Farmer, Nancy. 2002. THE HOUSE OF THE SCORPION. New York, NY: Scholastic Inc. ISBN 0439579295
*Plot Summary
Matt Alacran leads a life of contrasts, at once filled with love and enjoyment of simple pleasures while also experiencing tremendous pain and humiliation. As a clone to the great patriarch of the Alacran family, El Patron, Matt longs to be treated like a human instead of an animal. Through years of secrets, clues, and discoveries; Matt finally begins to understand his role in the world.
*Critical Analysis
Nancy Farmer's multiple award-winning novel THE HOUSE OF THE SCORPION contains a plot that will please readers who enjoy epic tales and suspenseful story lines. The fantasy of the plot is clearly evident in the fact that the protagonist is a clone. Despite this, not all of the plot involves fantastic details. This adds to the appeal of the novel because the readers can enjoy the fantasy aspects while also making connections with the human elements. For example, by law of the country Opium, Matt isn't considered human. "All clones are classified as livestock because they're grown inside cows. Cows can't give birth to humans," Matt is told. Yet, he desperately desires to be treated like a normal child. "He was in a rage to learn. Then everyone would love him and forget he was a clone."
Along with details such as these, the plot incorporates lots of action as Matt tries to survive his "family" and understand his role as El Patron's clone. Because the plot unfolds in a series of discoveries made by Matt regarding his future, the story is suspenseful and original with each twist and turn. The novel is long and contains many unexpected events, so that it seems there is more than one climax. However, with the novel's resolution, readers will discover many answers to questions the story inspires. Additionally, the details regarding fantasy elements are well-explained (such as why Matt is a clone who can think while most are unable to function outside an institution), so the plot is credible and enjoyable.
Another important, well-written part of the book is the setting. Most of the story occurs in Opium, an empire that lies between what is now Mexico and the United States. Farmer takes great care in explaining how this country came to be and the origins of the people who inhabit the area. The author also adds great description of the area's landscape as well as the mansion where the Alacran family resides. Matt lives near a beautiful oasis which is in sharp contrast to an area where programmed workers (eejits) reside. When Matt discovers these "eejit pens," he is shocked by the conditions including the horrible smell which "was a compound of rotten fish, excrement, and vomit, with a sweet chemical odor that was worse than the other smells put together."
Later in the novel, Matt discovers yet another setting, Aztlan, which is futuristic with "a seething mass of factories and skyscrapers," "roadways not only on the ground, but also going up in wide spirals among the buildings," and a "sea of hovercrafts." The variety in setting surely adds to the interest of the novel as well as provides depth to the plot, as action moves from one place to the next.
The characters, both good and evil, are the heart of this fantasy novel. Matt is an ideal protagonist as he copes with his life as a growing boy and as a clone. What makes the character interesting are his very human reactions to life. He is jealous when his friend Maria spends time with another boy, and he is anxious to please his guardian and his bodyguard even as he questions their authority at times.
Another interesting character is Tam Lin, the bodyguard and friend of both El Patron and Matt, who plays a key role in the mysterious plot. Matt's arch rival Tom also adds to the story with his angelic facade and suspicious, sometimes evil, actions. Finally, El Patron is a driving force behind the plot, and he is Matt's life line in many instances. He is a complex and greedy man who Matt wants to please. All of these characters plus many more are carefully developed and add even more interest to an already exciting story.
Themes of THE HOUSE OF THE SCORPION are ones which inspire thought and discussion. Ideas such as freedom, greed, self-discovery, and the dangers and comforts brought on by secrets work well in this fantasy novel. Surely readers will find connections to these universal ideas. Furthermore, because the characters are all somewhat complex, the themes they convey through their actions are thought provoking, not overpowering or preachy.
Finally, Farmer's style also adds to the effectiveness of the novel as a whole. She blends age old themes and futuristic details beautifully. A careful mixture of narration and realistic dialogue is another strong point of the novel. Finally, Farmer creates moods which are as varied as the many settings and characters. Readers get a sense of the many moods that Matt experiences as he journeys through life.
*Personal Response
Honestly, I was not looking forward to reading this book as fantasy is not one of my favorite genres. Despite my misgivings, I absolutely love this book. Nancy Farmer has created a story that is heart-wrenching, intelligent, and satisfying. I look forward to recommending this book to older, more advanced readers at my school. Due to the interesting themes and the element of mystery, I also think this might be a great selection for a book club; the discussions would be great!
*Review Excerpts
"This is a powerful, ultimately hopeful, story that builds on today's sociopolitical, ethical, and scientific issues and prognosticates a compelling picture of what the future could bring. All of these serious issues are held together by a remarkable coming-of-age story, in which a boy's self-image and right to life are at stake."
BookList *Starred Review*
"The novel's well-described, exotic setting is a background for imaginative science fiction that looks at the social implications of technological advances."
School Library Journal
"Nancy Farmer is a master of quirky science fiction, and this novel is a fine example of her craft."
Library Media Connection
*Connections
-Read another Nancy Farmer book (like THE EAR, THE EYE AND THE ARM or DO YOU KNOW ME). Are there any similarities in the books? Which did you enjoy most? Why?
-Research and discuss cloning in our society. What are the implications of human cloning? Consider moral issues which are raised in the book.
-Discuss the end of the book. (Was this true to the novel as a whole? What did you like about the resolution? Would you change anything about the ending? Why?)
-Discuss Matt and Maria's relationship. Were the risks they took to help one another worthwhile? If you were in Maria's place, would you have been willing to take such risks to help Matt?
-Discuss the fate of Tam Lin. Why did he make the decision to drink the wine? What are your opinions about his choice?
Friday, November 30, 2007
Monster
Book
Myers, Walter Dean. 1999. MONSTER. New York, New York: Scholastic Inc.
ISBN 0439202175
Audiobook
Myers, Walter Dean. 2000. MONSTER. New York, New York: Recorded Books, LLC.
ISBN 0788752197
*Plot Summary
Teenager Steve Harmon is on trial for murder in Walter Dean Myers's multiple award-winning young adult book, MONSTER. As a way of coping with his experiences in jail and throughout the trial, aspiring film maker Steve writes about his experiences in the form of a screenplay. This screenplay along with flashbacks and journal entries form the novel and give readers insight into how Steve handles his harsh new world and his views of himself as a monster.
*Critical Analysis
The believability and emotions of this excellent story are revealed through the protagonist Steve Harmon. In Steve, Walter Dean Myers has created a character that is both vulnerable and knowledgeable about his current situation of being on trial for murder. Steve’s journal entries and “courtroom movie” are an effective means for letting readers experience the events of the novel and understand Steve’s feelings about his situation. From the opening of the novel in the form of a journal entry, readers become aware of the cruel world in which Steve exists. From his jail cell he writes, “The best time to cry is at night, when the lights are out and someone is being beaten up and screaming for help.”
Adding to the readers’ understanding of the characters involved in the book is the complex yet realistic relationships Steve maintains with broken-hearted parents. After a visit with his mother, Steve writes in his journal, “I could still feel Mama’s pain. And I knew she felt that I didn’t do anything wrong. It was me who wasn’t sure.” Steve’s close relationship with his mother and his own fears are both revealed through the text. Another particularly poignant journal entry regards Steve’s visit with his dad. “What was going on between us, me being his son and him being my dad, is pushed down and something else is moving up in its place. It’s like a man looking down to see his son and seeing a monster instead.”
Myers also effectively portrays the changes Steve is experiencing as he goes from a normal high school student to an incarcerated accused murderer. After a junior high class comes to visit the courtroom during the trial, Steve believes it “was easy to imagine myself sitting where they were sitting, looking at the back of the prisoner.” Details such as these humanize Steve’s character and add to the novel’s effectiveness.
In this book, the plot and setting work together to tell an exciting and touching story. Three major settings are developed throughout the novel, and these three settings play an important role in the movement of the plot. Readers learn of the action in the courtroom explained in screenplay format, the outside world conveyed in flashbacks during the screenplay, and inside Steve’s jail cell and the visitor’s room discussed in Steve’s journal. Using three different settings and styles to tell events of the plot keeps the book interesting and moves the plot along.
The setting affects the characters and the action. For example, characters that are carefree and free in flashbacks are serious and burdened during courtroom scenes from the trial. Likewise, the courtroom drama in screenplay form is much more serious and formal; however, Steve’s journal entries are informal and conversational. Despite the differences, all work well in the novel, and the variety adds interest to the plot. Details of the plot, utilizing the three major settings, are not revealed chronologically; so as details unfold, readers slowly gain more understanding of Steve’s life before jail and the murder. This, along with an exciting climax, makes for an interesting plot and effective settings.
The style Myers uses in the novel varies along with the changes in setting. For example, Steve’s voice is well-defined through the journal entries. On the other hand, the courtroom scenes are presented in a straightforward, formal style. In fact, the courtroom scenes are so precise that readers get a real sense of the workings of the trial, the role of the prosecutor and defense attorneys, and the careful consideration taken regarding evidence and witnesses. Although the style varies, the overall mood of the book is serious and sad. Much of the book is written in dialogue, so Steve’s journal entries are a nice break from the screenplay format. Themes such as family, justice, and truth are understated thanks in part to the “factual” feel of the courtroom scenes. Although these themes are understated, Myers conveys them effectively through the well-developed characters, setting, and plot.
In CD format the four disc collection presents the novel in unabridged form. The reader, Peter Francis James, does all the voices in the book. James has done many narrating and voice-over jobs. The quality of the recording was good with a clear voice and pronunciation. No background noise or music is included on the CDs; similarly, no information is given before or after the reading. The CDs are formatted for convenience as a new track begins every three minutes so stopping and starting is no problem. James used different styles of speech for different characters. Yet the differences are subtle and add to the novel’s subdued mood. James does a fine job of conveying the interesting story and engages listeners with his distinctive voices. Because most of the text is in screenplay format, at times naming each speaker, pausing, then beginning their lines can be a bit slow. However, overall the audiobook provides an enjoyable listening experience and is true to the mood of the novel.
*Personal Response
I found this book to be extremely interesting and extremely sad. As I began listening to the audiobook, I was instantly enthralled. Although I enjoyed listening to the audiobook, because I was so interested in the plot, I sometimes felt impatient with somewhat long pauses between speakers during the courtroom scenes. I am an elementary librarian, but I predict that secondary students would find this book irresistible. It is not only entertaining, it’s also touching and provides great discussion opportunities in a classroom setting. I highly recommend MONSTER.
*Review Excerpts
“Tailor-made for readers' theater, this book is a natural to get teens reading-and talking.”
Horn Book
“The format of this taut and moving drama forcefully regulates the pacing; breathless, edge-of-the-seat courtroom scenes written entirely in dialogue alternate with thoughtful, introspective journal entries that offer a sense of Steve's terror and confusion, and that deftly demonstrate Myers's point: the road from innocence to trouble is comprised of small, almost invisible steps, each involving an experience in which a ‘positive moral decision’ was not made.”
Kirkus Review
“The tense drama of the courtroom scenes will enthrall readers, but it is the thorny moral questions raised in Steve's journal that will endure in readers' memories. Although descriptions of the robbery and prison life are realistic and not overly graphic, the subject matter is more appropriate for high-school-age than younger readers.”
BookList
*Connections
-Discuss the various formats used to tell the story. How would the novel be different if it would were told with traditional narration? What would be the advantages and disadvantages to a more traditional format?
-Evaluate the resolution of the novel. (Do you think it is realistic? Is this how you would end the book? Why or why not?)
-Research the criminal justice system or a similar real life trial. How accurately did the author portray the courtroom scenes in the novel?
-Discuss the idea of race and its impact on the story. Does the race of the main characters play a role in the story?
-How would the book differ if it were told from the perspective of a different character (Kathy O’Brien, James King, or Steve’s mother or father)?
Myers, Walter Dean. 1999. MONSTER. New York, New York: Scholastic Inc.
ISBN 0439202175
Audiobook
Myers, Walter Dean. 2000. MONSTER. New York, New York: Recorded Books, LLC.
ISBN 0788752197
*Plot Summary
Teenager Steve Harmon is on trial for murder in Walter Dean Myers's multiple award-winning young adult book, MONSTER. As a way of coping with his experiences in jail and throughout the trial, aspiring film maker Steve writes about his experiences in the form of a screenplay. This screenplay along with flashbacks and journal entries form the novel and give readers insight into how Steve handles his harsh new world and his views of himself as a monster.
*Critical Analysis
The believability and emotions of this excellent story are revealed through the protagonist Steve Harmon. In Steve, Walter Dean Myers has created a character that is both vulnerable and knowledgeable about his current situation of being on trial for murder. Steve’s journal entries and “courtroom movie” are an effective means for letting readers experience the events of the novel and understand Steve’s feelings about his situation. From the opening of the novel in the form of a journal entry, readers become aware of the cruel world in which Steve exists. From his jail cell he writes, “The best time to cry is at night, when the lights are out and someone is being beaten up and screaming for help.”
Adding to the readers’ understanding of the characters involved in the book is the complex yet realistic relationships Steve maintains with broken-hearted parents. After a visit with his mother, Steve writes in his journal, “I could still feel Mama’s pain. And I knew she felt that I didn’t do anything wrong. It was me who wasn’t sure.” Steve’s close relationship with his mother and his own fears are both revealed through the text. Another particularly poignant journal entry regards Steve’s visit with his dad. “What was going on between us, me being his son and him being my dad, is pushed down and something else is moving up in its place. It’s like a man looking down to see his son and seeing a monster instead.”
Myers also effectively portrays the changes Steve is experiencing as he goes from a normal high school student to an incarcerated accused murderer. After a junior high class comes to visit the courtroom during the trial, Steve believes it “was easy to imagine myself sitting where they were sitting, looking at the back of the prisoner.” Details such as these humanize Steve’s character and add to the novel’s effectiveness.
In this book, the plot and setting work together to tell an exciting and touching story. Three major settings are developed throughout the novel, and these three settings play an important role in the movement of the plot. Readers learn of the action in the courtroom explained in screenplay format, the outside world conveyed in flashbacks during the screenplay, and inside Steve’s jail cell and the visitor’s room discussed in Steve’s journal. Using three different settings and styles to tell events of the plot keeps the book interesting and moves the plot along.
The setting affects the characters and the action. For example, characters that are carefree and free in flashbacks are serious and burdened during courtroom scenes from the trial. Likewise, the courtroom drama in screenplay form is much more serious and formal; however, Steve’s journal entries are informal and conversational. Despite the differences, all work well in the novel, and the variety adds interest to the plot. Details of the plot, utilizing the three major settings, are not revealed chronologically; so as details unfold, readers slowly gain more understanding of Steve’s life before jail and the murder. This, along with an exciting climax, makes for an interesting plot and effective settings.
The style Myers uses in the novel varies along with the changes in setting. For example, Steve’s voice is well-defined through the journal entries. On the other hand, the courtroom scenes are presented in a straightforward, formal style. In fact, the courtroom scenes are so precise that readers get a real sense of the workings of the trial, the role of the prosecutor and defense attorneys, and the careful consideration taken regarding evidence and witnesses. Although the style varies, the overall mood of the book is serious and sad. Much of the book is written in dialogue, so Steve’s journal entries are a nice break from the screenplay format. Themes such as family, justice, and truth are understated thanks in part to the “factual” feel of the courtroom scenes. Although these themes are understated, Myers conveys them effectively through the well-developed characters, setting, and plot.
In CD format the four disc collection presents the novel in unabridged form. The reader, Peter Francis James, does all the voices in the book. James has done many narrating and voice-over jobs. The quality of the recording was good with a clear voice and pronunciation. No background noise or music is included on the CDs; similarly, no information is given before or after the reading. The CDs are formatted for convenience as a new track begins every three minutes so stopping and starting is no problem. James used different styles of speech for different characters. Yet the differences are subtle and add to the novel’s subdued mood. James does a fine job of conveying the interesting story and engages listeners with his distinctive voices. Because most of the text is in screenplay format, at times naming each speaker, pausing, then beginning their lines can be a bit slow. However, overall the audiobook provides an enjoyable listening experience and is true to the mood of the novel.
*Personal Response
I found this book to be extremely interesting and extremely sad. As I began listening to the audiobook, I was instantly enthralled. Although I enjoyed listening to the audiobook, because I was so interested in the plot, I sometimes felt impatient with somewhat long pauses between speakers during the courtroom scenes. I am an elementary librarian, but I predict that secondary students would find this book irresistible. It is not only entertaining, it’s also touching and provides great discussion opportunities in a classroom setting. I highly recommend MONSTER.
*Review Excerpts
“Tailor-made for readers' theater, this book is a natural to get teens reading-and talking.”
Horn Book
“The format of this taut and moving drama forcefully regulates the pacing; breathless, edge-of-the-seat courtroom scenes written entirely in dialogue alternate with thoughtful, introspective journal entries that offer a sense of Steve's terror and confusion, and that deftly demonstrate Myers's point: the road from innocence to trouble is comprised of small, almost invisible steps, each involving an experience in which a ‘positive moral decision’ was not made.”
Kirkus Review
“The tense drama of the courtroom scenes will enthrall readers, but it is the thorny moral questions raised in Steve's journal that will endure in readers' memories. Although descriptions of the robbery and prison life are realistic and not overly graphic, the subject matter is more appropriate for high-school-age than younger readers.”
BookList
*Connections
-Discuss the various formats used to tell the story. How would the novel be different if it would were told with traditional narration? What would be the advantages and disadvantages to a more traditional format?
-Evaluate the resolution of the novel. (Do you think it is realistic? Is this how you would end the book? Why or why not?)
-Research the criminal justice system or a similar real life trial. How accurately did the author portray the courtroom scenes in the novel?
-Discuss the idea of race and its impact on the story. Does the race of the main characters play a role in the story?
-How would the book differ if it were told from the perspective of a different character (Kathy O’Brien, James King, or Steve’s mother or father)?
