphere. The tales in this collection are bound to be retold around the campfire or at slumber parties just as they were initially.
For those with an interest in folklore, Schwartz provides excellent background information in the “notes” section. The “sources” chapter is fairly in-depth and includes variants and the names of collectors/informants when available. The bibliography contains pertinent books and articles, with appropriate material for young people marked with an asterisk.
4. REVIEW EXCERPT(S)
From Children's Books 1981 (NY Public Library):"A fine collection of short tales to chill the bones of young and old with interesting notes for folktale buffs."
5. CONNECTIONS
*Read other scary stories by Alvin Schwartz:
More Scary Stories to Tell in the Dark ISBN 0064401774
Scary Stories 3: More Tales to Chill Your Bones (Scary Stories) ISBN 0060217944
*Have a mock fireside storytelling session (in the dark, with flashlights)
*Write/tell a modified version of one of the stories
Schwartz, Alvin. 1981. Scary Stories to Tell in the Dark. New York, NY: HarperCollins Children’s Books. ISBN 0064401707
2. PLOT SUMMARY
This collection of spooky folklore consists of five “chapters” of stories, songs and poems. Each chapter has a theme: things that make you “jump,” ghosts, creepy hodgepodge, contemporary tales and funny stories. The book concludes with notes, sources and bibliography.
3. CRITICAL ANALYSIS
This book offers a little bit of everything. The stories in the first chapter are suspenseful with an abrupt ending designed to startle. They lose some of their effect when read rather than when told orally as intended, but they are fun to read nonetheless. The second and third chapters about ghosts and misc. are frightening, chilling or just disgusting. The fourth chapter consisting of modern cautionary tales could also be labeled as urban legends. The humorous last chapter ends the book on a lighthearted note. Stephen Gammell’s black and white drawings interspersed throughout lend well to the eerie overall atmosphere. The tales in this collection are bound to be retold around the campfire or at slumber parties just as they were initially.
For those with an interest in folklore, Schwartz provides excellent background information in the “notes” section. The “sources” chapter is fairly in-depth and includes variants and the names of collectors/informants when available. The bibliography contains pertinent books and articles, with appropriate material for young people marked with an asterisk.
4. REVIEW EXCERPT(S)
From Children's Books 1981 (NY Public Library):"A fine collection of short tales to chill the bones of young and old with interesting notes for folktale buffs."
5. CONNECTIONS
*Read other scary stories by Alvin Schwartz:
More Scary Stories to Tell in the Dark ISBN 0064401774
Scary Stories 3: More Tales to Chill Your Bones (Scary Stories) ISBN 0060217944
*Have a mock fireside storytelling session (in the dark, with flashlights)
*Write/tell a modified version of one of the stories
CINDERELLA by Marcia Brown
1. BIBLIOGRAPHY
Brown, Marcia. 1954. Cinderella or The Little Glass Slipper. Trans. From Charles Perrault. United States: Troll Associates. ISBN 0684126761
2. PLOT SUMMARY
The beautiful, kind and hard-working Cinderella is mistreated by her step-mother and two, spoiled step-sisters. With the magical help of her fairy godmother (who warns that the magic will end at midnight), Cinderella is able to attend two balls. She goes unrecognized at both balls where her beauty and charm delight everyone, especially a prince. At the second ball, she looses track of the time and must flee abruptly at midnight, leaving one small, glass slipper behind. The smitten prince vows to marry the one who fits the slipper. After the prince’s herald arrives and the stepsisters unsuccessfully attempt to fit the tiny slipper, Cinderella puts on the shoe and produces its mate. Her godmother reappears and transforms her outfit into a splendid gown. After forgiving her step-sisters, she goes to (and a few days later) marries the prince.
