1. BIBLIOGRAPHY
Johnson, Angela. 2003. THE FIRST PART LAST. New York: Simon and Schuster Children’s Publishing. ISBN: 9780689849237
2. PLOT SUMMARY
When Bobby turned sixteen, he expected to have a fun day with his friends and family, not get life altering news from his girlfriend Nia. On Bobby’s sixteenth birthday, his life is turned upside down when he finds out his girlfriend is pregnant. From this point on, the novel follows Bobby and the difficult choices he has to make to help determine what is best for himself, his girlfriend, and their daughter, Feather. With a surprising twist at the end, Angela Johnson has carefully written a very believable novel about teen pregnancy and the effects and ramifications it can have on all involved.
3. CRITICAL ANALYSIS
Johnson has written a short yet gripping novel about teenage pregnancy through the eyes of the father, Bobby a sixteen year old African-American male. Johnson lets the reader inside Bobby’s world through brief, one to three page chapters, entitled “Now” and “Then.” Through the constant flashbacks to the past combined with Bobby’s thoughts in the present, the reader is able to get a deeper understanding of what Bobby is going through, how he got to the situation that he is currently in, why he has made the decisions he made, and the bond he is developing with his child.
Furthermore, in writing this story with all characters involved being of African-American decent, Johnson has taken great care not to stereotype these characters. Bobby and Nia, are both well educated children that come from middle class homes in New York City that have both parents heavily involved in their lives. The dialogue between characters in the book is intelligent and though it does include a minuscule amount of slang terminology, it does not over power the book or make the characters seem less intelligent.
Johnson has done a great job of letting readers see the possible ramifications a teen pregnancy that crosses racial boundaries and is relatable to all readers.
4. REVIEW EXCERPT(S)
PUBLISHER’S WEEKLY review: “The author skillfully relates the hope in the midst of pain.”
VOICE OF YOUTH ADOVCATES review: “This well-written book is not like anything that I've ever read before. It goes fast and has realistic fiction, romance, and suspense all in one. Most teen pregnancy books are about what the girl goes through, but this one is written from a different, exciting angle. Both girls and boys can read it.”
5. CONNECTIONS
*Have former teen aged parents come and talk to students about the struggles of raising a child or the difficult decision made to give up a child for adoption.
*Have health experts come to school and discuss the serious health issues related to teen pregnancy.
*Other books that focus on teenage pregnancy
*Draper, Sharon M. NOVEMBER BLUES. ISBN: 9781416906988
*Bechard, Margaret. HANGING ONTO MAX. ISBN: 9780689862687
*Hornby, Nick. SLAM. ISBN: 9780399250484
Sunday, November 30, 2008
Fiction, Fantasy, and YA Book Review: AMONG THE HIDDEN
1. BIBLIOGRAPHY
Haddix, Margaret Peterson. 1998. AMONG THE HIDDEN. New York: Simon and Schuster Children’s Publishing. ISBN: 0689824750
2. PLOT SUMMARY
In the first novel from the SHADOW CHILDRENS SERIES, AMONG THE HIDDEN, shares the story of Luke Garner. He is the youngest of three boys and lives on a farm with his mother and father. Normally being the youngest of three wouldn’t be a big deal, but in the world Luke Garner lives in, it is the difference between living a life of freedom and one of seclusion.
In Luke’s world, which is set sometime in the future, the government has complete and total power. One of the laws the government created was to limited people to only having two children per family and people who are found to have a third child will suffer dyer consequences from the Population Police. Knowing this Luke’s parents do everything they can to hide him from the outside world. Luke, who is eleven years old, is not allowed to go to school or leave this family’s heavily wooded property. However, when the government decides to take his family’s property to build houses for barons, wealthily individuals and their families, Luke has to go into hiding and is kept in his room and out of site at all times.
When Luke yearning for the outside world get the better of him, he takes to spying on the barons houses from an air conditioner vent in his room. Then one day to his surprise his, after everyone is the baron neighborhood has left for work, he notices that someone is moving around in one of the baron’s homes which turn out to be another third child. Though several exciting chapters, readers find Luke meeting Jen, the third child who lives in the baron’s house. She introduces him to a new way of thinking about himself and the government, and mostly importantly lets him know that he isn’t the only third child in the world. Together they join forces to try and gain rights for third children everywhere, but when a horrible event occurs, Luke is faced with a most difficult decision that will change life as he knows it forever.
3. CRITICAL ANALYSIS
Margaret Peterson Haddix writes a wonderful science fiction novel which relies on two basic motifs in the fantasy world: good versus evil and heroism. Luke, the main protagonist, is written as a child, though suffering through extraordinary circumstances, has qualities most readers can relate to. Most readers can easily identify with his feelings of loneliness, discord with older siblings, wanting to be like everyone else, and his efforts to please his parents. The government, which created the Population Police and the two child law, is clearly the evil force driving this story with the very head strong Jen and unlikely Luke has the heroes in the story. When Jen dies, Luke is forced to make the tough decision to assume the identity of a baron’s child to protect Jen’s and his family from the Population Police. In making that decision he also decides to try and help other third children come out from the shadows and be heard. Though this ending is bittersweet, Haddix captures sadness, adventure, and bravery in this tale that will leave readers seeking the next book in the series to find out what happens to Luke and other third children like himself.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “Readers will be captivated by Luke's predicament and his reactions to it.”
KIRKUS review: “A chilling and intelligent novel.”
5. CONNECTIONS
*Research countries that have restrictions on the number of children people can have and the reasons their country has gone to such drastic measures.
*Read the other books in the SHADOW CHILDREN SERIES to follow the adventures of Luke AKA Lee Grant to see if he is able to make a difference for other third children.
*To make children be able to relate to Luke’s situation, set up your class like the society that Luke and his family live in. Assign children parts in the community such as barons, farmers, government officials and population police. Create challenges/situations the students must face and then as a class discuss how it felt to live in Luke’s world.
*Other SHADOW CHILDREN SERIES NOVELS
* Haddix, Margaret Peterson. AMONG THE IMPOSTERS. ISBN: 9780689839085
* Haddix, Margaret Peterson. AMONG THE BETRAYED. ISBN: 9780689839092
* Haddix, Margaret Peterson. AMONG THE BARONS. ISBN: 9780689839108
* Haddix, Margaret Peterson. AMONG THE BRAVE. ISBN: 9780689857959
* Haddix, Margaret Peterson. AMONG THE EMENY. ISBN: 9780689857973
* Haddix, Margaret Peterson. AMONG THE FREE. ISBN: 9780689857997
Haddix, Margaret Peterson. 1998. AMONG THE HIDDEN. New York: Simon and Schuster Children’s Publishing. ISBN: 0689824750
2. PLOT SUMMARY
In the first novel from the SHADOW CHILDRENS SERIES, AMONG THE HIDDEN, shares the story of Luke Garner. He is the youngest of three boys and lives on a farm with his mother and father. Normally being the youngest of three wouldn’t be a big deal, but in the world Luke Garner lives in, it is the difference between living a life of freedom and one of seclusion.
In Luke’s world, which is set sometime in the future, the government has complete and total power. One of the laws the government created was to limited people to only having two children per family and people who are found to have a third child will suffer dyer consequences from the Population Police. Knowing this Luke’s parents do everything they can to hide him from the outside world. Luke, who is eleven years old, is not allowed to go to school or leave this family’s heavily wooded property. However, when the government decides to take his family’s property to build houses for barons, wealthily individuals and their families, Luke has to go into hiding and is kept in his room and out of site at all times.
When Luke yearning for the outside world get the better of him, he takes to spying on the barons houses from an air conditioner vent in his room. Then one day to his surprise his, after everyone is the baron neighborhood has left for work, he notices that someone is moving around in one of the baron’s homes which turn out to be another third child. Though several exciting chapters, readers find Luke meeting Jen, the third child who lives in the baron’s house. She introduces him to a new way of thinking about himself and the government, and mostly importantly lets him know that he isn’t the only third child in the world. Together they join forces to try and gain rights for third children everywhere, but when a horrible event occurs, Luke is faced with a most difficult decision that will change life as he knows it forever.
3. CRITICAL ANALYSIS
Margaret Peterson Haddix writes a wonderful science fiction novel which relies on two basic motifs in the fantasy world: good versus evil and heroism. Luke, the main protagonist, is written as a child, though suffering through extraordinary circumstances, has qualities most readers can relate to. Most readers can easily identify with his feelings of loneliness, discord with older siblings, wanting to be like everyone else, and his efforts to please his parents. The government, which created the Population Police and the two child law, is clearly the evil force driving this story with the very head strong Jen and unlikely Luke has the heroes in the story. When Jen dies, Luke is forced to make the tough decision to assume the identity of a baron’s child to protect Jen’s and his family from the Population Police. In making that decision he also decides to try and help other third children come out from the shadows and be heard. Though this ending is bittersweet, Haddix captures sadness, adventure, and bravery in this tale that will leave readers seeking the next book in the series to find out what happens to Luke and other third children like himself.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “Readers will be captivated by Luke's predicament and his reactions to it.”
KIRKUS review: “A chilling and intelligent novel.”
5. CONNECTIONS
*Research countries that have restrictions on the number of children people can have and the reasons their country has gone to such drastic measures.
*Read the other books in the SHADOW CHILDREN SERIES to follow the adventures of Luke AKA Lee Grant to see if he is able to make a difference for other third children.
*To make children be able to relate to Luke’s situation, set up your class like the society that Luke and his family live in. Assign children parts in the community such as barons, farmers, government officials and population police. Create challenges/situations the students must face and then as a class discuss how it felt to live in Luke’s world.
*Other SHADOW CHILDREN SERIES NOVELS
* Haddix, Margaret Peterson. AMONG THE IMPOSTERS. ISBN: 9780689839085
* Haddix, Margaret Peterson. AMONG THE BETRAYED. ISBN: 9780689839092
* Haddix, Margaret Peterson. AMONG THE BARONS. ISBN: 9780689839108
* Haddix, Margaret Peterson. AMONG THE BRAVE. ISBN: 9780689857959
* Haddix, Margaret Peterson. AMONG THE EMENY. ISBN: 9780689857973
* Haddix, Margaret Peterson. AMONG THE FREE. ISBN: 9780689857997
Fiction, Fantasy, and YA Book Review: THE HIGHER POWER OF LUCKY
1. BIBLIOGRAPHY
Patron, Susan. 2006. THE HIGHER POWER OF LUCKY. Ill. by: Matt Phelan. New York: Scholastic Inc. ISBN: 9780545036146
2. PLOT SUMMARY
Lucky Trimble is unlike any normal 10 year old girl in Hard Pan, California. She loves Charles Darwin, has a best friend named Lincoln who loves to tie knots, and plays with a 5 year old name Miles, and even has a job at Hard Pan’s Found Object Wind Chime Museum and Visitor Center picking up trash after various twelve-step anonymous meetings that she secretly listens to by the Dumpster. Though all of these things would make Lucky unique in her own right, one thing that makes her stand out above all of this is that, at the age of 4 her mother died in a freak accident and instead of being taken in by her father, who she has never met, she is now cared for by her guardian Brigitte, her father’s ex-wife from France.
Though Lucky seems like a self assured young lady, she lives in fear that her guardian will someday return to France and leave in an orphanage all alone. To try to avoid this perceived doom, Lucky is on a quest to for signs of a Higher Power that she hears about constantly in the twelve step meets she eavesdrops on. This quest for Higher Power leads Lucky on a surprising adventure which results in her letting go of her mother and father, and trusting that her guardian, Brigitte will always be there for her.
3. CRITICAL ANALYSIS
Susan Patron novel deals with several societal taboos such as the death of parent, divorce, and child abandonment by a father in a touching way that makes the reader connect with the Lucky and her struggle to find her “higher power.” Through her journey we are introduced to the colorful members of the Hard Pan community. From Lincoln’s obsession with knots to Short Sammy’s crazy stories to Miles constantly mooching food off of people, this book has a memorable cast of characters that keep the story balanced with humor and provide much needed comic relief in a book that deals with very serious issues. Matt Phelan’s simple pencil illustrations add depth to this story and help to break up long pages of text with pictures of characters and other props related to the story.
Furthermore, the constant reference to the picture book ARE YOU MY MOTHER serves as more than an annoyance to Lucky every time Miles asks her to read it to him. Patron cleverly uses the book title almost like an underlying question of the entire book: Is Brigitte going to stay in Hard Pan and become Lucky’s mother or go back to France? Sharing this picture book with students before, during, or after the reading of this story might help children see the connection between Miles, Lucky, and how it relates to this book. Overall, Patron has created a cast of memorable characters, that readers from all walks of life can find relatable, so much so that Patron has written another book featuring Lucky and this cast of characters entitled LUCKY BREAKS, which will be released in March of 2009.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “The novel addresses difficult topics such as death, absent parents, and addiction with realism, humor, and wonder, making the overall message one of hope and love.”
SCHOOL LIBRARY JOURNAL review: “Phelan's cover and line drawings are simple and evocative, a perfect complement to the text.”
5. CONNECTIONS
*Read other Newberry Honor books and discuss themes prevalent in these award winning books.
*Research some of the various reference Lucky refers to in the book such as the English battle ship, “HMS Beagle” for whom she names her dog, Charles Darwin, cholla burr, and tarantula hawk wasps to see if the connection and facts made in the story are true.
*Read ARE YOU MY MOTHER by P.D. Eastman to the class and discuss it’s relevance to the story.
*Other novels by Susan Patron
* Patron, Susan. LUCKY BREAKS. ISBN: 9781416939986
* Patron, Susan. MAYBE YES, MAYBE NO, MAYBE, MAYBE. ISBN: 9780531054826
Patron, Susan. 2006. THE HIGHER POWER OF LUCKY. Ill. by: Matt Phelan. New York: Scholastic Inc. ISBN: 9780545036146
2. PLOT SUMMARY
Lucky Trimble is unlike any normal 10 year old girl in Hard Pan, California. She loves Charles Darwin, has a best friend named Lincoln who loves to tie knots, and plays with a 5 year old name Miles, and even has a job at Hard Pan’s Found Object Wind Chime Museum and Visitor Center picking up trash after various twelve-step anonymous meetings that she secretly listens to by the Dumpster. Though all of these things would make Lucky unique in her own right, one thing that makes her stand out above all of this is that, at the age of 4 her mother died in a freak accident and instead of being taken in by her father, who she has never met, she is now cared for by her guardian Brigitte, her father’s ex-wife from France.
Though Lucky seems like a self assured young lady, she lives in fear that her guardian will someday return to France and leave in an orphanage all alone. To try to avoid this perceived doom, Lucky is on a quest to for signs of a Higher Power that she hears about constantly in the twelve step meets she eavesdrops on. This quest for Higher Power leads Lucky on a surprising adventure which results in her letting go of her mother and father, and trusting that her guardian, Brigitte will always be there for her.
3. CRITICAL ANALYSIS
Susan Patron novel deals with several societal taboos such as the death of parent, divorce, and child abandonment by a father in a touching way that makes the reader connect with the Lucky and her struggle to find her “higher power.” Through her journey we are introduced to the colorful members of the Hard Pan community. From Lincoln’s obsession with knots to Short Sammy’s crazy stories to Miles constantly mooching food off of people, this book has a memorable cast of characters that keep the story balanced with humor and provide much needed comic relief in a book that deals with very serious issues. Matt Phelan’s simple pencil illustrations add depth to this story and help to break up long pages of text with pictures of characters and other props related to the story.
Furthermore, the constant reference to the picture book ARE YOU MY MOTHER serves as more than an annoyance to Lucky every time Miles asks her to read it to him. Patron cleverly uses the book title almost like an underlying question of the entire book: Is Brigitte going to stay in Hard Pan and become Lucky’s mother or go back to France? Sharing this picture book with students before, during, or after the reading of this story might help children see the connection between Miles, Lucky, and how it relates to this book. Overall, Patron has created a cast of memorable characters, that readers from all walks of life can find relatable, so much so that Patron has written another book featuring Lucky and this cast of characters entitled LUCKY BREAKS, which will be released in March of 2009.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “The novel addresses difficult topics such as death, absent parents, and addiction with realism, humor, and wonder, making the overall message one of hope and love.”
SCHOOL LIBRARY JOURNAL review: “Phelan's cover and line drawings are simple and evocative, a perfect complement to the text.”
5. CONNECTIONS
*Read other Newberry Honor books and discuss themes prevalent in these award winning books.
*Research some of the various reference Lucky refers to in the book such as the English battle ship, “HMS Beagle” for whom she names her dog, Charles Darwin, cholla burr, and tarantula hawk wasps to see if the connection and facts made in the story are true.
*Read ARE YOU MY MOTHER by P.D. Eastman to the class and discuss it’s relevance to the story.
*Other novels by Susan Patron
* Patron, Susan. LUCKY BREAKS. ISBN: 9781416939986
* Patron, Susan. MAYBE YES, MAYBE NO, MAYBE, MAYBE. ISBN: 9780531054826
Tuesday, November 11, 2008
Historical Fiction Book Review: THE FIGHTING GROUND
1. BIBLIOGRAPHY
Avi. 1984. THE FIGHTING GROUND. New York: HarperCollins Publishers. ISBN 0397320736
2. PLOT SUMMARY
When Jonathan woke up on April 3, 1778, he expected to follow his boring normal daily routines: help is father on the farm and daydream about being a solider, but what he didn’t know was how just 24 hours can drastically change a person’s life. Just about everyone in his family had been a solider, and at the age of 13, Jonathan was ready to take up a gun and fight against the British and the Hessians (Germans). The only thing standing in his way of becoming a solider was his father, who had already been to war, came back injured and didn’t want his son to go. However, has warning bell rings over his town to warn of a possible attack, Jonathan, with his parents blessings to only go to town to hear the news, gets thrown into a makeshift regiment of men lead by Corporal to fight against incoming Hessians.
