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 Though this book is outdated, it would still be a great read aloud to share with children to introduce the subject matter of hurricanes and would lead to discussion of more recent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
Sunday, October 26, 2008
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
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