3. CRITICAL ANALYSIS
The winner of the Caldecott Medal in 1955, Marcia Brown’s translation of the Charles Perrault version is more authentic than the syrupy Disneyfied version that many associate with the tale. Although the text may be a bit lengthy and some of the vocabulary inaccessible for the youngest children, older children will delight in the details. The subtle pastel and black line artwork is a good complement to the text and transports the reader to the distant once-upon-a-time past. Much about the dress, style and decorum of the time are revealed through the illustrations. As is typical for characters in folk tales, Cinderella is a very two-dimensional persona. It is unfortunate that her value comes primarily from her beauty (rather than her unflagging kindness). The other characters are depicted as rather flat as well, with little development of the fairy godmother or prince. But with hope that the step-sisters have mended their ways and a happy ending, the reader or listener will be left satisfied overall.
4. REVIEW EXCERPT(S)
From Books in Print database: “This translation is excellent for story-telling and also for reading aloud. Marcia Brown's illustrations are full of magic and enchantment…”
5. CONNECTIONS
*Compare versions of Cinderella:
By Gender-
Bubba, the Cowboy Prince by Helen Ketteman ISBN 0590255061
Prince Cinders by Babette Cole ISBN 0698115546
By Culture-
Yeh Shen by Ai-Ling Louie ISBN 0698113888
Fair, Brown and Trembling by Jude Daly ISBN0374422575
*Perform a dramatic interpretation
*Write a “fractured” ending
*Write a modern Cinderella
*Read other fairy tales collected by Charles Perrault
Brown, Marcia. 1954. Cinderella or The Little Glass Slipper. Trans. From Charles Perrault. United States: Troll Associates. ISBN 0684126761
2. PLOT SUMMARY
The beautiful, kind and hard-working Cinderella is mistreated by her step-mother and two, spoiled step-sisters. With the magical help of her fairy godmother (who warns that the magic will end at midnight), Cinderella is able to attend two balls. She goes unrecognized at both balls where her beauty and charm delight everyone, especially a prince. At the second ball, she looses track of the time and must flee abruptly at midnight, leaving one small, glass slipper behind. The smitten prince vows to marry the one who fits the slipper. After the prince’s herald arrives and the stepsisters unsuccessfully attempt to fit the tiny slipper, Cinderella puts on the shoe and produces its mate. Her godmother reappears and transforms her outfit into a splendid gown. After forgiving her step-sisters, she goes to (and a few days later) marries the prince.
3. CRITICAL ANALYSIS
The winner of the Caldecott Medal in 1955, Marcia Brown’s translation of the Charles Perrault version is more authentic than the syrupy Disneyfied version that many associate with the tale. Although the text may be a bit lengthy and some of the vocabulary inaccessible for the youngest children, older children will delight in the details. The subtle pastel and black line artwork is a good complement to the text and transports the reader to the distant once-upon-a-time past. Much about the dress, style and decorum of the time are revealed through the illustrations. As is typical for characters in folk tales, Cinderella is a very two-dimensional persona. It is unfortunate that her value comes primarily from her beauty (rather than her unflagging kindness). The other characters are depicted as rather flat as well, with little development of the fairy godmother or prince. But with hope that the step-sisters have mended their ways and a happy ending, the reader or listener will be left satisfied overall.
4. REVIEW EXCERPT(S)
From Books in Print database: “This translation is excellent for story-telling and also for reading aloud. Marcia Brown's illustrations are full of magic and enchantment…”
5. CONNECTIONS
*Compare versions of Cinderella:
By Gender-
Bubba, the Cowboy Prince by Helen Ketteman ISBN 0590255061
Prince Cinders by Babette Cole ISBN 0698115546
By Culture-
Yeh Shen by Ai-Ling Louie ISBN 0698113888
Fair, Brown and Trembling by Jude Daly ISBN0374422575
*Perform a dramatic interpretation
*Write a “fractured” ending
*Write a modern Cinderella
*Read other fairy tales collected by Charles Perrault
Saturday, January 27, 2007
THE HELLO, GOODBYE WINDOW by Norton Juster
1. BIBLIOGRAPHY
Juster, Norton. 2005. The Hello, Goodbye Window by Chris Raschka. United States: Michael Di Capua Books. ISBN 0786809140
2. PLOT SUMMARY
This Caldecott Medal awarded book is told in the voice of a little girl who describes her time spent at her grandparent’s house. Because the kitchen is the central gathering place and the kitchen window has views of outside and inside activities, the events (real or imagined) that could be viewed from the window take on a special meaning for the child.
