Bibliography:
Gantos, Jack. (2000). Joey Pigza Loses Control. New York, NY: Harper Trophy. ISBN 9781413108514.
Plot Summary:
Joey plans on spending 6 weeks to get to know his dad, whom he does not know well at all. His mother worries and makes sure he has money to phone home and always asks about his medicine. Joey, his dog Pablo, his grandmother, and father have an interesting few weeks when Joey stops taking his medicine. Without the medicine, Joey is liable to lose control. Torn between knowing what is best for him and wanting to please his dad, Joey is put in a difficult situation. How will he handle it?
Critical Analysis:
The character of Joey Pigza is fun-loving and hilarious. He is sort of a prankster and many students will identify with his high-energy character. Joey is put in many difficult situations and sometimes hesitates on how to handle them. Students learn the value of thinking their actions through in Joey Pigza Loses Control. Other characters in the book may remind students of adults in their own lives.
The setting is basic, taking place in a large city (Pittsburgh), with not too much detail about the surroundings in general. One particular place in the novel that was interesting was Storybook Land - the place where Joey's dad goes to think. Students who know nursery rhymes will find this place interesting.
Joey Pigza Loses Control sends the message to students that it is okay to be a little different. Joey has some good ways of dealing with his life trials and children will relate to that. Boys ages 3rd grade and up would most likely enjoy this novel, although girls will enjoy it as well. The book was easy to follow and engaging overall. After reading the novel I found out that Joey Pigza Loses Control is the sequel to Joey Pigza Swallowed the Key. Perhaps the background knowledge from the first book would benefit the reader.
Awards:
Newbery Honor Book
ALA Notable Book
Publishers Weekly Best Book
School Library Journal Best Book
NY Times Book Review Notable Book
Booklist Editors' Choice
Horn Book Fanfare Book
"Hilarious, harrowing, and ultimately heartening." -School Library Journal
"A truly memorable read." -Booklist
Connections:
*Suggest to readers who like sports or are new to taking medications like Joey.
*Series: Read other books in the "Joey Pigza" series including Joey Pigza Swallowed the Key and What Would Joey do?
*Have students write their own journals in Joey's situation. Have students choose several events in the book that spoke to them in some way and write a response to the event as Joey.
*Joey feels torn between his mother and father, wanting to please them both. Discuss with students when they have ever felt pulled in multiple directions.
*(A few interesting and fun ideas can also be found here: http://kieferja.tripod.com/page3.htm)
Monday, May 7, 2012
Sunday, May 6, 2012
Book Review: Speak by Laurie Halse Anderson
Bibliography:
Anderson, Laurie Halse. (1999). Speak. New York, NY: Farrar Straus Giroux. ISBN 0374371520.
Plot Summary:
Melinda is a high-school student who had something terrible happen to her at the end of summer before freshman year. The novel walks through her freshman year, marking period by marking period, talking through her trials with family, friends, art class (among her other courses), and herself. Ultimately, the issues are not all resolved, but things are turning around for Melinda.
Critical Analysis:
This young adult novel's main character is Melinda, a high school freshman. She is fighting to find herself and resolve the issue of what happened with "IT" during the summer. Many young adult readers would be able to identify with Melinda on different levels - from being the outcast to being a victim of violence. The "IT" male figure is not in a positive role, but the male teacher Mr. Freeman had a positive role and very relatable.
The setting of the book was well detailed and contemporary. Any high school student would related to switching classes, having difficult courses or teachers, the lunch room, etc. Middle school students may even relate to this, but I would not recommend this book for younger than 9th grade students due to subject matter and the age of characters. Students will be able to relate to issues with peers and parents presented in the book mostly likely.
The style of the book was interesting to me. I enjoyed the "mini-chapters" with sometimes humorous titles such as, "DEAD FROGS" or "LUNCH DOOM." Each heading tied into the next few paragraphs or pages. The book was sectioned off into marking periods, so students can relate to timing in the book as well. I felt the entire book was about Melinda overcoming her past. While the book didn't tell the reader everything was headed in the right direction, you get the idea that it is.
Awards:
1999 National Book Award Finalist for Young People's Literature
ALA Top Ten Best Books for Young Adults
ALA Quick Pick
Publishers Weekly Best Book of the Year
Booklist Top Ten First Novel
School Library Journal Best Book of the Year
Horn Book Fanfare Title
New York Times Bestseller
See http://us.macmillan.com/speak/LaurieAnderson for full list
"An uncannily funny book even as it plumbs the darkness, Speak will hold readers from the first word to last." -The Horn Book
"Melinda's pain is palpable, and readers will totally empathize with her. This is a compelling book, with sharp, crisp writing that draws readers in, engulfing them in the story." -School Library Journal
Connections:
*While students read this book, have them privately journal about their own experiences in the past and present. Have them venture in the end to write about their futures.
*Counselor's can use this book for students who have been victims of violence.
*Have high school students talk about "THE FIRST TEN LIES THEY TELL YOU IN HIGH SCHOOL" and "TEN MORE LIES THEY TELL YOU IN HIGH SCHOOL." Open up conversation about fears and hopes for the coming years. What would students have on their "Ten Lies" list?
*Art Connection: Students make their own tree art project that Melinda studies and works on throughout the book.
*If appropriate, have students watch the movie Speak (film 2004) after finishing the study of the novel.
*Discuss the author's purpose and how it relates to our lives today.
*Author Study: Other books by Anderson - Catalyst, Twisted, Prom, Wintergirls, Thank you, Sarah, Chains, Forge, and Fever, 1793.
Anderson, Laurie Halse. (1999). Speak. New York, NY: Farrar Straus Giroux. ISBN 0374371520.
Plot Summary:
Melinda is a high-school student who had something terrible happen to her at the end of summer before freshman year. The novel walks through her freshman year, marking period by marking period, talking through her trials with family, friends, art class (among her other courses), and herself. Ultimately, the issues are not all resolved, but things are turning around for Melinda.
Critical Analysis:
This young adult novel's main character is Melinda, a high school freshman. She is fighting to find herself and resolve the issue of what happened with "IT" during the summer. Many young adult readers would be able to identify with Melinda on different levels - from being the outcast to being a victim of violence. The "IT" male figure is not in a positive role, but the male teacher Mr. Freeman had a positive role and very relatable.
The setting of the book was well detailed and contemporary. Any high school student would related to switching classes, having difficult courses or teachers, the lunch room, etc. Middle school students may even relate to this, but I would not recommend this book for younger than 9th grade students due to subject matter and the age of characters. Students will be able to relate to issues with peers and parents presented in the book mostly likely.
The style of the book was interesting to me. I enjoyed the "mini-chapters" with sometimes humorous titles such as, "DEAD FROGS" or "LUNCH DOOM." Each heading tied into the next few paragraphs or pages. The book was sectioned off into marking periods, so students can relate to timing in the book as well. I felt the entire book was about Melinda overcoming her past. While the book didn't tell the reader everything was headed in the right direction, you get the idea that it is.
Awards:
1999 National Book Award Finalist for Young People's Literature
ALA Top Ten Best Books for Young Adults
ALA Quick Pick
Publishers Weekly Best Book of the Year
Booklist Top Ten First Novel
School Library Journal Best Book of the Year
Horn Book Fanfare Title
New York Times Bestseller
See http://us.macmillan.com/speak/LaurieAnderson for full list
"An uncannily funny book even as it plumbs the darkness, Speak will hold readers from the first word to last." -The Horn Book
"Melinda's pain is palpable, and readers will totally empathize with her. This is a compelling book, with sharp, crisp writing that draws readers in, engulfing them in the story." -School Library Journal
Connections:
*While students read this book, have them privately journal about their own experiences in the past and present. Have them venture in the end to write about their futures.
*Counselor's can use this book for students who have been victims of violence.
*Have high school students talk about "THE FIRST TEN LIES THEY TELL YOU IN HIGH SCHOOL" and "TEN MORE LIES THEY TELL YOU IN HIGH SCHOOL." Open up conversation about fears and hopes for the coming years. What would students have on their "Ten Lies" list?
*Art Connection: Students make their own tree art project that Melinda studies and works on throughout the book.
*If appropriate, have students watch the movie Speak (film 2004) after finishing the study of the novel.
*Discuss the author's purpose and how it relates to our lives today.
*Author Study: Other books by Anderson - Catalyst, Twisted, Prom, Wintergirls, Thank you, Sarah, Chains, Forge, and Fever, 1793.
Book Review: Babymouse the Musical by Jennifer L. Holm & Matthew Holm
Bibliography:
Holm, Jennifer L. (2009). Babymouse the Musical. Ill. Matthew Holm. New York, NY: Random House. ISBN 9780375843884.
Plot Summary:
Babymouse is going to try out for the elementary school musical in this graphic novel. She gets the part of understudy for the lead role. The lead gets a hairball, so Babymouse must go on stage with Henry Higgins, her crush. Babymouse certainly ends up "bringing down the house" during her performance ("Crash!") and literally breaks a leg! What happens with Babymouse and Henry?
