1. BIBLIOGRAPHY
Haddix, Margaret Peterson. 1998. Among the Hidden. New York: Simon & Schuster. ISBN 0689817002.
2. PLOT SUMMARY
Margaret Peterson Haddix tells the story of young Luke who lives in a society whose every action is overseen by the “Government” down to the number of children a family can have. The law forbids having more than two children per family. Unfortunately for Luke, he is the third-born child in his family which means his existence must be kept a secret. He is exiled to his attic room with no outside contact with the rest of the world until he discovers that a family who has moved in next door also has a third child. He befriends the girl, Jen, by sneaking over to her house where they communicate with other “shadow children” via the Internet. When his strong-willed friend decides to organize a rally to demand rights for all third children, Luke’s life changes forever.
This is the first in Haddix’s “shadow children” series.
3. CRITICAL ANALYSIS
This suspenseful page-turner engages the reader with every moment. The reader empathizes with Luke early in the story when he finds out that because the woods around his house are being cut down, he will be confined to his house and never be allowed to go outdoors again. The suspense begins when Luke discovers that a third child has moved in right next door and subsequently decides to risk his life by sneaking over to her house to meet her. Young readers will also identify with the tough decisions Luke faces as he becomes closer to Jen. Should he follow her on her crusade to fight for the rights of the “shadow children” or stay in hiding to protect himself?
4. REVIEW EXCERPT(S)
VOYA review: “This is an easily understood, younger reader's 1984 or Brave New World, presenting a chilling vision of a possibly not-too-distant future.”
ALAN REVIEW: “Although the denouement is swift and tidy, the fully realized setting, honest characters, and fast paced plot combine for a suspenseful tale of two youngsters fighting for their very existence.”
5. CONNECTIONS
*Among the Hidden provides many opportunities for discussion and journal writing as Luke is subjected to making many critical decisions in the story. There are also plenty of opportunities to present “what if” scenarios to the students to consider.
*Students will be anxious to continue reading the story in the following books:
Among the Imposters ISBN 9780689839085
Among the Betrayed ISBN 9780689839092
Among the Barons ISBN 9780689839108
Among the Brave ISBN 9780689857959
Among the Enemy ISBN 9780689857973
Among the Free ISBN 9780689857997
Monday, December 1, 2008
Review: THE FIRST PART LAST by Angela Johnson
1. BIBLIOGRAPHY
Johnson, Angela. 2003. The First Part Last. New York: Simon & Schuster. ISBN 0689849222.
2. PLOT SUMMARY
Bobby is a typical teenaged city boy. His life revolves around hanging out with the guys, cutting school to go to the movies, and being with his girlfriend. All of that comes to a screeching halt when his girlfriend, Nia, informs him, on his sixteenth birthday, that she is pregnant. Now Bobby’s whole life is changing and he is faced with very real, very grown-up realities like adoption, college, and a job. As the events unfold, he must make choices that will impact not only his life but the lives of those he cares about most.
3. CRITICAL ANALYSIS
The book is organized into short chapter which alternate between the end of the story and the beginning of the story. As the reader nears the end of the book, the beginning and the end come together to tell the whole story. The book is quite poignant in its telling of the moving story of a boy forced to become a man when he is faced with adult consequences to his actions. Johnson’s portrayal of Bobby’s mother as a uncompromising authority provides an alternative view in which this young man finds out that in some cases Mom cannot make everything “all better” and it is now up to him. The sensitivity with which Bobby interacts with his newborn daughter shows the softer side of a “boy from the streets” providing the reader heart-warming moments rivaled only by the visit to Nia toward the end of the book and how Bobby tells Feather about the visit.
4. REVIEW EXCERPT(S)
Coretta Scott King Award
Michael L. Printz Award for Excellence in Young Adult Literature KIRKUS review: “By narrating from a realistic first-person voice, Johnson manages to convey a story that is always complex, never preachy… It's the tale of one young man and his choices, which many young readers will appreciate and enjoy.
KLIATT review: “Johnson has a way of getting to her readers' emotions with few words, creating characters we really care about. Her young people are thoughtful, conscientious, and loving—certainly with failings, but trying to do better.”
5. CONNECTIONS
*With its many controversial issues, this book will definitely spark some discussion in the classroom. It brings to light many teenage relationships such as parent-child, girlfriend-boyfriend, boyfriend-girlfriend’s parents, friend-friend, brother-brother as well as others. All of these can be incorporated into some meaningful discussions in addition to others inspired by the book.
*Challenge students to continue Bobby’s story. How will things work out for him now that he has decided to move? What does the future hold for him?
Johnson, Angela. 2003. The First Part Last. New York: Simon & Schuster. ISBN 0689849222.
2. PLOT SUMMARY
Bobby is a typical teenaged city boy. His life revolves around hanging out with the guys, cutting school to go to the movies, and being with his girlfriend. All of that comes to a screeching halt when his girlfriend, Nia, informs him, on his sixteenth birthday, that she is pregnant. Now Bobby’s whole life is changing and he is faced with very real, very grown-up realities like adoption, college, and a job. As the events unfold, he must make choices that will impact not only his life but the lives of those he cares about most.
3. CRITICAL ANALYSIS
The book is organized into short chapter which alternate between the end of the story and the beginning of the story. As the reader nears the end of the book, the beginning and the end come together to tell the whole story. The book is quite poignant in its telling of the moving story of a boy forced to become a man when he is faced with adult consequences to his actions. Johnson’s portrayal of Bobby’s mother as a uncompromising authority provides an alternative view in which this young man finds out that in some cases Mom cannot make everything “all better” and it is now up to him. The sensitivity with which Bobby interacts with his newborn daughter shows the softer side of a “boy from the streets” providing the reader heart-warming moments rivaled only by the visit to Nia toward the end of the book and how Bobby tells Feather about the visit.
4. REVIEW EXCERPT(S)
Coretta Scott King Award
Michael L. Printz Award for Excellence in Young Adult Literature KIRKUS review: “By narrating from a realistic first-person voice, Johnson manages to convey a story that is always complex, never preachy… It's the tale of one young man and his choices, which many young readers will appreciate and enjoy.
KLIATT review: “Johnson has a way of getting to her readers' emotions with few words, creating characters we really care about. Her young people are thoughtful, conscientious, and loving—certainly with failings, but trying to do better.”
5. CONNECTIONS
*With its many controversial issues, this book will definitely spark some discussion in the classroom. It brings to light many teenage relationships such as parent-child, girlfriend-boyfriend, boyfriend-girlfriend’s parents, friend-friend, brother-brother as well as others. All of these can be incorporated into some meaningful discussions in addition to others inspired by the book.
*Challenge students to continue Bobby’s story. How will things work out for him now that he has decided to move? What does the future hold for him?
Review: RULES by Cynthia Lord
1. BIBLIOGRAPHY
Lord, Cynthia. 2006. Rules. New York: Scholastic. ISBN 0439443822.
2. PLOT SUMMARY
In Rules, we meet Catherine, a twelve year-old who struggles to maintain some normalcy in her life even though most of her life revolves around the needs of her autistic younger brother. A ray of hope beckons when she finds out that the family who is moving in next door has a daughter her age. She imagines having someone with whom she can swim with and share secrets.
One day on a trip to the therapist’s office, Catherine befriends a young boy in a wheelchair who is also a patient at the clinic. She is now faced with trying to develop friendships with two very different individuals.
3. CRITICAL ANALYSIS
Lord presents a humor-filled, yet thought-provoking story in this novel. The protagonist is a helpful, understanding young girl who is doing the best she can to teach her younger brother all of the social do’s and don’ts while also trying to grow up herself. She is faced with many problems throughout the book. First, it is difficult for her to establish friendships because of the embarrassing actions of her brother. She also struggles with her conflicting feelings about the responsibilities of helping out with her brother and also having time for herself. Finally, she is faced with the dilemma of telling her “popular” friend about her “handicapped” friend and how the secret may come back to haunt her.
4. REVIEW EXCERPT(S)
Newberry Honor Book
Schneider Family Book Award PUBLISHERS WEEKLY review: “A rewarding story that may well inspire readers to think about others' points of view.”SCHOOL LIBRARY JOURNAL review: “Lord has candidly captured the delicate dynamics in a family that revolves around a child's disability. Set in coastal Maine, this sensitive story is about being different, feeling different, and finding acceptance.”
5. CONNECTIONS
*Students could write letters of encouragement to Catherine to help her deal with the difficulties entailed with having a brother like David.
*Have students develop their own list of rules for a child who is autistic.
*Investigate further the disorder of autism to give students a more in depth understanding of the disability.
Lord, Cynthia. 2006. Rules. New York: Scholastic. ISBN 0439443822.
2. PLOT SUMMARY
In Rules, we meet Catherine, a twelve year-old who struggles to maintain some normalcy in her life even though most of her life revolves around the needs of her autistic younger brother. A ray of hope beckons when she finds out that the family who is moving in next door has a daughter her age. She imagines having someone with whom she can swim with and share secrets.
One day on a trip to the therapist’s office, Catherine befriends a young boy in a wheelchair who is also a patient at the clinic. She is now faced with trying to develop friendships with two very different individuals.
3. CRITICAL ANALYSIS
Lord presents a humor-filled, yet thought-provoking story in this novel. The protagonist is a helpful, understanding young girl who is doing the best she can to teach her younger brother all of the social do’s and don’ts while also trying to grow up herself. She is faced with many problems throughout the book. First, it is difficult for her to establish friendships because of the embarrassing actions of her brother. She also struggles with her conflicting feelings about the responsibilities of helping out with her brother and also having time for herself. Finally, she is faced with the dilemma of telling her “popular” friend about her “handicapped” friend and how the secret may come back to haunt her.
4. REVIEW EXCERPT(S)
Newberry Honor Book
Schneider Family Book Award PUBLISHERS WEEKLY review: “A rewarding story that may well inspire readers to think about others' points of view.”SCHOOL LIBRARY JOURNAL review: “Lord has candidly captured the delicate dynamics in a family that revolves around a child's disability. Set in coastal Maine, this sensitive story is about being different, feeling different, and finding acceptance.”