3. CRITICAL ANALYSIS
This tale highlights the simple pleasures of childhood and the bond between grandchildren and grandparents. As the characters represent both multicultural and multigenerational groups, this story has the potential for wide appeal. The commonplace and sometimes humorous events told in the voice of a child offer readers an honest connection to the story. The naïve/expressionist style illustrations are done in a painterly technique (primarily watercolor?) and have a childlike simplicity matching the perspective of the little girl narrating the story. They are bright and vivid with a distinct use of line to give definition to objects. While it deals with the notion of separation, it is a lighthearted story overall.
4. REVIEW EXCERPT(S)
From School Library Journal: “While the language is bouncy and fun, it is the visual interpretation of this sweet story that sings.”
From Booklist: “Two well-known names come together in a book that speaks to the real lives of children and their experiences.”
5. CONNECTIONS
*Read this story in conjunction with Grandparent’s Day activities
*Read other books about visiting grandparents:
Spot Visits His Grandparents by Eric Hill ISBN 0142403601
Little Bear’s Visit by Else Holmelund Minarik ISBN 0060242655
*Study and compare other books authored by Norton Justor or illustrated by Chris Raschka
*Write a memoir of a visit with grandparents
*Read other stories about separating from parents or grandparents
Juster, Norton. 2005. The Hello, Goodbye Window by Chris Raschka. United States: Michael Di Capua Books. ISBN 0786809140
2. PLOT SUMMARY
This Caldecott Medal awarded book is told in the voice of a little girl who describes her time spent at her grandparent’s house. Because the kitchen is the central gathering place and the kitchen window has views of outside and inside activities, the events (real or imagined) that could be viewed from the window take on a special meaning for the child.
3. CRITICAL ANALYSIS
This tale highlights the simple pleasures of childhood and the bond between grandchildren and grandparents. As the characters represent both multicultural and multigenerational groups, this story has the potential for wide appeal. The commonplace and sometimes humorous events told in the voice of a child offer readers an honest connection to the story. The naïve/expressionist style illustrations are done in a painterly technique (primarily watercolor?) and have a childlike simplicity matching the perspective of the little girl narrating the story. They are bright and vivid with a distinct use of line to give definition to objects. While it deals with the notion of separation, it is a lighthearted story overall.
4. REVIEW EXCERPT(S)
From School Library Journal: “While the language is bouncy and fun, it is the visual interpretation of this sweet story that sings.”
From Booklist: “Two well-known names come together in a book that speaks to the real lives of children and their experiences.”
5. CONNECTIONS
*Read this story in conjunction with Grandparent’s Day activities
*Read other books about visiting grandparents:
Spot Visits His Grandparents by Eric Hill ISBN 0142403601
Little Bear’s Visit by Else Holmelund Minarik ISBN 0060242655
*Study and compare other books authored by Norton Justor or illustrated by Chris Raschka
*Write a memoir of a visit with grandparents
*Read other stories about separating from parents or grandparents
KITTEN'S FIRST FULL MOON by Kevin Henkes
1. BIBLIOGRAPHY
Henkes, Kevin. 2004. Kitten’s First Full Moon. United States: Greenwillow Books. ISBN 2003012564
2. PLOT SUMMARY
This story is about a playful kitten’s mishaps as she attempts to reach the full moon, which she mistakes for a big bowl of milk. Despite her comical failed attempts, Kitten’s efforts are rewarded with a bowl of milk from her owner in the end.
3. CRITICAL ANALYSIS
The plot of the story is not particularly original, as there are many (especially folktales) in which the moon is mistaken for food (often cheese) and a character tries to reach it and/or is foiled by its reflection in the water. Also, the brevity and simplicity of the text/vocabulary limits the story to a younger audience, perhaps to toddler and preschool aged children. Without the benefit of the illustrations, this story would be mediocre at best.