The Higher Power of Lucky
Patron, Susan. 2006. THE HIGHER POWER OF LUCKY. Ill. by Matt Phelan. New York, NY: Antheneum Books for Young Readers. ISBN 1416901949
*Plot Summary
In her Newbery-Award winning novel THE HIGHER POWER OF LUCKY, author Susan Patron tells the story of ten year old Lucky Trimble, and illustrator Matt Phelan adds his touch with great drawings. Spending her life in the desert town of Hard Pan, California, Lucky has gotten to know many of the residents in the tiny town. Despite having a job and a caring Guardian, Lucky feels she is still missing something special from her life. In her attempt to discover her Higher Power, Lucky learns about herself.
*Critical Analysis
The characters are an important feature of the novel. Using a balance of narration and dialogue, Patron reveals the main characters as memorable and unique. To start, the protagonist Lucky is a creative individual who has suspicions and worries about her life in Hard Pan. “Being ten and a half, Lucky felt like she had no control over her life – partly because she wasn’t grown up yet – but that if she found her Higher Power it would guide her in the right direction.”
Through Lucky’s interactions with the townspeople, readers come to know the other characters of the book and Lucky’s impressions of them. For example, her Guardian Brigitte, who Lucky feels “did not fully realize all the ways Lucky was almost perfect, but she did notice thoroughly all the ways Lucky was not.” Miles is a friend to Lucky who is consumed with tying knots, and Lucky considers Miles “an artist, who could see the heart of the knot.” Another interesting character is Short Sammy, a recovering alcoholic whose rock bottom story Lucky enjoys hearing. Like all the characters in the book, Sammy is neither all good nor all bad. The balance Patron strikes in her creations makes these characters more believable and more charming. The residents of Hard Pan offer readers an opportunity to make connections and be entertained simultaneously.
Similar to the townspeople, the small town of Hard Pan is a quirky and interesting place. It provides a great backdrop for the plot; often the setting and plot are woven together. For example, the climax of the story takes place during a ferocious sandstorm in the California desert. This storm helps lead Lucky to believe that “some Higher Power was paying attention” and leads the story to a favorable resolution. Also, in other parts of the story which add action to the plot, the setting plays a role, such as when Brigitte discovers a desert creature (a snake) has made its way into her dryer. This is an exciting part of the book, and children will enjoy Lucky’s solution to the problem.
Along with the action, Lucky’s search for her Higher Power also drives the events in the plot. Because Brigitte hails from France, the setting of Hard Pan plays an important part in Lucky’s suspicions about her future with Brigitte. Ultimately, the isolated small town setting plays a powerful role in the book; Lucky enjoys the freedom of small town life as the plot unfolds.
Susan Patron’s writing style is also an effective part of the novel. Patron uses mostly straightforward language to convey distinctive descriptions and details. For example, Lucky describes her appearance as “sandy or mushroomy,” and in one moment of the story she believes the mucus she swallows while crying “tasted like the biggest sadness in the world.” Patron’s word choice adds interest and builds on the overall mood of the novel. Readers may be entertained by the funny, quirky tone and in turn be touched by the serious and sweet emotions conveyed through the earnest characters. Adding to the feel of this novel are Phelan’s black and white drawings. Although they are simple illustrations, they are effective in supplementing the details of the book without overwhelming the written word. All of these elements work together to create a book about friendship, family, and looking for and finding happiness.
*Personal Response
This is a short, easy to read book that I would recommend to my students. I most enjoyed the characters and Patron’s quirky style, and I believe that many kids would also find these elements interesting. Because the book often refers to finding a Higher Power and other twelve step program components, like Lucky, young readers may be curious about such meetings and the idea of a Higher Power.
*Review Excerpts
“Patron's plotting is as tight as her characters are endearing. Lucky is a true heroine, especially because she's not perfect: she does some cowardly things, but she takes pains to put them to rights.”
BookList
“Readers will gladly give themselves over to Patron, a master of light but sure characterization and closely observed detail. A small gem.”
Kirkus *Starred Review*
*Connections
-Explore the idea of Higher Powers through personal journal entries.
-Research the deserts of California. Is Patron’s depiction of Hard Pan realistic and accurate?
-Make connections to other “problem” novels.
-Discuss the last three chapters of the novel. (Is this a realistic ending? Would you like the book to end differently or stay the same? Explain your opinion.)
-Discuss themes of family, friends, and happiness. (What is the evidence? What connections can you make to these themes?)
-Consider the character of Lucky. (Would you like to spend time with Lucky? Why or why not?)
*Plot Summary
In her Newbery-Award winning novel THE HIGHER POWER OF LUCKY, author Susan Patron tells the story of ten year old Lucky Trimble, and illustrator Matt Phelan adds his touch with great drawings. Spending her life in the desert town of Hard Pan, California, Lucky has gotten to know many of the residents in the tiny town. Despite having a job and a caring Guardian, Lucky feels she is still missing something special from her life. In her attempt to discover her Higher Power, Lucky learns about herself.
*Critical Analysis
The characters are an important feature of the novel. Using a balance of narration and dialogue, Patron reveals the main characters as memorable and unique. To start, the protagonist Lucky is a creative individual who has suspicions and worries about her life in Hard Pan. “Being ten and a half, Lucky felt like she had no control over her life – partly because she wasn’t grown up yet – but that if she found her Higher Power it would guide her in the right direction.”
Through Lucky’s interactions with the townspeople, readers come to know the other characters of the book and Lucky’s impressions of them. For example, her Guardian Brigitte, who Lucky feels “did not fully realize all the ways Lucky was almost perfect, but she did notice thoroughly all the ways Lucky was not.” Miles is a friend to Lucky who is consumed with tying knots, and Lucky considers Miles “an artist, who could see the heart of the knot.” Another interesting character is Short Sammy, a recovering alcoholic whose rock bottom story Lucky enjoys hearing. Like all the characters in the book, Sammy is neither all good nor all bad. The balance Patron strikes in her creations makes these characters more believable and more charming. The residents of Hard Pan offer readers an opportunity to make connections and be entertained simultaneously.
Similar to the townspeople, the small town of Hard Pan is a quirky and interesting place. It provides a great backdrop for the plot; often the setting and plot are woven together. For example, the climax of the story takes place during a ferocious sandstorm in the California desert. This storm helps lead Lucky to believe that “some Higher Power was paying attention” and leads the story to a favorable resolution. Also, in other parts of the story which add action to the plot, the setting plays a role, such as when Brigitte discovers a desert creature (a snake) has made its way into her dryer. This is an exciting part of the book, and children will enjoy Lucky’s solution to the problem.
Along with the action, Lucky’s search for her Higher Power also drives the events in the plot. Because Brigitte hails from France, the setting of Hard Pan plays an important part in Lucky’s suspicions about her future with Brigitte. Ultimately, the isolated small town setting plays a powerful role in the book; Lucky enjoys the freedom of small town life as the plot unfolds.
Susan Patron’s writing style is also an effective part of the novel. Patron uses mostly straightforward language to convey distinctive descriptions and details. For example, Lucky describes her appearance as “sandy or mushroomy,” and in one moment of the story she believes the mucus she swallows while crying “tasted like the biggest sadness in the world.” Patron’s word choice adds interest and builds on the overall mood of the novel. Readers may be entertained by the funny, quirky tone and in turn be touched by the serious and sweet emotions conveyed through the earnest characters. Adding to the feel of this novel are Phelan’s black and white drawings. Although they are simple illustrations, they are effective in supplementing the details of the book without overwhelming the written word. All of these elements work together to create a book about friendship, family, and looking for and finding happiness.
*Personal Response
This is a short, easy to read book that I would recommend to my students. I most enjoyed the characters and Patron’s quirky style, and I believe that many kids would also find these elements interesting. Because the book often refers to finding a Higher Power and other twelve step program components, like Lucky, young readers may be curious about such meetings and the idea of a Higher Power.
*Review Excerpts
“Patron's plotting is as tight as her characters are endearing. Lucky is a true heroine, especially because she's not perfect: she does some cowardly things, but she takes pains to put them to rights.”
BookList
“Readers will gladly give themselves over to Patron, a master of light but sure characterization and closely observed detail. A small gem.”
Kirkus *Starred Review*
*Connections
-Explore the idea of Higher Powers through personal journal entries.
-Research the deserts of California. Is Patron’s depiction of Hard Pan realistic and accurate?
-Make connections to other “problem” novels.
-Discuss the last three chapters of the novel. (Is this a realistic ending? Would you like the book to end differently or stay the same? Explain your opinion.)
-Discuss themes of family, friends, and happiness. (What is the evidence? What connections can you make to these themes?)
-Consider the character of Lucky. (Would you like to spend time with Lucky? Why or why not?)
Friday, November 9, 2007
Joan of Arc
Stanley, Diane. 1998. JOAN OF ARC. Ill. by Diane Stanley. New York, NY: Morrow Junior Books. ISBN 068814330
*Plot Summary
Joan begins her life as an ordinary peasant girl, but following the commands told to her by visions of angels, Joan goes on to inspire leaders, warriors, and commoners alike. During the Hundred Years’ War, Joan of Arc sets out to save France.
*Critical Analysis
Author Diane Stanley’s attention to detail is evident in this beautiful and well-written biography. Stanley begins her book by thanking Dr. Katherine Drew, a Professor of History Emeritus at Rice University "for her careful reading of the text." Next, she offers background information about the Hundred Years’ War to set the stage for Joan of Arc’s actions. The book ends with a description of the events following Joan’s execution, including the eventual clearing of her name and her entrance into sainthood by the Catholic Church. In this description, Stanley points out the “miraculous visions and voices” experienced by Joan have been explained in different ways by different historians throughout time. She respectfully informs readers that “no historian has been able to do more than spin the occasional theory. Sometimes, in studying history, we have to accept what we know and let the rest remain a mystery.” Finally, Stanley includes a bibliography and a list of her recommendations for younger readers who want to learn more about Joan of Arc.
JOAN OF ARC is a biography that is both well-organized and carefully designed. After the brief description of the Hundred Years' War, Stanley explains Joan's life in a simple sequential order. Although the book has no table of contents, its short length makes browsing easy as the book can be read in one sitting. Also, adding to the user friendly design are Stanley's colorful illustrations. Each double-page spread includes one page of text and one of illustration. The pictures are in the style of Middle Ages artwork and add to the overall feel of the book. JOAN OF ARC also includes a pronunciation guide and a map of France showing territory controlled by England and Burgundy and territory controlled by Charles VII. The combination of beautiful artwork and well-detailed yet reader friendly text makes for a wonderful biography.
Finally, Stanley's style of writing makes the life of Joan of Arc come alive. Stanley is passionate about the subject matter and her enthusiasm and sense of her audience is evident from the first lines. "Imagine your country is at war. The fighting is not at some faraway place but right where you live." Statements such as these inspire curiosity from young readers. Additionally, Stanley's writing encourages critical thinking among readers as they are given various explanations and options in order to draw conclusions based on the text. All in all, Diane Stanley successfully brings due attention to a great historic figure through her research, understanding and respect for her audience, and well-chosen details.
*Personal Response
I thoroughly enjoyed this picture book biography, and I look forward to reading more biographies by Diane Stanley. I love her voice in writing and the way she is able to explain involved historical situations clearly and accurately. Although I haven't shared this book with any students yet, I hope to do so as I predict they will enjoy both the history, story, and interesting illustrations.
*Review Excerpts
"Appealing to the audience's intelligence and imagination, this book stimulates an interest in both its particular subject, Joan of Arc, and history in general."
Publishers Weekly *Starred Review*
"This magnificent picture book exemplifies the author's talent for historical research, skill in writing clear and interesting prose, and ability to adopt different art styles and techniques appropriate to her subject."
School Library Journal
*Connections
-Research further Joan of Arc's life (perhaps learn more details of her childhood).
-Research other important events and people depicted in the book (Charles, the Inquisition, the Hundreds Years' War).
-Connect Joan's bravery and determination to other historical figures.
-Read other biographies and fictionalized accounts of Joan's life as suggested by author Diane Stanley at the end of the book.
-Make connections or do further research of other courageous females in history.
*Plot Summary
Joan begins her life as an ordinary peasant girl, but following the commands told to her by visions of angels, Joan goes on to inspire leaders, warriors, and commoners alike. During the Hundred Years’ War, Joan of Arc sets out to save France.
*Critical Analysis
Author Diane Stanley’s attention to detail is evident in this beautiful and well-written biography. Stanley begins her book by thanking Dr. Katherine Drew, a Professor of History Emeritus at Rice University "for her careful reading of the text." Next, she offers background information about the Hundred Years’ War to set the stage for Joan of Arc’s actions. The book ends with a description of the events following Joan’s execution, including the eventual clearing of her name and her entrance into sainthood by the Catholic Church. In this description, Stanley points out the “miraculous visions and voices” experienced by Joan have been explained in different ways by different historians throughout time. She respectfully informs readers that “no historian has been able to do more than spin the occasional theory. Sometimes, in studying history, we have to accept what we know and let the rest remain a mystery.” Finally, Stanley includes a bibliography and a list of her recommendations for younger readers who want to learn more about Joan of Arc.
JOAN OF ARC is a biography that is both well-organized and carefully designed. After the brief description of the Hundred Years' War, Stanley explains Joan's life in a simple sequential order. Although the book has no table of contents, its short length makes browsing easy as the book can be read in one sitting. Also, adding to the user friendly design are Stanley's colorful illustrations. Each double-page spread includes one page of text and one of illustration. The pictures are in the style of Middle Ages artwork and add to the overall feel of the book. JOAN OF ARC also includes a pronunciation guide and a map of France showing territory controlled by England and Burgundy and territory controlled by Charles VII. The combination of beautiful artwork and well-detailed yet reader friendly text makes for a wonderful biography.
Finally, Stanley's style of writing makes the life of Joan of Arc come alive. Stanley is passionate about the subject matter and her enthusiasm and sense of her audience is evident from the first lines. "Imagine your country is at war. The fighting is not at some faraway place but right where you live." Statements such as these inspire curiosity from young readers. Additionally, Stanley's writing encourages critical thinking among readers as they are given various explanations and options in order to draw conclusions based on the text. All in all, Diane Stanley successfully brings due attention to a great historic figure through her research, understanding and respect for her audience, and well-chosen details.
*Personal Response
I thoroughly enjoyed this picture book biography, and I look forward to reading more biographies by Diane Stanley. I love her voice in writing and the way she is able to explain involved historical situations clearly and accurately. Although I haven't shared this book with any students yet, I hope to do so as I predict they will enjoy both the history, story, and interesting illustrations.
*Review Excerpts
"Appealing to the audience's intelligence and imagination, this book stimulates an interest in both its particular subject, Joan of Arc, and history in general."
Publishers Weekly *Starred Review*
"This magnificent picture book exemplifies the author's talent for historical research, skill in writing clear and interesting prose, and ability to adopt different art styles and techniques appropriate to her subject."
School Library Journal
*Connections
-Research further Joan of Arc's life (perhaps learn more details of her childhood).
-Research other important events and people depicted in the book (Charles, the Inquisition, the Hundreds Years' War).
-Connect Joan's bravery and determination to other historical figures.
-Read other biographies and fictionalized accounts of Joan's life as suggested by author Diane Stanley at the end of the book.
-Make connections or do further research of other courageous females in history.
The Art of Keeping Cool
Lisle, Janet Taylor. 2000. THE ART OF KEEPING COOL. New York, NY: Anthneum Books for Young Readers. ISBN 0689837879
*Plot Summary
Following his father’s departure to fly with the Royal Canadian Air Force during WWII; Robert Saunders, his mother, and his sister leave their home in Ohio to live in Rhode Island. In Rhode Island, Robert gets to know his father’s side of the family including his cousin Elliot. During his stay, Robert learns about family secrets and living in a country at war.
*Critical Analysis
In her Scott O’Dell award-winning novel, author Janet Taylor Lisle uses historical detail and plain narrative to create an interesting and clear setting. In THE ART OF KEEPING COOL, Lisle brings many historic elements to the fictional town of Sachem’s Head. Readers learn about townspeople and families living during World War II and the effects of the war on their daily lives. For example, the Saunders family grows accustomed to blacking out windows and eating more bread and potatoes due to meat ration books.
In addition to somewhat smaller changes in daily life, there were also more dramatic events occurring in the coastal town. When a passenger ship is hit by German subs up the coast near Sachem’s Head, people must deal with the realization of war. “It was another step toward realizing that the war might be coming to our side of the ocean, and faster than we thought,” Robert narrates. Finally, the idea of fear and suspicion caused by the war also adds to the setting of the novel. When German artist Abel Hoffman is arrested, townspeople “were standing around in different places, then folks would go off to do a job or have a sandwich, and come back and join a new group. There was a feeling in the air of something big about to blow wide open.” Lisle takes great care to create a town which feels the effects of the war.
Using narrator and protagonist, Robert, Lisle tells the story with a believable and distinctive voice. Robert’s curiosity and frustration toward his family, namely in understanding the mystery surrounding his father, drives his character. He feels compelled to secretly read his father’s letters to his mother and ask questions no one else dares ask. “I looked at my mother and I knew what she wanted to ask next…That night at supper, my mother kept respectfully silent again. Suddenly, it made me so mad I just went ahead and asked what she wanted to know for her.” Because so much of the story revolves around secrets, many of the secondary characters are quite mysterious. Robert’s cousin Elliot is a talented artist who hides his artistic interest from his family. Next is Elliot’s unlikely friend Abel, a famous artist who sought safety from the terror he faced in Germany only to be faced with more suspicion and hatred in Sachem’s Head. Finally, Grandpa Saunders dominates the family with his bullying disposition. Lisle effectively creates interesting and believable characters which move the plot.