Critical Analysis:
The graphic novel is an interesting genre. Babymouse the Musical was my first experience with this form of text. I found it hard to follow the plot through the book. There were many side stories and references to outside texts/movies/shows. The illustrations by Matthew Holm were fantastic, some with more detail than others.
Students would be able to relate to this book easily, but the plot was overall not very believable. The lead role getting a hairball so Babymouse could be the lead was anticipated and not very realistic. Babymouse the Musical included a hint of romance between Henry Higgins and Babymouse. In the end, Henry just wanted to be around the "brilliant" star - not Babymouse herself. Babymouse says it is "typical" in the end. I don't feel that this sends a positive message to students about relationships.
Side stories and references were heavy in the book - from "Phantom of the Opera" to "American Idol" to "The Lion King", Babymouse the Musical takes side trips every few pages to an outside reference. Could students at the elementary level (where Babymouse takes place) relate to this? Will they get the references? Another part of graphic novels I question is if they are good for budding literacy or do they confuse students? Overall, Babymouse the Musical was a cute, quick read. The series is consistent and encourages the reader to believe in this fantasy world. With the pink-black-white illustrations and female lead, the series seems geared towards girls (however, boys may enjoy it as well!).
Awards:
Awards are for the Babymouse series, not Babymouse the Musical specifically.
-Winner 2006 Gryphon Award
-Winner 2006 ALA Notable Children's Book
-Winner 2006 New York Book Show Award
"Overall, Babymouse the Musical is an excellent book that early chapter readers will gobble up like chocolate.....Babymouse never fails to entertain and watching her in all those musicals is highly entertaining, although children might not know many of those musicals...yet." -ReadingReview.com (http://www.readingreview.com/earlychapter/babymouse-themusical.html)
"Another winning installment for the series' fans." -Booklist
"Nobody puts Babymouse in the corner." -Horn Book
Connections:
*Have students create their own adventure using Babymouse as their muse - Choose an animal as their main character and write a story about them.
*Talk to students about the musicals referenced in the text.
*Read others in the Babymouse series: Babymouse for President, Babymouse Dragonslayer, Babymouse Monster Mash.
*Discuss the animal type of characters in the book (porcupine, cat, mouse, etc.)
Holm, Jennifer L. (2009). Babymouse the Musical. Ill. Matthew Holm. New York, NY: Random House. ISBN 9780375843884.
Plot Summary:
Babymouse is going to try out for the elementary school musical in this graphic novel. She gets the part of understudy for the lead role. The lead gets a hairball, so Babymouse must go on stage with Henry Higgins, her crush. Babymouse certainly ends up "bringing down the house" during her performance ("Crash!") and literally breaks a leg! What happens with Babymouse and Henry?
Critical Analysis:
The graphic novel is an interesting genre. Babymouse the Musical was my first experience with this form of text. I found it hard to follow the plot through the book. There were many side stories and references to outside texts/movies/shows. The illustrations by Matthew Holm were fantastic, some with more detail than others.
Students would be able to relate to this book easily, but the plot was overall not very believable. The lead role getting a hairball so Babymouse could be the lead was anticipated and not very realistic. Babymouse the Musical included a hint of romance between Henry Higgins and Babymouse. In the end, Henry just wanted to be around the "brilliant" star - not Babymouse herself. Babymouse says it is "typical" in the end. I don't feel that this sends a positive message to students about relationships.
Side stories and references were heavy in the book - from "Phantom of the Opera" to "American Idol" to "The Lion King", Babymouse the Musical takes side trips every few pages to an outside reference. Could students at the elementary level (where Babymouse takes place) relate to this? Will they get the references? Another part of graphic novels I question is if they are good for budding literacy or do they confuse students? Overall, Babymouse the Musical was a cute, quick read. The series is consistent and encourages the reader to believe in this fantasy world. With the pink-black-white illustrations and female lead, the series seems geared towards girls (however, boys may enjoy it as well!).
Awards:
Awards are for the Babymouse series, not Babymouse the Musical specifically.
-Winner 2006 Gryphon Award
-Winner 2006 ALA Notable Children's Book
-Winner 2006 New York Book Show Award
"Overall, Babymouse the Musical is an excellent book that early chapter readers will gobble up like chocolate.....Babymouse never fails to entertain and watching her in all those musicals is highly entertaining, although children might not know many of those musicals...yet." -ReadingReview.com (http://www.readingreview.com/earlychapter/babymouse-themusical.html)
"Another winning installment for the series' fans." -Booklist
"Nobody puts Babymouse in the corner." -Horn Book
Connections:
*Have students create their own adventure using Babymouse as their muse - Choose an animal as their main character and write a story about them.
*Talk to students about the musicals referenced in the text.
*Read others in the Babymouse series: Babymouse for President, Babymouse Dragonslayer, Babymouse Monster Mash.
*Discuss the animal type of characters in the book (porcupine, cat, mouse, etc.)
Wednesday, May 2, 2012
A Side Note: Audiobook Format
I wanted to take a moment to tell about my experience with audiobook format. Our professor encouraged us to use audio format for one of our historical fiction novels. Before going into the assignment, I really imagined I would enjoy the audiobook experience, as I had enjoyed audio-poetry earlier in the semester. When I was a child, I really enjoyed hearing story books on record and on tape while reading along with the speaker.
Elijah of Buxton was my choice for historical fiction. I checked out the audiobook and the physical book from my local library. Before starting the audiobook I did read the first chapter in the actual book (I couldn't help myself!). I sat down one evening to listen to the first few chapters of Elijah of Buxton. The first ten minutes were okay, but I quickly lost track of what was happening in the story and who was speaking. After the first 3 chapters, I was completely confused. So confused that I tried again from the beginning. The audio format still didn't click, so I started another book.
I felt that the audiobook turned me off from even the physical book because I was so confused by it. I wanted to document my experience on my book review blog. Audiobooks can be a great tool, but for me they may not be the best choice when reading an entire novel. I think I enjoyed poetry and storybooks but not the novel because of the difference in length and perhaps rhythm.
Elijah of Buxton was my choice for historical fiction. I checked out the audiobook and the physical book from my local library. Before starting the audiobook I did read the first chapter in the actual book (I couldn't help myself!). I sat down one evening to listen to the first few chapters of Elijah of Buxton. The first ten minutes were okay, but I quickly lost track of what was happening in the story and who was speaking. After the first 3 chapters, I was completely confused. So confused that I tried again from the beginning. The audio format still didn't click, so I started another book.
I felt that the audiobook turned me off from even the physical book because I was so confused by it. I wanted to document my experience on my book review blog. Audiobooks can be a great tool, but for me they may not be the best choice when reading an entire novel. I think I enjoyed poetry and storybooks but not the novel because of the difference in length and perhaps rhythm.
Monday, April 23, 2012
Book Review: Hiroshima by Laurence Yep
Bibliography:
Yep, Laurence. (1995). Hiroshima. New York, NY: Scholastic, Inc. ISBN 0590208322.
Plot Summary:
Yep takes the reader inside Hiroshima before, during, and after the atomic bomb was dropped on the city by the United States in attempt to end World War II. A survivor, young girl Sachi, is highlighted along with the one group of "Hiroshima Maidens" who came to the U.S. to receive medical treatments. Hiroshima created hospitals for the survivors to go to as well. Today you may visit a park in Hiroshima to pay your respects. This book tells the reader about the aftermath of the atomic bomb dropped on Hiroshima.
Critical Analysis:
This historical fiction novel gives many interesting perspectives from people involved in the bombing of Hiroshima. It is most appropriate for grades 3rd and above. The book is a quick read, only 55 pages long. Yep includes sources and background of characters and facts included in the novel.
The setting is described in detail, down to the melted bottles after the bomb is dropped. The story flows well and includes important information regarding the bombing. Characters in the story are typical of the time period and the event. An interesting aspect of this novel is that Sachi, the main character, is a composite of several children who survived and later came to the United States. Students will be able to identify with the characters, especially Sachi. Yep does an excellent job of showing the devastation and aftermath of the bombing in Hiroshima to young students.
Awards & Reviews:
No awards were given for this particular novel.
"This powerful chronicle ensures that what was done on that awful day will remain in readers' memories for a very long time." -Publisher's Weekly (http://www.publishersweekly.com/978-0-590-20832-1)
Connections:
Humanities Connection: Make paper cranes to send to the Hiroshima monument in Japan.
Geography Connection: Before and after reading Hiroshima, study the geographic location of Japan, Hiroshima and Nagasaki.
Author Study - Laurence Yep: Highlight Yep and other works by him including Dragon Child, The Earth Dragon Awakes, and others.
Topic Study - Hiroshima: Find non-fiction books about Hiroshima along with other historical fiction novels about Hiroshima or the atomic bomb (The Green Glass Sea for example) to read as part of a themed unit.
Poetry Connection: Write a poem about peace and the bombing/recovery of Hiroshima.
Yep, Laurence. (1995). Hiroshima. New York, NY: Scholastic, Inc. ISBN 0590208322.
Plot Summary:
Yep takes the reader inside Hiroshima before, during, and after the atomic bomb was dropped on the city by the United States in attempt to end World War II. A survivor, young girl Sachi, is highlighted along with the one group of "Hiroshima Maidens" who came to the U.S. to receive medical treatments. Hiroshima created hospitals for the survivors to go to as well. Today you may visit a park in Hiroshima to pay your respects. This book tells the reader about the aftermath of the atomic bomb dropped on Hiroshima.