There are two aspects of this book, however, that make it exceptional and worthy of the Caldecott Medal. First, the gouache and colored pencil illustrations are drawn in black, white and shades of gray- almost perfectly mimicking the scenes as they would be viewed on a moonlit night. In this way, readers feel like they are really watching the events as they unfold. During a time when many picture books are brightly illustrated to the point of being overwhelming or gaudy, Henkes artwork is refreshing and unique.
Second, Henkes has a talent for portraying character. Kitten’s lively and naïve personality is revealed through his drawings more so than through the accompanying text. He has also succeeded in capturing the true nature of a kitten through his realistic depiction of her actions- licking, jumping, falling, stalking, running, climbing, pouncing, sleeping…That he has done his research on feline behavior is apparent. Kitten is a funny and lovable character that will delight children and adults alike.
4. REVIEW EXCERPT(S)
From School Library Journal:
“The rhythmic text and delightful artwork ensure storytime success. Kids will surely applaud this cat's irrepressible spirit.”
5. CONNECTIONS
*This book would be appropriate with other cat-themed (Millions of Cats- ISBN 0399233156 by Wanda Gag or Have You Seen My Cat?- ISBN 0689817312 by Eric Carle) or moon-themed (Moongame- ISBN 0689835183 by Frank Asch or Goodnight Moon- ISBN 0694003611 by Margaret Wise Brown) books.
*Sing “My Kitten”
*Fingerplay “Five Little Kittens”
*Games- copycat and mother cat
*Cat/kitten poetry
*Kevin Henkes author study- other titles or series
Henkes, Kevin. 2004. Kitten’s First Full Moon. United States: Greenwillow Books. ISBN 2003012564
2. PLOT SUMMARY
This story is about a playful kitten’s mishaps as she attempts to reach the full moon, which she mistakes for a big bowl of milk. Despite her comical failed attempts, Kitten’s efforts are rewarded with a bowl of milk from her owner in the end.
3. CRITICAL ANALYSIS
The plot of the story is not particularly original, as there are many (especially folktales) in which the moon is mistaken for food (often cheese) and a character tries to reach it and/or is foiled by its reflection in the water. Also, the brevity and simplicity of the text/vocabulary limits the story to a younger audience, perhaps to toddler and preschool aged children. Without the benefit of the illustrations, this story would be mediocre at best.
There are two aspects of this book, however, that make it exceptional and worthy of the Caldecott Medal. First, the gouache and colored pencil illustrations are drawn in black, white and shades of gray- almost perfectly mimicking the scenes as they would be viewed on a moonlit night. In this way, readers feel like they are really watching the events as they unfold. During a time when many picture books are brightly illustrated to the point of being overwhelming or gaudy, Henkes artwork is refreshing and unique.
Second, Henkes has a talent for portraying character. Kitten’s lively and naïve personality is revealed through his drawings more so than through the accompanying text. He has also succeeded in capturing the true nature of a kitten through his realistic depiction of her actions- licking, jumping, falling, stalking, running, climbing, pouncing, sleeping…That he has done his research on feline behavior is apparent. Kitten is a funny and lovable character that will delight children and adults alike.
4. REVIEW EXCERPT(S)
From School Library Journal:
“The rhythmic text and delightful artwork ensure storytime success. Kids will surely applaud this cat's irrepressible spirit.”
5. CONNECTIONS
*This book would be appropriate with other cat-themed (Millions of Cats- ISBN 0399233156 by Wanda Gag or Have You Seen My Cat?- ISBN 0689817312 by Eric Carle) or moon-themed (Moongame- ISBN 0689835183 by Frank Asch or Goodnight Moon- ISBN 0694003611 by Margaret Wise Brown) books.