5. CONNECTIONS
*Students could write letters of encouragement to Catherine to help her deal with the difficulties entailed with having a brother like David.
*Have students develop their own list of rules for a child who is autistic.
*Investigate further the disorder of autism to give students a more in depth understanding of the disability.
Monday, November 10, 2008
Review: NUMBER THE STARS by Lois Lowry
1. BIBLIOGRAPHY
Lowry, Lois. 1998. Number the Stars. Boston: Houghton Mifflin. ISBN0395510600
2. PLOT SUMMARY
The happy-go-lucky life of ten year old Annemarie Johansen is turned upside down as the Germans take over Denmark in 1943. The young girl and her family are faced with having to protect their Jewish friends, the Rosens, when Nazi soldiers come to Copenhagen to “relocate” all the Jews in Denmark. Annemarie has her courage tested throughout the story when she has to face the stern soldiers on more than one occasion. Through the fictional families portrayed in the story, Number the Stars tells the story of how the Danish Resistance bravely assisted over 7000 Jewish people in escaping capture by the Nazi’s.
3. CRITICAL ANALYSIS
Lowry takes the story of two innocent young girls who enjoy playing with dolls and running through the streets and develops a frightening account of how their friendship must stand through the German invasion and subsequent evacuation of Annemarie’s best friend and her family in order to avoid capture. As the story unfolds, Annemarie must quickly grow up and take on tasks that require courage and bravery beyond her years. Young girls will be empowered by her story as we find out that one of her acts of bravery save a boat full of Jewish people from being discovered and avoiding certain death.
Throughout this novel, the reader is introduced to the way of life under Nazi rule. From the soldiers on every street corner to their invasion into people’s homes, we come to understand the overpowering sense of loss of all freedom that was felt by those who lived through it.
The story of the Danish Resistance has not been told as often in youth literature as many other World War II stories; therefore, Lowry takes this opportunity to expose young adults to another facet of the German’s treatment of the Jews and a nation’s determination to help their fellow countrymen.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “Readers are taken to the very heart of Annemarie's experience, and, through her eyes, come to understand the true meaning of bravery.”
PUBLISHERS WEEKLY review: "The whole work is seamless, compelling, and memorable -- impossible to put down; difficult to forget."
5. CONNECTIONS
Have students write about or discuss a time when they had to stand up for someone else. How does it compare with Annemarie’s experience?
Have students research other acts of courage by people during wartime, including interviewing anyone they know who may have been in a war. (This is especially relevant in our day and particularly with my students since I teach in a military community.)
Lowry, Lois. 1998. Number the Stars. Boston: Houghton Mifflin. ISBN0395510600
2. PLOT SUMMARY
The happy-go-lucky life of ten year old Annemarie Johansen is turned upside down as the Germans take over Denmark in 1943. The young girl and her family are faced with having to protect their Jewish friends, the Rosens, when Nazi soldiers come to Copenhagen to “relocate” all the Jews in Denmark. Annemarie has her courage tested throughout the story when she has to face the stern soldiers on more than one occasion. Through the fictional families portrayed in the story, Number the Stars tells the story of how the Danish Resistance bravely assisted over 7000 Jewish people in escaping capture by the Nazi’s.
3. CRITICAL ANALYSIS
Lowry takes the story of two innocent young girls who enjoy playing with dolls and running through the streets and develops a frightening account of how their friendship must stand through the German invasion and subsequent evacuation of Annemarie’s best friend and her family in order to avoid capture. As the story unfolds, Annemarie must quickly grow up and take on tasks that require courage and bravery beyond her years. Young girls will be empowered by her story as we find out that one of her acts of bravery save a boat full of Jewish people from being discovered and avoiding certain death.
Throughout this novel, the reader is introduced to the way of life under Nazi rule. From the soldiers on every street corner to their invasion into people’s homes, we come to understand the overpowering sense of loss of all freedom that was felt by those who lived through it.
The story of the Danish Resistance has not been told as often in youth literature as many other World War II stories; therefore, Lowry takes this opportunity to expose young adults to another facet of the German’s treatment of the Jews and a nation’s determination to help their fellow countrymen.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: “Readers are taken to the very heart of Annemarie's experience, and, through her eyes, come to understand the true meaning of bravery.”
PUBLISHERS WEEKLY review: "The whole work is seamless, compelling, and memorable -- impossible to put down; difficult to forget."
5. CONNECTIONS
Have students write about or discuss a time when they had to stand up for someone else. How does it compare with Annemarie’s experience?
Have students research other acts of courage by people during wartime, including interviewing anyone they know who may have been in a war. (This is especially relevant in our day and particularly with my students since I teach in a military community.)
Review: GOOD MASTERS! SWEET LADIES! : VOICES FROM A MEDIEVAL VILLAGE by Laura Amy Schlitz
1. BIBLIOGRAPHYSchlitz, Laura Amy. 2007. Good Masters! Sweet Ladies! : Voices from a Medieval Village. Ill. by Robert Byrd. Cambridge, MA: Candlewick Press. ISBN 9780763615789
2. PLOT SUMMARY
Laura Amy Schlitz presents a series of monologues and a few dialogues based on the typical activities of a 13th Century English manor. The selections are based on the actions of young townsfolk between the ages of ten and fifteen. Her motivation for writing this book was to provide students an opportunity to put on a performance based on what they had been learning during a study of Medieval Times. The characters are varied, ranging from runaways and beggars to the son of a knight and the nephew of a lord. In several places throughout the text, Schlitz provides background information to help explain the motivations of the characters, the setting both in time and place, and the values and beliefs of those who lived in that period of time.
3. CRITICAL ANALYSIS
Good Masters! Sweet Ladies! is an enjoyable read either as a silent read or a read aloud. The characters are created to appeal to an audience of young and old alike. Not only are the selections fun to read but they are filled with the culture of 13th Century England. The reader (listener) learns about the traditions of the day such as holiday celebrations and falconry, the social hierarchy from peasant to miller to lord, and historical events such as the Crusades.
In addition to including pages on “a little background” throughout the book, Schlitz also provides side notes throughout the text to help explain medieval traditions to young readers. Through these notes and the background information, not only learn more about the time period, they are also able to more fully understand the content of the monologues and dialogues.
The illustrations by Robert Byrd not only provide aesthetic appeal, they also help the reader develop a “feel for the times” which is not always easy to do when the setting is several hundred years in the past. Each page is accented by color either by illustrations or by the broad almost stitched appearing vertical lines that frame each two page spread. Even the choice of font adds to the medieval setting.
4. REVIEW EXCERPT(S)
BOOKLIST review: “This unusually fine collection of related monologues and dialogues promises to be a rewarding choice for performance or for reading aloud in the classroom.”
KIRKUS review: “Schlitz takes the breath away with unabashed excellence in every direction. This wonderfully designed and produced volume contains 17 monologues for readers ten to 15, each in the voice of a character from an English town in 1255.”
5. CONNECTIONS
The most obvious connection, given that the book is a series of monologues, would be to perform the selections in a dramatic presentation. Conducting further research concerning styles of dress, mannerisms, accents, etc. of the medieval times would enrich the experience for the students.
If money and location allow, the best extension to this book would be to visit a Renaissance fair or festival to experience the culture first hand.
2. PLOT SUMMARY
Laura Amy Schlitz presents a series of monologues and a few dialogues based on the typical activities of a 13th Century English manor. The selections are based on the actions of young townsfolk between the ages of ten and fifteen. Her motivation for writing this book was to provide students an opportunity to put on a performance based on what they had been learning during a study of Medieval Times. The characters are varied, ranging from runaways and beggars to the son of a knight and the nephew of a lord. In several places throughout the text, Schlitz provides background information to help explain the motivations of the characters, the setting both in time and place, and the values and beliefs of those who lived in that period of time.
3. CRITICAL ANALYSIS
Good Masters! Sweet Ladies! is an enjoyable read either as a silent read or a read aloud. The characters are created to appeal to an audience of young and old alike. Not only are the selections fun to read but they are filled with the culture of 13th Century England. The reader (listener) learns about the traditions of the day such as holiday celebrations and falconry, the social hierarchy from peasant to miller to lord, and historical events such as the Crusades.
In addition to including pages on “a little background” throughout the book, Schlitz also provides side notes throughout the text to help explain medieval traditions to young readers. Through these notes and the background information, not only learn more about the time period, they are also able to more fully understand the content of the monologues and dialogues.
The illustrations by Robert Byrd not only provide aesthetic appeal, they also help the reader develop a “feel for the times” which is not always easy to do when the setting is several hundred years in the past. Each page is accented by color either by illustrations or by the broad almost stitched appearing vertical lines that frame each two page spread. Even the choice of font adds to the medieval setting.
4. REVIEW EXCERPT(S)
BOOKLIST review: “This unusually fine collection of related monologues and dialogues promises to be a rewarding choice for performance or for reading aloud in the classroom.”
KIRKUS review: “Schlitz takes the breath away with unabashed excellence in every direction. This wonderfully designed and produced volume contains 17 monologues for readers ten to 15, each in the voice of a character from an English town in 1255.”
5. CONNECTIONS
The most obvious connection, given that the book is a series of monologues, would be to perform the selections in a dramatic presentation. Conducting further research concerning styles of dress, mannerisms, accents, etc. of the medieval times would enrich the experience for the students.
If money and location allow, the best extension to this book would be to visit a Renaissance fair or festival to experience the culture first hand.
Review: THE RIVER BETWEEN US by Richard Peck
1. BIBLIOGRAPHY
Peck, Richard. 2003. The River Between Us. Read by Lina Patel and Daniel Passer. New York: Random House. ISBN 1400089824. Text ISBN 0803727356
2. PLOT SUMMARY
Set in Southern Illinois at the beginning of the Civil War, The River Between Us tells the story of a young teenage girl, Tilly, and her family; an absent father, a hard-working mother, her twin brother, and her younger sister who “sees” things others cannot. Tilly’s difficult but predictable life is turned upside down when two strangers, Delphine and Calinda, disembark from a steamboat passing through one evening. Tilly’s mother offers to take in the two mysterious young ladies who quickly become part of the household.