Critical Analysis:
This historical fiction novel gives many interesting perspectives from people involved in the bombing of Hiroshima. It is most appropriate for grades 3rd and above. The book is a quick read, only 55 pages long. Yep includes sources and background of characters and facts included in the novel.
The setting is described in detail, down to the melted bottles after the bomb is dropped. The story flows well and includes important information regarding the bombing. Characters in the story are typical of the time period and the event. An interesting aspect of this novel is that Sachi, the main character, is a composite of several children who survived and later came to the United States. Students will be able to identify with the characters, especially Sachi. Yep does an excellent job of showing the devastation and aftermath of the bombing in Hiroshima to young students.
Awards & Reviews:
No awards were given for this particular novel.
"This powerful chronicle ensures that what was done on that awful day will remain in readers' memories for a very long time." -Publisher's Weekly (http://www.publishersweekly.com/978-0-590-20832-1)
Connections:
Humanities Connection: Make paper cranes to send to the Hiroshima monument in Japan.
Geography Connection: Before and after reading Hiroshima, study the geographic location of Japan, Hiroshima and Nagasaki.
Author Study - Laurence Yep: Highlight Yep and other works by him including Dragon Child, The Earth Dragon Awakes, and others.
Topic Study - Hiroshima: Find non-fiction books about Hiroshima along with other historical fiction novels about Hiroshima or the atomic bomb (The Green Glass Sea for example) to read as part of a themed unit.
Poetry Connection: Write a poem about peace and the bombing/recovery of Hiroshima.
Book Review: Turtle in Paradise by Jennifer L. Holm
Bibliography:
Holm, Jennifer L. (2010). Turtle in Paradise. New York, NY: Random House. ISBN 9780375936883.
Plot Summary:
The book takes place during the Great Depression. Turtle goes to live with family in Key West, Florida and opens herself to a great deal of adventure with the "Diaper Gang." After finding what seems to be a treasure map in their grandmother's home, they embark on a quest to find treasure. Turtle is moved from a pessimistic-type child to a girl who can see the chance of a "Hollywood" happy ending.
Critical Analysis:
Turtle in Paradise is an interesting historical fiction novel. The characters are detailed and fit the time period of the Great Depression. Many characters have nicknames! From the boy who has a heart condition who needs to take it easy to the overly tired mother who takes in one more child, Holm creates characters who are easy to identify with and are true to the time period of the book. She ends the book with an Author's Note about the history of the book - what the characters were based on and even some photos of the Key West area during the Great Depression.
It is important to note the setting and plot. Holm does an excellent job describing the surroundings (all true to the time period) of several cities, transportation, ideas, values and jobs. Details like the dialect are even taken into consideration (for example, the "alligator pear" versus an avocado). The story is an adventure and it would be good for students grades 3rd and above. The authenticity of the book can be credited by the resources in the back. The book is set in the 1930s, but still connects to the children reading it today.
Awards:
2011 Newbery Honor Book
ALA Notable Book
Booklist Editor's Choice
Texas Bluebonnet List
New York Times bestseller
Review: "Turtle is just the right mixture of knowingness and hope; the plot is a hilarious blend of family dramas seasoned with a dollop of adventure." -Booklist
Connections:
--Read the text while studying the era of the Great Depression
--Study Turtle in Paradise along with Key West, Florida
--Art connection: Make your own drawing of the treasure map from the book
--Language Arts: Have the students create a reading response journal from their reading of this book.
--Social Studies connection: Verify facts and cultural environment about the time period from the book
--Other books by Jennifer Holm: Our Only May Amelia, Penny from Heaven, and Middle School is Worse than Meatloaf.
--Note: Jennifer Holm and her brother write the Babymouse series.
Holm, Jennifer L. (2010). Turtle in Paradise. New York, NY: Random House. ISBN 9780375936883.
Plot Summary:
The book takes place during the Great Depression. Turtle goes to live with family in Key West, Florida and opens herself to a great deal of adventure with the "Diaper Gang." After finding what seems to be a treasure map in their grandmother's home, they embark on a quest to find treasure. Turtle is moved from a pessimistic-type child to a girl who can see the chance of a "Hollywood" happy ending.
Critical Analysis:
Turtle in Paradise is an interesting historical fiction novel. The characters are detailed and fit the time period of the Great Depression. Many characters have nicknames! From the boy who has a heart condition who needs to take it easy to the overly tired mother who takes in one more child, Holm creates characters who are easy to identify with and are true to the time period of the book. She ends the book with an Author's Note about the history of the book - what the characters were based on and even some photos of the Key West area during the Great Depression.
It is important to note the setting and plot. Holm does an excellent job describing the surroundings (all true to the time period) of several cities, transportation, ideas, values and jobs. Details like the dialect are even taken into consideration (for example, the "alligator pear" versus an avocado). The story is an adventure and it would be good for students grades 3rd and above. The authenticity of the book can be credited by the resources in the back. The book is set in the 1930s, but still connects to the children reading it today.
Awards:
2011 Newbery Honor Book
ALA Notable Book
Booklist Editor's Choice
Texas Bluebonnet List
New York Times bestseller
Review: "Turtle is just the right mixture of knowingness and hope; the plot is a hilarious blend of family dramas seasoned with a dollop of adventure." -Booklist
Connections:
--Read the text while studying the era of the Great Depression
--Study Turtle in Paradise along with Key West, Florida
--Art connection: Make your own drawing of the treasure map from the book
--Language Arts: Have the students create a reading response journal from their reading of this book.
--Social Studies connection: Verify facts and cultural environment about the time period from the book
--Other books by Jennifer Holm: Our Only May Amelia, Penny from Heaven, and Middle School is Worse than Meatloaf.
--Note: Jennifer Holm and her brother write the Babymouse series.
Book Review: The Green Glass Sea by Ellen Klages
Bibliography:
Klages, Ellen. (2006). The Green Glass Sea. New York, NY: Viking. ISBN 978670061341.
Plot Summary:
The Green Glass Sea follows residents of "The Hill," a top secret base where scientists are working on a "gadget" to end World War II. Suze and Dewey are two young girls, daughters of the scientists working on the gadget. The girls encounter different trials and tribulations through the story, including getting to know each other in close quarters and the death of Dewey's father. In the end, the gadget works. On Suze's birthday, the family goes to the site where the bomb was tested.
Critical Analysis:
The Green Glass Sea is most appropriate for grades 4 and above. This historical fiction novel gives credit in the end to different entities for their knowledge and information sharing, which shows us the historical setting was well researched. Klages suggests several titles for readers interested in knowing more about the making and testing of the atomic bomb.
The characters in the book are well written and intertwined. Several real key-players in the nuclear bomb are casually mentioned in the text. Without the background knowledge of these characters, they will be passed over by readers most likely (as I myself passed them up). Building some background knowledge of the non-fiction characters before reading would likely benefit readers.
Awards/Reviews:
2007 Scott O'Dell Award for Historical Fiction
2007 Judy Lopez Memorial Award for Children's Literature
2007 New Mexico State Book Award (YA)
"Klages makes an impressive debut with an ambitious, meticulousy researched novel set during WWII. Writing from the points of two displaced children, she successfully recreates life at Los Alamos Camp, where scientists and mathemiticians converge with their families to construct and test the first nuclear bomb." -Publishers Weekly
"Many readers will know as little about the true nature of the project as the girls do, so the gradual revelation of facts is especially effective, while those who already know about Los Alamos's historical significance will experience the story in a different, but equally powerful, way." -School Library Journal
Connections:
Art Connection: Have students use different media to make their own "Trinitite" as described in the book.
History Connection: Study characters mentioned in the book like Richard Oppenheimer and their contributions to the making of the atomic bomb.
Author Study: Read the follow up novel White Sands, Red Menace by Ellen Klages. See other books at http://ellenklages.com.
Geography Connection: Discuss the geographic location and features of "The Hill." (Desert, near Santa Fe, etc.) Draw a map of the location if desired.
Humanities Connection: Discuss the isolation the girls may have felt throughout the book (especially in the beginning) not being able to talk or write about where they were or what they saw.
Klages, Ellen. (2006). The Green Glass Sea. New York, NY: Viking. ISBN 978670061341.
Plot Summary:
The Green Glass Sea follows residents of "The Hill," a top secret base where scientists are working on a "gadget" to end World War II. Suze and Dewey are two young girls, daughters of the scientists working on the gadget. The girls encounter different trials and tribulations through the story, including getting to know each other in close quarters and the death of Dewey's father. In the end, the gadget works. On Suze's birthday, the family goes to the site where the bomb was tested.
Critical Analysis:
The Green Glass Sea is most appropriate for grades 4 and above. This historical fiction novel gives credit in the end to different entities for their knowledge and information sharing, which shows us the historical setting was well researched. Klages suggests several titles for readers interested in knowing more about the making and testing of the atomic bomb.