Jonathan’s excitement quickly turns into horror during the first battle when he gets separated from the regiment and captured by a group of three Hessian soldiers. Communication between the soldiers and Jonathan is strained because the soldiers only speak German and Jonathan only speaks English. With both parties really unable to understand each other, lets both sides be able to speak freely about what is happening, which reveals that even in the midst of war the Hessians are just as frightened and scared of Jonathan has he is of them. Captured by the Hessians, Jonathan is forced to follow them where they find an abandon house, where they take shelter for the night.
At this house they find a murdered family and a frightened little French boy. Jonathan immediately thinks the Hessians killed the family and plots a way for him and the boy to escape capture. During the midst of Jonathans escape, he has the opportunity to kill the Hessians, while they sleep, but Jonathan was unable to do it. He grabs the boy and runs until he finds part of his regiment that had retreated before. Jonathan then leads his regiment to the Hessians who lay asleep in the cottage. Jonathan’s regiment kills the Hessians, and later Jonathan finds out that the Hessians did not kill the French family, it was actually the Corporal who did because the thought they were spies for the British. Jonathan then returns home 24 hours later with a greater understanding of war, why his father did not want him to fight, and happy to be alive.
3. CRITICAL ANALYSIS
Avi has written a gripping historical novel, told over a 24 hour time period on the days of April 3 and 4 in 1778. One of the most compelling parts of this book is the fact that when Jonathan is captured by the Hessians and they are unable to communicate due to the language barrier, this allows the characters to really talk freely about their feelings and lets the readers know what they characters are thinking about their current situation. This reveals to the readers that both Jonathan and the Hessian soldiers have the same feeling about the war. Jonathan and the Hessian solders are both scared, confused and feel all alone. To help the readers feel Jonathan’s confusion, Avi used German writing to in the text in the places where the Hessians are talking amongst themselves and to Jonathan. However, the reader has the benefit of the German translation that Avi put at the back of the book, so the reader can understand both the Hessian and Jonathan’s point of view. For the reader to get a sense of time passing by, Avi elected to use time stamps, like 9:58 and 10:15 as chapter headings. This gives the reader a chance to see how quickly or slowing events can happen in a war and how in just 24 hours a person’s life can change forever. This book can help readers see that war is not all glory and parades, but to experience the underlying confusion, fear, and senselessness of it all.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “Avi has accomplished his intent: to have readers experience, minute by minute, what it’s like to be involved in war.”
THE BULLETIN OF THE CENTER FOR CHILEREN’S BOOKS review: “A small stunner.”
5. CONNECTIONS
* As students are studying the Revolutionary War in Social Studies/History class, have students read this story to gain perspective on the hardships and difficult choices that have to be made during war.
*If possible, have a military veteran come and speak to students about his experiences during war and have students compare them to Jonathan’s experiences during this day in the war.
*Other books that focus on the Revolutionary War
*Collier, James Lincoln and Collier, Christopher. MY BROTHER SAM IS DEAD. ISBN: 9780590427920
*Hanson, Peter E. and Roop, Peter. BUTTONS FOR GENERAL WASHINGTON. ISBN: 9780876144763
*Moore, Daniel O’Leary. IF YOU LIVED AT THE TIME OF THE AMERICAN REVOLUTION. ISBN: 9780590674447
Avi. 1984. THE FIGHTING GROUND. New York: HarperCollins Publishers. ISBN 0397320736
2. PLOT SUMMARY
When Jonathan woke up on April 3, 1778, he expected to follow his boring normal daily routines: help is father on the farm and daydream about being a solider, but what he didn’t know was how just 24 hours can drastically change a person’s life. Just about everyone in his family had been a solider, and at the age of 13, Jonathan was ready to take up a gun and fight against the British and the Hessians (Germans). The only thing standing in his way of becoming a solider was his father, who had already been to war, came back injured and didn’t want his son to go. However, has warning bell rings over his town to warn of a possible attack, Jonathan, with his parents blessings to only go to town to hear the news, gets thrown into a makeshift regiment of men lead by Corporal to fight against incoming Hessians.
Jonathan’s excitement quickly turns into horror during the first battle when he gets separated from the regiment and captured by a group of three Hessian soldiers. Communication between the soldiers and Jonathan is strained because the soldiers only speak German and Jonathan only speaks English. With both parties really unable to understand each other, lets both sides be able to speak freely about what is happening, which reveals that even in the midst of war the Hessians are just as frightened and scared of Jonathan has he is of them. Captured by the Hessians, Jonathan is forced to follow them where they find an abandon house, where they take shelter for the night.
At this house they find a murdered family and a frightened little French boy. Jonathan immediately thinks the Hessians killed the family and plots a way for him and the boy to escape capture. During the midst of Jonathans escape, he has the opportunity to kill the Hessians, while they sleep, but Jonathan was unable to do it. He grabs the boy and runs until he finds part of his regiment that had retreated before. Jonathan then leads his regiment to the Hessians who lay asleep in the cottage. Jonathan’s regiment kills the Hessians, and later Jonathan finds out that the Hessians did not kill the French family, it was actually the Corporal who did because the thought they were spies for the British. Jonathan then returns home 24 hours later with a greater understanding of war, why his father did not want him to fight, and happy to be alive.
3. CRITICAL ANALYSIS
Avi has written a gripping historical novel, told over a 24 hour time period on the days of April 3 and 4 in 1778. One of the most compelling parts of this book is the fact that when Jonathan is captured by the Hessians and they are unable to communicate due to the language barrier, this allows the characters to really talk freely about their feelings and lets the readers know what they characters are thinking about their current situation. This reveals to the readers that both Jonathan and the Hessian soldiers have the same feeling about the war. Jonathan and the Hessian solders are both scared, confused and feel all alone. To help the readers feel Jonathan’s confusion, Avi used German writing to in the text in the places where the Hessians are talking amongst themselves and to Jonathan. However, the reader has the benefit of the German translation that Avi put at the back of the book, so the reader can understand both the Hessian and Jonathan’s point of view. For the reader to get a sense of time passing by, Avi elected to use time stamps, like 9:58 and 10:15 as chapter headings. This gives the reader a chance to see how quickly or slowing events can happen in a war and how in just 24 hours a person’s life can change forever. This book can help readers see that war is not all glory and parades, but to experience the underlying confusion, fear, and senselessness of it all.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “Avi has accomplished his intent: to have readers experience, minute by minute, what it’s like to be involved in war.”
THE BULLETIN OF THE CENTER FOR CHILEREN’S BOOKS review: “A small stunner.”
5. CONNECTIONS
* As students are studying the Revolutionary War in Social Studies/History class, have students read this story to gain perspective on the hardships and difficult choices that have to be made during war.
*If possible, have a military veteran come and speak to students about his experiences during war and have students compare them to Jonathan’s experiences during this day in the war.
*Other books that focus on the Revolutionary War
*Collier, James Lincoln and Collier, Christopher. MY BROTHER SAM IS DEAD. ISBN: 9780590427920
*Hanson, Peter E. and Roop, Peter. BUTTONS FOR GENERAL WASHINGTON. ISBN: 9780876144763
*Moore, Daniel O’Leary. IF YOU LIVED AT THE TIME OF THE AMERICAN REVOLUTION. ISBN: 9780590674447
Historical Ficition Book Review: NIGHTJOHN
1. BIBLIOGRAPHY
Paulsen, Gary. 1993. NIGHTJOHN. New York: Bantam Doubleday Dell Books for Young Readers. ISBN: 0440219361
2. PLOT SUMMARY
Sarny is a twelve year old slave for Celel Waller a viciously mean cotton plantation owner in South Carolina. Sarny doesn’t really know who her true parents are, but calls Delie, her mammy. Delie takes care of all the young children on the plantation, including Sarny. Then word spreads throughout the plantation that a new slave, Nightjohn, is coming. During his first day at the plantation, Sarny meets Nightjohn and they make a deal. She’ll give him tobacco and he will teach her how to read, which was highly illegal. Nightjohn agrees and during the night Sarny and Nighjohn meet. Nightjohn teaches Sarney letters and numbers. During the course of the story, the reader learns that Nightjohn has escaped to the North, but returned to the South to teach slave children how to read and write.
One day Waller, catches Sarny writing words in the dirt, this makes Waller go into a vicious rage and he is hell bent on finding out who taught Sarny how to read and write. He immediately accuses Delie and mercilessly whips her until Nighjohn confesses to teaching Sarny. Waller punishes Nightjohn by cutting off two of his toes…one on each foot. With only four toes on each foot, Nightjohn runs away fro Waller’s plantation and things return to normal. Then one night Nightjohn returns to the plantation at night to get Sarny and take her an underground school to teach slave children how to read and write.
3. CRITICAL ANALYSIS
Gary Paulsen, paints a vivid picture of slavery and what life was like as a slave in his novel NIGHTJOHN. Told from the perspective of twelve year old Sarny, readers have a chance to experience the life of a child slave on an active plantation. Since the story is told from Sarny’s point of view, Paulsen chose to write the entire book in broken English. This sometimes made the book difficult to understand, but let the reader fully experience how salves talked during this historic time period.
Furthermore, Paulsen doesn’t shy away from the brutality of slavery. He graphically shows the depths of what masters like Waller go through to prevent what were then illegal activities done by his slaves. Paulsen recounts beatings received by Delie and the amputation of Nightjohn’s toes and how slaves used grease and salt to help stop bleeding and heal up wounds. With vivid recounts of such brutal acts, as punishment for doing something that all children in the United States take for granted, learning to read and write, readers can’t help but feel sympathy for Sarny, Nightjohn, and Delie and admire the courage all three showed, especially Nightjohn, to make sure Sarny and other slaves learn how to read.
4. REVIEW EXCERPT(S)
KIRKUS review: “A searing picture of slavery, sometime in the 19th century at an unspecified place in the South… the compelling events are ineradicably memorable.”
PUBLISHERS WEEKLY review: “Among the most powerful of Paulsen's works, this impeccably researched novel sheds light on cruel truths in American history as it traces the experiences of a 12-year-old slave girl in the 1850s.”
5. CONNECTIONS
*After reading the book NIGHTJOHN, watch the Disney adaptation of the book and make comparisons between the book and movie adaptation.
*Use book to prompt discussion about the treatment of slaves and the cause for such treatment.
*Read the sequel to NIGHTJOHN called SARNY: A LIFE REMEMBERED and discuss the evolution of her character.
*Other books that discuss slavery and/or life after slavery
Paulsen, Gary. SARNY: A LIFE REMEMBERED. ISBN: 9780440219736
Stowe, Harriet Beecher. UNCLE TOM’S CABIN. ISBN: 9780486440286
Draper, Sharon M. COPPER SUN. ISBN: 9781416953487
Rinaldi, Ann. NUMBERING ALL THE BONES. ISBN: 9780786813780
Paulsen, Gary. 1993. NIGHTJOHN. New York: Bantam Doubleday Dell Books for Young Readers. ISBN: 0440219361
2. PLOT SUMMARY
Sarny is a twelve year old slave for Celel Waller a viciously mean cotton plantation owner in South Carolina. Sarny doesn’t really know who her true parents are, but calls Delie, her mammy. Delie takes care of all the young children on the plantation, including Sarny. Then word spreads throughout the plantation that a new slave, Nightjohn, is coming. During his first day at the plantation, Sarny meets Nightjohn and they make a deal. She’ll give him tobacco and he will teach her how to read, which was highly illegal. Nightjohn agrees and during the night Sarny and Nighjohn meet. Nightjohn teaches Sarney letters and numbers. During the course of the story, the reader learns that Nightjohn has escaped to the North, but returned to the South to teach slave children how to read and write.
One day Waller, catches Sarny writing words in the dirt, this makes Waller go into a vicious rage and he is hell bent on finding out who taught Sarny how to read and write. He immediately accuses Delie and mercilessly whips her until Nighjohn confesses to teaching Sarny. Waller punishes Nightjohn by cutting off two of his toes…one on each foot. With only four toes on each foot, Nightjohn runs away fro Waller’s plantation and things return to normal. Then one night Nightjohn returns to the plantation at night to get Sarny and take her an underground school to teach slave children how to read and write.
3. CRITICAL ANALYSIS
Gary Paulsen, paints a vivid picture of slavery and what life was like as a slave in his novel NIGHTJOHN. Told from the perspective of twelve year old Sarny, readers have a chance to experience the life of a child slave on an active plantation. Since the story is told from Sarny’s point of view, Paulsen chose to write the entire book in broken English. This sometimes made the book difficult to understand, but let the reader fully experience how salves talked during this historic time period.
Furthermore, Paulsen doesn’t shy away from the brutality of slavery. He graphically shows the depths of what masters like Waller go through to prevent what were then illegal activities done by his slaves. Paulsen recounts beatings received by Delie and the amputation of Nightjohn’s toes and how slaves used grease and salt to help stop bleeding and heal up wounds. With vivid recounts of such brutal acts, as punishment for doing something that all children in the United States take for granted, learning to read and write, readers can’t help but feel sympathy for Sarny, Nightjohn, and Delie and admire the courage all three showed, especially Nightjohn, to make sure Sarny and other slaves learn how to read.
4. REVIEW EXCERPT(S)
KIRKUS review: “A searing picture of slavery, sometime in the 19th century at an unspecified place in the South… the compelling events are ineradicably memorable.”
PUBLISHERS WEEKLY review: “Among the most powerful of Paulsen's works, this impeccably researched novel sheds light on cruel truths in American history as it traces the experiences of a 12-year-old slave girl in the 1850s.”
5. CONNECTIONS
*After reading the book NIGHTJOHN, watch the Disney adaptation of the book and make comparisons between the book and movie adaptation.
*Use book to prompt discussion about the treatment of slaves and the cause for such treatment.
*Read the sequel to NIGHTJOHN called SARNY: A LIFE REMEMBERED and discuss the evolution of her character.
*Other books that discuss slavery and/or life after slavery
Paulsen, Gary. SARNY: A LIFE REMEMBERED. ISBN: 9780440219736
Stowe, Harriet Beecher. UNCLE TOM’S CABIN. ISBN: 9780486440286
Draper, Sharon M. COPPER SUN. ISBN: 9781416953487
Rinaldi, Ann. NUMBERING ALL THE BONES. ISBN: 9780786813780
Historical Ficition Book Review: THE RIVER BETWEEN US
1. BIBLIOGRAPHY
Peck, Richard. 2003. THE RIVER BETWEEN US. New York: Puffin Books. ISBN 0142403105
2. PLOT SUMMARY
On the eve on World War I, Howard Hutchings accompanies his father, Dr. William Hutchings and his twin brothers to visit his grandparents Dr. William and Tilly and great aunt Delphine and great-uncle Noah in the town of Grand Tower, IL which lies on the Mississippi River. During the family’s time Howard can since the history of the house and the people living there, and Tilly is all but happy to share the past with him.
Told through Tilly’s point of view, Howard hears all about his Great Aunt Cass, Tilly’s younger sister who had visions of the future which left her haunted, Great Uncle Noah, Tilly’s twin brother and his Great Aunt Delphine’s arrival to Grand Tower via riverboat from New Orleans, and the mystery that surrounded her and her travel mate Calinda, whom everyone thought was Delphine’s slave. Many people in the town thought that because Tilly’s mother Mrs. Pruitt took Delphine and Calinda into her home, that they were traders to the north, but this did not worry the Pruitt’s who continued to let Delphine and Calinda stay at their home. During their stay at the Pruitt home, Tilly’s twin brother Noah falls quickly for Delphine, but as the beginning of the Civil War is close Noah decides to go and fight for the North, which upsets the entire family.
Tilly’s mother quickly falls into a depression, when she gets a vision that Noah is sick. She tells Tilly to go and get Noah and bring him home. Tilly and Delphine quickly gather the necessities they need to survive and go to Cairo, IL to get Noah. There they meet Dr. Hutchings and he leads them to a place to stay and Noah, who is gravely ill. While in Cairo, Tilly and Delphine nurse Noah and a group of other soldiers back to health. During this time it is also reviled that Delphine is actually of mixed race. Her father is white and her mother is black, and Calinda is actually her sister. Tilly and Dr. Hutichens are surprised by the revelation, but continue to work with Delphine to help the soliders, keeping Delphine’s secret. Soon after the soldiers are healthy they go into battle, where Noah looses his arm. Tilly and Delphine again nurse Noah back to health and return home to find that their mother had killed herself and their long lost father had died in the war, fighting for the South. Soon after their return Calinda decides to leave for California leaving Delphine with the Pruitt family.
Howard was surprised at the many revelations that he discovered during his time with Tilly, but that was nothing compared to what his father told him on their way back home to St. Louis. His father let him know that he was going to join the Army as an Army doctor for World War I and that Howard was going to have to become the man of the house. Howard understand that his father wants to follow in his father’s footsteps, but soon finds out that Dr. Hutchings is Tilly aren’t his father’s parents, but in fact Noah and Delphine are his true parents. Given the time period, Howard’s reaction is actually surprising. Instead of being horrified that he is black, he is actually proud of his heritage.