As the war heats up and one by one the local boys join the battle, it becomes inevitable that Tilly’s brother, Noah will also leave to fight for the Union. When her mother becomes so distraught over her son’s leaving, Tilly and Delphine journey to the battle fields to find Noah and bring him back home. There are twists and turns throughout the plot as triumph turns to tragedy over and over as the characters strive to come to peace with themselves.
3. CRITICAL ANALYSIS
By beginning and ending the book with a chapter told from the point of view of Tilly’s “grandson,” Peck gives the reader insight to what happened to the family after the events surrounding the Civil War. It also shows the connection between the generations and how the actions of one generation forever affect those who come after.
The book is filled with true to life experiences as Peck unfolds the story of a young girl living through the terrible realities of a brutal war. His vivid use of description allows the reader to experience the wretched conditions of Camp Defiance and the pain and suffering of the soldiers living there. Peck also deals with the difficult subject of race relations and the controversial practice of plantation owners who not only had a “white” family but also a family with free “colored” women.
In the text version of the book, Peck includes a note at the end about his research on which he based the events in the story. He does explain more fully the historical basis for the custom of white men having families with their black mistresses.
4. REVIEW EXCERPT(S)
VOYA review: “Mixing vibrant characters, a gripping plot, and historical facts, Peck cooks a literary gumbo worthy of New Orleans' finest chefs.”
PUBLISHERS WEEKLY 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."
5. CONNECTIONS
This book can be used to supplement a study of the Civil War.
Further research into the role of women and girls during this time in history would also expand students understanding of the female point of view during a time which is usually covered mostly from the male “soldier” point of view.
Other novels by Richard Peck include:
A Long Way from Chicago. ISBN 0142401102
A Year Down Yonder. ISBN 0142300705
The Teacher’s Funeral. ISBN 0142405078
Peck, Richard. 2003. The River Between Us. Read by Lina Patel and Daniel Passer. New York: Random House. ISBN 1400089824. Text ISBN 0803727356
2. PLOT SUMMARY
Set in Southern Illinois at the beginning of the Civil War, The River Between Us tells the story of a young teenage girl, Tilly, and her family; an absent father, a hard-working mother, her twin brother, and her younger sister who “sees” things others cannot. Tilly’s difficult but predictable life is turned upside down when two strangers, Delphine and Calinda, disembark from a steamboat passing through one evening. Tilly’s mother offers to take in the two mysterious young ladies who quickly become part of the household.
As the war heats up and one by one the local boys join the battle, it becomes inevitable that Tilly’s brother, Noah will also leave to fight for the Union. When her mother becomes so distraught over her son’s leaving, Tilly and Delphine journey to the battle fields to find Noah and bring him back home. There are twists and turns throughout the plot as triumph turns to tragedy over and over as the characters strive to come to peace with themselves.
3. CRITICAL ANALYSIS
By beginning and ending the book with a chapter told from the point of view of Tilly’s “grandson,” Peck gives the reader insight to what happened to the family after the events surrounding the Civil War. It also shows the connection between the generations and how the actions of one generation forever affect those who come after.
The book is filled with true to life experiences as Peck unfolds the story of a young girl living through the terrible realities of a brutal war. His vivid use of description allows the reader to experience the wretched conditions of Camp Defiance and the pain and suffering of the soldiers living there. Peck also deals with the difficult subject of race relations and the controversial practice of plantation owners who not only had a “white” family but also a family with free “colored” women.
In the text version of the book, Peck includes a note at the end about his research on which he based the events in the story. He does explain more fully the historical basis for the custom of white men having families with their black mistresses.
4. REVIEW EXCERPT(S)
VOYA review: “Mixing vibrant characters, a gripping plot, and historical facts, Peck cooks a literary gumbo worthy of New Orleans' finest chefs.”
PUBLISHERS WEEKLY 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."
5. CONNECTIONS
This book can be used to supplement a study of the Civil War.
Further research into the role of women and girls during this time in history would also expand students understanding of the female point of view during a time which is usually covered mostly from the male “soldier” point of view.
Other novels by Richard Peck include:
A Long Way from Chicago. ISBN 0142401102
A Year Down Yonder. ISBN 0142300705
The Teacher’s Funeral. ISBN 0142405078
Monday, October 27, 2008
Review: HITLER YOUTH by Susan Campbell Bartoletti
1. BIBLIOGRAPHY
Bartoletti, Susan Campbell. 2005. Hitler Youth. New York: Scholastic, Inc. ISBN 0439353793
2. PLOT SUMMARY
Imagine you are a young teenager in post World War I Germany. Poverty, unemployment, and suffering are all around you. All of a sudden, this dynamic leader promises a brighter future for you and your family if you will just join him in his endeavor to save your country. This was the situation many young people in Germany found themselves in during the 1930s and 1940s. They were unwittingly lured by the false promises of a fanatical tyrant.
Bartoletti tells the striking story of Germany’s young people, from how they were convinced to join the ranks of the Hitler Youth to the terrifying realities of the violent acts they carried out in the name of their organization. This book is appropriate mainly for middle school and high school students.
3. CRITICAL ANALYSIS
The book begins with pictures and brief biographies of some of the young people who are at the heart of the stories in the book. A foreword explaining the purpose of the book follows in which Bartoletti explains that this book is not about Adolph Hitler but instead focuses on the millions of children and teenagers who took up arms to defend and further his mission to build Germany up as a world power. Opposite the forward is one of the most disturbing photographs in the book in which a young boy who looks no older than five or six is dressed in a Storm Trooper uniform and holding his hand up in the Nazi salute. This is just one of many striking photographs included in the telling of these stories. In fact, one of the strengths of this book is the collection of black and white photographs arranged on the oversized, pale yellow pages.
The book also contains a table of contents and index to help readers access information about specific subjects that are covered in the text. The author also includes sources for each quote that is included in the book. The impressive bibliography cites over one hundred different sources. Another helpful resource included in the back of the book is the Time Line of the Hitler Youth. This is quite helpful since the stories in the book cover subjects which overlap each other in time sequence sometimes which could make it difficult to follow for readers who do not have background knowledge concerning these historical events.
Finally, in the Author’s Note, Bartoletti details the intense research she performed in order to write this book including visits to Germany to experience the sites firsthand and interviews of those who lived through the events.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: "Bartoletti lets many of the subjects' words, emotions, and deeds speak for themselves, bringing them together clearly to tell this story unlike anyone else has.”
BOOKLIST review: “The handsome book design… will draw in readers and help spark deep discussion, which will extend beyond the Holocaust curriculum.”
5. CONNECTIONS
Follow with an in-depth study and discussion of how young people can affect not only a country but an event as monumental as a World War.
Students can research some of the individuals whose stories are addressed in the book to develop a deeper understanding of their motivations.
Conduct a class debate as to how the members of the Hitler Youth should have been punished or if they should have been punished after the war had ended.
Bartoletti, Susan Campbell. 2005. Hitler Youth. New York: Scholastic, Inc. ISBN 0439353793
2. PLOT SUMMARY
Imagine you are a young teenager in post World War I Germany. Poverty, unemployment, and suffering are all around you. All of a sudden, this dynamic leader promises a brighter future for you and your family if you will just join him in his endeavor to save your country. This was the situation many young people in Germany found themselves in during the 1930s and 1940s. They were unwittingly lured by the false promises of a fanatical tyrant.
Bartoletti tells the striking story of Germany’s young people, from how they were convinced to join the ranks of the Hitler Youth to the terrifying realities of the violent acts they carried out in the name of their organization. This book is appropriate mainly for middle school and high school students.
3. CRITICAL ANALYSIS
The book begins with pictures and brief biographies of some of the young people who are at the heart of the stories in the book. A foreword explaining the purpose of the book follows in which Bartoletti explains that this book is not about Adolph Hitler but instead focuses on the millions of children and teenagers who took up arms to defend and further his mission to build Germany up as a world power. Opposite the forward is one of the most disturbing photographs in the book in which a young boy who looks no older than five or six is dressed in a Storm Trooper uniform and holding his hand up in the Nazi salute. This is just one of many striking photographs included in the telling of these stories. In fact, one of the strengths of this book is the collection of black and white photographs arranged on the oversized, pale yellow pages.
The book also contains a table of contents and index to help readers access information about specific subjects that are covered in the text. The author also includes sources for each quote that is included in the book. The impressive bibliography cites over one hundred different sources. Another helpful resource included in the back of the book is the Time Line of the Hitler Youth. This is quite helpful since the stories in the book cover subjects which overlap each other in time sequence sometimes which could make it difficult to follow for readers who do not have background knowledge concerning these historical events.
Finally, in the Author’s Note, Bartoletti details the intense research she performed in order to write this book including visits to Germany to experience the sites firsthand and interviews of those who lived through the events.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL review: "Bartoletti lets many of the subjects' words, emotions, and deeds speak for themselves, bringing them together clearly to tell this story unlike anyone else has.”
BOOKLIST review: “The handsome book design… will draw in readers and help spark deep discussion, which will extend beyond the Holocaust curriculum.”
5. CONNECTIONS
Follow with an in-depth study and discussion of how young people can affect not only a country but an event as monumental as a World War.
Students can research some of the individuals whose stories are addressed in the book to develop a deeper understanding of their motivations.
Conduct a class debate as to how the members of the Hitler Youth should have been punished or if they should have been punished after the war had ended.
Review: THE BOY ON FAIRFIELD STREET: HOW TED GEISEL GREW UP TO BECOME DR. SEUSS by Kathleen Krull
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. ISBN 0375822984
2. PLOT SUMMARY
Dr. Seuss is a name known throughout the world. Most of us grew up reading his whimsical rhymes and marveling at his creative illustrations. In this book, Kathleen Krull gives the reader the inside scoop as to what young “Dr. Seuss” (a.k.a. Ted Geisel) was like when he was a boy.
She begins by about his interests in reading and animals, after all, his father ran the local zoo. We also learn that he was raised in a family that valued reading and education. His mother dreamed of sending Ted and his sister to college from the time they were very young. Interestingly, Krull relates stories of hardship during Ted’s childhood, from being teased about his German heritage to having art teachers who could not understand his unique style of drawing.