*Sing “My Kitten”
*Fingerplay “Five Little Kittens”
*Games- copycat and mother cat
*Cat/kitten poetry
*Kevin Henkes author study- other titles or series
TALKING WITH ARTISTS by Pat Cummings
1. BIBLIOGRAPHY
Cummings, Pat. 1992. Talking With Artists. V. 1. New York, NY: Bradbury Press. ISBN 0027242455
2. PLOT SUMMARY
Pat Cummings asks 14 children’s book illustrators (including Chess, Cummings, L. Dillon, D. Dillon, Egielski, Ehlert, Ernst, Feelings, Kellogg, Pinkney, Schwartz, Smith, Van Allsburg, Wiesner) the same questions commonly asked by children: Where do you get your ideas from? What is a normal day like for you? Where do you work? Do you have any children? Any pets? What do you enjoy drawing the most? Do you ever put people you know in your pictures? What do you use to make your pictures? How did you get to do your first book? The compilation of their responses also includes a brief biography, a photograph of the illustrators as children and as adults and sample artwork from childhood and as professionals.
3. CRITICAL ANALYSIS
This book was created for young, aspiring artists. The cover and graphics are not very impressive for a book pertaining to illustration. The design and layout as a whole are also unexceptional. The childhood art samples are generally humble compared to future professional samples, but the effect is encouraging rather than intimidating for the juvenile artist-to-be. While sometimes bland, the content of the biographies serve to inspire young artists to pursue their artistic dreams.
4. REVIEW EXCERPT(S)
From Publisher's Weekly “…the often poignant reminiscences and outstanding talent on display cannot overcome the book's unimaginative layout and distractingly pragmatic text.”
From School Library Journal: “The cumulative result is a short course in how to succeed in the book business, and general agreement that illustration is a tremendously satisfying and enjoyable occupation.”
5. CONNECTIONS
*Conduct an illustrator study of any of the featured illustrators.
*Create art similar to the illustrator’s juvenile or professional artwork.
*Compare styles between illustrators.
*Read other volumes from this series or other books about illustration/illustrators:
A Caldecott Celebration by Leonard Marcus
Picture This: How Pictures Work by Molly Bang
Ways of Telling: Conversations On The Art Of The Picture Book by Leonard Marcus
Side By Side: Five Favorite Picture Book Teams Go To Work by Leonard Marcus
Cummings, Pat. 1992. Talking With Artists. V. 1. New York, NY: Bradbury Press. ISBN 0027242455
2. PLOT SUMMARY
Pat Cummings asks 14 children’s book illustrators (including Chess, Cummings, L. Dillon, D. Dillon, Egielski, Ehlert, Ernst, Feelings, Kellogg, Pinkney, Schwartz, Smith, Van Allsburg, Wiesner) the same questions commonly asked by children: Where do you get your ideas from? What is a normal day like for you? Where do you work? Do you have any children? Any pets? What do you enjoy drawing the most? Do you ever put people you know in your pictures? What do you use to make your pictures? How did you get to do your first book? The compilation of their responses also includes a brief biography, a photograph of the illustrators as children and as adults and sample artwork from childhood and as professionals.
3. CRITICAL ANALYSIS
This book was created for young, aspiring artists. The cover and graphics are not very impressive for a book pertaining to illustration. The design and layout as a whole are also unexceptional. The childhood art samples are generally humble compared to future professional samples, but the effect is encouraging rather than intimidating for the juvenile artist-to-be. While sometimes bland, the content of the biographies serve to inspire young artists to pursue their artistic dreams.
4. REVIEW EXCERPT(S)
From Publisher's Weekly “…the often poignant reminiscences and outstanding talent on display cannot overcome the book's unimaginative layout and distractingly pragmatic text.”
From School Library Journal: “The cumulative result is a short course in how to succeed in the book business, and general agreement that illustration is a tremendously satisfying and enjoyable occupation.”
5. CONNECTIONS
*Conduct an illustrator study of any of the featured illustrators.
*Create art similar to the illustrator’s juvenile or professional artwork.
*Compare styles between illustrators.
*Read other volumes from this series or other books about illustration/illustrators:
A Caldecott Celebration by Leonard Marcus
Picture This: How Pictures Work by Molly Bang
Ways of Telling: Conversations On The Art Of The Picture Book by Leonard Marcus
Side By Side: Five Favorite Picture Book Teams Go To Work by Leonard Marcus
Friday, January 19, 2007
Welcome to my blog site!
I am an MLS student completing book reviews as part of a course requirement. (The class is LS 5603- Literature for children and young adults.)
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