3. CRITICAL ANALYSIS
Richard Peck, has intertwined romance, adventure, mystery, and history together in this novel which keeps the readers guessing until the very end. Peck’s writing focuses on an aspect of the Civil War that is a very interesting and not really talked about in most middle school/high school history books: passing. The fact that a huge part of the plot deals with Delphine and the secrecy of her heritage and the culture of New Orleans helps bring a serious issue to the forefront of readers who might have never been made aware of this part of U.S. History. To help make Delphine and Calinda more realistic as people from New Orleans, Peck has them speak not only English, but he mixes their language with French-Creole as well. Peck also includes, a section entitled “A Note on the Story” which details his research of the Civil War, New Orleans, Grand Tower, and Cairo so he could portray each place and the characters from these places with historical accuracy. Overall, Peck has written a great story, which will open the eyes of several readers to this issue of passing for white. This book can be the catalyst to discussion of the issue of race in the war and it’s effects on people in the past and today.
4. REVIEW EXCERPT(S)
PUBLISHERS WEEKLEY review: “The author crafts his characters impeccably and threads together their fates in surprising ways that shed light on the complicated events of the Civil War."
VOICE OF YOUTH ADVOCATES review: “Peck spices up his stew with showboats, apparitions, romance, battle, and twists around every corner in this great read, even for those who dislike historical fiction.”
5. CONNECTIONS
*Use the book to explore the decision Delphine and Noah made to have their son appear to be Tilly and Dr. William Hutchings son.
*Use the book to discuss why people who were born of mixed race, but looked white would make the discussion to pass for white.
*Other historical fiction books by Richard Peck
*Peck, Richard. ON THE WINGS OF HEROES. ISBN: 9780803730816
*Peck, Richard. Amanda/Miranda. ISBN: 9780141312170
Peck, Richard. 2003. THE RIVER BETWEEN US. New York: Puffin Books. ISBN 0142403105
2. PLOT SUMMARY
On the eve on World War I, Howard Hutchings accompanies his father, Dr. William Hutchings and his twin brothers to visit his grandparents Dr. William and Tilly and great aunt Delphine and great-uncle Noah in the town of Grand Tower, IL which lies on the Mississippi River. During the family’s time Howard can since the history of the house and the people living there, and Tilly is all but happy to share the past with him.
Told through Tilly’s point of view, Howard hears all about his Great Aunt Cass, Tilly’s younger sister who had visions of the future which left her haunted, Great Uncle Noah, Tilly’s twin brother and his Great Aunt Delphine’s arrival to Grand Tower via riverboat from New Orleans, and the mystery that surrounded her and her travel mate Calinda, whom everyone thought was Delphine’s slave. Many people in the town thought that because Tilly’s mother Mrs. Pruitt took Delphine and Calinda into her home, that they were traders to the north, but this did not worry the Pruitt’s who continued to let Delphine and Calinda stay at their home. During their stay at the Pruitt home, Tilly’s twin brother Noah falls quickly for Delphine, but as the beginning of the Civil War is close Noah decides to go and fight for the North, which upsets the entire family.
Tilly’s mother quickly falls into a depression, when she gets a vision that Noah is sick. She tells Tilly to go and get Noah and bring him home. Tilly and Delphine quickly gather the necessities they need to survive and go to Cairo, IL to get Noah. There they meet Dr. Hutchings and he leads them to a place to stay and Noah, who is gravely ill. While in Cairo, Tilly and Delphine nurse Noah and a group of other soldiers back to health. During this time it is also reviled that Delphine is actually of mixed race. Her father is white and her mother is black, and Calinda is actually her sister. Tilly and Dr. Hutichens are surprised by the revelation, but continue to work with Delphine to help the soliders, keeping Delphine’s secret. Soon after the soldiers are healthy they go into battle, where Noah looses his arm. Tilly and Delphine again nurse Noah back to health and return home to find that their mother had killed herself and their long lost father had died in the war, fighting for the South. Soon after their return Calinda decides to leave for California leaving Delphine with the Pruitt family.
Howard was surprised at the many revelations that he discovered during his time with Tilly, but that was nothing compared to what his father told him on their way back home to St. Louis. His father let him know that he was going to join the Army as an Army doctor for World War I and that Howard was going to have to become the man of the house. Howard understand that his father wants to follow in his father’s footsteps, but soon finds out that Dr. Hutchings is Tilly aren’t his father’s parents, but in fact Noah and Delphine are his true parents. Given the time period, Howard’s reaction is actually surprising. Instead of being horrified that he is black, he is actually proud of his heritage.
3. CRITICAL ANALYSIS
Richard Peck, has intertwined romance, adventure, mystery, and history together in this novel which keeps the readers guessing until the very end. Peck’s writing focuses on an aspect of the Civil War that is a very interesting and not really talked about in most middle school/high school history books: passing. The fact that a huge part of the plot deals with Delphine and the secrecy of her heritage and the culture of New Orleans helps bring a serious issue to the forefront of readers who might have never been made aware of this part of U.S. History. To help make Delphine and Calinda more realistic as people from New Orleans, Peck has them speak not only English, but he mixes their language with French-Creole as well. Peck also includes, a section entitled “A Note on the Story” which details his research of the Civil War, New Orleans, Grand Tower, and Cairo so he could portray each place and the characters from these places with historical accuracy. Overall, Peck has written a great story, which will open the eyes of several readers to this issue of passing for white. This book can be the catalyst to discussion of the issue of race in the war and it’s effects on people in the past and today.
4. REVIEW EXCERPT(S)
PUBLISHERS WEEKLEY review: “The author crafts his characters impeccably and threads together their fates in surprising ways that shed light on the complicated events of the Civil War."
VOICE OF YOUTH ADVOCATES review: “Peck spices up his stew with showboats, apparitions, romance, battle, and twists around every corner in this great read, even for those who dislike historical fiction.”
5. CONNECTIONS
*Use the book to explore the decision Delphine and Noah made to have their son appear to be Tilly and Dr. William Hutchings son.
*Use the book to discuss why people who were born of mixed race, but looked white would make the discussion to pass for white.
*Other historical fiction books by Richard Peck
*Peck, Richard. ON THE WINGS OF HEROES. ISBN: 9780803730816
*Peck, Richard. Amanda/Miranda. ISBN: 9780141312170
Sunday, October 26, 2008
Nonfiction Book Review: HURRICANES
1. BIBLIOGRAPHY
Simon, Seymour. 2003. HURRICANES. New York: HarperCollins Publishers. ISBN 0688162916
2. PLOT SUMMARY
When this book was published in 2003, scientists thought the most dangerous place to be if one of these storms struck would be New Orleans. When these storms do strike they have the ability to release the energy of ten atomic bombs every second. Australians call them willy-willies, North Pacific countries call them typhoons, countries along the Indian Ocean call them cyclones, but here in the United States, we call these types of devastating storms hurricanes.
Seymour Simon book, HURRICANES, gives it reader a logically organized overview of hurricanes. From how the storms develop and the differences in strength to what happens when a storm hits and the aftermath that follows to even giving the reader tips on what you need to do to ride a hurricane out, this book has it all. Included are mentions of some of the most destructive hurricanes that have hit the United States since it was published in 2003. Hurricanes Andrew and Floyd get their own page with pictures of destruction and the hurricane that wiped out Galveston get its own two page spread with pictures. Though this book is outdated, it would still be a great read aloud to share with children to introduce the subject matter of hurricanes and would lead to discussion of more recent hurricanes that have struck the United States.
3. CRITICAL ANALYSIS
This book is very appealing to the child reader. Students will not be overwhelmed with text because each full page of text is accompanied with a full size color picture that reinforces what is being read. The text actually acts like caption for the pictures, explaining to the reader in an easy-to-read format what is occurring in the picture. The printed text is quite large and double-spaced which makes for easy reading. To further help the reader understand some of the vocabulary in the book, Simon using italics for certain words in the text and then defines them in the reading. Though this book does not have a table of contents, bibliography, or index to help readers find information, the book is very logically organized, taking readers step by step through the development, warnings, evacuations, the hurricane making landfall, and the destruction a hurricane leaves after it has passed. On the whole, children will find this book entertaining and informational at the same time.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “Featuring alternating pages of clear text and outstanding graphics, this book meets Simon's usual high standards.”
BOOKLIST review: “Pairing a simply phrased narrative with arresting, eye-catching color photos, Simon explains what hurricanes are and imparts a vivid sense of their destructive potential.”
5. CONNECTIONS
*During hurricane season, introduce a unit on hurricanes by reading this book. Then using a map, track the various hurricanes that develop throughout the season. Once a hurricane strikes land, students can then research that particular hurricane, finding pictures and stories about the hurricanes effects on the community it hit.
*Research hurricanes that have hit in other countries and hurricanes that have hit in the United States. Are the storms intensity the same? Do other countries have early warning systems like in the United States? How quickly do countries recover after a storm has it? Students would work in partners to answer these types of questions and more.
*Other book about Hurricanes
Simon, Seymour. HURRICANES. ISBN: 9780061170713
Cole, Joanna. MAGIC SCHOOL BUS INSIDE THE HURRICANE. ISBN: 9780590446877
Dineen, Jacqueline. HURRICANES AND TYPHOONS. ISBN: 9781932799064
Simon, Seymour. 2003. HURRICANES. New York: HarperCollins Publishers. ISBN 0688162916
2. PLOT SUMMARY
When this book was published in 2003, scientists thought the most dangerous place to be if one of these storms struck would be New Orleans. When these storms do strike they have the ability to release the energy of ten atomic bombs every second. Australians call them willy-willies, North Pacific countries call them typhoons, countries along the Indian Ocean call them cyclones, but here in the United States, we call these types of devastating storms hurricanes.
Seymour Simon book, HURRICANES, gives it reader a logically organized overview of hurricanes. From how the storms develop and the differences in strength to what happens when a storm hits and the aftermath that follows to even giving the reader tips on what you need to do to ride a hurricane out, this book has it all. Included are mentions of some of the most destructive hurricanes that have hit the United States since it was published in 2003. Hurricanes Andrew and Floyd get their own page with pictures of destruction and the hurricane that wiped out Galveston get its own two page spread with pictures. Though this book is outdated, it would still be a great read aloud to share with children to introduce the subject matter of hurricanes and would lead to discussion of more recent hurricanes that have struck the United States.
3. CRITICAL ANALYSIS
This book is very appealing to the child reader. Students will not be overwhelmed with text because each full page of text is accompanied with a full size color picture that reinforces what is being read. The text actually acts like caption for the pictures, explaining to the reader in an easy-to-read format what is occurring in the picture. The printed text is quite large and double-spaced which makes for easy reading. To further help the reader understand some of the vocabulary in the book, Simon using italics for certain words in the text and then defines them in the reading. Though this book does not have a table of contents, bibliography, or index to help readers find information, the book is very logically organized, taking readers step by step through the development, warnings, evacuations, the hurricane making landfall, and the destruction a hurricane leaves after it has passed. On the whole, children will find this book entertaining and informational at the same time.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “Featuring alternating pages of clear text and outstanding graphics, this book meets Simon's usual high standards.”
BOOKLIST review: “Pairing a simply phrased narrative with arresting, eye-catching color photos, Simon explains what hurricanes are and imparts a vivid sense of their destructive potential.”
5. CONNECTIONS
*During hurricane season, introduce a unit on hurricanes by reading this book. Then using a map, track the various hurricanes that develop throughout the season. Once a hurricane strikes land, students can then research that particular hurricane, finding pictures and stories about the hurricanes effects on the community it hit.
*Research hurricanes that have hit in other countries and hurricanes that have hit in the United States. Are the storms intensity the same? Do other countries have early warning systems like in the United States? How quickly do countries recover after a storm has it? Students would work in partners to answer these types of questions and more.
*Other book about Hurricanes
Simon, Seymour. HURRICANES. ISBN: 9780061170713
Cole, Joanna. MAGIC SCHOOL BUS INSIDE THE HURRICANE. ISBN: 9780590446877
Dineen, Jacqueline. HURRICANES AND TYPHOONS. ISBN: 9781932799064
Nonfiction Book Review: THE FORBIDDEN SCHOOLHOUSE: THE TRUE AND DRAMATIC STORY OF PRUDENCE CRANDALL
1. BIBLIOGRAPHY
Jurmain, Suzanne. 2005. THE FORBIDDEN SCHOOLHOUSE: THE TRUE AND DRAMATIC STORY OF PRUDENCE CRANDALL AND HER STUDENTS. Boston: Houghton Mifflin Company. ISBN 9780618473021
2. PLOT SUMMARY
When I think of the fighters of civil rights for African-Americans images like of Rosa Parks, Martin Luther King Jr, and Thurgood Marshall pop into my head. However through reading THE FORBIDDEN SCHOOLHOUSE: THE TRUE AND DRAMATIC STORY OF PRUDENCE CRANALL AND HER STUDENTS, I can now without a doubt add her name to this list.
Between the hardcover bindings of this book lies an interesting and relatively unknown story of Prudence Crandall, a teacher of an all girls school in Canterbury, Connecticut. Originally, Prudence Crandall served as teacher/owner to a boarding school for all white children. One of her workers, an African-American girl named Mariah introduced her to two things that would change her life forever: The Liberator, an abolitionist newspaper, and Sarah Harris, her first African-American student. Needless to say this outraged the community of Canterbury and they threatened to take their children out of the school if she decided to keep the African-American student in the school.
Not only did Prudence Crandall keep the African-American student, she decided to change her school from an all white girls’ school to an exclusively African-American school. This news further upset the residents of Canterbury. To show their disapproval of Miss Crandall’s school the residents verbally attacked, harassed, and jailed Miss Crandall and her students. The state even having a law created to prevent the education of out of state African-Americans. Though Prudence Crandall did fight hard to keep her school open the school did eventually have to close and Prudence moved to Kansas with her husband. Though Prudence Crandall’s school wasn’t a long term success, this is a wonderful book to share with children.
3. CRITICAL ANALYSIS
Overall, the author Suzanne Jurmain does a great job with the organization, design, and style of this text. Jurmain’s decision to name to book THE FORBIDDEN SCHOOLHOUSE, was a very smart move. Just the word “forbidden” peaks the interest of children and adults alike to at least pick it up to see what is forbidden and why. As the readers is browsing and/or reading the book he/she will be impressed by the several access features that are included in the book. Some access features that are present for easy access to information are the table of contents, index, and author’s notes sections. For the more visual learner, the author includes photographs (past and present day) of students, Prudence, her supporters, her foes, and of the school which are mixed with illustrations taken from newspapers printed at the time Prudence was running the school. Each photograph and illustration includes a caption that explains the picture. Including these pictures gives the reader a chance to visualize what it was like to be at Miss Crandall’s school during this time period and also give the readers a sense of the times and danger Miss Crandall and her students were in.
Yet, the access feature I think readers will enjoy the most is the Appendix that tells the readers what happened to all the people mentioned in this book. Being able to read what happened to the featured people in this book, gives the reader a since of closure after they finish reading the book. However, if a reader wanted to find out more information about this topic Jurmain includes a very detailed bibliography which helps the reader know that this book was well researched. Inviting and very informative, this book is a great read.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “This book offers a fresh look at the climate of education for African Americans and women in the early 1800s. Report writers and recreational readers alike will find it informative.”
BOOKLIST review: “Jurmain has plucked an almost forgotten incident from history and has shaped a compelling, highly readable book around it.”
5. CONNECTIONS
*Research other stories of children of color who had to face adversities to attend school and compare those stories to that of Prudence Crandall and her students.
Examples: Little Rock 9 and Ruby Bridges
*Other books that are focus on Prudence Crandall and her school for African-American girls
Alexander, Elizabeth & Nelson, Marilyn. MISS CRANDALL’S SCHOOL FOR YOUNG LADIES AND LITTLE MISSES OF COLOR. ISBN: 9781590784563
Lucas, Eileen. PRUDENCE CRANDELL. ISBN: 9781575054803
Lucas, Eileen. PRUDENCE CRANDELL: TEACHER FOR EQUAL RIGHTS. ISBN: 9781575054797
Jurmain, Suzanne. 2005. THE FORBIDDEN SCHOOLHOUSE: THE TRUE AND DRAMATIC STORY OF PRUDENCE CRANDALL AND HER STUDENTS. Boston: Houghton Mifflin Company. ISBN 9780618473021
2. PLOT SUMMARY
When I think of the fighters of civil rights for African-Americans images like of Rosa Parks, Martin Luther King Jr, and Thurgood Marshall pop into my head. However through reading THE FORBIDDEN SCHOOLHOUSE: THE TRUE AND DRAMATIC STORY OF PRUDENCE CRANALL AND HER STUDENTS, I can now without a doubt add her name to this list.
Between the hardcover bindings of this book lies an interesting and relatively unknown story of Prudence Crandall, a teacher of an all girls school in Canterbury, Connecticut. Originally, Prudence Crandall served as teacher/owner to a boarding school for all white children. One of her workers, an African-American girl named Mariah introduced her to two things that would change her life forever: The Liberator, an abolitionist newspaper, and Sarah Harris, her first African-American student. Needless to say this outraged the community of Canterbury and they threatened to take their children out of the school if she decided to keep the African-American student in the school.