As he entered young adulthood, we hear about his “foolish” ways and how he was even forced to resign as editor of his college magazine due to his party image.
Finally, as the book draws to a close, we learn of the early successes of Ted Geisel. After having some of his work published in some major magazines, he decided to move to New York and follow his dream.
3. CRITICAL ANALYSIS
Kathleen Krull offers the reader an in-depth look into the early years of one of the most popular children’s authors of all time. The story allows children to identify with young Ted by reading about his favorite pastimes, which are quite similar to many other children’s beloved activities. Children can also relate to the teasing he suffered from classmates and his teachers’ disdain for his nonsensicality.
The paintings of Steve Johnson and Lou Fancher really capture the innocence and simplicity of the times. The expressions on the faces of the subjects add a spark of depth and personalization to the information that is being presented. Including actual illustrations from various Dr. Seuss books on each page also helps further student interest.
Although the story ends as Ted moves into his apartment in New York, there are four pages that follow the story which tell about the major milestones in his professional career including details about how some of his most famous books came to be. There is also a list of books written and illustrated by Dr. Seuss at the end of the book.
4. REVIEW EXCERPT(S)
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
Watch the video In Search of Dr. Seuss to provide students with additional information regarding the life of Dr. Seuss. Compare facts between the video and Krull’s book.
This book is an excellent resource to use when planning a unit about Dr. Seuss. There are numerous activities online and in print to complement a study of this famous author.
Of course, read Dr. Seuss books! Challenge students to read not only the Beginner Books but also some of the longer books. They could even do a comparison between the two types of books.
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. ISBN 0375822984
2. PLOT SUMMARY
Dr. Seuss is a name known throughout the world. Most of us grew up reading his whimsical rhymes and marveling at his creative illustrations. In this book, Kathleen Krull gives the reader the inside scoop as to what young “Dr. Seuss” (a.k.a. Ted Geisel) was like when he was a boy.
She begins by about his interests in reading and animals, after all, his father ran the local zoo. We also learn that he was raised in a family that valued reading and education. His mother dreamed of sending Ted and his sister to college from the time they were very young. Interestingly, Krull relates stories of hardship during Ted’s childhood, from being teased about his German heritage to having art teachers who could not understand his unique style of drawing.
As he entered young adulthood, we hear about his “foolish” ways and how he was even forced to resign as editor of his college magazine due to his party image.
Finally, as the book draws to a close, we learn of the early successes of Ted Geisel. After having some of his work published in some major magazines, he decided to move to New York and follow his dream.
3. CRITICAL ANALYSIS
Kathleen Krull offers the reader an in-depth look into the early years of one of the most popular children’s authors of all time. The story allows children to identify with young Ted by reading about his favorite pastimes, which are quite similar to many other children’s beloved activities. Children can also relate to the teasing he suffered from classmates and his teachers’ disdain for his nonsensicality.
The paintings of Steve Johnson and Lou Fancher really capture the innocence and simplicity of the times. The expressions on the faces of the subjects add a spark of depth and personalization to the information that is being presented. Including actual illustrations from various Dr. Seuss books on each page also helps further student interest.
Although the story ends as Ted moves into his apartment in New York, there are four pages that follow the story which tell about the major milestones in his professional career including details about how some of his most famous books came to be. There is also a list of books written and illustrated by Dr. Seuss at the end of the book.
4. REVIEW EXCERPT(S)
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
Watch the video In Search of Dr. Seuss to provide students with additional information regarding the life of Dr. Seuss. Compare facts between the video and Krull’s book.
This book is an excellent resource to use when planning a unit about Dr. Seuss. There are numerous activities online and in print to complement a study of this famous author.
Of course, read Dr. Seuss books! Challenge students to read not only the Beginner Books but also some of the longer books. They could even do a comparison between the two types of books.
Review: THE DINOSAUR IS THE BIGGEST ANIMAL THAT EVER LIVED AND OTHER WRONG IDEAS YOU THOUGHT WERE TRUE by Seymour Simon
1. BIBLIOGRAPHY
Simon, Seymour. 1984. The Dinosaur Is the Biggest Animal that Ever Lived And Other Wrong Ideas You Thought Were True. Ill. by Giulio Maestro. New York: J. B. Lippincott. ISBN 0397320752
2. PLOT SUMMARY
In this book, Seymour Simon sheds light on many ideas that are thought to be scientifically accurate because they have been handed down as fact for years. He presents the facts which disprove such commonly believed ideas as “lightning never strikes twice,” “bacteria are bad,” and “chocolate causes pimples.” The table of contents provides a quick reference for students to choose topics that are of interest to them. Each of the sayings that Simon addresses are limited to a brief two page explanation including illustrations that help clarify the concepts involved.
3. CRITICAL ANALYSIS
The Dinosaur is the Biggest Animal that Ever Lived is one of Seymour Simon’s earlier works; however, it still appeals to youngsters because it provides them with information that they can share and use to prove each other and even adults wrong concerning popular “scientific” beliefs. Simon catches the interest of the reader by warning in his introduction “you shouldn’t believe everything you hear,” and “in many cases truth is stranger than fiction.” Each myth is explained in language that makes sense to children in grades two and up.
Furthermore, the simple drawings by Maestro that accompany each explanation not only help explain the information but also entertain the reader. Many of them are comical such as lemmings sailing away on the S. S. Survivor or the gun slinging, cowboy hat wearing star that helps explain what shooting stars really are.
4. REVIEW EXCERPT(S)
(No professional reviews of this particular book were found; however the following statements speak to the quality of this work.)
KIRKUS Reviews called him (Simon) the "dean of science writers."
Carol Hurst's Children's Literature Site states “The title (The Dinosaur Is the Biggest Animal the Ever Lived And Other Wrong Ideas You Thought Were True) is Simon's longest but the book explodes thirty common myths about science.” Retrieved from http://www.carolhurst.com/newsletters/43enewsletters.html
5. CONNECTIONS
My students were excited about researching these and other scientific misconceptions even further. They enjoyed playing the part of “Myth Busters” for a while.
Students should be encouraged to share their findings with others, either through an oral presentation, news report (oral or written), or their own book of “Wrong Ideas.”
Students would also enjoy other books that explain popular mistaken beliefs such as Simon’s Animal Fact/Animal Fable ISBN 0517588463.
Simon, Seymour. 1984. The Dinosaur Is the Biggest Animal that Ever Lived And Other Wrong Ideas You Thought Were True. Ill. by Giulio Maestro. New York: J. B. Lippincott. ISBN 0397320752
2. PLOT SUMMARY
In this book, Seymour Simon sheds light on many ideas that are thought to be scientifically accurate because they have been handed down as fact for years. He presents the facts which disprove such commonly believed ideas as “lightning never strikes twice,” “bacteria are bad,” and “chocolate causes pimples.” The table of contents provides a quick reference for students to choose topics that are of interest to them. Each of the sayings that Simon addresses are limited to a brief two page explanation including illustrations that help clarify the concepts involved.
3. CRITICAL ANALYSIS
The Dinosaur is the Biggest Animal that Ever Lived is one of Seymour Simon’s earlier works; however, it still appeals to youngsters because it provides them with information that they can share and use to prove each other and even adults wrong concerning popular “scientific” beliefs. Simon catches the interest of the reader by warning in his introduction “you shouldn’t believe everything you hear,” and “in many cases truth is stranger than fiction.” Each myth is explained in language that makes sense to children in grades two and up.
Furthermore, the simple drawings by Maestro that accompany each explanation not only help explain the information but also entertain the reader. Many of them are comical such as lemmings sailing away on the S. S. Survivor or the gun slinging, cowboy hat wearing star that helps explain what shooting stars really are.
4. REVIEW EXCERPT(S)
(No professional reviews of this particular book were found; however the following statements speak to the quality of this work.)
KIRKUS Reviews called him (Simon) the "dean of science writers."
Carol Hurst's Children's Literature Site states “The title (The Dinosaur Is the Biggest Animal the Ever Lived And Other Wrong Ideas You Thought Were True) is Simon's longest but the book explodes thirty common myths about science.” Retrieved from http://www.carolhurst.com/newsletters/43enewsletters.html
5. CONNECTIONS
My students were excited about researching these and other scientific misconceptions even further. They enjoyed playing the part of “Myth Busters” for a while.
Students should be encouraged to share their findings with others, either through an oral presentation, news report (oral or written), or their own book of “Wrong Ideas.”
Students would also enjoy other books that explain popular mistaken beliefs such as Simon’s Animal Fact/Animal Fable ISBN 0517588463.
Monday, October 13, 2008
Review: DOODLE DANDIES by J. Patrick Lewis
1. BIBLIOGRAPHY
Lewis, J. Patrick. 1998. Doodle Dandies. Ill. by Lisa Desimini. New York: Atheneum Books for Young Readers. ISBN 068981075X
2. PLOT SUMMARY
Doodle Dandies is a collection of shape poems by J. Patrick Lewis which are paired with the colorful, creative illustrations of Lisa Desimini. Each poem not only presents the reader with fun verses but also an image made from the words that make up each verse. Although it is sometimes a challenge to make out what direction the words are taking, this creative use of words adds to the appeal of the book.
3. CRITICAL ANALYSIS
What a fun book! Each poem is presented in the shape of its subject. The words are arranged so creatively that, in almost every poem, the reader already knows what the poem will be about before reading a single word. The words are arranged such that the imagery of the word choice is mirrored in the way the letters and words flow on the page. In “Winter” the white letters of the words flow down the page across the dark sky like snowflakes. Lewis chooses such child-friendly subjects as a dachshund, baseball, a tiger, basketball, and skyscrapers. The variety of subjects speaks to the wide-ranging interests of young children. There is definitely something here for everyone.
The brightly colored illustrations only heighten the charm of the poetry. Even the color of the font correlates to the words. For example, the brown “underground” words in “First Burst of Spring” give way to the green words and pink exclamation point in the word “bud.” Another wonderful effect is achieved in “Big Cat.” The light reflected on the half of the tiger on the day side contrasts dramatically with the shaded hues of the tiger with his glowing eye at night.
