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.
Monday, October 27, 2008
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
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