The plot revolves around these well-developed characters. In addition to the people, there are also curious events and secrets which encourage readers to continue reading to find out more. Finally, the historic background also plays an important part in the plot. WWII is what takes Robert’s father away and brings his family to Sachem’s Head in the first place. Furthermore, fears fueled by the war affect Abel and, in turn, Elliot in addition to the rest of the town. The plot is matched closely to the themes of the book. These themes work well in this novel which is set in 1942, but they are also easily identifiable for contemporary readers. The idea of family secrets and suspicions fueled by fear are themes created successfully by Lisle and built by the characters, historical setting, and riveting plot.
*Personal Response
My interest in this novel was dominated by the suspense created by the author in the family secrets and mysterious characters. This is a serious, somewhat dark novel, and it is a good read. I enjoyed learning more about life in a coastal U.S. town during WWII, and I think older elementary students, perhaps boys in particular, will enjoy this novel.
*Review Excerpts
“Briskly plotted, emotionally complex, brutal in incident yet delicately nuanced in the telling, a fine historical fiction.”
Kirkus *Starred Review*
“Like Abel's expressionist art, Lisle's story shows and tells what's behind the appearances of things, the ‘hidden feelings and memories, terrors and passions . . . everyone knows are there but cannot speak about.’"
BookList *Starred Review*
“Engrossing, challenging, and well paced, the novel holds up a mirror to society-for those who dare to look.”
Horn Book
*Connections
-Research Hitler’s regime and compare to Abel Hoffman’s description of his treatment in Germany.
-Search for examples of Expressionists artists.
-Connect to other historic events in the United States fueled by fear or hatred.
-Identify elements of the novel which make it historical fiction and elements which make it mystery.
-Research cities on the northeastern coast of the U.S. and how they were affected during WWII. Is Sachem’s Head a realistic portrayal?
*Plot Summary
Following his father’s departure to fly with the Royal Canadian Air Force during WWII; Robert Saunders, his mother, and his sister leave their home in Ohio to live in Rhode Island. In Rhode Island, Robert gets to know his father’s side of the family including his cousin Elliot. During his stay, Robert learns about family secrets and living in a country at war.
*Critical Analysis
In her Scott O’Dell award-winning novel, author Janet Taylor Lisle uses historical detail and plain narrative to create an interesting and clear setting. In THE ART OF KEEPING COOL, Lisle brings many historic elements to the fictional town of Sachem’s Head. Readers learn about townspeople and families living during World War II and the effects of the war on their daily lives. For example, the Saunders family grows accustomed to blacking out windows and eating more bread and potatoes due to meat ration books.
In addition to somewhat smaller changes in daily life, there were also more dramatic events occurring in the coastal town. When a passenger ship is hit by German subs up the coast near Sachem’s Head, people must deal with the realization of war. “It was another step toward realizing that the war might be coming to our side of the ocean, and faster than we thought,” Robert narrates. Finally, the idea of fear and suspicion caused by the war also adds to the setting of the novel. When German artist Abel Hoffman is arrested, townspeople “were standing around in different places, then folks would go off to do a job or have a sandwich, and come back and join a new group. There was a feeling in the air of something big about to blow wide open.” Lisle takes great care to create a town which feels the effects of the war.
Using narrator and protagonist, Robert, Lisle tells the story with a believable and distinctive voice. Robert’s curiosity and frustration toward his family, namely in understanding the mystery surrounding his father, drives his character. He feels compelled to secretly read his father’s letters to his mother and ask questions no one else dares ask. “I looked at my mother and I knew what she wanted to ask next…That night at supper, my mother kept respectfully silent again. Suddenly, it made me so mad I just went ahead and asked what she wanted to know for her.” Because so much of the story revolves around secrets, many of the secondary characters are quite mysterious. Robert’s cousin Elliot is a talented artist who hides his artistic interest from his family. Next is Elliot’s unlikely friend Abel, a famous artist who sought safety from the terror he faced in Germany only to be faced with more suspicion and hatred in Sachem’s Head. Finally, Grandpa Saunders dominates the family with his bullying disposition. Lisle effectively creates interesting and believable characters which move the plot.
The plot revolves around these well-developed characters. In addition to the people, there are also curious events and secrets which encourage readers to continue reading to find out more. Finally, the historic background also plays an important part in the plot. WWII is what takes Robert’s father away and brings his family to Sachem’s Head in the first place. Furthermore, fears fueled by the war affect Abel and, in turn, Elliot in addition to the rest of the town. The plot is matched closely to the themes of the book. These themes work well in this novel which is set in 1942, but they are also easily identifiable for contemporary readers. The idea of family secrets and suspicions fueled by fear are themes created successfully by Lisle and built by the characters, historical setting, and riveting plot.
*Personal Response
My interest in this novel was dominated by the suspense created by the author in the family secrets and mysterious characters. This is a serious, somewhat dark novel, and it is a good read. I enjoyed learning more about life in a coastal U.S. town during WWII, and I think older elementary students, perhaps boys in particular, will enjoy this novel.
*Review Excerpts
“Briskly plotted, emotionally complex, brutal in incident yet delicately nuanced in the telling, a fine historical fiction.”
Kirkus *Starred Review*
“Like Abel's expressionist art, Lisle's story shows and tells what's behind the appearances of things, the ‘hidden feelings and memories, terrors and passions . . . everyone knows are there but cannot speak about.’"
BookList *Starred Review*
“Engrossing, challenging, and well paced, the novel holds up a mirror to society-for those who dare to look.”
Horn Book
*Connections
-Research Hitler’s regime and compare to Abel Hoffman’s description of his treatment in Germany.
-Search for examples of Expressionists artists.
-Connect to other historic events in the United States fueled by fear or hatred.
-Identify elements of the novel which make it historical fiction and elements which make it mystery.
-Research cities on the northeastern coast of the U.S. and how they were affected during WWII. Is Sachem’s Head a realistic portrayal?
Weedflower
Kadohata, Cynthia. 2006. WEEDFLOWER. New York, NY: Atheneum Books for Young Readers. ISBN 0689865740
*Plot Summary
Young Sumiko and the rest of her Japanese-American family live on a flower farm in California in 1941. As World War II progresses and Japan bombs Pearl Harbor, the family finds themselves split up and on the move. Eventually, Sumiko lives in Arizona and learns lessons about dreams of the future and the power of friendship and family.
*Critical Analysis
In this beautifully written historical fiction novel, Cynthia Kadohata has created an intriguing cast of characters set in a turbulent time in U.S. history. She includes many historical details of the Japanese internment camps in the U.S. after the bombing of Pearl Harbor as well as the discrimination faced by Japanese Americans and Native Americans. Kadohata begins her book with “Acknowledgments” of many resources she used in writing the book. Also adding to the authenticity is the “End Note” which supplies facts about the many Japanese Americans and Native Americans who volunteered and fought during WWII. Finally, Kadohata’s reputation as a Newbery Award winning author adds to the reliability of the historical background of WEEDFLOWER.
Kadohata’s dedication to details is also evident in her development of the settings included in the book. Her writing style transports readers to very different settings. Beginning in California on the family’s flower farm, Sumiko’s home is both tranquil and rustic. For example, surrounded by carnations and weedflowers, she enjoys grading the flowers and preparing them to be taken to market; however, another chore she has is heating the bath water which the entire family uses, often for more than one day. Since Sumiko is always last to bathe she “could not remember ever taking a hot bath in a nice, steamy room.” Details such as these provide readers a glimpse into daily life on the farm.
Another key to setting is the backdrop of prejudice Sumiko suffers because she is Japanese. When she is shunned at a classmate’s party, the mother explains, “‘It’s not me, dear, but my husband has few friends in back…’” Finally, the author does an excellent job of conveying the harsh surroundings of the internment camp in Poston, Arizona. “The heat had been growing and growing, like when you light an oven and it keeps getting hotter.” Kadohata goes on to explain the small barracks so hot inside that many people slept outside under the stars. Thanks to attention to detail in the setting, readers gain a sense of both the beauty and hardships of the times.
Along with the setting, the memorable characters in WEEDFLOWER also add to the plot. Sumiko is a character full of dreams and questions about life. She hopes to someday run her own flower shop, yet she wonders if this dream is still possible considering her current circumstances. Kadohata effectively uses Sumiko’s lists of her thoughts and feelings throughout the novel. In her lists, Sumiko conveys her worries (what it felt like to leave camp “1. Like you didn’t know if people would let you into their grocery stores.”) to her frustrations (“1. They wanted us to leave California. 2. They wouldn’t let us leave California.”).
The author also portrays interesting relationships among friends and family members, including the one between Sumiko and her younger brother Tak-Tak for whom she feels a great deal of responsibility. Another unique character is their stern Auntie, the matriarch of the household. “She loved Auntie, and Auntie loved her, but Auntie did not like hugs. She liked worrying and working and scolding.” Kadohata’s descriptions such as this one allow readers access to secondary characters and to Sumiko’s understanding of the people in her life. These well-developed characters and realistic relationships along with the dramatic historical events move the plot along and keep readers attentive to the story. To her credit, Kadohata shows respect for her audience by portraying events in a realistic manner; beloved pets are given up, homes are lost, and families are separated indefinitely.
Despite the historic setting of the novel, similar to the familiarity of characters, the themes are also easily relatable. The idea of family strength is prevalent in the novel. Likewise, readers learn of the importance of friendship in Sumiko’s life. She discovers and values friendship in unlikely sources while in the internment camp, such as Mr. Moto, an aging neighbor, and Frank, a Native American boy living on a nearby Mojave reservation. Certainly, readers will relate to the themes of friendship and family. Finally, the theme of injustice plays throughout the novel, from the small scale (Sumiko’s mistaken party invitation) to the large scale (families being forced into internment camps and men fighting for a country whose full rights they do not enjoy). Kadohata does an excellent job of mixing historic details, great characters, and accessible themes to create a wonderful story.
*Response
I was instantly hooked on the characters and plot of this novel. As I read, I felt that Sumiko was a real person and that the hardships she and her family faced were unfair. Although I found the historical aspect of the novel interesting, it’s difficult for me to imagine this occurring in United States’ not so distant past. I feel like this book would work in the classroom in a variety of ways; as a read aloud or whole group novel study, independent reading material, or a great literature circle book. I look forward to reading KIRA-KIRA and sharing this novel with students in the future.
*Review Excerpts
“Kadohata again creates a sympathetic, believable young protagonist and a vividly realized setting.”
Horn Book
“Like weedflowers, hope survives in this quietly powerful story.”
Kirkus Review
“Kadohata clearly and eloquently conveys her heroine's mixture of shame, anger and courage. Readers will be inspired by Sumiko's determination to survive and flourish in a harsh, unjust environment.”
Publishers Weekly
*Connections
-Read in conjunction with a study of WWII in a U.S. history or social studies class.
-Do a character study of Sumiko and her relationship with one of the secondary characters.
-Discuss the history of racial prejudice in this country and connect this event to others in U.S. history.
-Make connections to the theme of family or friendship.
-Research the conditions of other Japanese internment camps.
-Create a journal written from the perspective of Sumiko.
*Plot Summary
Young Sumiko and the rest of her Japanese-American family live on a flower farm in California in 1941. As World War II progresses and Japan bombs Pearl Harbor, the family finds themselves split up and on the move. Eventually, Sumiko lives in Arizona and learns lessons about dreams of the future and the power of friendship and family.
*Critical Analysis
In this beautifully written historical fiction novel, Cynthia Kadohata has created an intriguing cast of characters set in a turbulent time in U.S. history. She includes many historical details of the Japanese internment camps in the U.S. after the bombing of Pearl Harbor as well as the discrimination faced by Japanese Americans and Native Americans. Kadohata begins her book with “Acknowledgments” of many resources she used in writing the book. Also adding to the authenticity is the “End Note” which supplies facts about the many Japanese Americans and Native Americans who volunteered and fought during WWII. Finally, Kadohata’s reputation as a Newbery Award winning author adds to the reliability of the historical background of WEEDFLOWER.
Kadohata’s dedication to details is also evident in her development of the settings included in the book. Her writing style transports readers to very different settings. Beginning in California on the family’s flower farm, Sumiko’s home is both tranquil and rustic. For example, surrounded by carnations and weedflowers, she enjoys grading the flowers and preparing them to be taken to market; however, another chore she has is heating the bath water which the entire family uses, often for more than one day. Since Sumiko is always last to bathe she “could not remember ever taking a hot bath in a nice, steamy room.” Details such as these provide readers a glimpse into daily life on the farm.
Another key to setting is the backdrop of prejudice Sumiko suffers because she is Japanese. When she is shunned at a classmate’s party, the mother explains, “‘It’s not me, dear, but my husband has few friends in back…’” Finally, the author does an excellent job of conveying the harsh surroundings of the internment camp in Poston, Arizona. “The heat had been growing and growing, like when you light an oven and it keeps getting hotter.” Kadohata goes on to explain the small barracks so hot inside that many people slept outside under the stars. Thanks to attention to detail in the setting, readers gain a sense of both the beauty and hardships of the times.
Along with the setting, the memorable characters in WEEDFLOWER also add to the plot. Sumiko is a character full of dreams and questions about life. She hopes to someday run her own flower shop, yet she wonders if this dream is still possible considering her current circumstances. Kadohata effectively uses Sumiko’s lists of her thoughts and feelings throughout the novel. In her lists, Sumiko conveys her worries (what it felt like to leave camp “1. Like you didn’t know if people would let you into their grocery stores.”) to her frustrations (“1. They wanted us to leave California. 2. They wouldn’t let us leave California.”).
The author also portrays interesting relationships among friends and family members, including the one between Sumiko and her younger brother Tak-Tak for whom she feels a great deal of responsibility. Another unique character is their stern Auntie, the matriarch of the household. “She loved Auntie, and Auntie loved her, but Auntie did not like hugs. She liked worrying and working and scolding.” Kadohata’s descriptions such as this one allow readers access to secondary characters and to Sumiko’s understanding of the people in her life. These well-developed characters and realistic relationships along with the dramatic historical events move the plot along and keep readers attentive to the story. To her credit, Kadohata shows respect for her audience by portraying events in a realistic manner; beloved pets are given up, homes are lost, and families are separated indefinitely.
Despite the historic setting of the novel, similar to the familiarity of characters, the themes are also easily relatable. The idea of family strength is prevalent in the novel. Likewise, readers learn of the importance of friendship in Sumiko’s life. She discovers and values friendship in unlikely sources while in the internment camp, such as Mr. Moto, an aging neighbor, and Frank, a Native American boy living on a nearby Mojave reservation. Certainly, readers will relate to the themes of friendship and family. Finally, the theme of injustice plays throughout the novel, from the small scale (Sumiko’s mistaken party invitation) to the large scale (families being forced into internment camps and men fighting for a country whose full rights they do not enjoy). Kadohata does an excellent job of mixing historic details, great characters, and accessible themes to create a wonderful story.
*Response
I was instantly hooked on the characters and plot of this novel. As I read, I felt that Sumiko was a real person and that the hardships she and her family faced were unfair. Although I found the historical aspect of the novel interesting, it’s difficult for me to imagine this occurring in United States’ not so distant past. I feel like this book would work in the classroom in a variety of ways; as a read aloud or whole group novel study, independent reading material, or a great literature circle book. I look forward to reading KIRA-KIRA and sharing this novel with students in the future.
*Review Excerpts
“Kadohata again creates a sympathetic, believable young protagonist and a vividly realized setting.”
Horn Book
“Like weedflowers, hope survives in this quietly powerful story.”
Kirkus Review
“Kadohata clearly and eloquently conveys her heroine's mixture of shame, anger and courage. Readers will be inspired by Sumiko's determination to survive and flourish in a harsh, unjust environment.”
Publishers Weekly
*Connections
-Read in conjunction with a study of WWII in a U.S. history or social studies class.
-Do a character study of Sumiko and her relationship with one of the secondary characters.
-Discuss the history of racial prejudice in this country and connect this event to others in U.S. history.
-Make connections to the theme of family or friendship.
-Research the conditions of other Japanese internment camps.
-Create a journal written from the perspective of Sumiko.
Friday, October 26, 2007
Bones: Our Skeletal System
Simon, Seymour. 1998. BONES: OUR SKELETAL SYSTEM. New York, NY: Morrow Junior Books. ISBN 0688146457
*Summary
In his informational picture book, BONES: OUR SKELETAL SYSTEM, Seymour Simon thoughtfully explains the human skeletal system. A combination of photographs, sketches, and text works to detail the functions and purposes of many important bones in the human body. This eye-catching and interesting book provides both an overview and specific details about the importance of the human skeletal system.
*Critical Analysis
Before Seymour Simon begins his explanation of the skeletal system in BONES, he thanks Orli Etingin, M.D., for reading his manuscript. Likewise, he credits all sources used for the featured photographs. Simon’s reputation for non-fiction writing also adds to the credibility of the book. Although it contains no table of contents or index, BONES is short in length and can be browsed easily. Adding to the appeal for browsing is that each double-page spread contains a small group of paragraphs which begin and end on that page, meaning that readers can turn to any page and read it in isolation without feeling confused.
Starting with the colorful cover, BONES is enticing to readers young and old. Although the text is informative, the full page photographs which accompany every page of text may first grab the reader's attention (and provide information). For example, a close up depiction of the ball-in-socket joint effectively illustrates the point made in the text. In the same manner, Simon describes spongy bone as "a honeycomb of bone cells with between them" and the double-page computer-enhanced photo certainly increases the interest level in the text and description. The large font size and limit of one to three paragraphs per page also make the book more accessible and inviting for readers.
Although Simon's book is extremely readable, his style employs simple text while still respecting the audience. Appropriate vocabulary and technical terminology demonstrate this sense of respect. A distinctive voice is evident in Simon's use of questions and requests. For example, he tells readers to "Breathe in as deeply as you can, and notice how your chest expands and relaxes." On another page featuring the hand, Simon asks readers if they can find the broken bone in the X-ray photo. These elements of style surely inspire participation in the book and attention to the subject matter. Other examples of style are Simon's well-used comparisons throughout the book. He describes the coating on most joints as "a thick, slippery fluid much like the oil on a door hinge." The combination of the wonderful photos, diagrams, and enthusiastic voice in the text makes BONES an excellent non-fiction book.