4. REVIEW EXCERPTS
PUBLISHERS WEEKLY review: “The interplay between words and pictures effectively conjures images from seasons, to sports, to the jungle. From endpaper to doodled endpaper, this mix of clever language and visual delights makes a dandy treat for all ages."
BOOKLIST review: “The very mixed media art is full of textures and dark, rich colors that repay close examination. A dandy way indeed to begin a journey to poetry.”
5. CONNECTIONS
Challenge students to create a shape poem of their own. To make the task more manageable, students could be given a blackline of their subject and shape the poem to fit inside the outline. Younger students may want to choose a poem about their favorite subject and form it into a shape poem.
Read other books that include shape poems such as:
Roemer, Heidi B. Come to My Party and other Shape Poems. ISBN 0805066209
Graham, Joan Bransfield. Flicker Flash. ISBN 0618311025
Read other books of poetry by J. Patrick Lewis such as:
Please Bury Me in the Library. ISBN 0152163875
A Hippopotamusn’t. ISBN 0803705190
The World’s Greatest: Poems. ISBN 0811851303
Lewis, J. Patrick. 1998. Doodle Dandies. Ill. by Lisa Desimini. New York: Atheneum Books for Young Readers. ISBN 068981075X
2. PLOT SUMMARY
Doodle Dandies is a collection of shape poems by J. Patrick Lewis which are paired with the colorful, creative illustrations of Lisa Desimini. Each poem not only presents the reader with fun verses but also an image made from the words that make up each verse. Although it is sometimes a challenge to make out what direction the words are taking, this creative use of words adds to the appeal of the book.
3. CRITICAL ANALYSIS
What a fun book! Each poem is presented in the shape of its subject. The words are arranged so creatively that, in almost every poem, the reader already knows what the poem will be about before reading a single word. The words are arranged such that the imagery of the word choice is mirrored in the way the letters and words flow on the page. In “Winter” the white letters of the words flow down the page across the dark sky like snowflakes. Lewis chooses such child-friendly subjects as a dachshund, baseball, a tiger, basketball, and skyscrapers. The variety of subjects speaks to the wide-ranging interests of young children. There is definitely something here for everyone.
The brightly colored illustrations only heighten the charm of the poetry. Even the color of the font correlates to the words. For example, the brown “underground” words in “First Burst of Spring” give way to the green words and pink exclamation point in the word “bud.” Another wonderful effect is achieved in “Big Cat.” The light reflected on the half of the tiger on the day side contrasts dramatically with the shaded hues of the tiger with his glowing eye at night.
4. REVIEW EXCERPTS
PUBLISHERS WEEKLY review: “The interplay between words and pictures effectively conjures images from seasons, to sports, to the jungle. From endpaper to doodled endpaper, this mix of clever language and visual delights makes a dandy treat for all ages."
BOOKLIST review: “The very mixed media art is full of textures and dark, rich colors that repay close examination. A dandy way indeed to begin a journey to poetry.”
5. CONNECTIONS
Challenge students to create a shape poem of their own. To make the task more manageable, students could be given a blackline of their subject and shape the poem to fit inside the outline. Younger students may want to choose a poem about their favorite subject and form it into a shape poem.
Read other books that include shape poems such as:
Roemer, Heidi B. Come to My Party and other Shape Poems. ISBN 0805066209
Graham, Joan Bransfield. Flicker Flash. ISBN 0618311025
Read other books of poetry by J. Patrick Lewis such as:
Please Bury Me in the Library. ISBN 0152163875
A Hippopotamusn’t. ISBN 0803705190
The World’s Greatest: Poems. ISBN 0811851303
Review: TOASTING MARSHMALLOWS by Kristine O'Connell George
1. BIBLIOGRAPHY
George, Kristine O’Connell. 2001. Toasting Marshmallows. Ill. by Kate Kiesler. New York: Clarion Books. ISBN 061804597X
2. PLOT SUMMARY
Kristine O’Connell George presents an appealing collection of poems about camping in her book, Toasting Marshmallows. The book begins with a poem about setting up the tent upon arrival at the campsite, follows through many adventures of camping, and ends with a poem about packing the camping shirt away until next time. The brilliant oil paintings of Kate Kiesler add to the outdoor “feel” created by the poems.
3. CRITICAL ANALYSIS
George uses wonderful adjectives to describe the events and scenery that surround the campsite. Each part of the camping experience is elaborated with beautiful imagery such as “a confetti of birds” in “Rain Dance” and “pale fish swimming blind up black passages in this alien underground land” in “Cave.” She captures the essence of the child’s emotions when she tells about the warmth that can only come from leaning “against Mom, my head on her shoulder.” Again, in “Two Voices in a Tent at Night” George taps into the anxious feeling that fills a child (and sometimes an adult) when “something” is scratching on the outside of the tent. Although George chooses to rarely incorporate rhyming words into her poems, just the rhythm of the words help the verses to easily flow off the reader’s tongue.
The beautiful illustrations add to the elucidations of nature presented in the poetry. The starry nights, creatures of the woods, flowers and trees, and flowing waters make the reader feel as though he or she has been invited to go along on the campout. Furthermore, the innocence and wonder expressed in the faces of the children can’t help but add to the beauty of the verses and the experience as a whole.
4. REVIEW EXCERPTS
HORN BOOK GUIDE review: “The pleasure and surprise of going camping are conveyed in eighteen brief poems. . . .Richly colored paintings enhance the verses.”
KIRKUS review: “The changing layout of each page gives a sense of surprise to the most ordinary of events…”
5. CONNECTIONS
Transform the classroom into a camp ground by creating tents out of blankets, campfires out of paper and flashlights and encouraging children to bring their sleeping bags. Then share the poems in this book with a CD of nature sounds in the background.
Have each child choose his/her favorite poem out of the book. Students will then illustrate their chosen poem without looking at the illustrations in the book.
Share other books about camping adventures such as:
Ruurs, Margriet. When We Go Camping. ISBN 0887766854
James, Helen Foster. S is for S’mores: A Camping Alphabet. ISBN 1585363022
George, Kristine O’Connell. 2001. Toasting Marshmallows. Ill. by Kate Kiesler. New York: Clarion Books. ISBN 061804597X
2. PLOT SUMMARY
Kristine O’Connell George presents an appealing collection of poems about camping in her book, Toasting Marshmallows. The book begins with a poem about setting up the tent upon arrival at the campsite, follows through many adventures of camping, and ends with a poem about packing the camping shirt away until next time. The brilliant oil paintings of Kate Kiesler add to the outdoor “feel” created by the poems.
3. CRITICAL ANALYSIS
George uses wonderful adjectives to describe the events and scenery that surround the campsite. Each part of the camping experience is elaborated with beautiful imagery such as “a confetti of birds” in “Rain Dance” and “pale fish swimming blind up black passages in this alien underground land” in “Cave.” She captures the essence of the child’s emotions when she tells about the warmth that can only come from leaning “against Mom, my head on her shoulder.” Again, in “Two Voices in a Tent at Night” George taps into the anxious feeling that fills a child (and sometimes an adult) when “something” is scratching on the outside of the tent. Although George chooses to rarely incorporate rhyming words into her poems, just the rhythm of the words help the verses to easily flow off the reader’s tongue.
The beautiful illustrations add to the elucidations of nature presented in the poetry. The starry nights, creatures of the woods, flowers and trees, and flowing waters make the reader feel as though he or she has been invited to go along on the campout. Furthermore, the innocence and wonder expressed in the faces of the children can’t help but add to the beauty of the verses and the experience as a whole.
4. REVIEW EXCERPTS
HORN BOOK GUIDE review: “The pleasure and surprise of going camping are conveyed in eighteen brief poems. . . .Richly colored paintings enhance the verses.”
KIRKUS review: “The changing layout of each page gives a sense of surprise to the most ordinary of events…”
5. CONNECTIONS
Transform the classroom into a camp ground by creating tents out of blankets, campfires out of paper and flashlights and encouraging children to bring their sleeping bags. Then share the poems in this book with a CD of nature sounds in the background.
Have each child choose his/her favorite poem out of the book. Students will then illustrate their chosen poem without looking at the illustrations in the book.
Share other books about camping adventures such as:
Ruurs, Margriet. When We Go Camping. ISBN 0887766854
James, Helen Foster. S is for S’mores: A Camping Alphabet. ISBN 1585363022
Review: STOP PRETENDING by Sonya Sones
1. BIBLIOGRAPHY
Sones, Sonya. 1999. Stop Pretending. New York: Harper Collins. ISBN 0060283874
2. PLOT SUMMARY
This verse novel is a collection of poems that tell the true story of a young girl, Cookie, whose older sister suddenly starts to act erratically because she begins hearing voices in her head. Through these poems, which were written by Sones at the time when her sister was first hospitalized, a teenager remembers happier times, tells of her fears of being isolated or even going crazy herself, and gives the reader insight into the world of the mentally ill.
Also included at the end is a note from the author about her sister’s illness and a list of resources for information about mental illness.
3. CRITICAL ANALYSIS
The poems are compelling on their own because each one is a window into the emotions that the author is feeling. Whether it’s a poem about her family relationship, her friends who bail out on her, or the boyfriend who accepts the situation for what it is, each poem portrays the strong teenage emotions in short, descriptive verses to which any teen can relate. On page 22 in “Wondering through the Halls at School” she contemplates what her classmates would think of her if they found out that her sister has been committed to a mental hospital. Later in the book appears the poem “Molly, Kate, and me” in which her friends start ignoring her after she tells them about her sister.
The simple, emotional language used by Sones throughout the book captures the teenage soul. She tells not only of the problem of her sister’s mental illness but also of other typical teenage issues such as family relationships, boyfriends, and school. It is amazing how each poem remarkably adds more depth to the story. Equally surprising is that the time span covered by the book is a mere six months from Christmas to Memorial Day.
Stop Pretending is a poignant story that is appropriate for students in sixth grade and up. Students will particularly be attracted to its verse format.
4. REVIEW EXCERPTS
KIRKUS review: “The form, a story-in-poems, fits the story remarkably well… pinpointing the emotions powerfully.”