The characters in the book are well written and intertwined. Several real key-players in the nuclear bomb are casually mentioned in the text. Without the background knowledge of these characters, they will be passed over by readers most likely (as I myself passed them up). Building some background knowledge of the non-fiction characters before reading would likely benefit readers.
Awards/Reviews:
2007 Scott O'Dell Award for Historical Fiction
2007 Judy Lopez Memorial Award for Children's Literature
2007 New Mexico State Book Award (YA)
"Klages makes an impressive debut with an ambitious, meticulousy researched novel set during WWII. Writing from the points of two displaced children, she successfully recreates life at Los Alamos Camp, where scientists and mathemiticians converge with their families to construct and test the first nuclear bomb." -Publishers Weekly
"Many readers will know as little about the true nature of the project as the girls do, so the gradual revelation of facts is especially effective, while those who already know about Los Alamos's historical significance will experience the story in a different, but equally powerful, way." -School Library Journal
Connections:
Art Connection: Have students use different media to make their own "Trinitite" as described in the book.
History Connection: Study characters mentioned in the book like Richard Oppenheimer and their contributions to the making of the atomic bomb.
Author Study: Read the follow up novel White Sands, Red Menace by Ellen Klages. See other books at http://ellenklages.com.
Geography Connection: Discuss the geographic location and features of "The Hill." (Desert, near Santa Fe, etc.) Draw a map of the location if desired.
Humanities Connection: Discuss the isolation the girls may have felt throughout the book (especially in the beginning) not being able to talk or write about where they were or what they saw.
Monday, April 2, 2012
Book Review: Almost Astronauts by Tanya Lee Stone
Bibliography:
Stone, Tanya Lee. (2009). Almost Astronauts: 13 Women Who Dared to Dream. Somerville, MS: Candlewick Press. ISBN 9780763636111.
Summary:
This book discusses the "Mercury 13" and the trials they go through. From tedious testing to disappointing turn-downs, these 13 ladies show perseverance and never give up on their dreams. The book follows the Mercury 13 from their earliest dreams of flight to 1999 when the first woman to serve as space shuttle commander blasts into space. Sadly, none of the Mercury 13 ever became astronauts, but they always had their passion and dreams at the forefront of their lives.
Critical Analysis:
This unique informational text was very moving. The book is accurate and hosts pages of sources and credits in the back. The book presents itself in mostly sequential order (except for the first chapter). The timeline of the events is helpful in understanding the trials that each of the Mercury 13 went up against while fighting to get into a space shuttle. The photos in the book not only put a face to a name in the book, but also show the devices and technology used in space flight and testing.
This book is a great way to encourage girls in the fields of science. It would be an interesting read for anyone interested in space, NASA, equality between genders, and/or the roles of women in space and flight. The testimonials and stories in this book are both heartwarming and heartbreaking. While the subject matter could be appropriate for any level, and would make a great read aloud, the essence of the book should be saved for 4th grade and above. These women were marked as "ahead of their time." These were the pioneers who broke records and barriers in flight! These women also broke records in astronaut training tests.
Overall, it is a book to recommend to grades 4 and above, especially to young girls interested in space, flight, or science. The authors website (cited below) has several materials that could be helpful in sharing this book with a class.
Awards:
2010 Sibert Medal Award
YALSA Excellence in Nonficton Honor
Boston Globe-Horn Book Honor
NCTE Orbis Pictus Honor
Bank Street Flora Stieglitz Straus Award
Jane Addams Honor
Outstanding Science Trade Book
Kirkus Best YA Books 2009
Smithsonian Magazine Best Books of 2009
"...Passionately written account." -School Library Journal
"A fast read....the crucial civil-rights history will stay with readers...long, spacious back matter is part of the story." -Booklist
"Once I started reading this book, I could not put it down. Even after thirty years of flying, the "Mercury 13" still inspire me!" -Eileen Collins, Colonel, U.S. Air Force (retired) and first female Space Shuttle Commander
Connections:
Physical Education Connection: Discuss the tests used to test the strength and agility of potential astronauts. Have students test their own strength in some of the areas.
Science Connection: Discuss space and what astronauts mission in space can be before, during and after a mission.
Career Connection: Study the strong female role models in this book and in other books with strong females.
History Study: Study the feminist movement and the civil rights movement and discuss injustice to women during these times.
Author Study: Other books by Tanya Lee Stone - Up Close: Ella Fitzgerald, Wild America series, The House That Jane Built. See http://www.tanyastone.com for a full list.
Source:
Tanya Lee Stone. Retrieved on April 1, 2012 from http://www.tanyastone.com/
Stone, Tanya Lee. (2009). Almost Astronauts: 13 Women Who Dared to Dream. Somerville, MS: Candlewick Press. ISBN 9780763636111.
Summary:
This book discusses the "Mercury 13" and the trials they go through. From tedious testing to disappointing turn-downs, these 13 ladies show perseverance and never give up on their dreams. The book follows the Mercury 13 from their earliest dreams of flight to 1999 when the first woman to serve as space shuttle commander blasts into space. Sadly, none of the Mercury 13 ever became astronauts, but they always had their passion and dreams at the forefront of their lives.
Critical Analysis:
This unique informational text was very moving. The book is accurate and hosts pages of sources and credits in the back. The book presents itself in mostly sequential order (except for the first chapter). The timeline of the events is helpful in understanding the trials that each of the Mercury 13 went up against while fighting to get into a space shuttle. The photos in the book not only put a face to a name in the book, but also show the devices and technology used in space flight and testing.
This book is a great way to encourage girls in the fields of science. It would be an interesting read for anyone interested in space, NASA, equality between genders, and/or the roles of women in space and flight. The testimonials and stories in this book are both heartwarming and heartbreaking. While the subject matter could be appropriate for any level, and would make a great read aloud, the essence of the book should be saved for 4th grade and above. These women were marked as "ahead of their time." These were the pioneers who broke records and barriers in flight! These women also broke records in astronaut training tests.
Overall, it is a book to recommend to grades 4 and above, especially to young girls interested in space, flight, or science. The authors website (cited below) has several materials that could be helpful in sharing this book with a class.
Awards:
2010 Sibert Medal Award
YALSA Excellence in Nonficton Honor
Boston Globe-Horn Book Honor
NCTE Orbis Pictus Honor
Bank Street Flora Stieglitz Straus Award
Jane Addams Honor
Outstanding Science Trade Book
Kirkus Best YA Books 2009
Smithsonian Magazine Best Books of 2009
"...Passionately written account." -School Library Journal
"A fast read....the crucial civil-rights history will stay with readers...long, spacious back matter is part of the story." -Booklist
"Once I started reading this book, I could not put it down. Even after thirty years of flying, the "Mercury 13" still inspire me!" -Eileen Collins, Colonel, U.S. Air Force (retired) and first female Space Shuttle Commander
Connections:
Physical Education Connection: Discuss the tests used to test the strength and agility of potential astronauts. Have students test their own strength in some of the areas.
Science Connection: Discuss space and what astronauts mission in space can be before, during and after a mission.
Career Connection: Study the strong female role models in this book and in other books with strong females.
History Study: Study the feminist movement and the civil rights movement and discuss injustice to women during these times.
Author Study: Other books by Tanya Lee Stone - Up Close: Ella Fitzgerald, Wild America series, The House That Jane Built. See http://www.tanyastone.com for a full list.
Source:
Tanya Lee Stone. Retrieved on April 1, 2012 from http://www.tanyastone.com/
Saturday, March 31, 2012
Book Review: What to do About Alice? by Barbara Kerley
Bibliography:
Kerley, Barbara. (2008). What to do About Alice? Ill. by Edwin Fotheringham. New York, NY: Scholastic Press. ISBN 9780439922319.
Summary:
What to do About Alice? is a picture book biography about Alice Roosevelt. The book byline reads, "How Alice Roosevelt broke the rules, charmed the world, and drove her father Teddy crazy!" Alice is a dreamer and seems to always be getting into some sort of mischief. Once her father was in office, Alice was a hot topic for the press. The book ends with the pending question: "What to do about Alice?" along with an author's note about Alice Roosevelt's life.
Critical Analysis:
From taking the first look at this book's cover, one wants to read the book. The illustrations on the cover and the title beckon you to open up and learn more about the life of Alice Roosevelt. The back cover of the book has a quote from Teddy Roosevelt saying, "I can be president of the United States, or I can control Alice. I cannot possibly do both." This sets the tone for this picture book biography.
The illustrations throughout the book are detailed. From the way the illustrator depicts motion to the detailed initials on Alice's handkerchiefs, as the reader I felt very connected to the text. The actual printed text of the book is interesting. Some words are in bold type, some words are capitalized, and others are in different fonts or italicized. It was interesting to see what words the author wanted the reader to pay extra attention to. For example, when Teddy Roosevelt says Alice is, "RUNNING RIOT" and Alice says she is, "eating up the world." These two phrases are in two different fonts, larger than the other text to really stand out.
The book was accurate to what I have researched. A "special thanks" is given to Carol Felsenthal at the end of the book for her fact-checking. In the back of the book there are also references and more information about Alice Roosevelt's life.