*Personal Response
I found the easy, simple language refreshing as I read BONES. I also enjoyed the somewhat abstract pictures included in the book. I think this book would be ideal for browsing as a read-aloud in the library. I’m hoping to use it in the library, as the study of systems is an important part of the science curriculum at my school. Additionally, I think the kids will enjoy the comparisons and questions included in the book.
*Review Excerpts
“Straightforward explanations, similes…, directed activity…, and fabulous full-page, computer-enhanced color photographs work well together to engage and instruct readers.”
Horn Book
“In his instantly recognizable style, Simon addresses the anatomy and function of bones…”
School Library Journal
*Connections
-Read other Seymour Simon books which feature explanations of the human body (MUSCLES: OUR SKELETAL SYSTEM, THE BRAIN, EYES AND EARS).
-Choose one of the major topics in the book and do further research.
-Brainstorm questions that the book inspires. Can these questions be answered? Where is the best place to find answers?
-Discuss other systems of the human body.
-Use this book as an addition to information found in a science or health text book.
*Summary
In his informational picture book, BONES: OUR SKELETAL SYSTEM, Seymour Simon thoughtfully explains the human skeletal system. A combination of photographs, sketches, and text works to detail the functions and purposes of many important bones in the human body. This eye-catching and interesting book provides both an overview and specific details about the importance of the human skeletal system.
*Critical Analysis
Before Seymour Simon begins his explanation of the skeletal system in BONES, he thanks Orli Etingin, M.D., for reading his manuscript. Likewise, he credits all sources used for the featured photographs. Simon’s reputation for non-fiction writing also adds to the credibility of the book. Although it contains no table of contents or index, BONES is short in length and can be browsed easily. Adding to the appeal for browsing is that each double-page spread contains a small group of paragraphs which begin and end on that page, meaning that readers can turn to any page and read it in isolation without feeling confused.
Starting with the colorful cover, BONES is enticing to readers young and old. Although the text is informative, the full page photographs which accompany every page of text may first grab the reader's attention (and provide information). For example, a close up depiction of the ball-in-socket joint effectively illustrates the point made in the text. In the same manner, Simon describes spongy bone as "a honeycomb of bone cells with between them" and the double-page computer-enhanced photo certainly increases the interest level in the text and description. The large font size and limit of one to three paragraphs per page also make the book more accessible and inviting for readers.
Although Simon's book is extremely readable, his style employs simple text while still respecting the audience. Appropriate vocabulary and technical terminology demonstrate this sense of respect. A distinctive voice is evident in Simon's use of questions and requests. For example, he tells readers to "Breathe in as deeply as you can, and notice how your chest expands and relaxes." On another page featuring the hand, Simon asks readers if they can find the broken bone in the X-ray photo. These elements of style surely inspire participation in the book and attention to the subject matter. Other examples of style are Simon's well-used comparisons throughout the book. He describes the coating on most joints as "a thick, slippery fluid much like the oil on a door hinge." The combination of the wonderful photos, diagrams, and enthusiastic voice in the text makes BONES an excellent non-fiction book.
*Personal Response
I found the easy, simple language refreshing as I read BONES. I also enjoyed the somewhat abstract pictures included in the book. I think this book would be ideal for browsing as a read-aloud in the library. I’m hoping to use it in the library, as the study of systems is an important part of the science curriculum at my school. Additionally, I think the kids will enjoy the comparisons and questions included in the book.
*Review Excerpts
“Straightforward explanations, similes…, directed activity…, and fabulous full-page, computer-enhanced color photographs work well together to engage and instruct readers.”
Horn Book
“In his instantly recognizable style, Simon addresses the anatomy and function of bones…”
School Library Journal
*Connections
-Read other Seymour Simon books which feature explanations of the human body (MUSCLES: OUR SKELETAL SYSTEM, THE BRAIN, EYES AND EARS).
-Choose one of the major topics in the book and do further research.
-Brainstorm questions that the book inspires. Can these questions be answered? Where is the best place to find answers?
-Discuss other systems of the human body.
-Use this book as an addition to information found in a science or health text book.
An American Plague
Murphy, Jim. 2003. AN AMERICAN PLAGUE. New York, NY: Clarion Books.
ISBN 0395776082
*Summary
In 1793, yellow fever engulfs Philadelphia, overtaking every aspect of life in the city and many aspects of life in our country. Author Jim Murphy explains the suffering and triumphs of people who experienced the deadly epidemic. His account includes journal excerpts, maps, photographs, and drawings which all help to tell the dramatic tale of life in the city during the yellow fever epidemic. Finally, he details the science behind the retreat of yellow fever and explains why epidemics are still a threat today.
*Critical Analysis
Murphy’s award-winning book is well-documented as evidenced by the twelve pages of sources included at the end of the book. The books listed are divided into different categories , and some sources include personal comments from Murphy. Such a list is invaluable to a reader who is interested in learning more about yellow fever. Murphy takes great care in making certain readers get a clear picture of the epidemic and its impact. For example, some drawings are included which portray similar outbreaks in other places, but Murphy points out that the drawings can give readers insight although they are not a portrayal of Philadelphia. Similarly, the account points out some of the hypocrisies of the time, such as the active help of the Free African Society despite the mistreatment of African Americans at the time.
The book is organized into eleven chapters and includes a table of contents, an index, and illustration notes. These resources make the book accessible and encourage browsing. The chapters, which flow sequentially and follow the spread of yellow fever spreads through the city, begin with a statement from a periodical or person of the time. Finally, the last chapter serves as an explanation of the eventual understanding of the epidemic and as a warning of the threat of such an occurrence again. This clear, simple organization adds to the appeal and readability of the book.
Similar to the organization, the design of the book serves readers well. From the beginning, the simple cover with the words “the True and Terrifying Story” sparks curiosity. Next, the placement of relevant photos, drawings, and maps along with the text makes the book move along quickly. Each graphic compliments the story and creates more interest. For example, a drawing of a quarantine hospital being torched by citizen due to fears regarding yellow fever adds to the drama of the story and informs the readers as well by providing a visual representation. Likewise, the large margins and easily readable font make this lengthy novel a bit more approachable for readers.
Murphy’s style of writing is interesting and the details he includes are telling. From the first page of the book his precise description catches the attention of readers. "Dead fish and gooey vegetables matter were exposed and rotted, while swarms of insects droned in the heavy, humid air." The inclusion of several people's experiences throughout the account puts a face on the epidemic and makes the story more interesting. Additionally, the last chapter, "A Modern-Day Time Bomb" makes the events of 1793 more relevant as readers learn of the threats people still face in regard to the spread of disease by insects. Murphy does an excellent job protraying the situation from many different perspecitives; African Americans, high profile politicians, head strong doctors, and regular townspeople who found themselves as city leaders. The combination of Murphy's style, research, and an intriguing story makes for a great book.
*Personal Response
AN AMERICAN PLAGUE is an interesting, informative read. Although much of the subject matter is tragic, I enjoyed learning about the lives of people in 18th century America. Because the book addresses racial prejudices, classism, and American politics, it truly provides a history lesson. I also liked following the lives of particular people before, during, and after the spread of yellow fever. I hope to share this with some of the older students at my school and introduce them to more Jim Murphy books.
*Review Excerpts
“With his customary care, Murphy culls from a number of historical records the story of the yellow fever epidemic that swept Philadelphia in 1793, skillfully drawing out from these sources the fear and drama of the time and making them immediate to modern readers.”
Horn Book
“A mesmerizing, macabre account that will make readers happy they live in the 21st century.”
Kirkus *Starred Review*
*Connections
-Research present day methods for preventing an epidemic.
-Compare and contrast aspects of life in 1793 Philadelphia with life in present day America (socially, scientifically, politically, etc.).
-Choose a better known politician or doctor as a subject for further research.
-Compare the yellow fever outbreak in Philadelphia to other outbreaks in other cities of the time.
ISBN 0395776082
*Summary
In 1793, yellow fever engulfs Philadelphia, overtaking every aspect of life in the city and many aspects of life in our country. Author Jim Murphy explains the suffering and triumphs of people who experienced the deadly epidemic. His account includes journal excerpts, maps, photographs, and drawings which all help to tell the dramatic tale of life in the city during the yellow fever epidemic. Finally, he details the science behind the retreat of yellow fever and explains why epidemics are still a threat today.
*Critical Analysis
Murphy’s award-winning book is well-documented as evidenced by the twelve pages of sources included at the end of the book. The books listed are divided into different categories , and some sources include personal comments from Murphy. Such a list is invaluable to a reader who is interested in learning more about yellow fever. Murphy takes great care in making certain readers get a clear picture of the epidemic and its impact. For example, some drawings are included which portray similar outbreaks in other places, but Murphy points out that the drawings can give readers insight although they are not a portrayal of Philadelphia. Similarly, the account points out some of the hypocrisies of the time, such as the active help of the Free African Society despite the mistreatment of African Americans at the time.
The book is organized into eleven chapters and includes a table of contents, an index, and illustration notes. These resources make the book accessible and encourage browsing. The chapters, which flow sequentially and follow the spread of yellow fever spreads through the city, begin with a statement from a periodical or person of the time. Finally, the last chapter serves as an explanation of the eventual understanding of the epidemic and as a warning of the threat of such an occurrence again. This clear, simple organization adds to the appeal and readability of the book.
Similar to the organization, the design of the book serves readers well. From the beginning, the simple cover with the words “the True and Terrifying Story” sparks curiosity. Next, the placement of relevant photos, drawings, and maps along with the text makes the book move along quickly. Each graphic compliments the story and creates more interest. For example, a drawing of a quarantine hospital being torched by citizen due to fears regarding yellow fever adds to the drama of the story and informs the readers as well by providing a visual representation. Likewise, the large margins and easily readable font make this lengthy novel a bit more approachable for readers.
Murphy’s style of writing is interesting and the details he includes are telling. From the first page of the book his precise description catches the attention of readers. "Dead fish and gooey vegetables matter were exposed and rotted, while swarms of insects droned in the heavy, humid air." The inclusion of several people's experiences throughout the account puts a face on the epidemic and makes the story more interesting. Additionally, the last chapter, "A Modern-Day Time Bomb" makes the events of 1793 more relevant as readers learn of the threats people still face in regard to the spread of disease by insects. Murphy does an excellent job protraying the situation from many different perspecitives; African Americans, high profile politicians, head strong doctors, and regular townspeople who found themselves as city leaders. The combination of Murphy's style, research, and an intriguing story makes for a great book.
*Personal Response
AN AMERICAN PLAGUE is an interesting, informative read. Although much of the subject matter is tragic, I enjoyed learning about the lives of people in 18th century America. Because the book addresses racial prejudices, classism, and American politics, it truly provides a history lesson. I also liked following the lives of particular people before, during, and after the spread of yellow fever. I hope to share this with some of the older students at my school and introduce them to more Jim Murphy books.
*Review Excerpts
“With his customary care, Murphy culls from a number of historical records the story of the yellow fever epidemic that swept Philadelphia in 1793, skillfully drawing out from these sources the fear and drama of the time and making them immediate to modern readers.”
Horn Book
“A mesmerizing, macabre account that will make readers happy they live in the 21st century.”
Kirkus *Starred Review*
*Connections
-Research present day methods for preventing an epidemic.
-Compare and contrast aspects of life in 1793 Philadelphia with life in present day America (socially, scientifically, politically, etc.).
-Choose a better known politician or doctor as a subject for further research.
-Compare the yellow fever outbreak in Philadelphia to other outbreaks in other cities of the time.
Biggest, Strongest, Fastest
Jenkins, Steve. 1995. BIGGEST, STRONGEST, FASTEST. Ill. by Steve Jenkins. Boston, MA: Houghton Mifflin Company. ISBN 0395697018
*Summary
In his beautiful picture book, Steve Jenkins highlights fourteen animals that hold records in the animal kingdom, ranging from the ant (the strongest for its size) to the anaconda (the biggest snake). Each animal’s feature includes a color collage illustration and a caption providing further information regarding the animal’s record. This book works not only to inform but also to inspire curiosity in readers.
*Critical Analysis
Jenkins’s BIGGEST, STRONGEST, FASTEST does what non-fiction books set out to do, inform and entertain simultaneously. Readers learn interesting facts about animals which have been well-referenced in a bibliography at the beginning of the book. The bibliography includes five books; a great addition to this bibliography might be a list of appropriate websites as additional resources for further research about featured animals or to add more animals to the list of “record holders.” The entertainment value of the book banks on the subject matter being of interest to children and these amazing animals are truly exciting.
Each animal is the focus of a one to three page spread depending on the size and record held by the animal. Because this is varied, Jenkins emphasizes the attributes of chosen animals. For example, the illustration of the sun jellyfish, which is the world’s longest animal, begins on the second page in a two page spread and goes on to take up the next two pages. Because readers must turn the page to see the rest of the animal, a sense of anticipation is created. The book is quite short and straightforward. Perhaps for this reason, no table of contents or index is included. However, readers can easily read the book in one sitting or browse to look for a particular animal. Another helpful and informative feature is the chart at the end of the book, which lists each animal and provides information, some which is included previously and some in addition to the information on the pages.
Jenkins’s design surely adds to the overall appeal of BIGGEST, STRONGEST, FASTEST. The colorful, collage illustrations set on various color paper backgrounds are eye catching and create interest in the animals. Additionally, the smaller, simple illustrations that accompany the captions make the book even more effective. Jenkins’s use of compelling details in these captions helps children understand more abstract concepts. “Even the biggest dinosaur was smaller than the blue whale” is an example of a comparison that creates understanding of just how large this animal is. Likewise, Jenkins explains that if a woman could jump as well as a flea, “the world’s best jumper,” she could “leap to the top of a 65-story building.” Comparisons such as these challenge readers to think and provide the means for them to do so.
Another key aspect of the design is the large, simple font used for naming the animal and its record along with the small, bold font used to give extra information in the captions. To add to the explanation, a small black illustration accompanies each caption. This is another important component of the book which helps readers gain a more complete understanding. For example, an ant is shown holding five ants, and a man is shown holding one man. This helps readers see the difference between the strength of a man and that of an ant. These captions and additional illustrations in no way compete with the large color illustrations. Finally, Jenkins’s style of writing consists of great comparisons and a clear voice. He presents the subject matter in an interesting manner which is thought-provoking and encourages questioning. Using simple statements in large print combined with more information in the captions is effective in informing readers as well as inspiring a great deal of enthusiasm about the animal kingdom.
*Personal/Student Response
Although I am not usually drawn to nonfiction or books about animals, this is a book that I thoroughly enjoyed. The first thing I love about the book is the incredible pictures. The collage is well-done and adds to the appeal of the book. Next, I was amazed by the information conveyed in the text. The facts shared in this book are the kinds that make me want to share what I’ve learned with someone else. After reading BIGGEST, STRONGEST, FASTEST, I am quickly becoming a Steve Jenkins fan.
The children were equally enthusiastic about the book. In fact, after sharing with the first class of second graders in the library, I had to warn the others to “remain calm” while I read and promise them an opportunity to share after I finished. The captions were so helpful in explaining the magnitude of some of the records these animals hold. In the library, I read this book to first, second, and fourth graders and was met with enthusiasm from all age groups.
*Review Excerpts
“The facts are amazing. Their juxtaposition makes you gasp, not just about size and speed but about comparative wonder.”
BookList
“An all-around superlative effort.”
School Library Journal
“Jenkins makes a graphic comparison that children can understand and includes a smaller illustration that helps make abstract concepts concrete.”
Horn Book *Starred Review*
*Connections
-Read more Steve Jenkins books and do an author study.
-Choose one of the animals featured as the subject for further research.
-Use the book as a starting point for creative writing. (For example, write a story from the animal’s point of view.)
-Use the structure of the book to inspire other comparisons of size (buildings, cars, other objects).
*Summary
In his beautiful picture book, Steve Jenkins highlights fourteen animals that hold records in the animal kingdom, ranging from the ant (the strongest for its size) to the anaconda (the biggest snake). Each animal’s feature includes a color collage illustration and a caption providing further information regarding the animal’s record. This book works not only to inform but also to inspire curiosity in readers.
*Critical Analysis
Jenkins’s BIGGEST, STRONGEST, FASTEST does what non-fiction books set out to do, inform and entertain simultaneously. Readers learn interesting facts about animals which have been well-referenced in a bibliography at the beginning of the book. The bibliography includes five books; a great addition to this bibliography might be a list of appropriate websites as additional resources for further research about featured animals or to add more animals to the list of “record holders.” The entertainment value of the book banks on the subject matter being of interest to children and these amazing animals are truly exciting.
Each animal is the focus of a one to three page spread depending on the size and record held by the animal. Because this is varied, Jenkins emphasizes the attributes of chosen animals. For example, the illustration of the sun jellyfish, which is the world’s longest animal, begins on the second page in a two page spread and goes on to take up the next two pages. Because readers must turn the page to see the rest of the animal, a sense of anticipation is created. The book is quite short and straightforward. Perhaps for this reason, no table of contents or index is included. However, readers can easily read the book in one sitting or browse to look for a particular animal. Another helpful and informative feature is the chart at the end of the book, which lists each animal and provides information, some which is included previously and some in addition to the information on the pages.
Jenkins’s design surely adds to the overall appeal of BIGGEST, STRONGEST, FASTEST. The colorful, collage illustrations set on various color paper backgrounds are eye catching and create interest in the animals. Additionally, the smaller, simple illustrations that accompany the captions make the book even more effective. Jenkins’s use of compelling details in these captions helps children understand more abstract concepts. “Even the biggest dinosaur was smaller than the blue whale” is an example of a comparison that creates understanding of just how large this animal is. Likewise, Jenkins explains that if a woman could jump as well as a flea, “the world’s best jumper,” she could “leap to the top of a 65-story building.” Comparisons such as these challenge readers to think and provide the means for them to do so.