SCHOOL LIBRARY JOURNAL review: “…the simply crafted but deeply felt poems reflect her thoughts, fears, hopes, and dreams…”
5. CONNECTIONS
Stop Pretending can be used to teach the concept of acceptance.
Meaningful classroom discussions about the importance of the support of friends during a difficult time could be sparked after reading this book.
Students could write a letter of support to Cookie.
After reading this book, student may also want to read other verse novels, such as:
Sones, Sonya. What My Mother Doesn’t Know. ISBN 0689855532
Kearney, Meg. The Secret of Me. ISBN 0892553367
Frost, Helen. Diamond Willow. ISBN 0374317763
Sones, Sonya. 1999. Stop Pretending. New York: Harper Collins. ISBN 0060283874
2. PLOT SUMMARY
This verse novel is a collection of poems that tell the true story of a young girl, Cookie, whose older sister suddenly starts to act erratically because she begins hearing voices in her head. Through these poems, which were written by Sones at the time when her sister was first hospitalized, a teenager remembers happier times, tells of her fears of being isolated or even going crazy herself, and gives the reader insight into the world of the mentally ill.
Also included at the end is a note from the author about her sister’s illness and a list of resources for information about mental illness.
3. CRITICAL ANALYSIS
The poems are compelling on their own because each one is a window into the emotions that the author is feeling. Whether it’s a poem about her family relationship, her friends who bail out on her, or the boyfriend who accepts the situation for what it is, each poem portrays the strong teenage emotions in short, descriptive verses to which any teen can relate. On page 22 in “Wondering through the Halls at School” she contemplates what her classmates would think of her if they found out that her sister has been committed to a mental hospital. Later in the book appears the poem “Molly, Kate, and me” in which her friends start ignoring her after she tells them about her sister.
The simple, emotional language used by Sones throughout the book captures the teenage soul. She tells not only of the problem of her sister’s mental illness but also of other typical teenage issues such as family relationships, boyfriends, and school. It is amazing how each poem remarkably adds more depth to the story. Equally surprising is that the time span covered by the book is a mere six months from Christmas to Memorial Day.
Stop Pretending is a poignant story that is appropriate for students in sixth grade and up. Students will particularly be attracted to its verse format.
4. REVIEW EXCERPTS
KIRKUS review: “The form, a story-in-poems, fits the story remarkably well… pinpointing the emotions powerfully.”
SCHOOL LIBRARY JOURNAL review: “…the simply crafted but deeply felt poems reflect her thoughts, fears, hopes, and dreams…”
5. CONNECTIONS
Stop Pretending can be used to teach the concept of acceptance.
Meaningful classroom discussions about the importance of the support of friends during a difficult time could be sparked after reading this book.
Students could write a letter of support to Cookie.
After reading this book, student may also want to read other verse novels, such as:
Sones, Sonya. What My Mother Doesn’t Know. ISBN 0689855532
Kearney, Meg. The Secret of Me. ISBN 0892553367
Frost, Helen. Diamond Willow. ISBN 0374317763
Monday, September 29, 2008
Review: CINDY ELLEN: A WILD WESTERN CINDERELLA by Susan Lowell
1. BIBLIOGRAPHY
Lowell, Susan. 2000. Cindy Ellen: A Wild Western Cinderella. Ill. by Jane Manning. New York: Scholastic. ISBN 0439270065
2. PLOT SUMMARY
In this version of the Cinderella story, sweet Cindy Ellen’s father marries a petulant woman who has two daughters who are just as mean as she is. Of course, poor Cindy Ellen has to do all the chores around the ranch like mending fences and taking care of the animals while the stepsisters do nothing. When the rich cattle king decides to have a celebration, Cindy Ellen with the help of her fairy godmother and her own gumption steal the heart of the rancher’s son, Joe.
When the clock strikes midnight at the square dance, Cindy must rush home before the magic fades leaving behind one of her diamond spurs. In the days that followed, Joe searches the territory for his cowgirl. Finally, he finds Cindy Ellen and they ride off into the sunset together to live happily ever after.
Lowell also includes a note about western traditions as they relate to cowgirls at the end of the book.
3. CRITICAL ANALYSIS
Lowell’s southwestern version of the Cinderella story follows the basic storyline of a wicked stepmother, two mean stepsisters, hard work, a fairy godmother, and the “happily ever after” ending. However, she infuses so many western themes into the story that one can’t help but read it with a southern drawl.
Her fairy godmother like many women on the frontier is as tough as nails and of course Joe Prince, the rancher’s son is a handsome young cowboy with a belt buckle the size of Texas. With a bang of her six-shooter, the fairy godmother releases a cloud of fairy dust that changes squash into a stagecoach, cactus mice into horses, and a horned toad into a stagecoach guard. All of these elements of western lifestyle add to the entertainment value of this comical story.
Manning’s colorful illustrations also add to the fun atmosphere of the book. She draws the fairy godmother with an oversized sombrero and red-fringed gloves to match the red handkerchief around her neck. Cindy Ellen’s southwestern styled dress is enough to make any cowgirl a little jealous.
This enjoyable story of good winning out over evil is sure to amuse readers young and old.
4. REVIEW EXCERPTS
PUBLISHERS WEEKLY review: “Lowell… takes a fairy-tale heroine away from the hearth and gives her a home on the range and teaches readers a thing or two about moxie.”
KIRKUS review: "Bright, stylish.... Manning tricks out her characters in dazzling modern cowboy dress."
5. CONNECTIONS
A reader’s theater production of this story would be a great presentation to make during Texas Public Schools Week in March. Parents would love the altered version of the classic fairytale, and kids would love trying out their best twang when delivering their lines.
Students could create a western version of another popular tale such as Little Red Riding Hood or Snow White and the Seven Dwarfs to name a few.
Lowell, Susan. 2000. Cindy Ellen: A Wild Western Cinderella. Ill. by Jane Manning. New York: Scholastic. ISBN 0439270065
2. PLOT SUMMARY
In this version of the Cinderella story, sweet Cindy Ellen’s father marries a petulant woman who has two daughters who are just as mean as she is. Of course, poor Cindy Ellen has to do all the chores around the ranch like mending fences and taking care of the animals while the stepsisters do nothing. When the rich cattle king decides to have a celebration, Cindy Ellen with the help of her fairy godmother and her own gumption steal the heart of the rancher’s son, Joe.
When the clock strikes midnight at the square dance, Cindy must rush home before the magic fades leaving behind one of her diamond spurs. In the days that followed, Joe searches the territory for his cowgirl. Finally, he finds Cindy Ellen and they ride off into the sunset together to live happily ever after.
Lowell also includes a note about western traditions as they relate to cowgirls at the end of the book.
3. CRITICAL ANALYSIS
Lowell’s southwestern version of the Cinderella story follows the basic storyline of a wicked stepmother, two mean stepsisters, hard work, a fairy godmother, and the “happily ever after” ending. However, she infuses so many western themes into the story that one can’t help but read it with a southern drawl.
Her fairy godmother like many women on the frontier is as tough as nails and of course Joe Prince, the rancher’s son is a handsome young cowboy with a belt buckle the size of Texas. With a bang of her six-shooter, the fairy godmother releases a cloud of fairy dust that changes squash into a stagecoach, cactus mice into horses, and a horned toad into a stagecoach guard. All of these elements of western lifestyle add to the entertainment value of this comical story.
Manning’s colorful illustrations also add to the fun atmosphere of the book. She draws the fairy godmother with an oversized sombrero and red-fringed gloves to match the red handkerchief around her neck. Cindy Ellen’s southwestern styled dress is enough to make any cowgirl a little jealous.
This enjoyable story of good winning out over evil is sure to amuse readers young and old.
4. REVIEW EXCERPTS
PUBLISHERS WEEKLY review: “Lowell… takes a fairy-tale heroine away from the hearth and gives her a home on the range and teaches readers a thing or two about moxie.”
KIRKUS review: "Bright, stylish.... Manning tricks out her characters in dazzling modern cowboy dress."
5. CONNECTIONS
A reader’s theater production of this story would be a great presentation to make during Texas Public Schools Week in March. Parents would love the altered version of the classic fairytale, and kids would love trying out their best twang when delivering their lines.
Students could create a western version of another popular tale such as Little Red Riding Hood or Snow White and the Seven Dwarfs to name a few.
Review: COUNT SILVERNOSE: A STORY FROM ITALY by Eric Kimmel
1. BIBLIOGRAPHY
Kimmel, Eric A., retold. 1996. Count Silvernose: A Story from Italy. Ill. by Omar Rayyan. New York: Holiday House. ISBN 0823412164
2. PLOT SUMMARY
This is a retelling of a classic Italian folktale as written in Italian Folktales by Italo Cavino. This is the story of three sisters. The two younger sisters are beautiful but foolish. The eldest, Assunta, makes up for her lack of beauty with her wit and courage.
When Count Silvernose rides up to their home and asks their mother for one of her daughters one by one the youngest leap at the chance to ride off with the strange gentleman. When the count comes back to report that both of her sisters are dead, Assunta decides to rescue her sisters or at least avenge their deaths. She wittingly fools the count and sends both young girls back home while beating Count Silvernose at his own game by thrusting him into the brimstone.
3. CRITICAL ANALYSIS
In Count Silvernose, Kimmel incorporates into the story the traditional washerwomen of 14th century Italy as the chore given to the sisters by the count was to wash twelve rooms full of dirty laundry. Also, the count’s silver nose is attributed to the fact that noblemen used to wear a gold or silver replacement whenever they would lose their nose during a sword fight. The illustrations by Rayyan also set the tone for the early Italian time period of the story. The beautiful sketches are reconstructions of sketches from a diPerugia’s 1504 sketchbook of Italy’s washerwomen. The ragged edges of the pages further the illusion that these are actually pages that have survived for hundreds of years.
The similarities between Count Silvernose and Blue Beard are unmistakable from the facial abnormality to the missing girls and right down to the key to the forbidden door. Older children will be better able to appreciate the ghastly story of the goblins in the brimstone and Assunta’s plan to deceive the count by removing her glass eye. Also, some of the illustrations may be somewhat frightening for very young children.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “Kimmel's smooth, richly detailed narrative differs significantly from the source cited, building on its basic framework and adding original interpretation and characterization.”