Awards:
Sibert Honor Book
Boston Globe-Horn Book Honor Book
Irma Black Award Honor Book
Parents Choice Award
Washington State Scandiuzzi Children's Book Award
California Collections
Publishers Weekly Best Book of the Year
School Library Journal Best Book of the Year
Kirkus Review Best Book of the Year
ALA Notable Book
Capitol Choices
New York Public Library 100 Titles for Reading and Sharing
Nominated for Young Reader Awards in TX, IL, TN
"Kerley's text gallops along with a vitality to match her subject's antics .... Fascinating." -School Library Journal
"It's hard to imagine a picture book biography that could better suit its subject than this high-energy volume serves Alice Roosevelt." -Publishers Weekly
Connections:
*History Connection: Read the book aloud during the study of Teddy Roosevelt or women throughout history.
*Note: This book is perfect for a read aloud with the great artwork and text.
*Geography Connection: Use the book to study the different places in the book, historical and countries.
*Author Study: Barbara Kerley: Other books by Kearley include award-winning The Extraordinary Mark Twain. See http://barbarakerley.com/MyBooks.html for a complete list and teacher guides.
*Language Arts: Have children write their own biography so far in their lives and make up future plans and write about them.
Source:
Children's Book Author Barbara Kerley. "What to do About Alice?" Retrieved on March 28, 2012 from http://barbarakerley.com/Alice.html.
Kerley, Barbara. (2008). What to do About Alice? Ill. by Edwin Fotheringham. New York, NY: Scholastic Press. ISBN 9780439922319.
Summary:
What to do About Alice? is a picture book biography about Alice Roosevelt. The book byline reads, "How Alice Roosevelt broke the rules, charmed the world, and drove her father Teddy crazy!" Alice is a dreamer and seems to always be getting into some sort of mischief. Once her father was in office, Alice was a hot topic for the press. The book ends with the pending question: "What to do about Alice?" along with an author's note about Alice Roosevelt's life.
Critical Analysis:
From taking the first look at this book's cover, one wants to read the book. The illustrations on the cover and the title beckon you to open up and learn more about the life of Alice Roosevelt. The back cover of the book has a quote from Teddy Roosevelt saying, "I can be president of the United States, or I can control Alice. I cannot possibly do both." This sets the tone for this picture book biography.
The illustrations throughout the book are detailed. From the way the illustrator depicts motion to the detailed initials on Alice's handkerchiefs, as the reader I felt very connected to the text. The actual printed text of the book is interesting. Some words are in bold type, some words are capitalized, and others are in different fonts or italicized. It was interesting to see what words the author wanted the reader to pay extra attention to. For example, when Teddy Roosevelt says Alice is, "RUNNING RIOT" and Alice says she is, "eating up the world." These two phrases are in two different fonts, larger than the other text to really stand out.
The book was accurate to what I have researched. A "special thanks" is given to Carol Felsenthal at the end of the book for her fact-checking. In the back of the book there are also references and more information about Alice Roosevelt's life.
Awards:
Sibert Honor Book
Boston Globe-Horn Book Honor Book
Irma Black Award Honor Book
Parents Choice Award
Washington State Scandiuzzi Children's Book Award
California Collections
Publishers Weekly Best Book of the Year
School Library Journal Best Book of the Year
Kirkus Review Best Book of the Year
ALA Notable Book
Capitol Choices
New York Public Library 100 Titles for Reading and Sharing
Nominated for Young Reader Awards in TX, IL, TN
"Kerley's text gallops along with a vitality to match her subject's antics .... Fascinating." -School Library Journal
"It's hard to imagine a picture book biography that could better suit its subject than this high-energy volume serves Alice Roosevelt." -Publishers Weekly
Connections:
*History Connection: Read the book aloud during the study of Teddy Roosevelt or women throughout history.
*Note: This book is perfect for a read aloud with the great artwork and text.
*Geography Connection: Use the book to study the different places in the book, historical and countries.
*Author Study: Barbara Kerley: Other books by Kearley include award-winning The Extraordinary Mark Twain. See http://barbarakerley.com/MyBooks.html for a complete list and teacher guides.
*Language Arts: Have children write their own biography so far in their lives and make up future plans and write about them.
Source:
Children's Book Author Barbara Kerley. "What to do About Alice?" Retrieved on March 28, 2012 from http://barbarakerley.com/Alice.html.
Thursday, March 29, 2012
Book Review: Never Smile at a Monkey by Steve Jenkins
Bibliography:
Jenkins, Steve. (2009). Never Smile at a Monkey* and 17 Other Important Things to Remember. New York, NY: Houghton Mifflin Books for Children. ISBN 9780618966202.
Summary:
This book takes a look at seemingly innocent acts that become dangerous when certain actions are done in their presence. Never Smile at a Monkey highlights acts to avoid when face-to-face with 18 different animals.
Critical Analysis:
When first looking at the outside of the outside of the book, I found myself very shocked by the ferocious image of the rhesus monkey on the back cover. Inside the book you find 18 animals throughout the pages each with a command. "Never clutch a cane toad" or "Never touch a tang" are examples of the commands given throughout the book. Each animal also has an explanation of the command. This information text is a perfect book for 1st - 3rd grade. The illustrations are colorful and detailed. Again, I was surprised by the photo on the back cover of the book! Regarding accuracy, the text is correct to my knowledge. There were no sources cited.
The author uses alliteration on almost every page. For example, "Never harass an hippopotamus." or "Never cuddle a cub." The illustrations are realistic and detailed. The only picture that really startled me was the illustration on the back cover. In the back of the book you will find bonus information on each of the 18 animals talked about in the book. Readers can learn more about a particular animal they are interested in or use the book in a mini-research project. The book is comical in some sense, but practical at the same time.
Awards & Reviews:
Society of Illustrators Original Art Show
Junior Library Guild Fall 2009 Selection
NDLA Flicker Tale Children's Book Award 2011
The Original Art Show 2010
2010-2011 Horned Toad Tales List
"Steve Jenkins taps into the faux pas of the natural world giving us his standard cut paper lusciousness alongside a text that is funny, furious, and furry all at once." -Review of the Day at School Library Journal by Elizabeth Bird
"Eighteen alliterative rules showcase the dangerous defense mechanisms of animals found in the wild. ....... Another stunning environmental lesson from an aficionado of animal behavior." -Kirkus
Connections:
*Language Arts: Study alliteration using the text. Find different examples of literary devices in the book.
*Art: Use different mediums to illustrate one page/animal/action from the book.
*Science: Use this as a reference when studying sea life (fish, shells and stingrays are all in the book)
*Author Study: Other books by Steve Jenkins - Actual Size, Bones, How to Clean a Hippopotamus. For full list see http://www.stevejenkinsbooks.com/books.html.
*Use the book to introduce animals before going on a field trip to the zoo OR create an in-class "field trip" through the zoo discussing each of these animals and the dangers they may present.
Sources:
School Library Journal. "Review of the Day: Never Smile at a Monkey by Steve Jenkins." Posted by Elizabeth Bird on September 21, 2009. http://blog.schoollibraryjournal.com/afuse8production/2009/09/21/review-of-the-day-never-smile-at-a-monkey-by-steve-jenkins/
Steve Jenkins Books. "Books." Accessed on March 29, 2012. http://www.stevejenkinsbooks.com/books.html
Sunday, March 4, 2012
Book Review: What My Mother Doesn't Know by Sonya Sones
Bibliography:
Sones, Sonya. (2001). What My Mother Doesn't Know. New York, NY: Simon & Schuster Books for Young Readers. ISBN 0689841140.
Summary:
The book is written from the perspective of Sophie, a young girl in high school. The novel in verse follows Sophie as she dates different boys and finds happiness in an unexpected mate. The author walks you through some trials and errors Sophie encounters, including a cyber-romance and an exciting new relationship turned sour. Her two friends and their lives are discussed in this diary-type novel, along with Sohpie's relationship with her mother. In the end, Sohpie falls for her "masked man" - an unlikely partner - where she finds happiness (for now at least).
Critical Analysis:
This book was a very interesting read. As my first experience with novel in verse, I was very surprised with how well the book's plot flowed. The book is written from Sophie's perspective, and would be very easy for high school girls to relate to. One thing to note is the lack of a male's point of view in this story. High school males may not find this book interesting.
The book has a nice plot and teaches about growing and accepting yourself and others. I can remember struggling to accept myself as an adolescent, and I see other young girls going through the same thing. Sophie's character does a wonderful job of demonstrating growth and acceptance in What My Mother Doesn't Know. She learns to overcome her own insecurities and the end of the novel hints that she will be very happy in her new state of mind.
The book is very controversial and has been challenged in many ways. I can understand why this is so, as some of the subject matter in the novel is questionable. However, I feel strongly that it is important for young girls to understand and be knowledgeable about dealing with the opposite (or same) sex in terms of relationships and friendships. This versed novel does a fine job of bringing to light issues that today's teens deal with in everyday life. Perhaps this is a great novel for parents of teen girls to read as well!