Not only did Prudence Crandall keep the African-American student, she decided to change her school from an all white girls’ school to an exclusively African-American school. This news further upset the residents of Canterbury. To show their disapproval of Miss Crandall’s school the residents verbally attacked, harassed, and jailed Miss Crandall and her students. The state even having a law created to prevent the education of out of state African-Americans. Though Prudence Crandall did fight hard to keep her school open the school did eventually have to close and Prudence moved to Kansas with her husband. Though Prudence Crandall’s school wasn’t a long term success, this is a wonderful book to share with children.
3. CRITICAL ANALYSIS
Overall, the author Suzanne Jurmain does a great job with the organization, design, and style of this text. Jurmain’s decision to name to book THE FORBIDDEN SCHOOLHOUSE, was a very smart move. Just the word “forbidden” peaks the interest of children and adults alike to at least pick it up to see what is forbidden and why. As the readers is browsing and/or reading the book he/she will be impressed by the several access features that are included in the book. Some access features that are present for easy access to information are the table of contents, index, and author’s notes sections. For the more visual learner, the author includes photographs (past and present day) of students, Prudence, her supporters, her foes, and of the school which are mixed with illustrations taken from newspapers printed at the time Prudence was running the school. Each photograph and illustration includes a caption that explains the picture. Including these pictures gives the reader a chance to visualize what it was like to be at Miss Crandall’s school during this time period and also give the readers a sense of the times and danger Miss Crandall and her students were in.
Yet, the access feature I think readers will enjoy the most is the Appendix that tells the readers what happened to all the people mentioned in this book. Being able to read what happened to the featured people in this book, gives the reader a since of closure after they finish reading the book. However, if a reader wanted to find out more information about this topic Jurmain includes a very detailed bibliography which helps the reader know that this book was well researched. Inviting and very informative, this book is a great read.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “This book offers a fresh look at the climate of education for African Americans and women in the early 1800s. Report writers and recreational readers alike will find it informative.”
BOOKLIST review: “Jurmain has plucked an almost forgotten incident from history and has shaped a compelling, highly readable book around it.”
5. CONNECTIONS
*Research other stories of children of color who had to face adversities to attend school and compare those stories to that of Prudence Crandall and her students.
Examples: Little Rock 9 and Ruby Bridges
*Other books that are focus on Prudence Crandall and her school for African-American girls
Alexander, Elizabeth & Nelson, Marilyn. MISS CRANDALL’S SCHOOL FOR YOUNG LADIES AND LITTLE MISSES OF COLOR. ISBN: 9781590784563
Lucas, Eileen. PRUDENCE CRANDELL. ISBN: 9781575054803
Lucas, Eileen. PRUDENCE CRANDELL: TEACHER FOR EQUAL RIGHTS. ISBN: 9781575054797
Nonfiction Book Review: THE BOY ON FAIRFIELD STREET: HOW TED GEISEL GREW UP TO BECOME DR. SEUSS
1. BIBLIOGRAPHY
Krull, Kathleen. 2004. THE BOY ON FAIRFIELD STREET: HOW TED GEISEL GREW UP TO BECOME DR. SEUSS. Ill by: Steve Johnson and Lou Fancher. New York: Random House, Inc. ISBN 0375822984
2. PLOT SUMMARY
Kathleen Krull’s picture book biography, gives any reader, child or adult, incite into the beloved author and illustrator Dr. Seuss. Chronicling his life growing up in Springfield, Massachusetts, Krull informs the reader of the happy childhood Ted Geisel (Dr. Seuss) had playing in Forest Park with friends, going to work with his father, which happened to be a zoo, going to parades, and listening to the bedtime stories and ramblings of his mother. Though his childhood was happy Geisel’s life is not without adversity. Geisel grew up during World War I and faced taunts from children because of his German heritage. Teachers frowned upon his art, and he was even ushered off a stage at a Boy Scout rally for selling war bonds because former President Theodore Roosevelt ran out of metals before he was able to award him.
Through all this Ted never lost his flare for drawing or exaggerating. He eventually went to college at Dartmouth University, graduated and went to Oxford to study English Literature. He was never happy in school and instead preferred to draw. After a lady made a comment about one of his pictures, he went back home and was determined to make a career out of doing something he loved. After several years of perseverance Dr. Seuss succeeded and became one of the most popular children’s book authors/illustrators of all time.
3. CRITICAL ANALYSIS
Krull does an amazing job conveying the life of Dr. Seuss in a simple, easy to read manner that invites all kinds of readers to enjoy this wonderful picture book biography. For each page of text there is an illustration (painting) which captures beautifully, with its use of water colors and muted tones, what has been written on the adjacent page. Also included at the bottom of each page of text are selected illustrations from Dr. Seuss books. Including Dr. Seuss illustrations on each page helps to show the reader what a creative illustrator Dr. Seuss was and how he liked to exaggerate his drawings and “break the rules” of art.
The actual text chronicles his life from a young school boy to until the age of 22, when he finally moved out of his parents house and decided to focus is writing and illustrations to children. Though the story stops there, Krull includes a section entitled “On Beyond Fairfield Street” which picks up where the story left off and describes his life after he left home and started writing children’s books to his death in 1991. She also includes a list of written and illustrated works by Dr. Seuss in chronological order by publication date and gives suggestions for further reading and website addresses for places motioned in the book such as Forest Park, The Zoo in Forest Park, and Springfield, Massachusetts.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “Krull's work is a terrific look at the boyhood of one of the most beloved author/illustrators of the 20th century.”
BOOKLIST review: “Krull's pithy text is extended by full-page paintings that glow with the memory of yesteryear and capture the mix of humor and poignancy that comes with trying to fit in.”
5. CONNECTIONS
*The week leading up to Dr. Seuss’s birthday, read this book over several days. After the reading of the book, have several copies of Dr. Seuss’s books in the classroom for students to browse and read.
*After reading the book, have children browse and read through several of Dr. Seuss’s books paying close attention to Dr. Seuss’s illustrations. As a class discuss how Dr. Seuss “broke the rules” with his illustrations and why the students think his illustrations are so popular.
*Popular books written and illustrated by Dr. Seuss
Dr. Seuss. GREEN EGGS AND HAM. ISBN: 9780394800165
Dr. Seuss. HOW THE GRINCH STOLE CHRISTMAS. ISBN: 9780394800790
Dr. Seuss. THE CAT IN THE HAT. ISBN: 9780394800011
Dr. Seuss. THE 500 HATS OF BARTHOLOMEW CUBBINS.
ISBN: 9780394844848
Dr. Seuss. AND TO THNK THAT I SAW IT ON MULBERRY STREET. ISBN: 9780394844947
Krull, Kathleen. 2004. THE BOY ON FAIRFIELD STREET: HOW TED GEISEL GREW UP TO BECOME DR. SEUSS. Ill by: Steve Johnson and Lou Fancher. New York: Random House, Inc. ISBN 0375822984
2. PLOT SUMMARY
Kathleen Krull’s picture book biography, gives any reader, child or adult, incite into the beloved author and illustrator Dr. Seuss. Chronicling his life growing up in Springfield, Massachusetts, Krull informs the reader of the happy childhood Ted Geisel (Dr. Seuss) had playing in Forest Park with friends, going to work with his father, which happened to be a zoo, going to parades, and listening to the bedtime stories and ramblings of his mother. Though his childhood was happy Geisel’s life is not without adversity. Geisel grew up during World War I and faced taunts from children because of his German heritage. Teachers frowned upon his art, and he was even ushered off a stage at a Boy Scout rally for selling war bonds because former President Theodore Roosevelt ran out of metals before he was able to award him.
Through all this Ted never lost his flare for drawing or exaggerating. He eventually went to college at Dartmouth University, graduated and went to Oxford to study English Literature. He was never happy in school and instead preferred to draw. After a lady made a comment about one of his pictures, he went back home and was determined to make a career out of doing something he loved. After several years of perseverance Dr. Seuss succeeded and became one of the most popular children’s book authors/illustrators of all time.
3. CRITICAL ANALYSIS
Krull does an amazing job conveying the life of Dr. Seuss in a simple, easy to read manner that invites all kinds of readers to enjoy this wonderful picture book biography. For each page of text there is an illustration (painting) which captures beautifully, with its use of water colors and muted tones, what has been written on the adjacent page. Also included at the bottom of each page of text are selected illustrations from Dr. Seuss books. Including Dr. Seuss illustrations on each page helps to show the reader what a creative illustrator Dr. Seuss was and how he liked to exaggerate his drawings and “break the rules” of art.
The actual text chronicles his life from a young school boy to until the age of 22, when he finally moved out of his parents house and decided to focus is writing and illustrations to children. Though the story stops there, Krull includes a section entitled “On Beyond Fairfield Street” which picks up where the story left off and describes his life after he left home and started writing children’s books to his death in 1991. She also includes a list of written and illustrated works by Dr. Seuss in chronological order by publication date and gives suggestions for further reading and website addresses for places motioned in the book such as Forest Park, The Zoo in Forest Park, and Springfield, Massachusetts.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “Krull's work is a terrific look at the boyhood of one of the most beloved author/illustrators of the 20th century.”
BOOKLIST review: “Krull's pithy text is extended by full-page paintings that glow with the memory of yesteryear and capture the mix of humor and poignancy that comes with trying to fit in.”
5. CONNECTIONS
*The week leading up to Dr. Seuss’s birthday, read this book over several days. After the reading of the book, have several copies of Dr. Seuss’s books in the classroom for students to browse and read.
*After reading the book, have children browse and read through several of Dr. Seuss’s books paying close attention to Dr. Seuss’s illustrations. As a class discuss how Dr. Seuss “broke the rules” with his illustrations and why the students think his illustrations are so popular.
*Popular books written and illustrated by Dr. Seuss
Dr. Seuss. GREEN EGGS AND HAM. ISBN: 9780394800165
Dr. Seuss. HOW THE GRINCH STOLE CHRISTMAS. ISBN: 9780394800790
Dr. Seuss. THE CAT IN THE HAT. ISBN: 9780394800011
Dr. Seuss. THE 500 HATS OF BARTHOLOMEW CUBBINS.
ISBN: 9780394844848
Dr. Seuss. AND TO THNK THAT I SAW IT ON MULBERRY STREET. ISBN: 9780394844947
Sunday, October 12, 2008
Poetry Book Review: THANKS A MILLION
1. BIBLIOGRAPHY
Grimes, Nikki. 2006. THANKS A MILLION. Ill. by: Cozbi A. Cabrera. New York: Greenwillow Books, Harper Collins Publishers. ISBN: 9780688172923
2. PLOT SUMMARY
THANKS A MILLION is a collection of 16 poems of various forms which all share one common thread: to show thanks and gratitude for certain people or certain situations. From being thankful for things such as weekends, trees, and a safe place to sleep, to teachers, a good neighbor, and the author of a meaningful book, this book of poetry shows the reader that thanks can be expressed for just about everything that happens in life on days beyond Thanksgiving, even though there is a poem about that as well.
3. CRITICAL ANALYSIS
Nikki Grimes does a wonderful job of sharing poems on a variety of topics that are real life situations and easily relatable to children of various ages. One example of this is in the poem entitled “The Lunchroom.” In this poem, Grimes writes about the difficulties of being the new kid in school and making friends. She makes the feelings of the student more vivid with the figurative language such as “My lunch tray’s like a bolder/I’ve lugged around for miles…” This poem also includes rhyme in every other line. With lines like “At least, I have a pie/that I don’t have to share./If no one will sit next to me,/ why should I even care?. The rhyme, vivid language, and a topic that most children can personally connect with, this poem can be used as read aloud on the first day of school or even when a class receives a new student.
Included with the great poetry collection, is a contents at the beginning of the book. Though, by reading most of the poems titles the reader can easily predict the topic of the poem, there are those titles that do not give one hint to the reader. For example, in the poem entitled “Shoe Surprise” one would think it would be about a child thankful for a new pair of shoes, but after reading the poem, the reader soon finds out it is a poem about being thankful to have an active father in a young boy’s life. Another surprise in this collection of poems are the quality illustrations of Cozbi A. Cabrera.
The illustrations of the poems are masterpieces in their own right. Each illustration is like a snapshot of the characters portrayed in the poems. The illustrator shows great understanding of the poems through her use of various colors. For up beat, happier thank you poems the illustrator sticks to bright vibrant colors such as bright yellows, oranges, reds, blues, purples, pinks, and greens. However, with poems that have a more somber tone such as “Shelter” about a family who is forced to live in a shelter, and long to live in a home, and “Dear Author” about a girl who is thankful to an author for writing a book which got her through the death of her father, the illustrator uses muted and dark blues, grays, tans, and green colors to set a more somber tone as the poem is read. Whatever the poems intent, the illustrations help to create feelings and add depth of understanding to each illustrated poem.
4. REVIEW EXCERPT(S)
BOOKLIST review: "Grimes' latest thematic poetry collection lends the attitude of gratitude relevance beyond Thanksgiving Day. The 16 entries encompass many modes of expressing appreciation, including letters, thoughtful gestures, even sign language, and run the gamut of emotional tones…”
SCHOOL LIBRARY JOURNAL review: “A lovely book for reflection and discussion.”
5. CONNECTIONS
*After reading various poems from the book, brainstorm a list of things children in the classroom are thankful for, and let the students create a poem on the topic of the thing the children are most thankful for.
*Focus on the rebus poem on page 21. Teach children what a rebus is and with partners let children create rebus sentences and/or poems.
*Use poems such as a read aloud to springboard into a writing activity. For example, after reading aloud, “Dear Teacher” students can write about their favorite teacher or with the poem “Unspoken” the students can write about a conflict that was resolved with a friend or sibling.
*Other books of poetry by Nikki Grimes
Grimes, Nikki. HOPSCOTCH LOVE: A FAMILY TRESUREY OF POEMS. Ill by: Melodye Benson Rosales. ISBN: 9780688156671
Grimes, Nikki. POCKETFUL OF POEMS. Ill by: Javaka Steptoe. ISBN: 9780395938683
Grimes, Nikki. OH, BROTHER! Ill by: Mike Benny. ISBN: 9780688172947
Grimes, Nikki. 2006. THANKS A MILLION. Ill. by: Cozbi A. Cabrera. New York: Greenwillow Books, Harper Collins Publishers. ISBN: 9780688172923
2. PLOT SUMMARY
THANKS A MILLION is a collection of 16 poems of various forms which all share one common thread: to show thanks and gratitude for certain people or certain situations. From being thankful for things such as weekends, trees, and a safe place to sleep, to teachers, a good neighbor, and the author of a meaningful book, this book of poetry shows the reader that thanks can be expressed for just about everything that happens in life on days beyond Thanksgiving, even though there is a poem about that as well.
3. CRITICAL ANALYSIS
Nikki Grimes does a wonderful job of sharing poems on a variety of topics that are real life situations and easily relatable to children of various ages. One example of this is in the poem entitled “The Lunchroom.” In this poem, Grimes writes about the difficulties of being the new kid in school and making friends. She makes the feelings of the student more vivid with the figurative language such as “My lunch tray’s like a bolder/I’ve lugged around for miles…” This poem also includes rhyme in every other line. With lines like “At least, I have a pie/that I don’t have to share./If no one will sit next to me,/ why should I even care?. The rhyme, vivid language, and a topic that most children can personally connect with, this poem can be used as read aloud on the first day of school or even when a class receives a new student.
Included with the great poetry collection, is a contents at the beginning of the book. Though, by reading most of the poems titles the reader can easily predict the topic of the poem, there are those titles that do not give one hint to the reader. For example, in the poem entitled “Shoe Surprise” one would think it would be about a child thankful for a new pair of shoes, but after reading the poem, the reader soon finds out it is a poem about being thankful to have an active father in a young boy’s life. Another surprise in this collection of poems are the quality illustrations of Cozbi A. Cabrera.
The illustrations of the poems are masterpieces in their own right. Each illustration is like a snapshot of the characters portrayed in the poems. The illustrator shows great understanding of the poems through her use of various colors. For up beat, happier thank you poems the illustrator sticks to bright vibrant colors such as bright yellows, oranges, reds, blues, purples, pinks, and greens. However, with poems that have a more somber tone such as “Shelter” about a family who is forced to live in a shelter, and long to live in a home, and “Dear Author” about a girl who is thankful to an author for writing a book which got her through the death of her father, the illustrator uses muted and dark blues, grays, tans, and green colors to set a more somber tone as the poem is read. Whatever the poems intent, the illustrations help to create feelings and add depth of understanding to each illustrated poem.
4. REVIEW EXCERPT(S)
BOOKLIST review: "Grimes' latest thematic poetry collection lends the attitude of gratitude relevance beyond Thanksgiving Day. The 16 entries encompass many modes of expressing appreciation, including letters, thoughtful gestures, even sign language, and run the gamut of emotional tones…”
SCHOOL LIBRARY JOURNAL review: “A lovely book for reflection and discussion.”
5. CONNECTIONS
*After reading various poems from the book, brainstorm a list of things children in the classroom are thankful for, and let the students create a poem on the topic of the thing the children are most thankful for.
*Focus on the rebus poem on page 21. Teach children what a rebus is and with partners let children create rebus sentences and/or poems.