Another key aspect of the design is the large, simple font used for naming the animal and its record along with the small, bold font used to give extra information in the captions. To add to the explanation, a small black illustration accompanies each caption. This is another important component of the book which helps readers gain a more complete understanding. For example, an ant is shown holding five ants, and a man is shown holding one man. This helps readers see the difference between the strength of a man and that of an ant. These captions and additional illustrations in no way compete with the large color illustrations. Finally, Jenkins’s style of writing consists of great comparisons and a clear voice. He presents the subject matter in an interesting manner which is thought-provoking and encourages questioning. Using simple statements in large print combined with more information in the captions is effective in informing readers as well as inspiring a great deal of enthusiasm about the animal kingdom.
*Personal/Student Response
Although I am not usually drawn to nonfiction or books about animals, this is a book that I thoroughly enjoyed. The first thing I love about the book is the incredible pictures. The collage is well-done and adds to the appeal of the book. Next, I was amazed by the information conveyed in the text. The facts shared in this book are the kinds that make me want to share what I’ve learned with someone else. After reading BIGGEST, STRONGEST, FASTEST, I am quickly becoming a Steve Jenkins fan.
The children were equally enthusiastic about the book. In fact, after sharing with the first class of second graders in the library, I had to warn the others to “remain calm” while I read and promise them an opportunity to share after I finished. The captions were so helpful in explaining the magnitude of some of the records these animals hold. In the library, I read this book to first, second, and fourth graders and was met with enthusiasm from all age groups.
*Review Excerpts
“The facts are amazing. Their juxtaposition makes you gasp, not just about size and speed but about comparative wonder.”
BookList
“An all-around superlative effort.”
School Library Journal
“Jenkins makes a graphic comparison that children can understand and includes a smaller illustration that helps make abstract concepts concrete.”
Horn Book *Starred Review*
*Connections
-Read more Steve Jenkins books and do an author study.
-Choose one of the animals featured as the subject for further research.
-Use the book as a starting point for creative writing. (For example, write a story from the animal’s point of view.)
-Use the structure of the book to inspire other comparisons of size (buildings, cars, other objects).
Friday, October 12, 2007
Witness
Hesse, Karen. 2001. WITNESS. New York: Scholastic Press.
ISBN 0439271991
*Plot Summary
In a small Vermont town, community members interact with one another and deal with the issues at hand. Of these people, eleven are featured as the speakers in the poems throughout the verse novel. Issues they encounter include, racism and the Ku Klux Klan, death, murder, and unlikely friendships, which all reflect the historical setting of 1924. In WITNESS, author Karen Hesse combines an intriguing plot and poetic verse to tell a memorable story with a conclusion that doesn’t disappoint.
*Critical Analysis
Hesse tells this realistic story of a small American town through a series of free verse poems, each named for the character who is speaker in the poem. At the beginning of the book is a two page spread showing a photograph to represent each character along with their name and occupation. Overall, the tone and mood of the book are serious and dark. The poetry comes in various lengths and styles, but all the text is written in lower case letters (except for the capitalization of God).
Divided into five acts, the poems convey a plot which becomes more intense as the characters are revealed and change and the novel progresses. For example, by the fourth act Merlin van Tornhout, an eager young man with racism in his heart in act one, is unable to put poison in the well of an African American family despite the Klan’s orders and his intentions. In act five he says of Leanora Sutter, a young black girl who might have been harmed by the poison, “and she was still a colored girl / but she wasn’t just a / colored girl, / and i couldn’t poison her well, / so i ran.” Hesse does incredible work of creating eleven unique and convincing personas.
To strengthen the development of these eleven characters, Hesse uses great imagination to reveal the thoughts, opinions, joys, and fears unique to each one. Each character becomes even more convincing as readers begin to recognize unique patterns of speech or thought. For example, most striking is young Esther Hirsch who uses “did” before most verbs and ends many words in “-ings.” Esther reports of the town preacher: “and we did have a good game of yellings and shakings.” Another pattern repeated throughout the novel is that of married couple Harvey and Viola Pettibone who often appear in the same poem having a conversation. Along with a stirring plot, these patterns add to the interest of the novel.
Other poetic elements include figurative language and sensory details. Leonara Sutter describes her elderly friend Mr. Field saying, “…his bald head the brightest / spot in the room. / he’s thin as a broomstick / gangling tall. / his eyes cloudy.” In another poem, Esther’s father has just been shot, and Hesse uses sensory language to convey Esther’s impression of the situation. Esther Hirsch
says, “…but he had bad kinds of breathings / and all the blood kept / rushing out of my daddy / and the bullet went clink in / the water pail.” This particular poem paints a vivid picture of the tragic scene and Esther’s perspective.
With the combination of interesting characters, poetic use of language, and an intriguing community of people, WITNESS is full of reader appeal. Although the tone is consistently serious, the many perspectives and personas telling the story add variety to the verse novel. Because the book contains eleven different points of view, readers become familiar with all the characters, both good and evil. This creates opportunities to see things differently and perhaps paints a more well-rounded picture of characters than some traditional novels portray. Another unique feature of WITNESS, is the short quick insights which seem almost like puzzle pieces to the ‘big picture” of the plot. This element creates suspense and adds to the overall appeal of the book.
*Personal Response
I found this book to be interesting and enlightening. The look it gives into the lives of each character made me hungry for more details about each of them. In fact, at the conclusion of the book, I was still interested in where the story would go next and what the characters would do. I would like to read WITNESS again because I’m fairly certain there are details I would enjoy more in a second reading. Literature circles or book clubs seem to a good venue for this novel. I’m hoping to use it in a book club eventually. Until then, I will recommend it to some of my more advanced readers.
*Review Excerpts
“…Hesse’s spare writing leaves space for readers to imagine more about that time and about their own.”
BookList *Starred Review*
“Easily read in one sitting, this lyrical novel powerfully records waves of change and offers insightful glimpses into the hearts of victims, their friends and their enemies.”
Publishers Weekly
*Connections
-Select a favorite poem or persona from the novel and discuss reasons for selection.
-Use WITNESS as an example for effective voice in writing and discuss how distinctive use of voice affects the overall appeal of the novel.
-Research a major historical reference from the book, the Ku Klux Klan.
-Write a sequel in verse or narrative form.
-Discuss the roles of prejudices and racism in our nation’s history.
-Make connections to other works of literature with similar themes.
-Compare and contrast this novel with a traditional novel.
ISBN 0439271991
*Plot Summary
In a small Vermont town, community members interact with one another and deal with the issues at hand. Of these people, eleven are featured as the speakers in the poems throughout the verse novel. Issues they encounter include, racism and the Ku Klux Klan, death, murder, and unlikely friendships, which all reflect the historical setting of 1924. In WITNESS, author Karen Hesse combines an intriguing plot and poetic verse to tell a memorable story with a conclusion that doesn’t disappoint.
*Critical Analysis
Hesse tells this realistic story of a small American town through a series of free verse poems, each named for the character who is speaker in the poem. At the beginning of the book is a two page spread showing a photograph to represent each character along with their name and occupation. Overall, the tone and mood of the book are serious and dark. The poetry comes in various lengths and styles, but all the text is written in lower case letters (except for the capitalization of God).
Divided into five acts, the poems convey a plot which becomes more intense as the characters are revealed and change and the novel progresses. For example, by the fourth act Merlin van Tornhout, an eager young man with racism in his heart in act one, is unable to put poison in the well of an African American family despite the Klan’s orders and his intentions. In act five he says of Leanora Sutter, a young black girl who might have been harmed by the poison, “and she was still a colored girl / but she wasn’t just a / colored girl, / and i couldn’t poison her well, / so i ran.” Hesse does incredible work of creating eleven unique and convincing personas.
To strengthen the development of these eleven characters, Hesse uses great imagination to reveal the thoughts, opinions, joys, and fears unique to each one. Each character becomes even more convincing as readers begin to recognize unique patterns of speech or thought. For example, most striking is young Esther Hirsch who uses “did” before most verbs and ends many words in “-ings.” Esther reports of the town preacher: “and we did have a good game of yellings and shakings.” Another pattern repeated throughout the novel is that of married couple Harvey and Viola Pettibone who often appear in the same poem having a conversation. Along with a stirring plot, these patterns add to the interest of the novel.
Other poetic elements include figurative language and sensory details. Leonara Sutter describes her elderly friend Mr. Field saying, “…his bald head the brightest / spot in the room. / he’s thin as a broomstick / gangling tall. / his eyes cloudy.” In another poem, Esther’s father has just been shot, and Hesse uses sensory language to convey Esther’s impression of the situation. Esther Hirsch
says, “…but he had bad kinds of breathings / and all the blood kept / rushing out of my daddy / and the bullet went clink in / the water pail.” This particular poem paints a vivid picture of the tragic scene and Esther’s perspective.
With the combination of interesting characters, poetic use of language, and an intriguing community of people, WITNESS is full of reader appeal. Although the tone is consistently serious, the many perspectives and personas telling the story add variety to the verse novel. Because the book contains eleven different points of view, readers become familiar with all the characters, both good and evil. This creates opportunities to see things differently and perhaps paints a more well-rounded picture of characters than some traditional novels portray. Another unique feature of WITNESS, is the short quick insights which seem almost like puzzle pieces to the ‘big picture” of the plot. This element creates suspense and adds to the overall appeal of the book.
*Personal Response
I found this book to be interesting and enlightening. The look it gives into the lives of each character made me hungry for more details about each of them. In fact, at the conclusion of the book, I was still interested in where the story would go next and what the characters would do. I would like to read WITNESS again because I’m fairly certain there are details I would enjoy more in a second reading. Literature circles or book clubs seem to a good venue for this novel. I’m hoping to use it in a book club eventually. Until then, I will recommend it to some of my more advanced readers.
*Review Excerpts
“…Hesse’s spare writing leaves space for readers to imagine more about that time and about their own.”
BookList *Starred Review*
“Easily read in one sitting, this lyrical novel powerfully records waves of change and offers insightful glimpses into the hearts of victims, their friends and their enemies.”
Publishers Weekly
*Connections
-Select a favorite poem or persona from the novel and discuss reasons for selection.
-Use WITNESS as an example for effective voice in writing and discuss how distinctive use of voice affects the overall appeal of the novel.
-Research a major historical reference from the book, the Ku Klux Klan.
-Write a sequel in verse or narrative form.
-Discuss the roles of prejudices and racism in our nation’s history.
-Make connections to other works of literature with similar themes.
-Compare and contrast this novel with a traditional novel.
Thursday, October 11, 2007
It's Raining Laughter
Grimes, Nikki. 1997. IT’S RAINING LAUGHTER. Photo. by Myles C. Pinkney. Honesdale, PA: Boyd Mills Press, Inc.
ISBN 1590780779
*Plot Summary
In a collection of twelve poems, Nikki Grimes has created a book full of simple, childlike poems which also includes many colorful photographs of children by Myles C. Pinkney. The poems focus on everyday emotions and experiences like getting the giggles, going to the library, and dealing with physical appearances. They differ in length and style, but all of them possess qualities seemly inspired by childhood.
*Critical Analysis
Grimes’s creation of a strong, clear voice is evident throughout the collection of poetry in IT’S RAINING LAUGHTER. Despite the title, not all of the poems are necessarily humorous, but each has a sense of playfulness which makes the collection appealing to readers. For example, in “Friends Again” friends realize their disagreement was “stupid” and “laughed for no good reason, / needing none.” The strong voice shines through as the poet uses phrases and words that youngsters would actually say. This easy, conversational voice is evident in “Sideways Beauty” as the speaker remarks, “Mama says I’m wiry. / Aunt Mae says I’m a stick.” Similarly, the personas in each of the poems does not follow one particular person; however, all the poetry is connected by the idea that the speakers are youngsters.
Along with the young speakers, the tone of the poems strikes a balance for handling subjects like physical appearance without being too serious or too flippant. Again, “Sideways Beauty” is a great example. The last three lines read, “Good thing I got a rear. / That way when I turn sideways, / I don’t disappear.” Two other poems, “Four Eyes” and “Wallet Size” address issues like wearing glasses and being overweight.
Common emotions and experiences reflected in the collection create a feeling of timelessness. Another poem based on a common experience is “Remember” in which the speaker recalls a time a loved one came and watched a nerve-wracking public speaking performance. The poem is written as one long sentence ending with “’cause you were there / smiling from the front row / to let me know / that I was doing / just fine.” The idea of a reassuring fan during a public performance touches on a universal theme.
Grimes also uses poetic elements like rhyme, metaphor, and alliteration in her simple and inspiring poems. One example of alliteration in “Remember” depicts the speaker who “stood on stage at the Countee Cullen Library.” Imagery is particularly well-used in “Friends Again” as the reunited friends forget about their squabble as they “squinted at the sun.” Although the poet effectively uses many poetic elements, the appeal of the poems is conveyed most soundly through the strong voice and persona these elements help to communicate. Surely, the appeal to readers will be present in the common feelings and experiences that are subjects for Grimes’s poems.
Finally, the book is largely defined by numerous, colorful photographs taken by Myles C. Pinkney. The collection of poetry would be quite different without these pictures. The photos feature a group of African-American youngsters laughing, playing, talking, pondering, and posing. The layout of the pictures and text lends itself to looking at both simultaneously. Pinkney does an excellent job capturing the feelings and situations Grimes depicts in her poems. They are matched well together to create an emotional response from readers.
*Personal Response
The first time I browsed through this collection, I was immediately drawn to the personas created by Nikki Grimes and the kids depicted in the photos. Experiences in my life could be easily related to the ones in the poems. Until I read the poetry a few more times, I wasn’t aware of just how simple the poems are. The kids in the pictures appear so natural that I felt like I knew them from somewhere. I look forward to sharing this book with others and seeing what some of my students think of the book.
*Review Excerpts
“A harmonious blend of words and pictures.”
School Library Journal
“In this book, Pinkney’s photographs of African American children provided the inspiration for Grimes’ verse, which is written in the first person as though the children are speaking.”
BookList
*Connections
-Introduce a theme of study (family, memories, friends) using one of the poems.
-Write poetry based on personal experiences and add personal photos to create a story board or book.
-Use one of the poems to begin a discussion about feelings. (This book might make a good addition to a counselor’s office library.)
-Read “Remember” and use the poem as a story starter to write a personal narrative about a pleasant memory.
-Read “Where’d You Get Them Names?” and conduct some research to find out about the origins of students’ names in the class.
ISBN 1590780779
*Plot Summary
In a collection of twelve poems, Nikki Grimes has created a book full of simple, childlike poems which also includes many colorful photographs of children by Myles C. Pinkney. The poems focus on everyday emotions and experiences like getting the giggles, going to the library, and dealing with physical appearances. They differ in length and style, but all of them possess qualities seemly inspired by childhood.
*Critical Analysis
Grimes’s creation of a strong, clear voice is evident throughout the collection of poetry in IT’S RAINING LAUGHTER. Despite the title, not all of the poems are necessarily humorous, but each has a sense of playfulness which makes the collection appealing to readers. For example, in “Friends Again” friends realize their disagreement was “stupid” and “laughed for no good reason, / needing none.” The strong voice shines through as the poet uses phrases and words that youngsters would actually say. This easy, conversational voice is evident in “Sideways Beauty” as the speaker remarks, “Mama says I’m wiry. / Aunt Mae says I’m a stick.” Similarly, the personas in each of the poems does not follow one particular person; however, all the poetry is connected by the idea that the speakers are youngsters.
Along with the young speakers, the tone of the poems strikes a balance for handling subjects like physical appearance without being too serious or too flippant. Again, “Sideways Beauty” is a great example. The last three lines read, “Good thing I got a rear. / That way when I turn sideways, / I don’t disappear.” Two other poems, “Four Eyes” and “Wallet Size” address issues like wearing glasses and being overweight.
Common emotions and experiences reflected in the collection create a feeling of timelessness. Another poem based on a common experience is “Remember” in which the speaker recalls a time a loved one came and watched a nerve-wracking public speaking performance. The poem is written as one long sentence ending with “’cause you were there / smiling from the front row / to let me know / that I was doing / just fine.” The idea of a reassuring fan during a public performance touches on a universal theme.
Grimes also uses poetic elements like rhyme, metaphor, and alliteration in her simple and inspiring poems. One example of alliteration in “Remember” depicts the speaker who “stood on stage at the Countee Cullen Library.” Imagery is particularly well-used in “Friends Again” as the reunited friends forget about their squabble as they “squinted at the sun.” Although the poet effectively uses many poetic elements, the appeal of the poems is conveyed most soundly through the strong voice and persona these elements help to communicate. Surely, the appeal to readers will be present in the common feelings and experiences that are subjects for Grimes’s poems.
Finally, the book is largely defined by numerous, colorful photographs taken by Myles C. Pinkney. The collection of poetry would be quite different without these pictures. The photos feature a group of African-American youngsters laughing, playing, talking, pondering, and posing. The layout of the pictures and text lends itself to looking at both simultaneously. Pinkney does an excellent job capturing the feelings and situations Grimes depicts in her poems. They are matched well together to create an emotional response from readers.
*Personal Response
The first time I browsed through this collection, I was immediately drawn to the personas created by Nikki Grimes and the kids depicted in the photos. Experiences in my life could be easily related to the ones in the poems. Until I read the poetry a few more times, I wasn’t aware of just how simple the poems are. The kids in the pictures appear so natural that I felt like I knew them from somewhere. I look forward to sharing this book with others and seeing what some of my students think of the book.
*Review Excerpts
“A harmonious blend of words and pictures.”
School Library Journal
“In this book, Pinkney’s photographs of African American children provided the inspiration for Grimes’ verse, which is written in the first person as though the children are speaking.”
BookList
*Connections
-Introduce a theme of study (family, memories, friends) using one of the poems.
-Write poetry based on personal experiences and add personal photos to create a story board or book.
-Use one of the poems to begin a discussion about feelings. (This book might make a good addition to a counselor’s office library.)
