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
Tuesday, November 11, 2008
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
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