*Use poems such as a read aloud to springboard into a writing activity. For example, after reading aloud, “Dear Teacher” students can write about their favorite teacher or with the poem “Unspoken” the students can write about a conflict that was resolved with a friend or sibling.
*Other books of poetry by Nikki Grimes
Grimes, Nikki. HOPSCOTCH LOVE: A FAMILY TRESUREY OF POEMS. Ill by: Melodye Benson Rosales. ISBN: 9780688156671
Grimes, Nikki. POCKETFUL OF POEMS. Ill by: Javaka Steptoe. ISBN: 9780395938683
Grimes, Nikki. OH, BROTHER! Ill by: Mike Benny. ISBN: 9780688172947
Poetry Book Review: WHAT A DAY IT WAS AT SCHOOL
1. BIBLIOGRAPHY
Prelutsky, Jack. 2006.WHAT A DAY IT WAS AT SCHOOL. Ill. by: Doug Cushman. New York: Greenwillow Books, Harper Collins Publishers. ISBN: 978006823351
2. PLOT SUMMARY
Told in the first-person point of view from the perspective of a cat, this collection of 17 poems, chronicles the cat’s day at school as he is reading about his experiences from a journal to his mother. From his backpack being too heavy to not studying hard enough for a test to following the every day routine procedures of gym and lunch, Prelutsky realistically captures, with great humor, what a day is like at school for an average student.
3. CRITICAL ANALYSIS
In this individual poet compilation, WHAT A DAY IT WAS AT SCHOOL, Jack Prelutsky helps the reader see the humorous side of everyday situations that occur during the school day. In poems such as “I Wished I’d Studied Harrder", Prelutsky use great humor to illustrate the fact that the student didn’t study for a spelling test. Sprinkled throughout the poem and even in the title, are misspelled words. For example, “I’d like to get a passing graid,/ But don’t beleeve I will- / I think I got Whyoming wrong, And Chyna, and Brazill.” As evident in this poem, and in all of Prelutsky’s poems in this collection, is how each one possesses a great sound when read aloud. This can be attributed to the great rhythm and rhyme present in his work.
The rhythm of Prelutsky’s poems is masterful. The short lines and ending sound rhyme help make the reading aloud of each poem easy. As the reader is reading, it feels like each line flows into the other without a need to stop, and with none of the words being used in the poems feeling forced to fit the theme, his word choice selection is top-notch. The only poem that was difficult to read aloud is “I Know How to Add.” Though it does posses ending sound rhyme, the lines are longer which when being read aloud effects the rhythm. Overall, each poem flows right into the other to present a cohesive, chronologically ordered day at school. What helps to add to these poems that makes this collection even better are the illustrations contributed by Doug Cushman.
Cushman use of acrylics to bring to life Prelutsky’s cast of characters. Just as Prelutsky’s poems are humorous and full of life, Cushman’s illustrations echo this feeling. Bright and vibrant colors adorn each page. Each picture looks as if Cushman used a multitude of blues, reds, greens, yellows, blacks and browns to create a school and cast of characters that children would find appealing. Cushman also did a wonderful job of capturing the emotions of the characters through each poem. For example, as seen in “I Made a Noise This Morning” which is about the main student hiding the fact that he created a smell that wasn’t very fragrant, Cushman had characters holding noses and created disgusted looks on their faces by the inflection he painted in their eyes. The main character looks like he is trying to hide something with his hands clasped together on his desk looking to the right trying to avoid eye contact with his other classmates. Through this picture you can since the tension in the air (no pun intended). What’s even better is that Cushman delivers time and time again in each illustration conveying the feelings and emotions of the characters, yet making each picture humorous with details that can keep the reader looking at the pictures long after reading the poems.
After reading this collection of poems, the collaboration between Prelustky and Cushman is a winning combination that each child should be exposed to if they want a fun easy to read book that will keep them laughing throughout the day.
4. REVIEW EXCERPT(S)
BOOKLIST review: "Prelutsky brings his sly, slapstick verse to the classroom in this picture-book collection of school poems.”
SCHOOL LIBRARY JOURNAL review: “In addition to being a popular choice for poetry-loving young readers, this school-themed collection is certain to make continual rounds among early elementary teachers for use in the classroom.”
5. CONNECTIONS
*During the first six weeks of school, read a poem a day aloud to students as an introduction to a new school year.
*Since these poems deal with the everyday happenings on a school campus, use these poems as humorous read alouds to discuss real issues like, not studying for a test, creating “non fragrant” smells in class, field trips, homework, and more.
*The author presents this book of poetry as a journal, so a teacher could read the collection of poems aloud of a number of days as a springboard into a journal activity, where students need to keep a daily or weekly journal about the happenings at school.
*Other collection of school poetry
Dakos, Kalli. IF YOU’RE NOT HERE, PLEASE RAISE YOUR HAND: POEMS ABOUT SCHOOL. Ill by: G. Brian Karas. ISBN: 9780689801167
Dakos, Kalli. DON’T READ THIS BOOK, WHATEVER YOU DO!: MORE POEMS ABOUT SCHOOL. Ill by: G. Brian Karas. ISBN: 9780689821325
Dakos, Kalli. PUT YOUR EYES UP HERE: AND OTHER SCHOOL POEMS. Ill by: G. Brian Karas. ISBN: 9781416918028
Prelutsky, Jack. 2006.WHAT A DAY IT WAS AT SCHOOL. Ill. by: Doug Cushman. New York: Greenwillow Books, Harper Collins Publishers. ISBN: 978006823351
2. PLOT SUMMARY
Told in the first-person point of view from the perspective of a cat, this collection of 17 poems, chronicles the cat’s day at school as he is reading about his experiences from a journal to his mother. From his backpack being too heavy to not studying hard enough for a test to following the every day routine procedures of gym and lunch, Prelutsky realistically captures, with great humor, what a day is like at school for an average student.
3. CRITICAL ANALYSIS
In this individual poet compilation, WHAT A DAY IT WAS AT SCHOOL, Jack Prelutsky helps the reader see the humorous side of everyday situations that occur during the school day. In poems such as “I Wished I’d Studied Harrder", Prelutsky use great humor to illustrate the fact that the student didn’t study for a spelling test. Sprinkled throughout the poem and even in the title, are misspelled words. For example, “I’d like to get a passing graid,/ But don’t beleeve I will- / I think I got Whyoming wrong, And Chyna, and Brazill.” As evident in this poem, and in all of Prelutsky’s poems in this collection, is how each one possesses a great sound when read aloud. This can be attributed to the great rhythm and rhyme present in his work.
The rhythm of Prelutsky’s poems is masterful. The short lines and ending sound rhyme help make the reading aloud of each poem easy. As the reader is reading, it feels like each line flows into the other without a need to stop, and with none of the words being used in the poems feeling forced to fit the theme, his word choice selection is top-notch. The only poem that was difficult to read aloud is “I Know How to Add.” Though it does posses ending sound rhyme, the lines are longer which when being read aloud effects the rhythm. Overall, each poem flows right into the other to present a cohesive, chronologically ordered day at school. What helps to add to these poems that makes this collection even better are the illustrations contributed by Doug Cushman.
Cushman use of acrylics to bring to life Prelutsky’s cast of characters. Just as Prelutsky’s poems are humorous and full of life, Cushman’s illustrations echo this feeling. Bright and vibrant colors adorn each page. Each picture looks as if Cushman used a multitude of blues, reds, greens, yellows, blacks and browns to create a school and cast of characters that children would find appealing. Cushman also did a wonderful job of capturing the emotions of the characters through each poem. For example, as seen in “I Made a Noise This Morning” which is about the main student hiding the fact that he created a smell that wasn’t very fragrant, Cushman had characters holding noses and created disgusted looks on their faces by the inflection he painted in their eyes. The main character looks like he is trying to hide something with his hands clasped together on his desk looking to the right trying to avoid eye contact with his other classmates. Through this picture you can since the tension in the air (no pun intended). What’s even better is that Cushman delivers time and time again in each illustration conveying the feelings and emotions of the characters, yet making each picture humorous with details that can keep the reader looking at the pictures long after reading the poems.
After reading this collection of poems, the collaboration between Prelustky and Cushman is a winning combination that each child should be exposed to if they want a fun easy to read book that will keep them laughing throughout the day.
4. REVIEW EXCERPT(S)
BOOKLIST review: "Prelutsky brings his sly, slapstick verse to the classroom in this picture-book collection of school poems.”
SCHOOL LIBRARY JOURNAL review: “In addition to being a popular choice for poetry-loving young readers, this school-themed collection is certain to make continual rounds among early elementary teachers for use in the classroom.”
5. CONNECTIONS
*During the first six weeks of school, read a poem a day aloud to students as an introduction to a new school year.
*Since these poems deal with the everyday happenings on a school campus, use these poems as humorous read alouds to discuss real issues like, not studying for a test, creating “non fragrant” smells in class, field trips, homework, and more.
*The author presents this book of poetry as a journal, so a teacher could read the collection of poems aloud of a number of days as a springboard into a journal activity, where students need to keep a daily or weekly journal about the happenings at school.
*Other collection of school poetry
Dakos, Kalli. IF YOU’RE NOT HERE, PLEASE RAISE YOUR HAND: POEMS ABOUT SCHOOL. Ill by: G. Brian Karas. ISBN: 9780689801167
Dakos, Kalli. DON’T READ THIS BOOK, WHATEVER YOU DO!: MORE POEMS ABOUT SCHOOL. Ill by: G. Brian Karas. ISBN: 9780689821325
Dakos, Kalli. PUT YOUR EYES UP HERE: AND OTHER SCHOOL POEMS. Ill by: G. Brian Karas. ISBN: 9781416918028
Poetry Book Review: WHAT MY MOTHER DOESN'T KNOW
1. BIBLIOGRAPHY
Sones, Sonya. 2001. WHAT MY MOTHER DOESN’T KNOW. New York: Simon & Schuster Books for Young Readers. ISBN: 0689855532
2. PLOT SUMMARY
In the first book in this series, Sonya Sones writes a delightful verse novel telling the story of Sophie, a 9th grade Jewish girl living in a suburb of Massachusetts. This book highlights the ups and downs of various relationships that occur in Sophie’s life. Sones gives the reader a window into Sophie’s dysfunctional relationship with and between her parents, the strong bond she has with her two best friends, and the struggle she feels when she starts to have feelings for the most unpopular boy in school, Robin Murphy.
3. CRITICAL ANALYSIS
During my reading of WHAT MY MOTHER DOESN’T KNOW, I was overcome by several emotions. I felt anger and resentment for the way Murphy was treated by the other characters in the story, I laughed at the crazy antics of Sophie and her two best friends, and I felt butterflies as Sophie started to fall in love with the masked man at her high school dance. Written from the point of view of Sophie, a high school freshman, this verse novel took me through a roller coaster of emotions because of Sones use of vivid language. With lines such as, “And when he pulls me to him and presses his lips to mine it feels as if our souls are kissing” and “I feel so totally in love and so total miserable,” Sones word helps the reader create a mental picture of what Sophie is experiencing and the trials and tribulations that are her life. Furthermore, the conversational writing and the font changes throughout each poem make the reader feel like they are actually getting a sneak peak into Sophie’s private diary. Sone does a masterful job of writing from a teenage perspective about everyday issues that any teen can relate to.
To further evoke the readers feelings, the author chose to write some of her poems in shapes to help illustrate the emotion the character was filling at the moment. To illustrate my point, in the poem entitled “I Wish” Sones chose to write the poem in the shape of an upside-down equilateral triangle to help convey Sophie’s wish to be able to shrink and be placed into the shirt pocket of her then boyfriend Dylan, so she could be placed right next to his heart and listen to it beat. The imagery Sones uses helps to capture Sophie’s emotions in that moment which helps the reader connect to her feelings.
Overall, WHAT MY MOTHER DOESN’T KNOW does a wonderful job drawing in the reader and making them feel all the angst, happiness, and sorrow that a freshman in high school as to offer.
4. REVIEW EXCERPT(S)
PUBLISHER’S WEEKLY review: "Drawing on the recognizable cadence of teenage speech, the author poignantly captures the tingle and heartache of being young and boy-crazy,"
VOICE OF YOUTH ADVOCATES (VOYA) review: “The poems are snappy, and each one strikes a chord that fluidly moves the reader on to the next episode.”
5. CONNECTIONS
*Teach students about verse novels/poetry and have a daily assignment where students create their own verse novel/poetry book entitled “What My _____________ Doesn’t Know.” Students can fill in the blank with any noun they would like. The verse poems the students write can be about anything they want them to be as long as what they are writing about occurred in their daily life.
*Other Sonya Sones verse novels:
Sones, Sonya. WHAT MY GIRLFRIEND DOESN’T KNOW. ISBN: 9780689876028
Sones, Sonya. STOP PRETENDING! WHAT HAPPENEDWHEN MY BIG SISTER WENT CRAZY. ISBN: 9780064462181
Sones, Sonya. ONE OF THOSE HIDDIOUS BOOKS WHERE YOUR MOTHER DIES. ISBN: 9781416907886
Sones, Sonya. 2001. WHAT MY MOTHER DOESN’T KNOW. New York: Simon & Schuster Books for Young Readers. ISBN: 0689855532
2. PLOT SUMMARY
In the first book in this series, Sonya Sones writes a delightful verse novel telling the story of Sophie, a 9th grade Jewish girl living in a suburb of Massachusetts. This book highlights the ups and downs of various relationships that occur in Sophie’s life. Sones gives the reader a window into Sophie’s dysfunctional relationship with and between her parents, the strong bond she has with her two best friends, and the struggle she feels when she starts to have feelings for the most unpopular boy in school, Robin Murphy.
3. CRITICAL ANALYSIS
During my reading of WHAT MY MOTHER DOESN’T KNOW, I was overcome by several emotions. I felt anger and resentment for the way Murphy was treated by the other characters in the story, I laughed at the crazy antics of Sophie and her two best friends, and I felt butterflies as Sophie started to fall in love with the masked man at her high school dance. Written from the point of view of Sophie, a high school freshman, this verse novel took me through a roller coaster of emotions because of Sones use of vivid language. With lines such as, “And when he pulls me to him and presses his lips to mine it feels as if our souls are kissing” and “I feel so totally in love and so total miserable,” Sones word helps the reader create a mental picture of what Sophie is experiencing and the trials and tribulations that are her life. Furthermore, the conversational writing and the font changes throughout each poem make the reader feel like they are actually getting a sneak peak into Sophie’s private diary. Sone does a masterful job of writing from a teenage perspective about everyday issues that any teen can relate to.
To further evoke the readers feelings, the author chose to write some of her poems in shapes to help illustrate the emotion the character was filling at the moment. To illustrate my point, in the poem entitled “I Wish” Sones chose to write the poem in the shape of an upside-down equilateral triangle to help convey Sophie’s wish to be able to shrink and be placed into the shirt pocket of her then boyfriend Dylan, so she could be placed right next to his heart and listen to it beat. The imagery Sones uses helps to capture Sophie’s emotions in that moment which helps the reader connect to her feelings.
Overall, WHAT MY MOTHER DOESN’T KNOW does a wonderful job drawing in the reader and making them feel all the angst, happiness, and sorrow that a freshman in high school as to offer.
4. REVIEW EXCERPT(S)
PUBLISHER’S WEEKLY review: "Drawing on the recognizable cadence of teenage speech, the author poignantly captures the tingle and heartache of being young and boy-crazy,"
VOICE OF YOUTH ADVOCATES (VOYA) review: “The poems are snappy, and each one strikes a chord that fluidly moves the reader on to the next episode.”
5. CONNECTIONS
*Teach students about verse novels/poetry and have a daily assignment where students create their own verse novel/poetry book entitled “What My _____________ Doesn’t Know.” Students can fill in the blank with any noun they would like. The verse poems the students write can be about anything they want them to be as long as what they are writing about occurred in their daily life.
*Other Sonya Sones verse novels:
Sones, Sonya. WHAT MY GIRLFRIEND DOESN’T KNOW. ISBN: 9780689876028
Sones, Sonya. STOP PRETENDING! WHAT HAPPENEDWHEN MY BIG SISTER WENT CRAZY. ISBN: 9780064462181
Sones, Sonya. ONE OF THOSE HIDDIOUS BOOKS WHERE YOUR MOTHER DIES. ISBN: 9781416907886
Saturday, September 27, 2008
Book Review: SCHOOLYARD RHYMES: KIDS OWN RHYMES FOR ROPE SKIPPING, HAND CLAPPING, BALL BOUNCING, AND JUST PLAIN FUN
1. BIBLIOGRAPHY
Sierra, Judy. 2005. SCHOOLYARD RHYMES: KIDS OWN RHYMES FOR ROPE SKIPPING, HAND CLAPPING, BALL BOUNCING, AND JUST PLAIN FUN. Ill. by Melissa Sweet. New York: Alfred A. Knopf: an imprint of Random House Children’s Books. ISBN: 0375825169.
2. PLOT SUMMARY
SCHOOLYARD RHYMES: KIDS OWN RHYMES FOR ROPE SKIPPING, HAND CLAPPING, BALL BOUNCING, AND JUST PLAIN FUN is not a story with a plot, but a compilation of 50 classic English language rhymes brought together by Judy Sierra. With the combination of nonsense, rude, silly, and love rhymes, this book invites read alouds and active participation for children of any age.