-Read “Remember” and use the poem as a story starter to write a personal narrative about a pleasant memory.
-Read “Where’d You Get Them Names?” and conduct some research to find out about the origins of students’ names in the class.
Insectlopedia
Douglas, Florian. 1998. INSECTLOPEDIA. Ill. by Douglas Florian. San Diego, CA: Harcourt Brace & Company.
ISBN 0152013067
*Plot Summary
Douglas Florian’s collection of short poems focuses on the lives, habits, shapes, and peculiarities of bugs. The subjects include the hornet, the black widow spider, and the caterpillar to name a few. Each poem and creature is represented by a painting also created by Florian. Although each of the poems represents a different insect, the feelings stirred by the poetry vary throughout the collection.
*Critical Analysis
Douglas Florian’s poetry collection INSECTLOPEDIA begins with a table of contents naming all the bugs which inspired the poems. Variety in tone, style, and voice keeps the collection interesting, and each of Florian’s poems is accompanied by one of his paintings. Although the poems themselves may be unfamiliar to most students, the subject matter gives the poetry ease and accessibility. The subject matter of the collection adds to the universal appeal or interest in the poems. Since insects are a source of intrigue or disgust for many children, the poems also have a sense of timelessness.
Douglas Florian’s great imagination is evident in his use of poetic elements like personification and imagery. For example, in his poem “The Crickets” Florian says the crickets “fiddle and sing” and “never will charge you a fee.” Likewise, other poetic elements like consonance and alliteration appear in “The Daddy Longlegs.” The speaker wonders if daddy longlegs “drink milk” or “chew on cheese.” Florian also employs word play as he describes the daddy longlegs’s exercise as “spiderobic.” This resembles the name of the collection – INSECTLOPEDIA. Poetic elements like these make the collection interesting and fun to read.
Also adding to the potential for fun recitation or reading aloud is the rhythm Florian has created in many of his poems. “The Daddy Longlegs” and “The Dragonfly” beg to be read and enjoyed orally. Another strength of this poetry collection is the variety of personas conjured throughout the book. At the conclusion of “The Dragonfly,” the speaker who is the insect itself demands “I am the dragon: / Down on your knees!” Meanwhile, the less demanding daddy longlegs are the target for many questions from a curious speaker in “The Daddy Longlegs.” Changes in tone, style, and persona throughout the collection keep readers interested and make each poem a separate work despite the common insect theme.
Visually, the collection is interesting and exciting. Florian’s paintings are colorful and simple. Instead of distracting readers from the poems themselves, they add to the imagery and give interesting details to discover. For example, in Florian’s depiction of the dragonfly, a dragon is reflected in the eyes of the insect. In addition to the illustrations adding to the visual elements, the formatting and spacing of the poems also add interest to the collection in poems like “The Army Ants” and “The Dragonfly.” Two concrete poems included in the book, “The Inchworm” and “The Whirligig Beetles,” add to the appeal and visual interest. Florian’s combination of poetic language and folk art paintings make the collection easy to enjoy.
*Personal/Student Response
Despite my apprehension of taking on poetry in my first few months of librarianship, I had a great time sharing many of the poems in this collection. Because the poems are light-hearted and have easy rhyme and rhythm, I felt comfortable and excited to read them to the second grade classes at my school. The children were a great audience and had fun listening and studying the illustrations. In almost every class, I heard pleas to read all the poems, and the children have been requesting this book for check out since I shared it with them.
As usual, the kids noticed details from the illustrations that I had previously failed to recognize. They spotted the dragons reflected in the dragonfly’s eyes, the daddy longlegs lifting barbells, and the wind up key on one of the whirligig beetles. I hope to revisit these poems and use them for choral reading later in the year.
*Review Excerpts
“There are other books of poetry about insects and lots of collections of humorous verses about animals but none match Insectlopedia.”
School Library Journal
“The clever artwork, deftly constructed, and the entertaining collection of insect and arachnid verse it illustrates will delight readers.”
BookList *Starred Review*
*Connections
-Choose a poem to use a story starter. (For example, write a story from the perspective of the dragonfly.)
-Research one of the creatures in the collection.
-Create new insect poems to add to Florian’s book.
-Write a response poem. (For example, write a poem with the daddy longlegs as the speaker answering questions posed in “The Daddy Longlegs.”)
-Engage small groups or the whole class in choral reading of selected poems.
-Use poems to add literature to a science lesson.
ISBN 0152013067
*Plot Summary
Douglas Florian’s collection of short poems focuses on the lives, habits, shapes, and peculiarities of bugs. The subjects include the hornet, the black widow spider, and the caterpillar to name a few. Each poem and creature is represented by a painting also created by Florian. Although each of the poems represents a different insect, the feelings stirred by the poetry vary throughout the collection.
*Critical Analysis
Douglas Florian’s poetry collection INSECTLOPEDIA begins with a table of contents naming all the bugs which inspired the poems. Variety in tone, style, and voice keeps the collection interesting, and each of Florian’s poems is accompanied by one of his paintings. Although the poems themselves may be unfamiliar to most students, the subject matter gives the poetry ease and accessibility. The subject matter of the collection adds to the universal appeal or interest in the poems. Since insects are a source of intrigue or disgust for many children, the poems also have a sense of timelessness.
Douglas Florian’s great imagination is evident in his use of poetic elements like personification and imagery. For example, in his poem “The Crickets” Florian says the crickets “fiddle and sing” and “never will charge you a fee.” Likewise, other poetic elements like consonance and alliteration appear in “The Daddy Longlegs.” The speaker wonders if daddy longlegs “drink milk” or “chew on cheese.” Florian also employs word play as he describes the daddy longlegs’s exercise as “spiderobic.” This resembles the name of the collection – INSECTLOPEDIA. Poetic elements like these make the collection interesting and fun to read.
Also adding to the potential for fun recitation or reading aloud is the rhythm Florian has created in many of his poems. “The Daddy Longlegs” and “The Dragonfly” beg to be read and enjoyed orally. Another strength of this poetry collection is the variety of personas conjured throughout the book. At the conclusion of “The Dragonfly,” the speaker who is the insect itself demands “I am the dragon: / Down on your knees!” Meanwhile, the less demanding daddy longlegs are the target for many questions from a curious speaker in “The Daddy Longlegs.” Changes in tone, style, and persona throughout the collection keep readers interested and make each poem a separate work despite the common insect theme.
Visually, the collection is interesting and exciting. Florian’s paintings are colorful and simple. Instead of distracting readers from the poems themselves, they add to the imagery and give interesting details to discover. For example, in Florian’s depiction of the dragonfly, a dragon is reflected in the eyes of the insect. In addition to the illustrations adding to the visual elements, the formatting and spacing of the poems also add interest to the collection in poems like “The Army Ants” and “The Dragonfly.” Two concrete poems included in the book, “The Inchworm” and “The Whirligig Beetles,” add to the appeal and visual interest. Florian’s combination of poetic language and folk art paintings make the collection easy to enjoy.
*Personal/Student Response
Despite my apprehension of taking on poetry in my first few months of librarianship, I had a great time sharing many of the poems in this collection. Because the poems are light-hearted and have easy rhyme and rhythm, I felt comfortable and excited to read them to the second grade classes at my school. The children were a great audience and had fun listening and studying the illustrations. In almost every class, I heard pleas to read all the poems, and the children have been requesting this book for check out since I shared it with them.
As usual, the kids noticed details from the illustrations that I had previously failed to recognize. They spotted the dragons reflected in the dragonfly’s eyes, the daddy longlegs lifting barbells, and the wind up key on one of the whirligig beetles. I hope to revisit these poems and use them for choral reading later in the year.
*Review Excerpts
“There are other books of poetry about insects and lots of collections of humorous verses about animals but none match Insectlopedia.”
School Library Journal
“The clever artwork, deftly constructed, and the entertaining collection of insect and arachnid verse it illustrates will delight readers.”
BookList *Starred Review*
*Connections
-Choose a poem to use a story starter. (For example, write a story from the perspective of the dragonfly.)
-Research one of the creatures in the collection.
-Create new insect poems to add to Florian’s book.
-Write a response poem. (For example, write a poem with the daddy longlegs as the speaker answering questions posed in “The Daddy Longlegs.”)
-Engage small groups or the whole class in choral reading of selected poems.
-Use poems to add literature to a science lesson.
Friday, September 28, 2007
Porch Lies: Tales of Slicksters, Tricksters, and Other Wily Characters
McKissack, Patricia C. 2006. PORCH LIES: TALES OF SLICKSTERS, TRICKSTERS, AND OTHER WILY CHARACTERS. Ill. by Andre Carrilho. New York: Schwartz & Wade Books.
ISBN 0375836195
*Plot Summary
Patricia McKissack has written a collection of entertaining tales, which she calls "porch lies." These stories are inspired by ones she listened to as a child in Nashville, Tennessee, on the porch of her grandparents' house. The plots of these stories are varied, from a man trying to get into heaven to a woman who allows outlaws to reside in her home. Although the stories follow different plot lines, they all represent characteristics of great storytelling and the African American oral tradition.
*Critical Analysis
The stories McKissack relates to readers have simple plots; most involve a twist or surprise ending that make them appealing to readers. The settings consist of small towns and some larger cities mostly in the south, but they seem of little consequence when compared to the lively characters McKissack has created. The presence of interesting characters, like determined musician Bukka Black and "rascal" Mingo Cass, is one example of repeated elements throughout the book. Likewise, McKissack's use of exaggeration and fanciful events can be found in several stories. For example, in "A Grave Situation," Mis Cricket is dug up from her own grave after being "rescued" by Link Murphy. Also, most stories include protagonists who are African Americans; many of these characters strike up unlikely friendships like the one between Mis Cricket and Link Murphy.
As a tribute to oral traditions and storytelling, each tale lends itself to reading aloud. The dialect and slang of the characters make the stories more interesting. Accordingly, McKissack uses many idiomatic expressions and figures of speech. Characters "chitchat," smile "as wide as a country mile," and suffer temperatures "hot as blue blazes." This quality of her writing changes the reader into a listener and surely adds to the charm and appeal of the stories. Illustrations in the collection are spare but add interest to each story. The black and white cartoons are at once surreal, whimsical, and unique.
The book itself is organized into sections, each representing a separate story and listed in the table of contents. Although the story lines may be unfamiliar to younger readers, McKissack's "author's note" at the beginning of the book relates the purpose and background of her writing. In addition, a short introduction of the person telling the porch lie and the circumstances surrounding the tale comes before every story. The culture represented is predominantly African American although not every character is black. This cultural impact is seen in several stories as references to racism, the Ku Klux Klan, and peculiarity of a friendship between a white woman and a black man are made. Ultimately, McKissack's stories and characters are interesting and likable, drawing in any reader who enjoys a good story.
*Personal/Student Response
As I made my way through this collection, I was reminded of the pleasure I have always taken in listening to family members tell stories about the past. None of McKissack's tales were familiar to me, but I could find a bit to relate to in each story. The more I read; the more I came to enjoy the book. My personal favorite is "Aunt Gran and the Outlaws." The idea of hardened criminals having a sentimental side pleased me, and the ending was terrific.
I chose to share the "author's note" and the first story, "When Pete Bruce Came to Town," with several third grade classes when they visited the library. I had to prompt the children a bit to understand the trick played by Pete Bruce, but they enjoyed the tale even if they didn't fully understand it. I know this because many students were searching for other Patricia McKissack books and wondering when they could check out PORCH LIES, so they could read more of her stories. (They were especially interested when I mentioned that a couple of the stories were a bit creepy.) I hope to share more with them and perhaps some of the fourth and fifth graders; I predict that as the children come to understand the patterns of speech and plot, they will enjoy the book more and more.
*Review Excerpts
“These 10 literate stories make for great leisure listening and knowing chuckles.”
School Library Journal
“Like McKissack’s award-winning THE DARK THIRTY (1992), the nine original tales in this uproarious collection draw on African American oral tradition and blend history and legend with sly humor, creepy horror, villainous characters, and wild farce…Great for sharing, on the porch and in the classroom.”
BookList *Starred Review*
*Connections
-Research (through interviews with family members) a family story and write an original "porch lie."
-Research African American oral traditions.
-Discuss friendships between unlikely people and make connections to other stories that include similar relationships.
-Discuss the use of idioms, slang, and figures of speech in the book. (What impact does the language have? Can you use these in your writing?)
-Research some of the historical and cultural references mentioned in the collection (the Great Depression, music, classic literature and poetry).
-Discuss the elements of good storytelling. How does this relate to oral reading such as fluency and prosody?
ISBN 0375836195
*Plot Summary
Patricia McKissack has written a collection of entertaining tales, which she calls "porch lies." These stories are inspired by ones she listened to as a child in Nashville, Tennessee, on the porch of her grandparents' house. The plots of these stories are varied, from a man trying to get into heaven to a woman who allows outlaws to reside in her home. Although the stories follow different plot lines, they all represent characteristics of great storytelling and the African American oral tradition.
*Critical Analysis
The stories McKissack relates to readers have simple plots; most involve a twist or surprise ending that make them appealing to readers. The settings consist of small towns and some larger cities mostly in the south, but they seem of little consequence when compared to the lively characters McKissack has created. The presence of interesting characters, like determined musician Bukka Black and "rascal" Mingo Cass, is one example of repeated elements throughout the book. Likewise, McKissack's use of exaggeration and fanciful events can be found in several stories. For example, in "A Grave Situation," Mis Cricket is dug up from her own grave after being "rescued" by Link Murphy. Also, most stories include protagonists who are African Americans; many of these characters strike up unlikely friendships like the one between Mis Cricket and Link Murphy.
As a tribute to oral traditions and storytelling, each tale lends itself to reading aloud. The dialect and slang of the characters make the stories more interesting. Accordingly, McKissack uses many idiomatic expressions and figures of speech. Characters "chitchat," smile "as wide as a country mile," and suffer temperatures "hot as blue blazes." This quality of her writing changes the reader into a listener and surely adds to the charm and appeal of the stories. Illustrations in the collection are spare but add interest to each story. The black and white cartoons are at once surreal, whimsical, and unique.
The book itself is organized into sections, each representing a separate story and listed in the table of contents. Although the story lines may be unfamiliar to younger readers, McKissack's "author's note" at the beginning of the book relates the purpose and background of her writing. In addition, a short introduction of the person telling the porch lie and the circumstances surrounding the tale comes before every story. The culture represented is predominantly African American although not every character is black. This cultural impact is seen in several stories as references to racism, the Ku Klux Klan, and peculiarity of a friendship between a white woman and a black man are made. Ultimately, McKissack's stories and characters are interesting and likable, drawing in any reader who enjoys a good story.
*Personal/Student Response
As I made my way through this collection, I was reminded of the pleasure I have always taken in listening to family members tell stories about the past. None of McKissack's tales were familiar to me, but I could find a bit to relate to in each story. The more I read; the more I came to enjoy the book. My personal favorite is "Aunt Gran and the Outlaws." The idea of hardened criminals having a sentimental side pleased me, and the ending was terrific.
I chose to share the "author's note" and the first story, "When Pete Bruce Came to Town," with several third grade classes when they visited the library. I had to prompt the children a bit to understand the trick played by Pete Bruce, but they enjoyed the tale even if they didn't fully understand it. I know this because many students were searching for other Patricia McKissack books and wondering when they could check out PORCH LIES, so they could read more of her stories. (They were especially interested when I mentioned that a couple of the stories were a bit creepy.) I hope to share more with them and perhaps some of the fourth and fifth graders; I predict that as the children come to understand the patterns of speech and plot, they will enjoy the book more and more.
*Review Excerpts
“These 10 literate stories make for great leisure listening and knowing chuckles.”
School Library Journal
“Like McKissack’s award-winning THE DARK THIRTY (1992), the nine original tales in this uproarious collection draw on African American oral tradition and blend history and legend with sly humor, creepy horror, villainous characters, and wild farce…Great for sharing, on the porch and in the classroom.”
BookList *Starred Review*
*Connections
-Research (through interviews with family members) a family story and write an original "porch lie."
-Research African American oral traditions.
-Discuss friendships between unlikely people and make connections to other stories that include similar relationships.
-Discuss the use of idioms, slang, and figures of speech in the book. (What impact does the language have? Can you use these in your writing?)
-Research some of the historical and cultural references mentioned in the collection (the Great Depression, music, classic literature and poetry).
-Discuss the elements of good storytelling. How does this relate to oral reading such as fluency and prosody?
Adopted by the Eagles
Goble, Paul. Adapter. 1994. ADOPTED BY THE EAGLES. Ill. by Paul Goble. New York: Bradbury Press. ISBN 0027365751
*Plot Summary
In the “old Buffalo Days” young Tall Bear and White Hawk are best friends or “kolas.” In an act of surprising and sudden betrayal, White Hawk, who is driven by his jealousy concerning a beautiful tribe member named Red Leaf, attempts to kill his friend. At the time of the act, Tall Bear's fate seems dark and grim. However, with the aid of a family of eagles, Tall Bear eventually makes a triumphant return to his old life and shows grace in his dealings with his former “kola” and his fellow tribe members.
*Critical Analysis
This Lakota folktale retold and illustrated by Paul Goble is a serious story depicting a dramatic series of events. Goble sets the tone for the story in his author's note in which he describes the history of the tale and expresses his opinion about how teachers should use the book in class. The narrative is simple but provides adequate details to set the stage for drama. Readers learn about the men and their relationship as “kolas” which gives insight into the culture of the Lakota people. Goble also writes some details in the native language of the tribe. True to the tradition of folk literature, the plot moves quickly and tells of a battle between good and evil, in which ultimately the good Tall Bear prevails. Similarly, key to the plot is the family of eagles who rescue Tall Bear from his otherwise sad future. All of these elements work well together to create an interesting story.