BOOKLIST review: “Perfect for convincing older children that picture books aren't just for preschoolers.”
5. CONNECTIONS
The detailed illustrations can be used to supplement a study of Italian art especially the color schemes and flowing lines.
The book lends itself very well to a compare/contrast study between Count Silvernose and Blue Beard.
Using stories from Italo Calvino’s Italian Folktales collection, students can create their own retelling of one of the folktales.
Kimmel, Eric A., retold. 1996. Count Silvernose: A Story from Italy. Ill. by Omar Rayyan. New York: Holiday House. ISBN 0823412164
2. PLOT SUMMARY
This is a retelling of a classic Italian folktale as written in Italian Folktales by Italo Cavino. This is the story of three sisters. The two younger sisters are beautiful but foolish. The eldest, Assunta, makes up for her lack of beauty with her wit and courage.
When Count Silvernose rides up to their home and asks their mother for one of her daughters one by one the youngest leap at the chance to ride off with the strange gentleman. When the count comes back to report that both of her sisters are dead, Assunta decides to rescue her sisters or at least avenge their deaths. She wittingly fools the count and sends both young girls back home while beating Count Silvernose at his own game by thrusting him into the brimstone.
3. CRITICAL ANALYSIS
In Count Silvernose, Kimmel incorporates into the story the traditional washerwomen of 14th century Italy as the chore given to the sisters by the count was to wash twelve rooms full of dirty laundry. Also, the count’s silver nose is attributed to the fact that noblemen used to wear a gold or silver replacement whenever they would lose their nose during a sword fight. The illustrations by Rayyan also set the tone for the early Italian time period of the story. The beautiful sketches are reconstructions of sketches from a diPerugia’s 1504 sketchbook of Italy’s washerwomen. The ragged edges of the pages further the illusion that these are actually pages that have survived for hundreds of years.
The similarities between Count Silvernose and Blue Beard are unmistakable from the facial abnormality to the missing girls and right down to the key to the forbidden door. Older children will be better able to appreciate the ghastly story of the goblins in the brimstone and Assunta’s plan to deceive the count by removing her glass eye. Also, some of the illustrations may be somewhat frightening for very young children.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “Kimmel's smooth, richly detailed narrative differs significantly from the source cited, building on its basic framework and adding original interpretation and characterization.”
BOOKLIST review: “Perfect for convincing older children that picture books aren't just for preschoolers.”
5. CONNECTIONS
The detailed illustrations can be used to supplement a study of Italian art especially the color schemes and flowing lines.
The book lends itself very well to a compare/contrast study between Count Silvernose and Blue Beard.
Using stories from Italo Calvino’s Italian Folktales collection, students can create their own retelling of one of the folktales.
Review: AND THE GREEN GRASS GREW ALL AROUND by Alvin Schwartz
1. BIBLIOGRAPHY
Schwartz, Alvin. 1992. And the Green Grass Grew All Around. Ill. by Sue Truesdell. New York: Harper Collins. ISBN 0060227575
2. PLOT SUMMARY
And the Green Grass Grew All Around is a collection of poems, rhymes, and chants that have their roots in childhood traditions, games, and songs. Schwartz organizes the contents by subject areas such as “Teases and Taunts,” “Fun and Games,” and “Animals and Insects” just to name a few. Of special interest are the notes included at the end of the book which give the reader additional information about the sources of the rhymes. In addition, he also provides the reader with background information relating to the history of folk poetry and how it has changed over the years.
3. CRITICAL ANALYSIS
This book is a delightful collection of childhood memories. Children and adults will get lost in the familiar rhymes and songs presented in a very visually pleasing manner. The large pages with rhymes spaced between the comical drawings by Sue Truesdell are quite inviting for readers, both young and old.
These are poems that are just asking to be read aloud and repeated often. The ordinary language used in them accounts for their popularity. They are easy to learn, fun to chant, and perfect for jump rope games, hand jives, and counting out.
Sue Truesdell’s cartoon drawings add to the hilarity of the subjects. The drawing of the principal and teacher being tied to a chair that accompanies every school child’s favorite “Mine eyes have seen the glory of the closing of the school…” is just one example of the laugh out loud moments in this book.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “A marvelous book that is sure to become a classic if children have any say in the matter.”
KIRKUS review: “It's hard to imagine a child who wouldn't greet this treasure trove with enthusiasm.”
5. CONNECTIONS
- Students could choose several of the rhymes they think are most popular and survey other students, school personnel, family and community members to find out which ones were popular years ago and how they may have changed over the years.
- Presenting some of the rhymes through performances at parent nights or at a local nursing home would also allow students to see how these rhymes have connected generations of people to one another.
- Children should be encouraged to make up their own versions of some of their favorites since one of the characteristics of oral poetry is to adapt it and pass it on.
- An interesting project for older children would be to research the origins of some of these rhymes especially those with social themes such as land ownership rights, labor unions, elections, and other historical events.
- My students really enjoyed trying to solve the riddles presented in chapter 10. So did I!
Schwartz, Alvin. 1992. And the Green Grass Grew All Around. Ill. by Sue Truesdell. New York: Harper Collins. ISBN 0060227575
2. PLOT SUMMARY
And the Green Grass Grew All Around is a collection of poems, rhymes, and chants that have their roots in childhood traditions, games, and songs. Schwartz organizes the contents by subject areas such as “Teases and Taunts,” “Fun and Games,” and “Animals and Insects” just to name a few. Of special interest are the notes included at the end of the book which give the reader additional information about the sources of the rhymes. In addition, he also provides the reader with background information relating to the history of folk poetry and how it has changed over the years.
3. CRITICAL ANALYSIS
This book is a delightful collection of childhood memories. Children and adults will get lost in the familiar rhymes and songs presented in a very visually pleasing manner. The large pages with rhymes spaced between the comical drawings by Sue Truesdell are quite inviting for readers, both young and old.
These are poems that are just asking to be read aloud and repeated often. The ordinary language used in them accounts for their popularity. They are easy to learn, fun to chant, and perfect for jump rope games, hand jives, and counting out.
Sue Truesdell’s cartoon drawings add to the hilarity of the subjects. The drawing of the principal and teacher being tied to a chair that accompanies every school child’s favorite “Mine eyes have seen the glory of the closing of the school…” is just one example of the laugh out loud moments in this book.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “A marvelous book that is sure to become a classic if children have any say in the matter.”
KIRKUS review: “It's hard to imagine a child who wouldn't greet this treasure trove with enthusiasm.”
5. CONNECTIONS
- Students could choose several of the rhymes they think are most popular and survey other students, school personnel, family and community members to find out which ones were popular years ago and how they may have changed over the years.
- Presenting some of the rhymes through performances at parent nights or at a local nursing home would also allow students to see how these rhymes have connected generations of people to one another.
- Children should be encouraged to make up their own versions of some of their favorites since one of the characteristics of oral poetry is to adapt it and pass it on.
- An interesting project for older children would be to research the origins of some of these rhymes especially those with social themes such as land ownership rights, labor unions, elections, and other historical events.
- My students really enjoyed trying to solve the riddles presented in chapter 10. So did I!
Monday, September 15, 2008
Review: A CALDECOTT CELEBRATION by Leonard S. Marcus
1. BIBLIOGRAPHY
Marcus, Leonard S. 1998. A Caldecott Celebration. New York: Walker and Company. ISBN 0802786561
2. PLOT SUMMARY
Marcus details the life and career of six Caldecott award winners. He has chosen one from each decade from the 1940s to the 1990s. He not only reveals the inner-workings of the artists’ award winning works but also provides the reader with background knowledge of each artist’s early career, the inspiration for their work, and insight into their thoughts on children’s literature and what it has meant to each of them.
3. CRITICAL ANALYSIS
A Caldecott Celebration provides readers with a behind-the-scenes view of how artists of children’s picture books create their wonderful works of art. By including the sketches of the artist’s first rough draft of their work, Marcus allows the reader to understand how intensely these artists must work to ultimately create the masterpieces we see when the book is finally published. He also includes photographs of the artists which help readers put a face with the name that is listed on the book beside “illustrated by.” To this end, children can see that these pictures did not appear by magic, but that actual human hands had to draw and color each one. He also details the various styles represented by each artist from Sendak’s use of india ink and tempera in Where the Wild Things Are to the bold use of watercolors by Wiesner in Tuesday.
The text of the book contains enough interesting information about each artist’s background to allow the reader to form a connection, but not so much as to become wearisome for children to read. Marcus also supplements his own narration with quotes from the artists allowing their thoughts and feelings to be revealed. Hopefully, aspiring artists will be able to catch the enthusiasm for illustration from the stories of these awesome artists.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “The large, attractive pages invite readers to savor the multitude of illustrations.”
PUBLISHER’S WEEKLY review: “With Marcus's sure hand guiding this tour, readers will find cause for celebration.”
5. CONNECTIONS
Students can be introduced to various art mediums through the examples provided in Marcus’s book inspiring them to create their own illustrations for their favorite stories.
After researching a recent Caldecott winner, students can create their own presentation about a chosen artist.
Marcus, Leonard S. 1998. A Caldecott Celebration. New York: Walker and Company. ISBN 0802786561
2. PLOT SUMMARY
Marcus details the life and career of six Caldecott award winners. He has chosen one from each decade from the 1940s to the 1990s. He not only reveals the inner-workings of the artists’ award winning works but also provides the reader with background knowledge of each artist’s early career, the inspiration for their work, and insight into their thoughts on children’s literature and what it has meant to each of them.
3. CRITICAL ANALYSIS
A Caldecott Celebration provides readers with a behind-the-scenes view of how artists of children’s picture books create their wonderful works of art. By including the sketches of the artist’s first rough draft of their work, Marcus allows the reader to understand how intensely these artists must work to ultimately create the masterpieces we see when the book is finally published. He also includes photographs of the artists which help readers put a face with the name that is listed on the book beside “illustrated by.” To this end, children can see that these pictures did not appear by magic, but that actual human hands had to draw and color each one. He also details the various styles represented by each artist from Sendak’s use of india ink and tempera in Where the Wild Things Are to the bold use of watercolors by Wiesner in Tuesday.