3. CRITICAL ANALYSIS
From nonsense rhymes such as “Anna Banana" and “Silence in the Court” to rude and crude rhymes such as “BURP! Pardon me for being so rude” and “My mother, your mother lives across the street” to just down right silly rhymes such as “I love myself, I think I’m great” and “The King of France, lost his underpants,” Sierra has compiled a wide range of rhymes that allows children to easily listen to and remember the rhymes and allows adults to reminisce about their time spent on the playground resisting these rhymes while playing with their friends.
Melissa Sweet, the illustrator, adds fun and creative illustrations that add to the wackiness of the book. For every rhyme Sweet uses a mix of illustration techniques to create her illustrations. She uses the painterly techniques of watercolors and pencil sketching in combination with the graphic technique of creating collages of cloth to make the various pictures in the book. To draw the attention of the reader to the illustrations, she has even taken the rhymes written on the page and made them a part the illustration by making the featured rhymes a picture frame, a candied apple stick and more prominently a jump rope. This in combination with her great use of expression on the featured characters faces adds to the silliness of the book and creates a fun read for children and adults.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “Sweet's animated watercolor-and-collage illustrations fill the pages with expressive faces, thin lines of verse shaped into jump ropes and borders, and hilarious interpretive scenes from the rhymes. This is a definite winner, as it will be enormously popular with children.”
PUBLISHERS WEEKLY review: “Schoolyard Rhymes: Kids' Own Rhymes for Rope Skipping, Hand Clapping, Ball Bouncing, and Just Plain Fun by Judy Sierra contains 50 rhymes perfect for recess or after-school play…”
5. CONNECTIONS
*Divide children up into groups and assign them one rhyme and act out in front of the class. If doing this activity with older children, let the older children go down to the younger grades and teach the students they rhyme with the movements.
*To help increase reading fluency, place several these rhymes on chart paper and practice repeating the rhymes with students. After students are confident with rhymes, at recess bring out the jump ropes and encourage children to say rhymes as they are jump roping or playing games with one another outside.
Other books with rhymes and chants for children:
Dunn, Sonja. GIMME A BREAK, RATTLESNAKE!: SCHOOLYARD CHANTS AND OTHER NONSENSE. Ill. by: Mark Thurman. ISBN: 9780773756960
Opie, Iona Archibald. MY VERY FIRST MOTHER GOOSE. Ill. by: Rosemary Wells. ISBN: 9781564026200
Sierra, Judy. 2005. SCHOOLYARD RHYMES: KIDS OWN RHYMES FOR ROPE SKIPPING, HAND CLAPPING, BALL BOUNCING, AND JUST PLAIN FUN. Ill. by Melissa Sweet. New York: Alfred A. Knopf: an imprint of Random House Children’s Books. ISBN: 0375825169.
2. PLOT SUMMARY
SCHOOLYARD RHYMES: KIDS OWN RHYMES FOR ROPE SKIPPING, HAND CLAPPING, BALL BOUNCING, AND JUST PLAIN FUN is not a story with a plot, but a compilation of 50 classic English language rhymes brought together by Judy Sierra. With the combination of nonsense, rude, silly, and love rhymes, this book invites read alouds and active participation for children of any age.
3. CRITICAL ANALYSIS
From nonsense rhymes such as “Anna Banana" and “Silence in the Court” to rude and crude rhymes such as “BURP! Pardon me for being so rude” and “My mother, your mother lives across the street” to just down right silly rhymes such as “I love myself, I think I’m great” and “The King of France, lost his underpants,” Sierra has compiled a wide range of rhymes that allows children to easily listen to and remember the rhymes and allows adults to reminisce about their time spent on the playground resisting these rhymes while playing with their friends.
Melissa Sweet, the illustrator, adds fun and creative illustrations that add to the wackiness of the book. For every rhyme Sweet uses a mix of illustration techniques to create her illustrations. She uses the painterly techniques of watercolors and pencil sketching in combination with the graphic technique of creating collages of cloth to make the various pictures in the book. To draw the attention of the reader to the illustrations, she has even taken the rhymes written on the page and made them a part the illustration by making the featured rhymes a picture frame, a candied apple stick and more prominently a jump rope. This in combination with her great use of expression on the featured characters faces adds to the silliness of the book and creates a fun read for children and adults.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “Sweet's animated watercolor-and-collage illustrations fill the pages with expressive faces, thin lines of verse shaped into jump ropes and borders, and hilarious interpretive scenes from the rhymes. This is a definite winner, as it will be enormously popular with children.”
PUBLISHERS WEEKLY review: “Schoolyard Rhymes: Kids' Own Rhymes for Rope Skipping, Hand Clapping, Ball Bouncing, and Just Plain Fun by Judy Sierra contains 50 rhymes perfect for recess or after-school play…”
5. CONNECTIONS
*Divide children up into groups and assign them one rhyme and act out in front of the class. If doing this activity with older children, let the older children go down to the younger grades and teach the students they rhyme with the movements.
*To help increase reading fluency, place several these rhymes on chart paper and practice repeating the rhymes with students. After students are confident with rhymes, at recess bring out the jump ropes and encourage children to say rhymes as they are jump roping or playing games with one another outside.
Other books with rhymes and chants for children:
Dunn, Sonja. GIMME A BREAK, RATTLESNAKE!: SCHOOLYARD CHANTS AND OTHER NONSENSE. Ill. by: Mark Thurman. ISBN: 9780773756960
Opie, Iona Archibald. MY VERY FIRST MOTHER GOOSE. Ill. by: Rosemary Wells. ISBN: 9781564026200
Book Review: THE MYSTERIOUS GIANT OF BARLETTA: AN ITALIAN FOLKTALE
1. BIBLIOGRAPHY
dePaola, Tomie. 1984. THE MYSTERIOUS GIANT OF BARLETTA: AN ITALIAN FOLKTALE. New York: Harcourt Brace & Company. ISBN: 0152563474
2. PLOT SUMMARY
During the eleventh century in the Italian town of Barletta, there stood an enormous statue of a young man. No one in the town knew how it got there, not even the oldest resident in town, Zia Concetta, but they loved their “Mysterious Giant.” When the town was to come under attack by a thousand soldiers, Zia went to the giant to ask for help. Surprisingly, the giant stepped down from his pedestal, and together the giant and Zia came up with an idea to keep the soldiers from destroying their town. In order for the plan to work, Zia calls the townspeople to the square and asks for three things: a cut open onion, for the townspeople to stay completely out of sight, and for no one to ask any questions. The townspeople followed Zia’s directions and the giant went to face the army. When the army came upon the giant, he was sobbing. The army inquired as to why the giant was sobbing and he told them a story about how the boys at his school wouldn’t play with him because he was the smallest boy in school. He went on and on about how they would beat him up, and how someday he’d get bigger and stronger and eventually beat up them up. These words made the lieutenant and the army think twice about attacking Barletta, for fear that the town was full of giants. and they retreated. Everyone in the town was grateful for what the giant had done, the giant reclaimed his spot on the pedestal, and town life got back to normal.
3. CRITICAL ANALYSIS
THE MYSTERIOUS GIANT OF BARLETTA, is a simply told folktale that is easy to follow from beginning to end. dePaola’s use of Italian phrases and words such as “Buona notte, Colosso”, “Che bella festa!” and minuscolo” help connect the tale with its Italian roots and bring the culture to life for the reader, which make the story seem more authentic. Furthermore, dePaola’s illustrations, which where were created by using the painterly techniques of watercolor and tempera paints, mirrored the text provided on each page and add to the depth of understand of the story.
4. REVIEW EXCERPT(S)
THE BULLETIN review: "The illustrations are among dePaola's best: rigorous line and expressive movement against an atmospheric background of rich golds, blues, and reds.”
5. CONNECTIONS
*As a class research the town of Barletta, Italy and truth behind the “Mysterious Giant of Barletta.”
*Other folktales featuring giants:
Weiss, Jim. GIANT: A COLOSAL COLLECTION OF TALES AND TUNES. ISBN: 9781882513178
Gleeson, Brian. FINN MCCOUL. ISBN: 9781596792234
Cushman, Doug. GIANTS. ISBN: 9780448474861
dePaola, Tomie. 1984. THE MYSTERIOUS GIANT OF BARLETTA: AN ITALIAN FOLKTALE. New York: Harcourt Brace & Company. ISBN: 0152563474
2. PLOT SUMMARY
During the eleventh century in the Italian town of Barletta, there stood an enormous statue of a young man. No one in the town knew how it got there, not even the oldest resident in town, Zia Concetta, but they loved their “Mysterious Giant.” When the town was to come under attack by a thousand soldiers, Zia went to the giant to ask for help. Surprisingly, the giant stepped down from his pedestal, and together the giant and Zia came up with an idea to keep the soldiers from destroying their town. In order for the plan to work, Zia calls the townspeople to the square and asks for three things: a cut open onion, for the townspeople to stay completely out of sight, and for no one to ask any questions. The townspeople followed Zia’s directions and the giant went to face the army. When the army came upon the giant, he was sobbing. The army inquired as to why the giant was sobbing and he told them a story about how the boys at his school wouldn’t play with him because he was the smallest boy in school. He went on and on about how they would beat him up, and how someday he’d get bigger and stronger and eventually beat up them up. These words made the lieutenant and the army think twice about attacking Barletta, for fear that the town was full of giants. and they retreated. Everyone in the town was grateful for what the giant had done, the giant reclaimed his spot on the pedestal, and town life got back to normal.
3. CRITICAL ANALYSIS
THE MYSTERIOUS GIANT OF BARLETTA, is a simply told folktale that is easy to follow from beginning to end. dePaola’s use of Italian phrases and words such as “Buona notte, Colosso”, “Che bella festa!” and minuscolo” help connect the tale with its Italian roots and bring the culture to life for the reader, which make the story seem more authentic. Furthermore, dePaola’s illustrations, which where were created by using the painterly techniques of watercolor and tempera paints, mirrored the text provided on each page and add to the depth of understand of the story.
4. REVIEW EXCERPT(S)
THE BULLETIN review: "The illustrations are among dePaola's best: rigorous line and expressive movement against an atmospheric background of rich golds, blues, and reds.”
5. CONNECTIONS
*As a class research the town of Barletta, Italy and truth behind the “Mysterious Giant of Barletta.”
*Other folktales featuring giants:
Weiss, Jim. GIANT: A COLOSAL COLLECTION OF TALES AND TUNES. ISBN: 9781882513178
Gleeson, Brian. FINN MCCOUL. ISBN: 9781596792234
Cushman, Doug. GIANTS. ISBN: 9780448474861
Book Review: CENDRILLON: A CARIBEEN CINDERELLA
1. BIBLIOGRAPHY
San Souci, Robert D. 1998. CENDRILLON: A CARIBBEAN CINDERELLA. Ill. by Brian Pinkney. New York: Simon & Schuster Children’s Publishing. ISBN 068980668X
2. PLOT SUMMARY
The picture book CENDRILLON is a Caribbean version of the fairy tale CINDERELLA. The story is told from the point of view of Cendrillon’s “nannin” or godmother, who was bequeathed a magical wand of mahogany from her mother with instructions that she can only use the wand’s powers on someone she loves. Cendrillon’s mother died, and her father Monsieur married again to Madame Prosperine and produced Vitaline, Cendrillon’s half sister. As Cendrillon grows up, she is made to work like a “serving-girl” for her family. Cendrillon’s nannin feels helpless to assist her until one day Cendrillon mentions that there is a birthday ball for Paul, a handsome boy in town, and she isn’t allowed to go. Nannin’ decides to help Cendrillon go to the birthday ball, by using her wand to help turn ordinary household items such as food and animals into a coach, six carriage horses, five footman, a beautiful dress, and pink slippers. Nannin’ accompanies Cendrillon to the birthday ball and warns her that the magic only lasts for a short time, so they need to leave before midnight. While at the ball Cendrillon catches the attention of Paul, and they spend the entire night dancing with each other until Nannin’ rushes Cendrillon away from the ball because it was almost midnight. As she leaves, Cendrillon leaves behind a pink slipper which Paul finds. The next day, Paul travels the town to try and find the owner of the slipper. He finally arrives at Cendrillon’s residence, where Madame tries to shove Vitaline’s foot into the pink slipper, but it doesn’t fit. With convincing from Nannin’, Cendrillon appears in the house and Paul has her try on the slipper which, of course, fits, and Paul and Cendrillon get married.
3. CRITICAL ANALYSIS
The author does a wonderful job of merging the fairy tale of CINDERELLA with the Caribbean culture to create the story CENDRILLON. The traditional plot elements of girl getting mistreated, godmother uses magic so she can go to the ball, girl looses slipper and the boy rescues and marries her, are evident in CENDRILLON, but there are slight differences such as there is only one evil sister and she is a half sister at that. The reader is also treated to some of the back-story of the godmother and how she got her magic. To infuse the story with the culture of the Caribbean, the author chose to use a mix of English and French Creole words and phrases. To assist readers in the understand of the French Creole language the author provides meanings to these words right after they are used in text and a glossary at the end of the story with correct pronunciations.
Furthermore, the illustrations add credence to the tropical setting through the use of vibrant colors such as purple, yellow, blue, and pink with lush plants and flowers that appear in every picture. His use of light colored lines throughout every illustration helps give the appearance of movement without there actually being any. The illustrations in conjunction with the words blend beautifully together to help give a new and much needed spin to CINDERELLA so other cultures can relate to the fairy tale as well.
4. REVIEW EXCERPT(S)
LIBRARY SCHOOL JOURNAL Review: “The result is an outstanding Cinderella variant for any collection.”
PUBLISHERS WEEKLY Review: “Through this colorful and deeply human godmother, readers witness the enduring power of love.”
BOOKLIST Review: “There are many variations of the Cinderella story, and this version, set on the island of Martinique, is particularly vibrant, both in its melodious language and its spirited art.”
5. CONNECTIONS
*Share with students the traditional version of CINDERELLA, and then share CENDRILLON so students can compare and contrast the stories.
*Share with students the CENDRILLON: A CARRIBEAN CINDRELLA, and then share CENDRILLON: A CAJUN CINDERELLA so students can compare and contrast the stories.
*Study other folktales from the Caribbean and try to find cultural similarities that are stated or implied throughout the tales.
Other cultural variants of CINDERELLA
Collins, Sheila Hebert. CENDRILLON: A CAJUN CINDERELLA. Ill. by Patrick Soper. ISBN: 1565543262
dePaola, Tomie. ADELITA: A MEXICAN CINDERELLA. ISBN: 9780142401873
Hickox, Rebecca. GOLDEN SANDEL: A MIDDLE EASTERN CINDERELLA STORY. Ill. by Will Hillenbrand. ISBN: 9780823415137
Martin, Rafe. ROUGH-FACE GIRL. Ill. by David Shannon. ISBN: 9780698116269
San Souci, Robert D. 1998. CENDRILLON: A CARIBBEAN CINDERELLA. Ill. by Brian Pinkney. New York: Simon & Schuster Children’s Publishing. ISBN 068980668X
2. PLOT SUMMARY
The picture book CENDRILLON is a Caribbean version of the fairy tale CINDERELLA. The story is told from the point of view of Cendrillon’s “nannin” or godmother, who was bequeathed a magical wand of mahogany from her mother with instructions that she can only use the wand’s powers on someone she loves. Cendrillon’s mother died, and her father Monsieur married again to Madame Prosperine and produced Vitaline, Cendrillon’s half sister. As Cendrillon grows up, she is made to work like a “serving-girl” for her family. Cendrillon’s nannin feels helpless to assist her until one day Cendrillon mentions that there is a birthday ball for Paul, a handsome boy in town, and she isn’t allowed to go. Nannin’ decides to help Cendrillon go to the birthday ball, by using her wand to help turn ordinary household items such as food and animals into a coach, six carriage horses, five footman, a beautiful dress, and pink slippers. Nannin’ accompanies Cendrillon to the birthday ball and warns her that the magic only lasts for a short time, so they need to leave before midnight. While at the ball Cendrillon catches the attention of Paul, and they spend the entire night dancing with each other until Nannin’ rushes Cendrillon away from the ball because it was almost midnight. As she leaves, Cendrillon leaves behind a pink slipper which Paul finds. The next day, Paul travels the town to try and find the owner of the slipper. He finally arrives at Cendrillon’s residence, where Madame tries to shove Vitaline’s foot into the pink slipper, but it doesn’t fit. With convincing from Nannin’, Cendrillon appears in the house and Paul has her try on the slipper which, of course, fits, and Paul and Cendrillon get married.
3. CRITICAL ANALYSIS
The author does a wonderful job of merging the fairy tale of CINDERELLA with the Caribbean culture to create the story CENDRILLON. The traditional plot elements of girl getting mistreated, godmother uses magic so she can go to the ball, girl looses slipper and the boy rescues and marries her, are evident in CENDRILLON, but there are slight differences such as there is only one evil sister and she is a half sister at that. The reader is also treated to some of the back-story of the godmother and how she got her magic. To infuse the story with the culture of the Caribbean, the author chose to use a mix of English and French Creole words and phrases. To assist readers in the understand of the French Creole language the author provides meanings to these words right after they are used in text and a glossary at the end of the story with correct pronunciations.
