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.

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.

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).

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.

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.

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.