Awards:
ALA Best Book for Young Adults 2002
ALA Top Ten Quick Pick for Reluctant Young Adult Readers 2002
Top Ten Editor's Choice by Teenreads.com 2001
ALA Top 100 Most Banned Books of the Decade 2000-2010
ALA Top Ten Most Challenged Books 2004 & 2005
See all awards at www.sonyasones.com/books/whatmymother/honors.html
Review excerpt from TeenReads: "Sones's lovely poems are so good that I'd say she must be a poet first and a storyteller second -- except that her story is also that good!" (Note: For the controversy that goes along with this book, I was surprised that I was unable to locate a hearty review on School Library Journal or Booklist.)
Connections:
Use the book to talk to young women about relationships
Literature Connection: Use the book to open up conversation about perspective and point of view
Speak to students about cyber safety after reading
Use specific poems to study organization and layout of poems (Deleted, Bit by Bit, I Check My E-Mail)
Use the novel in a mother-daughter book club or teen book club
Use in a unit study about writing your own poetry about everyday life
Talk about challenged and/or banned books
Other books by Sonya Sones: Stop Pretending, Sixteen, Love & Sex, Nexessary Noise
Sources:
Sonya Sones. "My Books for Teens." Accessed March 1, 2012. http://www.sonyasones.com/books/books.html.
TeenReads.com. "Review: What My Mother Doesn't Know." Last modified October 1, 2001. http://www.teenreads.com/reviews/what-my-mother-doesnt-know.
Sones, Sonya. (2001). What My Mother Doesn't Know. New York, NY: Simon & Schuster Books for Young Readers. ISBN 0689841140.
Summary:
The book is written from the perspective of Sophie, a young girl in high school. The novel in verse follows Sophie as she dates different boys and finds happiness in an unexpected mate. The author walks you through some trials and errors Sophie encounters, including a cyber-romance and an exciting new relationship turned sour. Her two friends and their lives are discussed in this diary-type novel, along with Sohpie's relationship with her mother. In the end, Sohpie falls for her "masked man" - an unlikely partner - where she finds happiness (for now at least).
Critical Analysis:
This book was a very interesting read. As my first experience with novel in verse, I was very surprised with how well the book's plot flowed. The book is written from Sophie's perspective, and would be very easy for high school girls to relate to. One thing to note is the lack of a male's point of view in this story. High school males may not find this book interesting.
The book has a nice plot and teaches about growing and accepting yourself and others. I can remember struggling to accept myself as an adolescent, and I see other young girls going through the same thing. Sophie's character does a wonderful job of demonstrating growth and acceptance in What My Mother Doesn't Know. She learns to overcome her own insecurities and the end of the novel hints that she will be very happy in her new state of mind.
The book is very controversial and has been challenged in many ways. I can understand why this is so, as some of the subject matter in the novel is questionable. However, I feel strongly that it is important for young girls to understand and be knowledgeable about dealing with the opposite (or same) sex in terms of relationships and friendships. This versed novel does a fine job of bringing to light issues that today's teens deal with in everyday life. Perhaps this is a great novel for parents of teen girls to read as well!
Awards:
ALA Best Book for Young Adults 2002
ALA Top Ten Quick Pick for Reluctant Young Adult Readers 2002
Top Ten Editor's Choice by Teenreads.com 2001
ALA Top 100 Most Banned Books of the Decade 2000-2010
ALA Top Ten Most Challenged Books 2004 & 2005
See all awards at www.sonyasones.com/books/whatmymother/honors.html
Review excerpt from TeenReads: "Sones's lovely poems are so good that I'd say she must be a poet first and a storyteller second -- except that her story is also that good!" (Note: For the controversy that goes along with this book, I was surprised that I was unable to locate a hearty review on School Library Journal or Booklist.)
Connections:
Use the book to talk to young women about relationships
Literature Connection: Use the book to open up conversation about perspective and point of view
Speak to students about cyber safety after reading
Use specific poems to study organization and layout of poems (Deleted, Bit by Bit, I Check My E-Mail)
Use the novel in a mother-daughter book club or teen book club
Use in a unit study about writing your own poetry about everyday life
Talk about challenged and/or banned books
Other books by Sonya Sones: Stop Pretending, Sixteen, Love & Sex, Nexessary Noise
Sources:
Sonya Sones. "My Books for Teens." Accessed March 1, 2012. http://www.sonyasones.com/books/books.html.
TeenReads.com. "Review: What My Mother Doesn't Know." Last modified October 1, 2001. http://www.teenreads.com/reviews/what-my-mother-doesnt-know.
Saturday, March 3, 2012
Book Review: You Hear Me? Poems and Writing by Teenage Boys edited by Betsy Franco
Bibliography:
Franco, Betsy, editor. (2000). You Hear Me? Poems and Writing by Teenage Boys. Cambridge, MA: Candlewick Press.
Summary:
This compilation of poems is written by teenage boys. The book consists of 73 poems and/or writings by teenage boys. Each poem or writing has a unique feel and pattern. The authors are listed with their age at the end of each contribution. Some authors have multiple writings in the book. Franco begins the book with background on how this anthology came about. Most writings are titled, but a few are untitled.
Critical Analysis:
This poetry book is filled with emotion. The poets are open, sharing their innermost thoughts with the world. The book is full of courage, sadness, heartfelt confessions, inspirations and honest anger. Each poem is one of a kind, like no others in the book. Franco prefaces the book with how this anthology came about. Before reading the poems, it was great to read the background.
With one poem, the fate of a poet is told after the text (Me, pgs. 37-38). The heartbreaking confession of this young poet's death made me stop and think about the lives these boys are living now, twelve years after publication. This really brings the fact that the poems are real stories, real feelings, real people, to light. Keeping the words, abbreviations and capitalization as the poet wrote them was also an important aspect of each poem. I believe the open and honest poems by teen boys helps make poetry attainable by other boys. Poetry is an outlet for expression, and this anthology truly shows how teenagers can use it.
With minimal experience with young adult poetry, You Hear Me? was not the fun, bouncy poetry I am used to hearing/reading. It was almost dark with emotion. I shared several poems with my own teenage brother who enjoyed them. I feel that this anthology would be a definite "must" in any high school classroom hoping to promote poetry to young boys. My only warning for the book is that it contains some very mature content and language.
Awards:
ALA Best Books for Young Adults 2001
ALA Quick Picks for Young Adults 2001
Booklist Top Ten Poetry Books For Young Adults
School Library Journal excerpt: "...honest, raw and sometimes tender selections..." (As quoted on betsyfranco.com)
Connections:
-Use the book to open a unit of poetry (to show students that poetry is not scary!)
-Open up conversation about how powerful poetry can be
-Use the book in a boy's book club
-Compare and contrast writing styles of different age groups
-Use poems like Carabao Dreams, My Pockets Ain't That Phat, Black Boy Blues, to talk about poem layout and orientation
-Use specific poems to open up conversation about issues like homosexuality, bullying, death, drug abuse, teen parenting, etc. (I Am, Being Beat Up, Me, Does My Mother Look Like This?, I Refuse)
-Also by Betsy Franco -- Things I Have to Tell You: Poems and Writings by Teenage Girls, 21 Monologues for Teen Actors.
Sources:
Betsy Franco, Children's Book Author/Actor. "You Hear Me? poems and writings by teenage boys Things I Have to Tell You, poems and writing by teenage girls." Accessed on March 2, 2012. http://www.betsyfranco.com/you_hear_me____poems_and_writing_by_teenage_boys______things_i_have_to_tell_you__27178.htm.
Franco, Betsy, editor. (2000). You Hear Me? Poems and Writing by Teenage Boys. Cambridge, MA: Candlewick Press.
Summary:
This compilation of poems is written by teenage boys. The book consists of 73 poems and/or writings by teenage boys. Each poem or writing has a unique feel and pattern. The authors are listed with their age at the end of each contribution. Some authors have multiple writings in the book. Franco begins the book with background on how this anthology came about. Most writings are titled, but a few are untitled.
Critical Analysis:
This poetry book is filled with emotion. The poets are open, sharing their innermost thoughts with the world. The book is full of courage, sadness, heartfelt confessions, inspirations and honest anger. Each poem is one of a kind, like no others in the book. Franco prefaces the book with how this anthology came about. Before reading the poems, it was great to read the background.
With one poem, the fate of a poet is told after the text (Me, pgs. 37-38). The heartbreaking confession of this young poet's death made me stop and think about the lives these boys are living now, twelve years after publication. This really brings the fact that the poems are real stories, real feelings, real people, to light. Keeping the words, abbreviations and capitalization as the poet wrote them was also an important aspect of each poem. I believe the open and honest poems by teen boys helps make poetry attainable by other boys. Poetry is an outlet for expression, and this anthology truly shows how teenagers can use it.
With minimal experience with young adult poetry, You Hear Me? was not the fun, bouncy poetry I am used to hearing/reading. It was almost dark with emotion. I shared several poems with my own teenage brother who enjoyed them. I feel that this anthology would be a definite "must" in any high school classroom hoping to promote poetry to young boys. My only warning for the book is that it contains some very mature content and language.
Awards:
ALA Best Books for Young Adults 2001
ALA Quick Picks for Young Adults 2001
Booklist Top Ten Poetry Books For Young Adults
School Library Journal excerpt: "...honest, raw and sometimes tender selections..." (As quoted on betsyfranco.com)
Connections:
-Use the book to open a unit of poetry (to show students that poetry is not scary!)