Furthermore, the illustrations add credence to the tropical setting through the use of vibrant colors such as purple, yellow, blue, and pink with lush plants and flowers that appear in every picture. His use of light colored lines throughout every illustration helps give the appearance of movement without there actually being any. The illustrations in conjunction with the words blend beautifully together to help give a new and much needed spin to CINDERELLA so other cultures can relate to the fairy tale as well.
4. REVIEW EXCERPT(S)
LIBRARY SCHOOL JOURNAL Review: “The result is an outstanding Cinderella variant for any collection.”
PUBLISHERS WEEKLY Review: “Through this colorful and deeply human godmother, readers witness the enduring power of love.”
BOOKLIST Review: “There are many variations of the Cinderella story, and this version, set on the island of Martinique, is particularly vibrant, both in its melodious language and its spirited art.”
5. CONNECTIONS
*Share with students the traditional version of CINDERELLA, and then share CENDRILLON so students can compare and contrast the stories.
*Share with students the CENDRILLON: A CARRIBEAN CINDRELLA, and then share CENDRILLON: A CAJUN CINDERELLA so students can compare and contrast the stories.
*Study other folktales from the Caribbean and try to find cultural similarities that are stated or implied throughout the tales.
Other cultural variants of CINDERELLA
Collins, Sheila Hebert. CENDRILLON: A CAJUN CINDERELLA. Ill. by Patrick Soper. ISBN: 1565543262
dePaola, Tomie. ADELITA: A MEXICAN CINDERELLA. ISBN: 9780142401873
Hickox, Rebecca. GOLDEN SANDEL: A MIDDLE EASTERN CINDERELLA STORY. Ill. by Will Hillenbrand. ISBN: 9780823415137
Martin, Rafe. ROUGH-FACE GIRL. Ill. by David Shannon. ISBN: 9780698116269
Saturday, September 6, 2008
Book Review: PICTURE THIS: HOW PICTURES WORK
1. BIBLIOGRAPHY
Bang, Molly. 2000. PICTURE THIS: HOW PICTURES WORK. New York: SeaStar Books. ISBN 9781587170300
2. PLOT SUMMARY
In this very informative book, Molly Bang explores how the size, shape, color, and placement of pictures affect the emotions and perceptions of the viewer. To aid her in the discussion of this topic, she uses the story LITTLE RED RIDING HOOD. She shows several examples of different, self created pictures and explains how slight differences made in each picture evoke different emotions from viewers. Bang's also moves beyond LITTLE RED RIDING HOOD and creates new pictures to demonstrate ten principles of pictures she created to help explain the results of her exploration into pictures.
3. CRITICAL ANALYSIS
The structure of Molly Bang’s book is superb. She goes into great detail about each picture, telling the reader what emotions the pictures evoke and why in clear, easy to understand manner. The illustrations are made of geometric shapes such as rectangles, triangles, and semi-circles just to name a few. These shapes also appear in various colors and sizes as well. All the shapes are simply made, but when combined together stir up different emotions just by the angle the shape is on the page or whether it is on the top or the bottom of the page. Her easy to understand explanations and geometric pictures, help the reader grasp a better understanding of the perceptions and the emotions people feel once the pictures are viewed.
4. REVIEW EXCERPT
THE HORN BOOK review: “…PICTURE THIS extends the imagination, encourages creativity, and helps readers reexamine their world and themselves from different perspectives. One senses that it has the power to change anyone willing to admit its magic.”
5. CONNECTIONS
*Apply the knowledge learned from this book to analyze other books illustrated by Molly Bang and/or other authors.
* Using the same method of creating illustrations as Molly Bang, assign children a certain line or chunk of text from a popular fairy tale and have them create illustrations using simple geometric shapes of various sizes and colors. Then on the back of the illustration, have the children explain why they used certain colors and shapes to create the picture.
Books about picture analysis:
Lacy, Lyn Ellen. ART AND DESIGN IN CHILDREN’S PICTURE BOOK: AN ANALYSIS OF CALDECOT AWARD-WINNING BOOKS. ISBN: 9780838904466
Evans, Dilys. SHOW AND TELL: EXPLORING THE FINE ART OF CHILDREN’S BOOK ILLUSTRATION. ISBN: 9780811849715
Other books that feature illustrations by Molly Bang
Bang, Molly. WHEN SOPHIE GETS ANGRY-REALLY REALLY ANGRY… ISBN: 9780439598453
Bang, Molly. TEN, NINE, EIGHT. ISBN: 9780688149017
Bang, Molly. THE PAPER CRANE. ISBN: 9780688073336
Bang, Molly. 2000. PICTURE THIS: HOW PICTURES WORK. New York: SeaStar Books. ISBN 9781587170300
2. PLOT SUMMARY
In this very informative book, Molly Bang explores how the size, shape, color, and placement of pictures affect the emotions and perceptions of the viewer. To aid her in the discussion of this topic, she uses the story LITTLE RED RIDING HOOD. She shows several examples of different, self created pictures and explains how slight differences made in each picture evoke different emotions from viewers. Bang's also moves beyond LITTLE RED RIDING HOOD and creates new pictures to demonstrate ten principles of pictures she created to help explain the results of her exploration into pictures.
3. CRITICAL ANALYSIS
The structure of Molly Bang’s book is superb. She goes into great detail about each picture, telling the reader what emotions the pictures evoke and why in clear, easy to understand manner. The illustrations are made of geometric shapes such as rectangles, triangles, and semi-circles just to name a few. These shapes also appear in various colors and sizes as well. All the shapes are simply made, but when combined together stir up different emotions just by the angle the shape is on the page or whether it is on the top or the bottom of the page. Her easy to understand explanations and geometric pictures, help the reader grasp a better understanding of the perceptions and the emotions people feel once the pictures are viewed.
4. REVIEW EXCERPT
THE HORN BOOK review: “…PICTURE THIS extends the imagination, encourages creativity, and helps readers reexamine their world and themselves from different perspectives. One senses that it has the power to change anyone willing to admit its magic.”
5. CONNECTIONS
*Apply the knowledge learned from this book to analyze other books illustrated by Molly Bang and/or other authors.
* Using the same method of creating illustrations as Molly Bang, assign children a certain line or chunk of text from a popular fairy tale and have them create illustrations using simple geometric shapes of various sizes and colors. Then on the back of the illustration, have the children explain why they used certain colors and shapes to create the picture.
Books about picture analysis:
Lacy, Lyn Ellen. ART AND DESIGN IN CHILDREN’S PICTURE BOOK: AN ANALYSIS OF CALDECOT AWARD-WINNING BOOKS. ISBN: 9780838904466
Evans, Dilys. SHOW AND TELL: EXPLORING THE FINE ART OF CHILDREN’S BOOK ILLUSTRATION. ISBN: 9780811849715
Other books that feature illustrations by Molly Bang
Bang, Molly. WHEN SOPHIE GETS ANGRY-REALLY REALLY ANGRY… ISBN: 9780439598453
Bang, Molly. TEN, NINE, EIGHT. ISBN: 9780688149017
Bang, Molly. THE PAPER CRANE. ISBN: 9780688073336
Book Review: LEONARDO AND THE TERRIBLE MONSTER
1. BIBLIOGRAPHY
Willems, Mo. 2005. LEONARDO AND THE TERRIBLE MONSTER. New York: Hyperion Books for Children. ISBN 0786852941
2. PLOT SUMMARY
Mo Willems presents a delightfully amusing story about Leonardo, a monster who cannot scare anyone. Physically he is compared to monsters like Tony, who has 1, 642 teeth, Eleanor who is so big you cannot see her entire body, and Hector who looks weird. Leonardo is none of these things, but he decides to practice silly faces and wacky moves in an effort to try and be scary, but his plan doesn't work. Then Leonardo comes up with an idea to find a child who, he thinks, will scare easily and try to scare him. Once Leonardo finds Sam, someone who Leonardo perceives to be easily scared, he sneaks up behind him and gives it his best effort to scare the “tuna salad” out of him. When Sam cries, Leonardo proclaims victory, but Sam quickly lets him know that he was not scared and vents to Leonardo the true reason behind his tears. When Sam was done, Leonardo makes a very important decision. He decides instead of trying to be a terrible monster, he is going to be a wonderful friend.
3. CRITICAL ANALYSIS
Mo Willems’s entertaining story idea and humorous writing are what make this story picture book shine. The plot is wonderfully creative and gives readers many ways to relate to the story. Readers can find personal connections in this story through the themes of determination, sympathy, not fearing monsters, and friendship. A standout element of the story is Willems's use of all capital letters for the text throughout the story. Furthermore, the author/illustrator’s hi-lighting of certain words in different colors, catches the attention of and forces the reader to focus on that particular word or phrase on the page, which was usually the main word or phrase on the page. Though this is a story about a “terrible monster” the author does a great job of creating a monster book that children of all ages can enjoy.
The illustrations also add another dimension to the story which helps Williems’s intended audience not fear the “terrible monster.” Willems takes special care to make the monsters look nonthreatening to the reader. From his color palate of pale greens, blues, peaches, purples, and grays to his use of curved lines to draw all the illustrations, including a smile on almost all of the monsters faces, Willems’s monsters are seen as not harmful and on the border line of comical.
He even takes it a step further, by having a backdrop setting. Instead of the story taking place in a forest, the wood, or in the country, Willems uses the same pale colors to fill in the background which takes out one huge element that could possibly scare children and forces the reader to focus solely on the characters in the story. With the focus solely on the characters, readers are able to see Willems’s wonderful job conveying feelings and emotions in the faces of Leonardo and Sam. One look at either of their faces and readers will defiantly be able to predict what feeling the character is trying to express. Overall, Willems's use of color and lines helps to create a book about a “terrible” monster seem not so scary to the books intended audience of readers.
4. REVIEW EXCERPT(S)
BOOKLIST review: “A winner for story hours, with plenty of discussion possibilities”
KIRKUS review: “The highly predictable ending is made fresh by the superb control of pacing, just-zany-enough sense of humor and body language readers have come to expect from the creator of Pigeon and Knufflebunny.”
5. CONNECTIONS
*The text used when Sam is explaining to Leonardo about why he is crying is one long run on sentence. After reading the story, I would have Sam’s explanation typed on a sheet of paper and run off for my students. Then I would have my students revise the writing putting in appropriate punctuation.
*This book also opens the door to real children's issues such as friendship, determination, not being scared of monsters, and sympathy which could be topics in a discussion group after the story is read.
*Other books related to the various themes of Leonardo and the Terrible Monster:
Friendship:
Raschka, Chris. YO!YES?. ISBN: 9780439921855
Not Fearing Monsters:
Emberley, Ed. GO AWAY, BIG GREEN MONSTER!. ISBN: 9780316236539
Determination
Raatma, Lucia. DETERMINATION. ISBN: 9780736813877
Willems, Mo. 2005. LEONARDO AND THE TERRIBLE MONSTER. New York: Hyperion Books for Children. ISBN 0786852941
2. PLOT SUMMARY
Mo Willems presents a delightfully amusing story about Leonardo, a monster who cannot scare anyone. Physically he is compared to monsters like Tony, who has 1, 642 teeth, Eleanor who is so big you cannot see her entire body, and Hector who looks weird. Leonardo is none of these things, but he decides to practice silly faces and wacky moves in an effort to try and be scary, but his plan doesn't work. Then Leonardo comes up with an idea to find a child who, he thinks, will scare easily and try to scare him. Once Leonardo finds Sam, someone who Leonardo perceives to be easily scared, he sneaks up behind him and gives it his best effort to scare the “tuna salad” out of him. When Sam cries, Leonardo proclaims victory, but Sam quickly lets him know that he was not scared and vents to Leonardo the true reason behind his tears. When Sam was done, Leonardo makes a very important decision. He decides instead of trying to be a terrible monster, he is going to be a wonderful friend.
3. CRITICAL ANALYSIS
Mo Willems’s entertaining story idea and humorous writing are what make this story picture book shine. The plot is wonderfully creative and gives readers many ways to relate to the story. Readers can find personal connections in this story through the themes of determination, sympathy, not fearing monsters, and friendship. A standout element of the story is Willems's use of all capital letters for the text throughout the story. Furthermore, the author/illustrator’s hi-lighting of certain words in different colors, catches the attention of and forces the reader to focus on that particular word or phrase on the page, which was usually the main word or phrase on the page. Though this is a story about a “terrible monster” the author does a great job of creating a monster book that children of all ages can enjoy.
The illustrations also add another dimension to the story which helps Williems’s intended audience not fear the “terrible monster.” Willems takes special care to make the monsters look nonthreatening to the reader. From his color palate of pale greens, blues, peaches, purples, and grays to his use of curved lines to draw all the illustrations, including a smile on almost all of the monsters faces, Willems’s monsters are seen as not harmful and on the border line of comical.
He even takes it a step further, by having a backdrop setting. Instead of the story taking place in a forest, the wood, or in the country, Willems uses the same pale colors to fill in the background which takes out one huge element that could possibly scare children and forces the reader to focus solely on the characters in the story. With the focus solely on the characters, readers are able to see Willems’s wonderful job conveying feelings and emotions in the faces of Leonardo and Sam. One look at either of their faces and readers will defiantly be able to predict what feeling the character is trying to express. Overall, Willems's use of color and lines helps to create a book about a “terrible” monster seem not so scary to the books intended audience of readers.
4. REVIEW EXCERPT(S)
BOOKLIST review: “A winner for story hours, with plenty of discussion possibilities”
KIRKUS review: “The highly predictable ending is made fresh by the superb control of pacing, just-zany-enough sense of humor and body language readers have come to expect from the creator of Pigeon and Knufflebunny.”
5. CONNECTIONS
*The text used when Sam is explaining to Leonardo about why he is crying is one long run on sentence. After reading the story, I would have Sam’s explanation typed on a sheet of paper and run off for my students. Then I would have my students revise the writing putting in appropriate punctuation.
*This book also opens the door to real children's issues such as friendship, determination, not being scared of monsters, and sympathy which could be topics in a discussion group after the story is read.
*Other books related to the various themes of Leonardo and the Terrible Monster:
Friendship:
Raschka, Chris. YO!YES?. ISBN: 9780439921855
Not Fearing Monsters:
Emberley, Ed. GO AWAY, BIG GREEN MONSTER!. ISBN: 9780316236539
Determination
Raatma, Lucia. DETERMINATION. ISBN: 9780736813877
Wednesday, September 3, 2008
Book Review: KITTEN'S FIRST FULL MOON
1. BIBLIOGRAPHY
Henkes, Kevin. 2004. KITTEN'S FIRST FULL MOON. United States of America: Greenwillow Books. ISBN 0060588284
2. PLOT SUMMARY
Who knew a story about a kitten and a moon could be so entertaining, but famed author Kevin Henkes manages to create an adventure like no other. In KITTEN'S FIRST FULL MOON, readers are introduced to a female kitten who mistakenly thinks the full moon is a bowl of milk that she so desperately wants. In order to capture her “bowl of milk” she stretched her neck, sprang from porches, climbed up trees, raced through grass, and even leaped with all her might, but she was unable to get her “bowl of milk.” As she walks home, defeated, the kitten is surprised with a bowl of real milk waiting for her on the porch.
3. CRITICAL ANALYSIS
Kevin Henkes’s writing of a naive kitten who mistakes the moon for a bowl of milk would be a wonderful picture storybook to share with children in Pre – K through 4th grade. Henkes word choice is simple to understand, yet uses vivid words to describe the actions of the kitten throughout the story. The use of repetitive phrases such as “Still, there was the little bowl of milk, just waiting.”and “Poor Kitten!” helps to make the book an interactive read aloud because children will be able to hear the pattern and participate in the reading of the story.
The Caldecott winning illustrations also add another layer to this story. Stories that occur during night can sometimes appear scary to children because of all the dark colors, but Henkes avoids this pitfall by using pale grays and whites to create the appearance of night without making it intimidating to children. He also uses rounded edges and lines when drawing the kitten features such as her whiskers, paws, , ears, and tale. The plants featured in the story such as leaves, flowers, and trees also are drawn with rounded edges which makes the overall pictures in the book less threatening. The illustrations also align quite well with the text on the page. On several pages he has multiple pictures that where draw in conjunction with the text. Children could very easily use the illustrations along with the text to help them read the story, which is a sign of an effective picture book.
4. REVIEW EXCERPT(S)
PUBLISHER'S WEEKLY review: “The narrative and visual pacing will keep children entranced, and the determined young heroine and her comical quest will win them over.”
SCHOOL LIBRARY JOURNAL review: “The rhythmic text and delightful artwork ensure storytime success.”
BOOKLIST review: “…the elemental words, rhythms, and appealing sounds, tells a warm, humorous story that's beautifully extended in his shimmering, gray-toned artwork.”
5. CONNECTIONS
*Discuss the difference between regular verbs (examples: run and jump) and “vivid verbs” (examples: chased and sprang) with students. Read the story and have students find examples of vivid verbs and create a class list for writing.
*Do an author study on Kevin Henkes by completing other read alouds of Henkes’ books and compare plot, characters, and illustrations.