Goble's beautiful, naive style illustrations surely assist in telling the folktale. Although the tone is serious throughout, the mood of the story varies as the plot develops. Goble's use of light and dark colors convey these changes. For example, in a series of three double-page spreads depicting the scenes before, during, and after the betrayal; the pictures become increasingly dark. The blue sky turns bleaker, and the dark rocks take up more space on the pages. This use of color not only enhances the mood but also increases the tension. Additionally, Goble’s colorful illustrations portray the beauty of nature.
Although the narrative itself is obviously of great importance to Goble, his India ink and watercolor paintings occupy the majority of the space on each double-page spread and show cultural details visually. The layout is consistent throughout the book, but at one important moment during the story, Tall Bear's delivery back to his tribe, only a single sentence accompanies the illustration. “His Eagle brothers carried him to earth.” With this one sentence and a magnificent, brightly colored painting occupying the two pages, Goble accentuates the drama and the significance of this part of the story. Finally, photographs of Chief Edgar Red Cloud (a well-known storyteller) and Paul Goble can be found at the beginning and end of the book. These photos serve as a reminder of the culture and tradition this story represents.
*Personal Response
Although folktales are not my favorite genre of literature, I enjoyed reading and learning about the story ADOPTED BY THE EAGLES. I found Tall Bear's capacity to forgive, despite White Hawk's treachery, inspiring. Reading the author's note added to my experience and made me consider the excitement of hearing a good story regardless of culture. After reading the book initially, I liked taking a closer look at the wonderful illustrations. I hope to share this story in the library, and I look forward to seeing the reaction of my students.
*Review Excerpts
“…this version remains an absorbing tale. The watercolor illustrations, as usual, are excellent.”
School Library Journal
“The illustrations are vintage Goble—stylized figures in historically accurate clothing, outlined in white and set against landscapes of vast sky or dark, slanting rock.”
BookList
*Connections
-Discuss the idea of forgiveness and do journal writing about a personal experience with forgiveness.
-Research folktales (Native American or others) looking for the origins and inspirations.
-Make connections to modern stories which involve betrayal. How is this story similar or different from those? Is forgiveness present in those stories?
-Research the Lakota tribe to find out more about the culture and customs of the people.
-Discuss alternate endings to the story. How would a different resolution affect the quality of the story?
-Invite a storyteller to visit the class.
-Research the art of storytelling.
*Plot Summary
In the “old Buffalo Days” young Tall Bear and White Hawk are best friends or “kolas.” In an act of surprising and sudden betrayal, White Hawk, who is driven by his jealousy concerning a beautiful tribe member named Red Leaf, attempts to kill his friend. At the time of the act, Tall Bear's fate seems dark and grim. However, with the aid of a family of eagles, Tall Bear eventually makes a triumphant return to his old life and shows grace in his dealings with his former “kola” and his fellow tribe members.
*Critical Analysis
This Lakota folktale retold and illustrated by Paul Goble is a serious story depicting a dramatic series of events. Goble sets the tone for the story in his author's note in which he describes the history of the tale and expresses his opinion about how teachers should use the book in class. The narrative is simple but provides adequate details to set the stage for drama. Readers learn about the men and their relationship as “kolas” which gives insight into the culture of the Lakota people. Goble also writes some details in the native language of the tribe. True to the tradition of folk literature, the plot moves quickly and tells of a battle between good and evil, in which ultimately the good Tall Bear prevails. Similarly, key to the plot is the family of eagles who rescue Tall Bear from his otherwise sad future. All of these elements work well together to create an interesting story.
Goble's beautiful, naive style illustrations surely assist in telling the folktale. Although the tone is serious throughout, the mood of the story varies as the plot develops. Goble's use of light and dark colors convey these changes. For example, in a series of three double-page spreads depicting the scenes before, during, and after the betrayal; the pictures become increasingly dark. The blue sky turns bleaker, and the dark rocks take up more space on the pages. This use of color not only enhances the mood but also increases the tension. Additionally, Goble’s colorful illustrations portray the beauty of nature.
Although the narrative itself is obviously of great importance to Goble, his India ink and watercolor paintings occupy the majority of the space on each double-page spread and show cultural details visually. The layout is consistent throughout the book, but at one important moment during the story, Tall Bear's delivery back to his tribe, only a single sentence accompanies the illustration. “His Eagle brothers carried him to earth.” With this one sentence and a magnificent, brightly colored painting occupying the two pages, Goble accentuates the drama and the significance of this part of the story. Finally, photographs of Chief Edgar Red Cloud (a well-known storyteller) and Paul Goble can be found at the beginning and end of the book. These photos serve as a reminder of the culture and tradition this story represents.
*Personal Response
Although folktales are not my favorite genre of literature, I enjoyed reading and learning about the story ADOPTED BY THE EAGLES. I found Tall Bear's capacity to forgive, despite White Hawk's treachery, inspiring. Reading the author's note added to my experience and made me consider the excitement of hearing a good story regardless of culture. After reading the book initially, I liked taking a closer look at the wonderful illustrations. I hope to share this story in the library, and I look forward to seeing the reaction of my students.
*Review Excerpts
“…this version remains an absorbing tale. The watercolor illustrations, as usual, are excellent.”
School Library Journal
“The illustrations are vintage Goble—stylized figures in historically accurate clothing, outlined in white and set against landscapes of vast sky or dark, slanting rock.”
BookList
*Connections
-Discuss the idea of forgiveness and do journal writing about a personal experience with forgiveness.
-Research folktales (Native American or others) looking for the origins and inspirations.
-Make connections to modern stories which involve betrayal. How is this story similar or different from those? Is forgiveness present in those stories?
-Research the Lakota tribe to find out more about the culture and customs of the people.
-Discuss alternate endings to the story. How would a different resolution affect the quality of the story?
-Invite a storyteller to visit the class.
-Research the art of storytelling.
Bubba, the Cowboy Prince
Helen, Ketteman. 1997. BUBBA, THE COWBOY PRINCE. Ill. by James Warhola. New York: Scholastic Press. ISBN 0590255061
*Plot Summary
Bubba is a hard-working Texas ranch hand who is treated horribly by his stepfather and two stepbrothers. Similar to the fairy tale character Cinderella, Bubba, despite his mistreatment, doesn’t resent his family and keeps his hopes high. He still desires the chance to attend the ball and win the heart of Miz Lurleen, a wealthy rancher and landowner. With the help of his magical fairy godcow, Bubba captures Miz Lurleen’s heart, and the story ends in true fairy tale fashion.
*Critical Analysis
In this fractured fairy tale, author Helen Ketteman has successfully created an exciting Texas tale. Bubba and Miz Lurleen are characters who represent the archetype of the “good guy.” Meanwhile, Bubba’s stepfather and stepbrothers provide the necessary evil to the plot. The Texas setting is well-developed through the characters’ occupations, accents, and figures of speech. True to fairy tale structure, the plot moves quickly and reaches a satisfactory resolution.
Readers will enjoy the story despite its predictable plot because of Ketteman’s style. The Texas theme adds interest and humor. For example, not every fairy tale includes a villain who proclaims the hero to be “sorrier than a steer in a stockyard” as Bubba’s stepbrother says of him. Similarly, the dialect adds to the Texas theme and lends itself to story telling. Another fairy tale characteristic is the magic motif which is demonstrated by Bubba’s fairy godcow. Ketteman’s story reminds readers enough of Cinderella to be familiar, but includes interesting changes to the style and theme which make the story worthwhile.
James Warhola’s illustrations add to the overall appeal of this book by emphasizing the characters’ personalities and the Texas theme. For example, when Bubba’s family laughs at his suggestion that he go to the ball along with his stepbrothers, even the stepfather’s horse and dog are giggling. In addition to portraying personalities, Warhola also does an excellent job showing the emotions of each character. At the stroke of midnight when the fairy godcow’s magical spell has expired and Bubba turns “fourteen shades of red,” Warhola’s illustration conveys Bubba’s shock and embarrassment. Accordingly, Texas as a theme and setting come to life in the colorful oil paintings. As readers see a lovely fairy godcow and Miz Lurleen’s living room full of all things Texas; cowboy boot candle sticks, a cactus-shaped coat rack, and a bench with a picture of the Alamo painted on its back.
Along with the text, these witty illustrations convey both humor and magic and set the mood of the story. Readers will identify the magic motif with eye-catching paintings of the fairy godcow in the clouds, and stars surrounding Bubba after he’s given the “handsomest cowboy duds” by his fairy godcow. In several scenes, animals are shown displaying very human emotions and actions (laughing, dancing, being lazy, feeling shocked); this adds to the lighthearted mood of the story. Another memorable page shows a series of three pictures and the transformation of a steer becoming a beautiful stallion. The wide-eyed look of dismay on the animal’s face adds to the appeal using humor and magic. Warhola’s paintings successfully aid the author’s efforts to put a new twist on an old story.
*Personal/Student Response
Reading a variation of an old tale is not always my first choice as a reader; however, I enjoyed this story. Being a native of west Texas, I liked the silly Texas setting, dialect, and slang. The illustrations are terrific and make the story even funnier and more interesting.
Although I enjoyed reading the book on my own, reading it to students was even better. I shared this with several second grade classes in the library, and the students loved it. The narrative and illustrations lend themselves perfectly to reading aloud. Many of the kids were excited to discover and share the differences and similarities between this story and the traditional Cinderella story. The illustrations were another source of great enthusiam. We had a great time searching for the fairy godcow on each page (she's on almost every page), and a few children also noticed small details like the expression on the moon's face when Bubba rides away from the ball and loses his boot. Judging by the reaction of the second grade classes, Ketteman and Warhola do an excellent job grabbing the attention and imagination of young people.
*Review Excerpts
“While spoofing Cinderella is not a new idea, Ketteman and Warhola’s (Aunt Hilarity’s Bustle) well-matched flair for hyperbole gives the narrative and illustrations a one-two punch. Just the ticket for buckaroos lookin’ fer a good read.”
Publishers Weekly
“Ketteman wisely leaves the plot unchanged, but the story has a distinct western flair and a humorous tall-tale feel that is greatly enhanced by the exaggerated actions and facial expressions of the characters in Warhola’s double-page-spread oil paintings.”
BookList
*Connections
-Create a graphic organizer depicting the similarities and differences between Bubba’s tale and the traditional Cinderella story.
-Write an epilogue describing Bubba and Miz Lurleen's life together and the future of Bubba's stepbrothers and stepfather.
-Research the traditional Cinderella story. (What are its origins? Why is it such a popular tale?)
-Discuss the idea of magic. How would the story be different without magic? Would it be possible? Would the story be as good?
-Research and brainstorm ideas for changing the setting of the fractured fairy tale. (What details would we change if the story were set in Alaska? Hawaii? Mexico? New York?)
-Read a variety of other Cinderella stories and choose personal favorites and discuss reasons for preferences.
*Plot Summary
Bubba is a hard-working Texas ranch hand who is treated horribly by his stepfather and two stepbrothers. Similar to the fairy tale character Cinderella, Bubba, despite his mistreatment, doesn’t resent his family and keeps his hopes high. He still desires the chance to attend the ball and win the heart of Miz Lurleen, a wealthy rancher and landowner. With the help of his magical fairy godcow, Bubba captures Miz Lurleen’s heart, and the story ends in true fairy tale fashion.
*Critical Analysis
In this fractured fairy tale, author Helen Ketteman has successfully created an exciting Texas tale. Bubba and Miz Lurleen are characters who represent the archetype of the “good guy.” Meanwhile, Bubba’s stepfather and stepbrothers provide the necessary evil to the plot. The Texas setting is well-developed through the characters’ occupations, accents, and figures of speech. True to fairy tale structure, the plot moves quickly and reaches a satisfactory resolution.
Readers will enjoy the story despite its predictable plot because of Ketteman’s style. The Texas theme adds interest and humor. For example, not every fairy tale includes a villain who proclaims the hero to be “sorrier than a steer in a stockyard” as Bubba’s stepbrother says of him. Similarly, the dialect adds to the Texas theme and lends itself to story telling. Another fairy tale characteristic is the magic motif which is demonstrated by Bubba’s fairy godcow. Ketteman’s story reminds readers enough of Cinderella to be familiar, but includes interesting changes to the style and theme which make the story worthwhile.
James Warhola’s illustrations add to the overall appeal of this book by emphasizing the characters’ personalities and the Texas theme. For example, when Bubba’s family laughs at his suggestion that he go to the ball along with his stepbrothers, even the stepfather’s horse and dog are giggling. In addition to portraying personalities, Warhola also does an excellent job showing the emotions of each character. At the stroke of midnight when the fairy godcow’s magical spell has expired and Bubba turns “fourteen shades of red,” Warhola’s illustration conveys Bubba’s shock and embarrassment. Accordingly, Texas as a theme and setting come to life in the colorful oil paintings. As readers see a lovely fairy godcow and Miz Lurleen’s living room full of all things Texas; cowboy boot candle sticks, a cactus-shaped coat rack, and a bench with a picture of the Alamo painted on its back.
Along with the text, these witty illustrations convey both humor and magic and set the mood of the story. Readers will identify the magic motif with eye-catching paintings of the fairy godcow in the clouds, and stars surrounding Bubba after he’s given the “handsomest cowboy duds” by his fairy godcow. In several scenes, animals are shown displaying very human emotions and actions (laughing, dancing, being lazy, feeling shocked); this adds to the lighthearted mood of the story. Another memorable page shows a series of three pictures and the transformation of a steer becoming a beautiful stallion. The wide-eyed look of dismay on the animal’s face adds to the appeal using humor and magic. Warhola’s paintings successfully aid the author’s efforts to put a new twist on an old story.
*Personal/Student Response
Reading a variation of an old tale is not always my first choice as a reader; however, I enjoyed this story. Being a native of west Texas, I liked the silly Texas setting, dialect, and slang. The illustrations are terrific and make the story even funnier and more interesting.
Although I enjoyed reading the book on my own, reading it to students was even better. I shared this with several second grade classes in the library, and the students loved it. The narrative and illustrations lend themselves perfectly to reading aloud. Many of the kids were excited to discover and share the differences and similarities between this story and the traditional Cinderella story. The illustrations were another source of great enthusiam. We had a great time searching for the fairy godcow on each page (she's on almost every page), and a few children also noticed small details like the expression on the moon's face when Bubba rides away from the ball and loses his boot. Judging by the reaction of the second grade classes, Ketteman and Warhola do an excellent job grabbing the attention and imagination of young people.
*Review Excerpts
“While spoofing Cinderella is not a new idea, Ketteman and Warhola’s (Aunt Hilarity’s Bustle) well-matched flair for hyperbole gives the narrative and illustrations a one-two punch. Just the ticket for buckaroos lookin’ fer a good read.”
Publishers Weekly
“Ketteman wisely leaves the plot unchanged, but the story has a distinct western flair and a humorous tall-tale feel that is greatly enhanced by the exaggerated actions and facial expressions of the characters in Warhola’s double-page-spread oil paintings.”
BookList
*Connections
-Create a graphic organizer depicting the similarities and differences between Bubba’s tale and the traditional Cinderella story.
-Write an epilogue describing Bubba and Miz Lurleen's life together and the future of Bubba's stepbrothers and stepfather.
-Research the traditional Cinderella story. (What are its origins? Why is it such a popular tale?)
-Discuss the idea of magic. How would the story be different without magic? Would it be possible? Would the story be as good?
-Research and brainstorm ideas for changing the setting of the fractured fairy tale. (What details would we change if the story were set in Alaska? Hawaii? Mexico? New York?)
-Read a variety of other Cinderella stories and choose personal favorites and discuss reasons for preferences.
Friday, September 14, 2007
A Caldecott Celebration
Marcus, Leonard S. 1998. A CALDECOTT CELEBRATION. New York: Walker and Company. ISBN 0802786588
*Summary
Leonard S. Marcus gives readers the inside scoop on six artists of children’s books. Illustrators Robert McCloskey, Marcia Brown, Maurice Sendak, William Steig, Chris Van Allsburg, and David Wiesner are featured in the book. Marcus documents the inspirations, artistic interests, and creative processes of six Caldecott Medal winners from the 1940s to the 1990s. The book is divided into six parts with an introduction by the author, so it can also serve as a resource for biographical information about each person. Using photos, advice, and information from the artists, readers gain an understanding of each person and the artistic process of illustrating a children’s book. Choosing one illustrator from each decade, Marcus focuses on sixty years of Caldecott history.
*Critical Analysis
Marcus’s approach to sharing information serves the fascinating stories of each artist well. Readers will be drawn to each biography quickly upon seeing a photo of the illustrator, the cover of the award winning book, and an interesting quote from the artist’s Caldecott acceptance speech. The layout of the book is also great because each double page spread contains a combination of text and pictures.
Marcus has provided interesting and entertaining information about each of his subjects, and the text is large sized and easy to follow, so children and adults will find the book both approachable and informative. At the end of each illustrator’s section is a list of all books by the artist and awards earned. Although the book is well-organized with a consistent layout, the biographies are reflective of each individual artist, so no two are the same; therefore, the book avoids redundancy.
Another aspect that readers, especially those interested in art, will enjoy is many pictures portraying the process of the artist. Sketches, dummies, and inspirations are all featured. To see just how simply the process begins is interesting. Additionally, the book includes a short glossary of technical art terms (like dummy) to help readers better understand the process. Finally, this book can also be used as a resource for those interested in the Caldecott Medal. Marcus provides a list of all winners from 1938 to1998. In his introduction, he briefly explains the history of the award and its purpose. This book provides a starting point for anyone interested in art and artists , children's books, or the Caldecott Medal.
*Personal Response
This book is informative and interesting. I hope to have a chance to share some of the stories with my students in the library. I am only beginning to understand the importance of book illustrations and the details book publishing, so I was excited to learn about each illustrator. The details provided in the book (William Steig ponders how to draw animals who act like humans and Robert McCloskey brings ducks to live in his apartment for further study, for example) make this an interesting read. I think children would enjoy seeing how art is created also.
*Review Excerpts
“So many good stories for children and adults to enjoy.”
School Library Journal
“A beautifully made book, this will serve as a fine resource for children interested in illustration and for teachers researching author/illustrator studies.”