-Open up conversation about how powerful poetry can be
-Use the book in a boy's book club
-Compare and contrast writing styles of different age groups
-Use poems like Carabao Dreams, My Pockets Ain't That Phat, Black Boy Blues, to talk about poem layout and orientation
-Use specific poems to open up conversation about issues like homosexuality, bullying, death, drug abuse, teen parenting, etc. (I Am, Being Beat Up, Me, Does My Mother Look Like This?, I Refuse)
-Also by Betsy Franco -- Things I Have to Tell You: Poems and Writings by Teenage Girls, 21 Monologues for Teen Actors.
Sources:
Betsy Franco, Children's Book Author/Actor. "You Hear Me? poems and writings by teenage boys Things I Have to Tell You, poems and writing by teenage girls." Accessed on March 2, 2012. http://www.betsyfranco.com/you_hear_me____poems_and_writing_by_teenage_boys______things_i_have_to_tell_you__27178.htm.
Book Review: Button Up! Wrinkled Rhymes by Alice Schertle
Bibliography:
Schertle, Alice. (2009). Button Up! Ill. by Petra Mathers. New York, NY: Harcourt Children's Books. ISBN 9780152050504.
Summary:
Button Up! is a children's poetry book. The collection is poems by Alice Schertle. The poems are about different articles of clothing. Poems are written from the point of view of the article of clothing. Overall, Button Up! is very fun book of poems for children with many opportunities to connect to other subjects besides poetry!
Critical Analysis:
The poems in Button Up! rhyme and have nice rhythm. The rhyming in most of the poems does not feel forced in any way and flows naturally. Some words are repeated (See Emily's Undies for an example of repetitive words - seen). The rhythm of each poem seemed to flow naturally when read aloud. A few times while I read the poems allowed I added in a word without much thought, then went back to reread and find out why I said the word. In many cases, I was just in a "groove" of rhythm, but the poem was written differently. One poem that stuck out as different from the others was Clyde's Costume. The rhythm of this poem wasn't intuitive like many of the other poems.
All poems portray a natural, bouncy emotion. The poems are fun and sometimes a little silly. For example, Rick's Wool Sweater was a funny poem talking about the itchy sweater that Rick wore. The sweater talks about how sometimes it is nice to prickle poor Rick. This silly, bouncy fun is sure to be enjoyed by children and adults alike. Most of the poems display a traditional format. A few poems show an interesting orientation, with stanzas in different places (all in an intuitive flow). Others show bold words. See Wanda's Swimsuit or Violet's Hiking Hat for examples of each.
The illustrations are lovely watercolor. Each illustration does a fine job of bringing each poem to life. One specific poem where I felt the illustrations were imperative to the poem was Joshua's Jammies. The poem describes how Joshua's jammies are only good for Joshua, not for any of his animal friends. The illustration shows alligator (or crocodile, perhaps?) Joshua being carried to bed by his mother with all of his friends in the floor. The friends mentioned in the poem (penguins, whales, tigers, etc.) are Joshua's stuffed animal toys. In many cases, Mathers' illustrations really bring the poems to life.
Awards:
Lee Bennett Hopkins Poetry Award 2010
Review excerpt from School Library Journal: "Alice Schertle's Button Up: Wrinkled Rhymes is "light fare" but exquisitely so. Schertle writes true and perfect "verse"-it rhymes, it has internally logical rhythm, it is funny, good to read aloud, and memorable."
Connections:
Also by Alice Schertle -- Pio Peep! Traditional Spanish Nursery Rhymes, Little Blue Truck, Very Hairy Bear.
Science Connection -- Introduce a weather unit with several poems
Physical Education Connection -- Introduce a unit on safety (Bob's Bicycle Helmet) or other units on sports (Wanda's Swimsuit, Jack's Soccer Jersey)
Language Arts connection -- Literary elements: onomatopoeia
Writing connection -- Use to enhance word-to-visual images and ideas
Music Connection: Use to teach about rhyme and rhythm
Use for vocabulary and fluency
Use the poems to teach about syllables in words
Use the book to introduce clothing articles to young children
Sources:
Goodreads. "Books by Alice Schertle." Goodreads. Accessed February 26, 2012. http://www.goodreads.com/author/list/191218.Alice_Schertle.
School Library Journal. "Heavy Medal: A Mock Newbery Blog." Posted by Nina Lindsey on October 22, 2009. http://blog.schoollibraryjournal.com/heavymedal/2009/10/22/poetry-2/.
Schertle, Alice. (2009). Button Up! Ill. by Petra Mathers. New York, NY: Harcourt Children's Books. ISBN 9780152050504.
Summary:
Button Up! is a children's poetry book. The collection is poems by Alice Schertle. The poems are about different articles of clothing. Poems are written from the point of view of the article of clothing. Overall, Button Up! is very fun book of poems for children with many opportunities to connect to other subjects besides poetry!
Critical Analysis:
The poems in Button Up! rhyme and have nice rhythm. The rhyming in most of the poems does not feel forced in any way and flows naturally. Some words are repeated (See Emily's Undies for an example of repetitive words - seen). The rhythm of each poem seemed to flow naturally when read aloud. A few times while I read the poems allowed I added in a word without much thought, then went back to reread and find out why I said the word. In many cases, I was just in a "groove" of rhythm, but the poem was written differently. One poem that stuck out as different from the others was Clyde's Costume. The rhythm of this poem wasn't intuitive like many of the other poems.
All poems portray a natural, bouncy emotion. The poems are fun and sometimes a little silly. For example, Rick's Wool Sweater was a funny poem talking about the itchy sweater that Rick wore. The sweater talks about how sometimes it is nice to prickle poor Rick. This silly, bouncy fun is sure to be enjoyed by children and adults alike. Most of the poems display a traditional format. A few poems show an interesting orientation, with stanzas in different places (all in an intuitive flow). Others show bold words. See Wanda's Swimsuit or Violet's Hiking Hat for examples of each.
The illustrations are lovely watercolor. Each illustration does a fine job of bringing each poem to life. One specific poem where I felt the illustrations were imperative to the poem was Joshua's Jammies. The poem describes how Joshua's jammies are only good for Joshua, not for any of his animal friends. The illustration shows alligator (or crocodile, perhaps?) Joshua being carried to bed by his mother with all of his friends in the floor. The friends mentioned in the poem (penguins, whales, tigers, etc.) are Joshua's stuffed animal toys. In many cases, Mathers' illustrations really bring the poems to life.
Awards:
Lee Bennett Hopkins Poetry Award 2010
Review excerpt from School Library Journal: "Alice Schertle's Button Up: Wrinkled Rhymes is "light fare" but exquisitely so. Schertle writes true and perfect "verse"-it rhymes, it has internally logical rhythm, it is funny, good to read aloud, and memorable."
Connections:
Also by Alice Schertle -- Pio Peep! Traditional Spanish Nursery Rhymes, Little Blue Truck, Very Hairy Bear.
Science Connection -- Introduce a weather unit with several poems
Physical Education Connection -- Introduce a unit on safety (Bob's Bicycle Helmet) or other units on sports (Wanda's Swimsuit, Jack's Soccer Jersey)
Language Arts connection -- Literary elements: onomatopoeia
Writing connection -- Use to enhance word-to-visual images and ideas
Music Connection: Use to teach about rhyme and rhythm
Use for vocabulary and fluency
Use the poems to teach about syllables in words
Use the book to introduce clothing articles to young children
Sources:
Goodreads. "Books by Alice Schertle." Goodreads. Accessed February 26, 2012. http://www.goodreads.com/author/list/191218.Alice_Schertle.
School Library Journal. "Heavy Medal: A Mock Newbery Blog." Posted by Nina Lindsey on October 22, 2009. http://blog.schoollibraryjournal.com/heavymedal/2009/10/22/poetry-2/.
Wednesday, February 15, 2012
Book Review: The Three Little Pigs retold by Barry Moser
Bibliography:
Moser, Barry. (2001). The Three Little Pigs. New York, NY: Little, Brown and Company. ISBN 0316585440.
Plot Summary:
Three pigs set out on their own in the world. One pig builds a house of straw and the big bad wolf blows it down and eats the pig. The second pig builds a home from sticks and the wolf blows the house down and eats him, too. The third pig builds a home out of brick. The wolf tries to blow the house in, but fails. The wolf tries to trick the pig, but the pig always outsmarts the wolf. In the end, the third pig has a nice wolf stew for dinner.
Critical Analysis:
Moser is both the author and the illustrator of this book. This adaptation of the traditional Three Little Pigs is hilarious and outrageous. The style of the book is traditional with a very modern flare. The story will be familiar to children with some new details thrown in. For example, the pigs leave home on Valentine's day! The story would work well with both self reading or as a read aloud. As a read aloud it allows the reader to point out the fun details like the "Wolf Cook" book at the end.
The characters in the book are predominately male. The only female is the mother, crying as her boys go away on the first page. All the characters are very detailed. By the end of the book, you can see the hunger in the wolf's eyes and see his ribs. One minor detail I took note of when brainstorming about the characters was the one pig who had a teddy bear with him at the beginning of the story. Perhaps he was the baby of the family or perhaps he was the weak runt. It was interesting to see him as the first pig to be eaten by the big bad wolf.