The text of the book contains enough interesting information about each artist’s background to allow the reader to form a connection, but not so much as to become wearisome for children to read. Marcus also supplements his own narration with quotes from the artists allowing their thoughts and feelings to be revealed. Hopefully, aspiring artists will be able to catch the enthusiasm for illustration from the stories of these awesome artists.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “The large, attractive pages invite readers to savor the multitude of illustrations.”
PUBLISHER’S WEEKLY review: “With Marcus's sure hand guiding this tour, readers will find cause for celebration.”
5. CONNECTIONS
Students can be introduced to various art mediums through the examples provided in Marcus’s book inspiring them to create their own illustrations for their favorite stories.
After researching a recent Caldecott winner, students can create their own presentation about a chosen artist.
Sunday, September 14, 2008
Review: EDWINA, THE DINOSAUR WHO DIDN'T KNOW SHE WAS EXTINCT by Mo Willems
1. BIBLIOGRAPHY
Willems, Mo. 2006. Edwina, The Dinosaur Who Didn’t Know She Was Extinct. New York: Hyperion. ISBN 0786837489
2. PLOT SUMMARY
Willems tells the delightful story of Edwina, a friendly dinosaur loved by all the people in town, except one. Even though she plays with the children, helps the citizens, and bakes chocolate-chip cookies for everyone, Reginald Von Hoobie-Doobie, the town know-it-all, did not like Edwina. He decided to make it his mission to prove that all dinosaurs, including Edwina, were extinct. In the end, the only one who will listen to him is Edwina herself. The story ends with Edwina realizing that she is extinct and both Edwina and Reginald decide they just don’t care.
3. CRITICAL ANALYSIS
The characters in the book are drawn in cartoon format in pastel colors. Willems also throws in some smaller cartoon drawings in black and white to illustrate intermediate actions that are taking place throughout the story. Edwina is drawn as an especially lovable dinosaur complete with a straw hat with a flowing pink ribbon, pearls, a handbag, and perfectly-polished, pink nails.
Willems inclusion of the pigeons adds to the humor of the illustrations especially when everyone has left the park except Reginald and one lonely pigeon. The simplicity in the drawings appeals to young children and the expressiveness of the characters adds enjoyment to the story. When Reginald finally gives up and joins Edwina for chocolate-chip cookies, it is the classic “if you can’t beat ‘em, then you may as well join ‘em” ending.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “Willems’s expressive cartoon style makes the most of his fabled ability with line.”
BOOKLIST review: “Consider this an enjoyable visit to a happy community that has no room for curmudgeons.”
5. CONNECTIONS
Edwina, The Dinosaur Who Didn't Know She Was Extinct could be used as part of a dinosaur unit. It provides a fun way to talk about the meaning of extinct.
Other books illustrated by Mo Willems:
Willems, Mo. The Pigeon Wants a Puppy. ISBN 1423109600
Willems, Mo. Knuffle Bunny: A Cautionary Tale. ISBN 0786818700
Willems, Mo. I Will Surprise My Friend. ISBN 1423109627
Willems, Mo. 2006. Edwina, The Dinosaur Who Didn’t Know She Was Extinct. New York: Hyperion. ISBN 0786837489
2. PLOT SUMMARY
Willems tells the delightful story of Edwina, a friendly dinosaur loved by all the people in town, except one. Even though she plays with the children, helps the citizens, and bakes chocolate-chip cookies for everyone, Reginald Von Hoobie-Doobie, the town know-it-all, did not like Edwina. He decided to make it his mission to prove that all dinosaurs, including Edwina, were extinct. In the end, the only one who will listen to him is Edwina herself. The story ends with Edwina realizing that she is extinct and both Edwina and Reginald decide they just don’t care.
3. CRITICAL ANALYSIS
The characters in the book are drawn in cartoon format in pastel colors. Willems also throws in some smaller cartoon drawings in black and white to illustrate intermediate actions that are taking place throughout the story. Edwina is drawn as an especially lovable dinosaur complete with a straw hat with a flowing pink ribbon, pearls, a handbag, and perfectly-polished, pink nails.
Willems inclusion of the pigeons adds to the humor of the illustrations especially when everyone has left the park except Reginald and one lonely pigeon. The simplicity in the drawings appeals to young children and the expressiveness of the characters adds enjoyment to the story. When Reginald finally gives up and joins Edwina for chocolate-chip cookies, it is the classic “if you can’t beat ‘em, then you may as well join ‘em” ending.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “Willems’s expressive cartoon style makes the most of his fabled ability with line.”
BOOKLIST review: “Consider this an enjoyable visit to a happy community that has no room for curmudgeons.”
5. CONNECTIONS
Edwina, The Dinosaur Who Didn't Know She Was Extinct could be used as part of a dinosaur unit. It provides a fun way to talk about the meaning of extinct.
Other books illustrated by Mo Willems:
Willems, Mo. The Pigeon Wants a Puppy. ISBN 1423109600
Willems, Mo. Knuffle Bunny: A Cautionary Tale. ISBN 0786818700
Willems, Mo. I Will Surprise My Friend. ISBN 1423109627
Review: MY FRIEND RABBIT by Eric Rohmann
1. BIBLIOGRAPHY
Rohmann, Eric. 2002. My Friend Rabbit. New York: Roaring Brook. ISBN 031236752X
2. PLOT SUMMARY
When Mouse allows his mischievous friend Rabbit to play with his new airplane, it gets stuck in a tree. The resourceful Rabbit calls upon the help of several animal friends to help rescue the plane. However, the plan only leads to more trouble when the animals tumble down on top of each other during the rescue mission. In the end, the two friends, Rabbit and Mouse, set off for adventure again, and once again trouble follows.
3. CRITICAL ANALYSIS
Rohmann’s simple, colorful illustrations of the animals in this book reflect the expression and action of the story. From the worried look on the two friends faces when the plane first gets stuck, through the confused expressions of the animals being carried in, to the angry faces of those same animals after they have fallen, Rohmann actively engages the reader in this funny story of a well-intentioned Rabbit and his very patient, loyal friend, Mouse.
The bold outline of each page and dark lines that outline the illustrations provide a framework of contrast which further enhances the boldness of the illustrations. The dark dotted path of the airplane as it heads into the tree demonstrates the haphazardness of Rabbit’s actions further underscoring the fact that “whatever he does, wherever he goes, trouble follows.”
The story itself has the element of repetition for youngsters to connect the beginning to the end. The pages on which there are no words allow children to use their imaginations to infer what is happening and talk about the action in their own language.
Overall, Rohmann tells a beautiful story about the friendship between the impulsive Rabbit and his patient friend, Mouse. It shows a wonderful example of how a successful friendship is based on loyalty and forgiveness.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “The double-page, hand-colored relief prints with heavy black outlines are magnificent… The text is minimal; it's the illustrations that are the draw here.”
BOOKLIST review: “Tremendous physical humor delivers a gentle lesson about accepting friends as they are.”
5. CONNECTIONS
My Friend Rabbit can be used to help young children develop language skills by allowing them the opportunity to “fill in the blanks” and talk about the actions and feelings of the animals. In fact, this book has quickly become the new favorite of my two year old as he loves to describe the pictures and add his own words to the wordless pages.
The book lends itself to many lessons on good character such as; patience (Mouse sticks with his friend through the troubles), responsibility (Rabbit takes the responsibility for getting the plane done), and loyalty (Mouse rescues Rabbit from the angry animals).
Rohmann, Eric. 2002. My Friend Rabbit. New York: Roaring Brook. ISBN 031236752X
2. PLOT SUMMARY
When Mouse allows his mischievous friend Rabbit to play with his new airplane, it gets stuck in a tree. The resourceful Rabbit calls upon the help of several animal friends to help rescue the plane. However, the plan only leads to more trouble when the animals tumble down on top of each other during the rescue mission. In the end, the two friends, Rabbit and Mouse, set off for adventure again, and once again trouble follows.
3. CRITICAL ANALYSIS
Rohmann’s simple, colorful illustrations of the animals in this book reflect the expression and action of the story. From the worried look on the two friends faces when the plane first gets stuck, through the confused expressions of the animals being carried in, to the angry faces of those same animals after they have fallen, Rohmann actively engages the reader in this funny story of a well-intentioned Rabbit and his very patient, loyal friend, Mouse.
The bold outline of each page and dark lines that outline the illustrations provide a framework of contrast which further enhances the boldness of the illustrations. The dark dotted path of the airplane as it heads into the tree demonstrates the haphazardness of Rabbit’s actions further underscoring the fact that “whatever he does, wherever he goes, trouble follows.”
The story itself has the element of repetition for youngsters to connect the beginning to the end. The pages on which there are no words allow children to use their imaginations to infer what is happening and talk about the action in their own language.
Overall, Rohmann tells a beautiful story about the friendship between the impulsive Rabbit and his patient friend, Mouse. It shows a wonderful example of how a successful friendship is based on loyalty and forgiveness.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “The double-page, hand-colored relief prints with heavy black outlines are magnificent… The text is minimal; it's the illustrations that are the draw here.”
BOOKLIST review: “Tremendous physical humor delivers a gentle lesson about accepting friends as they are.”
5. CONNECTIONS
My Friend Rabbit can be used to help young children develop language skills by allowing them the opportunity to “fill in the blanks” and talk about the actions and feelings of the animals. In fact, this book has quickly become the new favorite of my two year old as he loves to describe the pictures and add his own words to the wordless pages.
The book lends itself to many lessons on good character such as; patience (Mouse sticks with his friend through the troubles), responsibility (Rabbit takes the responsibility for getting the plane done), and loyalty (Mouse rescues Rabbit from the angry animals).
Tuesday, September 2, 2008
Introduction
Hello! The purpose of this blog is to post reviews of various children's books to fulfill the requirements of a graduate class I am taking. I am currently working on my master's degree in library science at Texas Woman's University. Over the course of the semester, I will post my reviews here.
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