*Other books for children about the moon (recommended by SCHOOL LIBRARY JOURNAL)
Asch, Frank. MOONGAME. ISBN: 9780689835186
Wallace, Nancy Elizabeth. THE SUN, THE MOON, AND THE STARS. ISBN: 9780618263530
Henkes, Kevin. 2004. KITTEN'S FIRST FULL MOON. United States of America: Greenwillow Books. ISBN 0060588284
2. PLOT SUMMARY
Who knew a story about a kitten and a moon could be so entertaining, but famed author Kevin Henkes manages to create an adventure like no other. In KITTEN'S FIRST FULL MOON, readers are introduced to a female kitten who mistakenly thinks the full moon is a bowl of milk that she so desperately wants. In order to capture her “bowl of milk” she stretched her neck, sprang from porches, climbed up trees, raced through grass, and even leaped with all her might, but she was unable to get her “bowl of milk.” As she walks home, defeated, the kitten is surprised with a bowl of real milk waiting for her on the porch.
3. CRITICAL ANALYSIS
Kevin Henkes’s writing of a naive kitten who mistakes the moon for a bowl of milk would be a wonderful picture storybook to share with children in Pre – K through 4th grade. Henkes word choice is simple to understand, yet uses vivid words to describe the actions of the kitten throughout the story. The use of repetitive phrases such as “Still, there was the little bowl of milk, just waiting.”and “Poor Kitten!” helps to make the book an interactive read aloud because children will be able to hear the pattern and participate in the reading of the story.
The Caldecott winning illustrations also add another layer to this story. Stories that occur during night can sometimes appear scary to children because of all the dark colors, but Henkes avoids this pitfall by using pale grays and whites to create the appearance of night without making it intimidating to children. He also uses rounded edges and lines when drawing the kitten features such as her whiskers, paws, , ears, and tale. The plants featured in the story such as leaves, flowers, and trees also are drawn with rounded edges which makes the overall pictures in the book less threatening. The illustrations also align quite well with the text on the page. On several pages he has multiple pictures that where draw in conjunction with the text. Children could very easily use the illustrations along with the text to help them read the story, which is a sign of an effective picture book.
4. REVIEW EXCERPT(S)
PUBLISHER'S WEEKLY review: “The narrative and visual pacing will keep children entranced, and the determined young heroine and her comical quest will win them over.”
SCHOOL LIBRARY JOURNAL review: “The rhythmic text and delightful artwork ensure storytime success.”
BOOKLIST review: “…the elemental words, rhythms, and appealing sounds, tells a warm, humorous story that's beautifully extended in his shimmering, gray-toned artwork.”
5. CONNECTIONS
*Discuss the difference between regular verbs (examples: run and jump) and “vivid verbs” (examples: chased and sprang) with students. Read the story and have students find examples of vivid verbs and create a class list for writing.
*Do an author study on Kevin Henkes by completing other read alouds of Henkes’ books and compare plot, characters, and illustrations.
*Other books for children about the moon (recommended by SCHOOL LIBRARY JOURNAL)
Asch, Frank. MOONGAME. ISBN: 9780689835186
Wallace, Nancy Elizabeth. THE SUN, THE MOON, AND THE STARS. ISBN: 9780618263530
Tuesday, July 29, 2008
Competency 9: Internet
While using www.google.com, I found the website Reading Rockets at www.readingrockets.org. This website caters to teachers, parents, and librarians. In my opinion, the main goal of the website is to help children learn how to read and encourage children to keep reading. Reading Rockets has resources such as tips to help struggling readers and suggested books for children to read. The webiste also has podcasts which include interviews with authors for both children and parents with information about the authors' lives and the books they have published. I chose this website to include in my blog because, besides what I have listed, it has an abundance resources and tips that can assist librarians to help encourage children to read.
Competency 8: Multimedia
I went to http://www.youtube.com/ and found this wonderful multimedia video clip. Once a week, during the summertime, several elementary schools open their library and welcome their students in to listen to read alouds and check out books. The librarians give out summer reading lists and have a summer reading program to encourage students to keep reading. I think this is a great idea, that I would like to do one day in my own library! Keeping a school library open during the summer will give the children a place, where they feel comfortable, to come and get books to continue to improve on their reading skills.
Saturday, July 5, 2008
Competency 6: The Snowballing/Citation Pearl Growing
After completing my specific facet I decided to use descriptors from a hit I recieved from LibLit to perform my snowballing/citation pearl growth.
I will perform a citation pearl growth/snowballing search in the database ProjectMuse.
Braxton, B. Encouraging Students to Read for Pleasure. Teacher Librarian v. 31
no. 3 (February 2004) p. 39-40.
The descriptors I added to my orginal query of "encourage children" and "reading for pleasure" are "school librarians" and "aims and objectives". After adding these new terms I recieved a total of 5 hits.
From those 5 hits I chose the article below:
Stauffer, Suzanne M., Developing Children's Interest in ReadingLibrary Trends - Volume 56, Number 2, Fall 2007, pp. 402-422 - Article
I use this search strategy often, but I didn't know it actually had a name. I think it would be eaiser to preform if I were actually able to use the same databse to preform the search. Otherwise, I think ProjectMuse was user friendly.
I will perform a citation pearl growth/snowballing search in the database ProjectMuse.
Braxton, B. Encouraging Students to Read for Pleasure. Teacher Librarian v. 31
no. 3 (February 2004) p. 39-40.
The descriptors I added to my orginal query of "encourage children" and "reading for pleasure" are "school librarians" and "aims and objectives". After adding these new terms I recieved a total of 5 hits.
From those 5 hits I chose the article below:Stauffer, Suzanne M., Developing Children's Interest in ReadingLibrary Trends - Volume 56, Number 2, Fall 2007, pp. 402-422 - Article
I use this search strategy often, but I didn't know it actually had a name. I think it would be eaiser to preform if I were actually able to use the same databse to preform the search. Otherwise, I think ProjectMuse was user friendly.
Competency 6: Successive Fraction Search
In my successive fraction search, I used the database WorldCat. I used the broadest facet first, which was "reading for pleasure." I recieved 1, 268 hits.
Then I narrowed my search by added 2 more facets, "encourage children" NOT "teenagers." I also limited my hits by language and asked for the hits to only come back in English. I recieved only 12 hits.
From the 12 hits I chose, Influencing reading motivation and attitudes : classroom factors that encourage third graders to read for pleasure by: Kamela Marin Garcia. 2002
I found this database to be extremely helpful because it has several different ways you can narrow down a search. I also liked this search as well because it helped me to think of ways to narrow down my search to get more specific topics to my query.
Then I narrowed my search by added 2 more facets, "encourage children" NOT "teenagers." I also limited my hits by language and asked for the hits to only come back in English. I recieved only 12 hits.
From the 12 hits I chose, Influencing reading motivation and attitudes : classroom factors that encourage third graders to read for pleasure by: Kamela Marin Garcia. 2002
I found this database to be extremely helpful because it has several different ways you can narrow down a search. I also liked this search as well because it helped me to think of ways to narrow down my search to get more specific topics to my query.
Competency 6: Specific Facet Search
My query for this search was "What tools can librarians use to encourage students to read for pleasure?" Once I took out the stop terms and non-content terms I was left with the facets, "tools" and "librarians" and "encourage students" and "read for pleasure." From those facets I selected "reading for pleasure" as my specific facet. I used LibLit as my database and once I entered my specific facet and it yielded 78 hits.
From those 78 hits I felt hit number 20 realted to my orignal query.
Braxton, B. Encouraging Students to Read for Pleasure. Teacher Librarian v. 31 no. 3 (February 2004) p. 39-40.
From those 78 hits I felt hit number 20 realted to my orignal query.
Braxton, B. Encouraging Students to Read for Pleasure. Teacher Librarian v. 31 no. 3 (February 2004) p. 39-40.
LibLit yielded serval relevant hits, and also had a "new search by subject" section which is very helpful in producing more hits that spoke to my orginal query. Overall I thought LibLit was very user friendly.
Competency 6: Building Block Search
Search Topic: What tools do librarians use to encourage reading for pleasure?
Database: ERIC
S1 = tools or concepts or strategies = 232, 688 hits
S2 = encourage children or motivate students or prompt adolescents = 1, 482 hits
S3 = reading for pleasure or reading for enjoyment or reading for amusement or recreational reading = 1, 417 hits
S4 = S1 AND S2 AND S3 = 5 hits
Using the search strategy worksheet provided, I brainstormed a list of synonms to try and rinder better search results. After completing my building block search I ended up with 5 hits.
Of those 5 hits I chose: Sports Splash: A Handbook of Reading Activities for Use with Children. A Fun with Reading Book. Thomas, Carol H. 1983, 120 pp, 0-89774-000-9
This is the first search strategy I tried and I liked it becuase it forced me to think of synonyms for the terms I was using in my searches. I feel that search has opened my eyes to new ways of refining my keywords to yield better, more specific hits.
Database: ERIC
S1 = tools or concepts or strategies = 232, 688 hits
S2 = encourage children or motivate students or prompt adolescents = 1, 482 hits
S3 = reading for pleasure or reading for enjoyment or reading for amusement or recreational reading = 1, 417 hits
S4 = S1 AND S2 AND S3 = 5 hits
Using the search strategy worksheet provided, I brainstormed a list of synonms to try and rinder better search results. After completing my building block search I ended up with 5 hits. Of those 5 hits I chose: Sports Splash: A Handbook of Reading Activities for Use with Children. A Fun with Reading Book. Thomas, Carol H. 1983, 120 pp, 0-89774-000-9
This is the first search strategy I tried and I liked it becuase it forced me to think of synonyms for the terms I was using in my searches. I feel that search has opened my eyes to new ways of refining my keywords to yield better, more specific hits.Wednesday, June 25, 2008
Competency 5: Tagging: Book Crush
Library Thing tags: 2007(2) adolescent lit.(1) Best books(1) Book Crush(2) book lists(5) books(15) books about books(10) Books and reading(4) children(5) children - books and reading(1) children's(5) children's literature(6) info sci(1) juvenile(2) librarians(2) libraries(3) library(2) list(1) lists(4) Nancy Pearl(2) nerdy(1) non-fiction(20) own(2) pearl(3) professional resource(1) read(3) read in 2007(1) reader's advisory(6) reading(11) recommendations(6) reference(9) signed(4) teacher resource(1) teen(9) Unreviewed(1) What to Read(1) wishlist(2) ya(7) YA Non-Fiction(2) YA recommendations(1) young adult(3) young adult literature(1)
Library Thing link: http://www.librarything.com/work/2109865
I picked Book Crush: For Kids and Teens - Recommended Reading for Every Mood, Moment and Interest by Nancy Pearl. This book is a guide for parents, teachers, and librarians to help them find books that relate to children's interests. If you are able to find books that children are interested in, they are more likely to read the book and hopefully get interested in reading. As a future elementary school librarian, whose major topic of interest is encouraging a love for reading within all children, I feel any librarian, new or experienced, would benifit from owning this book.
Library Thing link: http://www.librarything.com/work/2109865
I picked Book Crush: For Kids and Teens - Recommended Reading for Every Mood, Moment and Interest by Nancy Pearl. This book is a guide for parents, teachers, and librarians to help them find books that relate to children's interests. If you are able to find books that children are interested in, they are more likely to read the book and hopefully get interested in reading. As a future elementary school librarian, whose major topic of interest is encouraging a love for reading within all children, I feel any librarian, new or experienced, would benifit from owning this book.
Saturday, June 21, 2008
Competency 4: RSS Feed: Elementary School Librarian Discussions
I added the RSS feed entitled Elementary School Librairan Discussions from the website entitled TeacherLibrarianNing at http://teacherlibrarian.ning.com/group/elementaryschoollibrarians/forum. This website is a forum for school librarians to discuss issues and get soultions. I added this RSS feed to my website because I felt it would give me insite to the current issues librarians are facing and an inside look at their problem solving process, ideas, and activities they employ in their library.
Thursday, June 12, 2008
Competency 3: Podcast: Enstilling a Love of Reading
Podcast: Laura Robb on Enstilling a Love of Reading
Podcast Website: http://teacher.scholastic.com/products/scholasticprofessional/authors/podcast_robb_instilling.htm
I knew http://www.blogger.com/www.scholastic.com had several podcasts for teachers, librarians, parents, and children. While searching through this website, I found a podcast by Laura Robb entitled Laura Robb on Enstilling a Love of Reading. During this podcast she discusses ways parents and teachers can encourage children to read and to love to read. Some of the tips she says we should follow are reading aloud to children at least 5 to 6 times a day and showing students emotions as you read. I chose this podcast because to me it illustrates techniques all people can employ to help children become life long readers.
Podcast Website: http://teacher.scholastic.com/products/scholasticprofessional/authors/podcast_robb_instilling.htm
I knew http://www.blogger.com/www.scholastic.com had several podcasts for teachers, librarians, parents, and children. While searching through this website, I found a podcast by Laura Robb entitled Laura Robb on Enstilling a Love of Reading. During this podcast she discusses ways parents and teachers can encourage children to read and to love to read. Some of the tips she says we should follow are reading aloud to children at least 5 to 6 times a day and showing students emotions as you read. I chose this podcast because to me it illustrates techniques all people can employ to help children become life long readers.
Thursday, June 5, 2008
Competency 2: Blog: One Way To Engage Readers
While searching on http://blogsearch.google.com/, I found the blog entitled Cool Kids Read - Recruiting Young Readers with Book Trailers/Book Vid Lit. I felt this blog spoke directly to my topic because the excerpt below discusses how a new technology called book trailers can engage young readers and also includes a link to an article which discusses how education professionals can use book trailers to engage young readers and encourage them to read.
Blog Title: Cool Kids Read - Recruiting Young Readers with Book Trailers/Book Vid Lit
Posted by: orionwell / Written by: Sheila Clover-English
URL: http://futureperfectpublishing.com/?s=book+trailers
Book Vid Lit
According to the Pew/Internet Project findings, 3 of 4 young adults (73%) on the internet watch or download video. Half of young internet users say they watch YouTube. Many post videos to blogs and even more will forward on a link in email. They’re online socializing, researching (school and education), playing games or getting news.Publishers know that teens are online and most have outstanding website offerings that are fun, interesting and interactive. A great outreach to young people was a Blogfest that Simon & Schuster did and of course other publishers have similar offerings for young people of varied ages.
Blog Title: Cool Kids Read - Recruiting Young Readers with Book Trailers/Book Vid Lit
Posted by: orionwell / Written by: Sheila Clover-English
URL: http://futureperfectpublishing.com/?s=book+trailers
Book Vid Lit
According to the Pew/Internet Project findings, 3 of 4 young adults (73%) on the internet watch or download video. Half of young internet users say they watch YouTube. Many post videos to blogs and even more will forward on a link in email. They’re online socializing, researching (school and education), playing games or getting news.Publishers know that teens are online and most have outstanding website offerings that are fun, interesting and interactive. A great outreach to young people was a Blogfest that Simon & Schuster did and of course other publishers have similar offerings for young people of varied ages.
Lately, schools and libraries have looked to engage younger readers as well by using book trailers. Sara Kajder wrote in the Educational Leadership magazine for ASCD (Association for Supervision and Curriculum Development) an article entitled “The Book Trailer: Engaging Teens Through Technology.” This article is amazing and outlines how using book trailers help students who are struggling readers and helps them to be more engaged in the stories they are reading. The points the author brings up, viewed strictly from an educator’s perspective, was very enlightening.
Wednesday, June 4, 2008
Competency 1: Why I Want to Become a Librarian
This blog was created to satisfy the requirements of my masters level course Library Science 5013 Information Storage and Retrieval course.
The reason why I wanted to become an elementary school librarian goes back to my first year of teaching. During the spring semester I went to my school librarian and asked her to recommend a book series that I could read aloud to my students. She recommended the series Marvin Redpost by Louis Sachar and the rest was history. From the moment I introduced Marvin to my class, it was like I introduced them to Michael Jordan. Marvin Redpost was a superstar, and all of my students were glued to their seats waiting to hear what he would do next. They wanted any and everything Marvin, and when it was library day they would trample all over each other to check out any Marvin Redpost book. When those books were all checked out they would then check out books that Louis Sachar wrote as well. That's when I had an epiphany. If I repeated this formula with different stories and genres of literature, my students will continue to be excited and motivated to read. However, the more years I was in the classroom the harder it got to capture the students attention. Like never before in history children are throwing down books in favor of tv, movies, the internet , and video games. We, as librarians and future librarians, have got to find a way to get our students to turn off the video games and television and pick up a book!
For this reason, I have chosen my topic of interest to be the tools librarians can use to encouraging all students to read for pleasure.
The reason why I wanted to become an elementary school librarian goes back to my first year of teaching. During the spring semester I went to my school librarian and asked her to recommend a book series that I could read aloud to my students. She recommended the series Marvin Redpost by Louis Sachar and the rest was history. From the moment I introduced Marvin to my class, it was like I introduced them to Michael Jordan. Marvin Redpost was a superstar, and all of my students were glued to their seats waiting to hear what he would do next. They wanted any and everything Marvin, and when it was library day they would trample all over each other to check out any Marvin Redpost book. When those books were all checked out they would then check out books that Louis Sachar wrote as well. That's when I had an epiphany. If I repeated this formula with different stories and genres of literature, my students will continue to be excited and motivated to read. However, the more years I was in the classroom the harder it got to capture the students attention. Like never before in history children are throwing down books in favor of tv, movies, the internet , and video games. We, as librarians and future librarians, have got to find a way to get our students to turn off the video games and television and pick up a book!
For this reason, I have chosen my topic of interest to be the tools librarians can use to encouraging all students to read for pleasure.
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