BookList *Starred Review*
*Connections
-Choose one illustrator and do further research into his or her life and art.
-Conduct a similar interview with a local (accessible) artist.
-Meet a local artist who can speak to some of the artist techniques described in the book.
-Discuss the idea of “process” and how it relates to reading and writing. Discuss the students’ own work. (What are the advantages to using a process when doing a creative project?)
-Illustrate a chosen passage of a children’s book in a different way than the original illustrator.
-Use the book as a companion to the picture books. (This might be particularly exciting in an art class.)
*Summary
Leonard S. Marcus gives readers the inside scoop on six artists of children’s books. Illustrators Robert McCloskey, Marcia Brown, Maurice Sendak, William Steig, Chris Van Allsburg, and David Wiesner are featured in the book. Marcus documents the inspirations, artistic interests, and creative processes of six Caldecott Medal winners from the 1940s to the 1990s. The book is divided into six parts with an introduction by the author, so it can also serve as a resource for biographical information about each person. Using photos, advice, and information from the artists, readers gain an understanding of each person and the artistic process of illustrating a children’s book. Choosing one illustrator from each decade, Marcus focuses on sixty years of Caldecott history.
*Critical Analysis
Marcus’s approach to sharing information serves the fascinating stories of each artist well. Readers will be drawn to each biography quickly upon seeing a photo of the illustrator, the cover of the award winning book, and an interesting quote from the artist’s Caldecott acceptance speech. The layout of the book is also great because each double page spread contains a combination of text and pictures.
Marcus has provided interesting and entertaining information about each of his subjects, and the text is large sized and easy to follow, so children and adults will find the book both approachable and informative. At the end of each illustrator’s section is a list of all books by the artist and awards earned. Although the book is well-organized with a consistent layout, the biographies are reflective of each individual artist, so no two are the same; therefore, the book avoids redundancy.
Another aspect that readers, especially those interested in art, will enjoy is many pictures portraying the process of the artist. Sketches, dummies, and inspirations are all featured. To see just how simply the process begins is interesting. Additionally, the book includes a short glossary of technical art terms (like dummy) to help readers better understand the process. Finally, this book can also be used as a resource for those interested in the Caldecott Medal. Marcus provides a list of all winners from 1938 to1998. In his introduction, he briefly explains the history of the award and its purpose. This book provides a starting point for anyone interested in art and artists , children's books, or the Caldecott Medal.
*Personal Response
This book is informative and interesting. I hope to have a chance to share some of the stories with my students in the library. I am only beginning to understand the importance of book illustrations and the details book publishing, so I was excited to learn about each illustrator. The details provided in the book (William Steig ponders how to draw animals who act like humans and Robert McCloskey brings ducks to live in his apartment for further study, for example) make this an interesting read. I think children would enjoy seeing how art is created also.
*Review Excerpts
“So many good stories for children and adults to enjoy.”
School Library Journal
“A beautifully made book, this will serve as a fine resource for children interested in illustration and for teachers researching author/illustrator studies.”
BookList *Starred Review*
*Connections
-Choose one illustrator and do further research into his or her life and art.
-Conduct a similar interview with a local (accessible) artist.
-Meet a local artist who can speak to some of the artist techniques described in the book.
-Discuss the idea of “process” and how it relates to reading and writing. Discuss the students’ own work. (What are the advantages to using a process when doing a creative project?)
-Illustrate a chosen passage of a children’s book in a different way than the original illustrator.
-Use the book as a companion to the picture books. (This might be particularly exciting in an art class.)
Henry's Freedom Box
Levine, Ellen. 2007. HENRY'S FREEDOM BOX. Ill. by Kadir Nelson. New York: Scholastic Press. ISBN 0439928788
*Plot Summary
Henry Brown is a slave in Richmond, Virginia in the mid-1800s. Henry’s life is full of injustices: he doesn’t know his birth date, he is separated from his mother and siblings, and he is eventually separated from his wife and children. Despite the tragedies Henry faces, he gains his freedom as a stowaway packed in a wooden box which is mailed from Virginia to Philadelphia. With the help of the Underground Railroad, Henry finally gains his freedom.
*Critical Analysis
Ellen Levine uses a simple, but effective style to tell this fictionalized account of Henry Brown’s real journey to freedom. The plot moves quickly with only a few uses of dialogue, so the character of Henry is revealed mostly through narration. The author makes great use of foreshadowing, as students will see the pattern in the prophetic words of both Henry’s mother and his wife regarding separation from family. Despite the obvious sadness and tragedy of the story, Levine shows both joy and sorrow in an understated way that allows readers to understand Henry’s world with limited explanation.
Working well with the interesting plot are Kadir Nelson’s beautiful illustrations. From the first page, the combination of text and paintings draws readers to Henry. “Henry Brown wasn’t sure how old he was. Henry was a slave,” the text reads. “And slaves weren’t allowed to know their birthdays.” These simple statements along with the haunting illustration in which Henry seems to be looking directly at the reader are attention-getting. Nelson’s representational paintings help us quickly feel close to the characters and add to the plot by creating tension and mood. Also adding to the mood are the colors Nelson uses to convey sunlight, shadows, and darkness. The mood enhances the drama and contributes to the enjoyment of the story.
Another interesting aspect of the illustrations is the depiction of Henry as he’s being transported in the box. Instead of always drawing the box completely closed, Nelson allows readers to “peek” inside by leaving one side open. To see Henry upside down and curled into a ball, adds tension, drama, and a sense of immediacy to the story. Finally, perspective is well-used in the illustrations as the wooden box, with its address to Philadelphia, sits in the foreground while Henry’s friends try to convince clerks to handle the package carefully in the background. Another picture portrays a close view of Henry’s pain as he adjusts to his confining surroundings and travels on his side. Nelson’s paintings make the story of Henry Brown seem even more remarkable.
*Personal Response
As soon as I saw the first page and read the first paragraph, I was hooked. The illustrations in this book are spectacular. Considering the primary function of illustrations in a picture book is to complement the text, Nelson is on target. I enjoyed the story itself, but the paintings are what made it seem real to me, particularly the ones showing Henry inside the box. Personally, I wanted to know more about Henry’s family members and whether he ever saw any of them again. Perhaps this would be a good jumping off point for research with children. I look forward to sharing this book in the library.
*Review excerpts
“Inspired by an actual 1830s lithograph, this beautifully crafted picture book briefly relates the story of Henry ‘Box’ Brown’s daring escape from slavery.”
School Library Journal
“Thanks to Nelson’s penetrating portraits, readers will feel as if they can experience Henry’s thoughts and feelings as he matures through unthinkable adversity.”
Publishers Weekly
*Connections
-Research the Underground Railroad and find other unusual or interesting stories of survival.
-Discuss and write about the theme of perseverance which is present in the book. Make personal connections or text to text connections around this theme.
-Research and write a short biography of the real Henry Brown. (Are all the facts presented in the book accurately? In what way has the story been fictionalized?)
-Discuss the losses Henry suffered in his family. This may be an opportunity to discuss grief and ways to deal with it.
*Plot Summary
Henry Brown is a slave in Richmond, Virginia in the mid-1800s. Henry’s life is full of injustices: he doesn’t know his birth date, he is separated from his mother and siblings, and he is eventually separated from his wife and children. Despite the tragedies Henry faces, he gains his freedom as a stowaway packed in a wooden box which is mailed from Virginia to Philadelphia. With the help of the Underground Railroad, Henry finally gains his freedom.
*Critical Analysis
Ellen Levine uses a simple, but effective style to tell this fictionalized account of Henry Brown’s real journey to freedom. The plot moves quickly with only a few uses of dialogue, so the character of Henry is revealed mostly through narration. The author makes great use of foreshadowing, as students will see the pattern in the prophetic words of both Henry’s mother and his wife regarding separation from family. Despite the obvious sadness and tragedy of the story, Levine shows both joy and sorrow in an understated way that allows readers to understand Henry’s world with limited explanation.
Working well with the interesting plot are Kadir Nelson’s beautiful illustrations. From the first page, the combination of text and paintings draws readers to Henry. “Henry Brown wasn’t sure how old he was. Henry was a slave,” the text reads. “And slaves weren’t allowed to know their birthdays.” These simple statements along with the haunting illustration in which Henry seems to be looking directly at the reader are attention-getting. Nelson’s representational paintings help us quickly feel close to the characters and add to the plot by creating tension and mood. Also adding to the mood are the colors Nelson uses to convey sunlight, shadows, and darkness. The mood enhances the drama and contributes to the enjoyment of the story.
Another interesting aspect of the illustrations is the depiction of Henry as he’s being transported in the box. Instead of always drawing the box completely closed, Nelson allows readers to “peek” inside by leaving one side open. To see Henry upside down and curled into a ball, adds tension, drama, and a sense of immediacy to the story. Finally, perspective is well-used in the illustrations as the wooden box, with its address to Philadelphia, sits in the foreground while Henry’s friends try to convince clerks to handle the package carefully in the background. Another picture portrays a close view of Henry’s pain as he adjusts to his confining surroundings and travels on his side. Nelson’s paintings make the story of Henry Brown seem even more remarkable.
*Personal Response
As soon as I saw the first page and read the first paragraph, I was hooked. The illustrations in this book are spectacular. Considering the primary function of illustrations in a picture book is to complement the text, Nelson is on target. I enjoyed the story itself, but the paintings are what made it seem real to me, particularly the ones showing Henry inside the box. Personally, I wanted to know more about Henry’s family members and whether he ever saw any of them again. Perhaps this would be a good jumping off point for research with children. I look forward to sharing this book in the library.
*Review excerpts
“Inspired by an actual 1830s lithograph, this beautifully crafted picture book briefly relates the story of Henry ‘Box’ Brown’s daring escape from slavery.”
School Library Journal
“Thanks to Nelson’s penetrating portraits, readers will feel as if they can experience Henry’s thoughts and feelings as he matures through unthinkable adversity.”
Publishers Weekly
*Connections
-Research the Underground Railroad and find other unusual or interesting stories of survival.
-Discuss and write about the theme of perseverance which is present in the book. Make personal connections or text to text connections around this theme.
-Research and write a short biography of the real Henry Brown. (Are all the facts presented in the book accurately? In what way has the story been fictionalized?)
-Discuss the losses Henry suffered in his family. This may be an opportunity to discuss grief and ways to deal with it.
The Man Who Walked Between the Towers
Gerstein, Mordicai. 2003. THE MAN WHO WALKED BETWEEN THE TOWERS. Ill. by Mordicai Gerstein. Brookfield, CT: Roaring Brook Press. ISBN 0761317910
*Plot Summary
When French aerialist Philippe Petit looks up at the almost complete World Trade Centers in New York City, he sees more than just two incredibly tall buildings. He sees a challenge. “If he saw three balls, he had to juggle. If he saw two towers, he had to walk! That’s how he was.” In August of 1974, Petit secretly goes to the roof of the south tower, and with the help of friends, strings a five-eighths inch thick cable across the forty feet between the twin towers. The next day he spends an hour walking, dancing, and even laying on the wire to the amazement of all who see him.
*Critical Analysis
The author and illustrator, Mordicai Gerstein, has created an awe inspiring book with plain, straightforward narration and interesting illustrations. Although the text offers little dialogue and only a few descriptive phrases, accompanied by the illustrations, it provides enough to keep readers curious about the fast-moving plot. Knowing that the story is nonfiction makes the character Philippe Petit intriguing; however, Petit's performance between the towers drives the story. Gerstein balances Petit’s 1974 performance with the events on September 11, 2001. He strikes this balance respectfully, without being overly sentimental or overly enthusiastic.
In addition to the excitement created by the story itself, Gerstein’s illustrations also encourage readers to keep turning pages and find out if Philippe will be successful in his attempt to walk between the towers. The layout of the illustrations, along with the simple text, creates tension and adds to the plot. Gerstein arranges multiple separated pictures on one page to show the progression of time and Petit’s activities. For example, he places three illustrations showing the gradual tightening of the wire and the time passing from night to dawn. Arrangements like this one add details to enhance the text.
Gerstein also uses perspective to convey drama in the story of Petit’s high wire act. In one scene, readers see the barely visible city and water below as Philippe crawls down the ledge of the roof to retrieve the misguided wire. Gerstein chooses key scenes to show up close, like the width of the cable. In a picture storybook depicting a person’s performance on a high wire act at one thousand three hundred forty feet, accurately portraying the setting is essential, and Gerstein’s use of color, perspective, and point of view are excellent.
*Personal/Student Response
Although I had seen this book around, for some reason I had never bothered to pick it up and take a look inside. As soon as I realized the subject of the book, I was excited to find out more because the idea of a person performing between the twin towers amazed me. I shared this book with three fifth grade classes in the library. One student from each class asked whether Petit is still alive today; they were very interested in the real man. Other students found it almost impossible to believe that someone actually did this. Next time I read this to fifth grade classes, I will either add more information about the actual event or give them an opportunity to do some research.
Finally, I was impressed with how much the kids enjoyed the illustrations. One student even commented on the feeling one double page spread gave her. She felt relaxed and peaceful when looking at the depiction on Philippe performing between the towers. I was delighted to hear such a response, and I have a feeling Gerstein would appreciate it too!
*Review Excerpts
“Gerstein’s dramatic paintings include perspectives bound to take any reader’s breath away. Truly affecting is the book’s final painting of the imagined imprint of the towers, now existing ‘in memory’ –linked by Philippe and his high wire.”
Publishers Weekly
“Here’s a joyful true story of the World Trade Center from a time of innocence before 9/11.”
BookList
“The pacing of the narrative is as masterful as the placement and quality of the oil-and-ink paintings.”
School Library Journal
*Connections
-Research and write a “newspaper article” about the actual event.
-Research the life of Philippe Petit.
-Discuss the events of September 11, 2001. (What happened? What has happened since the attack?)
-Just as the book depicts the memory of Petit’s feat and the World Trade Centers, students may write about an important or favorite memory from their lives.
- Research the building of the twin towers. (Find out about the architects, the construction length, and construction techniques.)
-Write a journal entry concerning a passion, connecting to Petit’s passion for performing.
*Plot Summary
When French aerialist Philippe Petit looks up at the almost complete World Trade Centers in New York City, he sees more than just two incredibly tall buildings. He sees a challenge. “If he saw three balls, he had to juggle. If he saw two towers, he had to walk! That’s how he was.” In August of 1974, Petit secretly goes to the roof of the south tower, and with the help of friends, strings a five-eighths inch thick cable across the forty feet between the twin towers. The next day he spends an hour walking, dancing, and even laying on the wire to the amazement of all who see him.
*Critical Analysis
The author and illustrator, Mordicai Gerstein, has created an awe inspiring book with plain, straightforward narration and interesting illustrations. Although the text offers little dialogue and only a few descriptive phrases, accompanied by the illustrations, it provides enough to keep readers curious about the fast-moving plot. Knowing that the story is nonfiction makes the character Philippe Petit intriguing; however, Petit's performance between the towers drives the story. Gerstein balances Petit’s 1974 performance with the events on September 11, 2001. He strikes this balance respectfully, without being overly sentimental or overly enthusiastic.
In addition to the excitement created by the story itself, Gerstein’s illustrations also encourage readers to keep turning pages and find out if Philippe will be successful in his attempt to walk between the towers. The layout of the illustrations, along with the simple text, creates tension and adds to the plot. Gerstein arranges multiple separated pictures on one page to show the progression of time and Petit’s activities. For example, he places three illustrations showing the gradual tightening of the wire and the time passing from night to dawn. Arrangements like this one add details to enhance the text.
Gerstein also uses perspective to convey drama in the story of Petit’s high wire act. In one scene, readers see the barely visible city and water below as Philippe crawls down the ledge of the roof to retrieve the misguided wire. Gerstein chooses key scenes to show up close, like the width of the cable. In a picture storybook depicting a person’s performance on a high wire act at one thousand three hundred forty feet, accurately portraying the setting is essential, and Gerstein’s use of color, perspective, and point of view are excellent.
*Personal/Student Response
Although I had seen this book around, for some reason I had never bothered to pick it up and take a look inside. As soon as I realized the subject of the book, I was excited to find out more because the idea of a person performing between the twin towers amazed me. I shared this book with three fifth grade classes in the library. One student from each class asked whether Petit is still alive today; they were very interested in the real man. Other students found it almost impossible to believe that someone actually did this. Next time I read this to fifth grade classes, I will either add more information about the actual event or give them an opportunity to do some research.
Finally, I was impressed with how much the kids enjoyed the illustrations. One student even commented on the feeling one double page spread gave her. She felt relaxed and peaceful when looking at the depiction on Philippe performing between the towers. I was delighted to hear such a response, and I have a feeling Gerstein would appreciate it too!
*Review Excerpts
“Gerstein’s dramatic paintings include perspectives bound to take any reader’s breath away. Truly affecting is the book’s final painting of the imagined imprint of the towers, now existing ‘in memory’ –linked by Philippe and his high wire.”
Publishers Weekly
“Here’s a joyful true story of the World Trade Center from a time of innocence before 9/11.”
BookList
“The pacing of the narrative is as masterful as the placement and quality of the oil-and-ink paintings.”
School Library Journal
*Connections
-Research and write a “newspaper article” about the actual event.
-Research the life of Philippe Petit.
-Discuss the events of September 11, 2001. (What happened? What has happened since the attack?)
-Just as the book depicts the memory of Petit’s feat and the World Trade Centers, students may write about an important or favorite memory from their lives.
- Research the building of the twin towers. (Find out about the architects, the construction length, and construction techniques.)
-Write a journal entry concerning a passion, connecting to Petit’s passion for performing.
Saturday, September 1, 2007
Purposes and plans
Welcome! This blog fulfills a requirement of my coursework at Texas Woman's University. I am currently enrolled in Literature for Children and Young Adults (LS 5603) at TWU, and I will be reviewing books throughout the semester and posting those reviews here!
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