Illustrations throughout the book are detailed. Emotions are very present in the faces of each character. For example, when the big bad wolf eats the second pig, a nice empty bottle of "PigA Pepper Sauce" is beside him while he wipes his mouth with a napkin. Pig three builds his house with brick and "Wolfe Pruf Cement." The little details really make the reader laugh out loud! The illustrations bring a lot to the text of the folktale.
Awards:
To my knowledge, this particular book by Barry Moser does not have any awards. Moser does have awards for other texts.
Review excerpt from the School Library Journal: "Well written and cleverly illustrated, the book is the perfect choice for replacing tattered editions with inferior illustrations that may be cluttering library shelves or a fine first pick for a growing library." -Jody McCoy, The BushSchool.
Connections:
--Holiday connection: The story takes place on Valentine's Day
--Literature connection: Compare and contrast other "Three Little Pigs" variations
--Author/Illustrator Study: Example of books to include - Earthquack!, Lousy Rotten Stinkin' Grapes, The Three Silly Billies, and Dogs of Myth: Tales From Around the World
--Begin a study on pigs and/or wolves
--Science connection: Open a study about air (blowing, air pressure, etc.)
Sources:
School Library Journal. "Six Transplanted Tales." School Library Journal, November 27, 2007. http://www.schoollibraryjournal.com/article/CA6505748.html
Moser, Barry. (2001). The Three Little Pigs. New York, NY: Little, Brown and Company. ISBN 0316585440.
Plot Summary:
Three pigs set out on their own in the world. One pig builds a house of straw and the big bad wolf blows it down and eats the pig. The second pig builds a home from sticks and the wolf blows the house down and eats him, too. The third pig builds a home out of brick. The wolf tries to blow the house in, but fails. The wolf tries to trick the pig, but the pig always outsmarts the wolf. In the end, the third pig has a nice wolf stew for dinner.
Critical Analysis:
Moser is both the author and the illustrator of this book. This adaptation of the traditional Three Little Pigs is hilarious and outrageous. The style of the book is traditional with a very modern flare. The story will be familiar to children with some new details thrown in. For example, the pigs leave home on Valentine's day! The story would work well with both self reading or as a read aloud. As a read aloud it allows the reader to point out the fun details like the "Wolf Cook" book at the end.
The characters in the book are predominately male. The only female is the mother, crying as her boys go away on the first page. All the characters are very detailed. By the end of the book, you can see the hunger in the wolf's eyes and see his ribs. One minor detail I took note of when brainstorming about the characters was the one pig who had a teddy bear with him at the beginning of the story. Perhaps he was the baby of the family or perhaps he was the weak runt. It was interesting to see him as the first pig to be eaten by the big bad wolf.
Illustrations throughout the book are detailed. Emotions are very present in the faces of each character. For example, when the big bad wolf eats the second pig, a nice empty bottle of "PigA Pepper Sauce" is beside him while he wipes his mouth with a napkin. Pig three builds his house with brick and "Wolfe Pruf Cement." The little details really make the reader laugh out loud! The illustrations bring a lot to the text of the folktale.
Awards:
To my knowledge, this particular book by Barry Moser does not have any awards. Moser does have awards for other texts.
Review excerpt from the School Library Journal: "Well written and cleverly illustrated, the book is the perfect choice for replacing tattered editions with inferior illustrations that may be cluttering library shelves or a fine first pick for a growing library." -Jody McCoy, The BushSchool.
Connections:
--Holiday connection: The story takes place on Valentine's Day
--Literature connection: Compare and contrast other "Three Little Pigs" variations
--Author/Illustrator Study: Example of books to include - Earthquack!, Lousy Rotten Stinkin' Grapes, The Three Silly Billies, and Dogs of Myth: Tales From Around the World
--Begin a study on pigs and/or wolves
--Science connection: Open a study about air (blowing, air pressure, etc.)
Sources:
School Library Journal. "Six Transplanted Tales." School Library Journal, November 27, 2007. http://www.schoollibraryjournal.com/article/CA6505748.html
Book Review: The Frog Princess: A Tlingit Legend from Alaska retold by Eric Kimmel
Bibliography:
Kimmel, Eric A. (2006). The Frog Princess: A Tlingit Legend from Alaska. Ill. by Rosanne Litzinger. New York, NY: Holiday House. ISBN 0823416186.
Plot Summary:
A Tlingit princess is to find a suitor. She is unhappy with all her options and announces she would rather marry a frog. She runs away underwater with a frog person. Her parents try and find their daughter when they awake to her disappearance. The headman threatens the frog people: either give back the princess or they will go to war. The princess comes back to land but is very, very unhappy. The princess disappears once again and the frogs move from the lake. Later, a frog tells a traveler to tell the headman the princess is happy then hopped back in the water.
Critical Analysis:
Kimmel does an excellent job of retelling the Tlingit legend and Litzinger accompanies the words with nice illustrations.The illustrations reflect the text well, especially the emotions and body language of the characters. There were few characters in the folktale. The illustrations were soft and subdued with bright colors for the most part. Little extras such as pottery and/or small animals added nice detail to the pages.
As a folktale, the story line is well written. Kimmel uses very short sentences throughout the story. The story does not contain very much description overall. The features of the frog people were described well and depicted by the illustrations in a satisfactory manner. I was not impressed by the amount of detail in the story, however the folktale itself was impressive and does a fine job of portraying the moral. This would be an appropriate story to share with students at any age.
The closing of the story was disappointing. It left somewhat of a cliffhanger. My questions included the following: Does the princess live happily ever after with the frog people? Do her parents find peace without the princess? A frog does say to pass along a message to the headman that the princess is happy with her new life, but the story still felt open and unconcluded overall. When I picked this book up, I was not expecting the story presented. It was well received as a whole.
Awards Won:
The particular book The Frog Princess by Kimmel has not won any awards to my knowledge. Kimmel has won various awards for other texts.
Review excerpt from School Library Journal: "Bright swaths of watercolors illuminate the landscapes and backgrounds."
Connections:
--Author study: Eric A. Kimmel (other traditional tales include Medio Pollito, The Gingerbread Man, Bearhead: A Russian Folktale, and Anansi and the Moss Covered Rock - my personal favorite! See www.ericakimmel.com for an exhaustive list.)
--Culture connection: Use the book to begin a unit study on Alaska or the Tlingit tribe.
--Art connection: use the story to open up conversation about watercolors in artmaking
--Social connection: Use to teach about acceptance and happiness across all cultures/creatures
--Science connection: Students discuss amphibians
Source: School Library Journal. "Preschool to Grade 4: Nonfiction." School Library Journal, June 1, 2006. http://www.schoollibraryjournal.com/article/CA6340933.html.
Kimmel, Eric A. (2006). The Frog Princess: A Tlingit Legend from Alaska. Ill. by Rosanne Litzinger. New York, NY: Holiday House. ISBN 0823416186.
Plot Summary:
A Tlingit princess is to find a suitor. She is unhappy with all her options and announces she would rather marry a frog. She runs away underwater with a frog person. Her parents try and find their daughter when they awake to her disappearance. The headman threatens the frog people: either give back the princess or they will go to war. The princess comes back to land but is very, very unhappy. The princess disappears once again and the frogs move from the lake. Later, a frog tells a traveler to tell the headman the princess is happy then hopped back in the water.
Critical Analysis:
Kimmel does an excellent job of retelling the Tlingit legend and Litzinger accompanies the words with nice illustrations.The illustrations reflect the text well, especially the emotions and body language of the characters. There were few characters in the folktale. The illustrations were soft and subdued with bright colors for the most part. Little extras such as pottery and/or small animals added nice detail to the pages.
As a folktale, the story line is well written. Kimmel uses very short sentences throughout the story. The story does not contain very much description overall. The features of the frog people were described well and depicted by the illustrations in a satisfactory manner. I was not impressed by the amount of detail in the story, however the folktale itself was impressive and does a fine job of portraying the moral. This would be an appropriate story to share with students at any age.
The closing of the story was disappointing. It left somewhat of a cliffhanger. My questions included the following: Does the princess live happily ever after with the frog people? Do her parents find peace without the princess? A frog does say to pass along a message to the headman that the princess is happy with her new life, but the story still felt open and unconcluded overall. When I picked this book up, I was not expecting the story presented. It was well received as a whole.
Awards Won:
The particular book The Frog Princess by Kimmel has not won any awards to my knowledge. Kimmel has won various awards for other texts.
Review excerpt from School Library Journal: "Bright swaths of watercolors illuminate the landscapes and backgrounds."
Connections:
--Author study: Eric A. Kimmel (other traditional tales include Medio Pollito, The Gingerbread Man, Bearhead: A Russian Folktale, and Anansi and the Moss Covered Rock - my personal favorite! See www.ericakimmel.com for an exhaustive list.)
--Culture connection: Use the book to begin a unit study on Alaska or the Tlingit tribe.
--Art connection: use the story to open up conversation about watercolors in artmaking
--Social connection: Use to teach about acceptance and happiness across all cultures/creatures
--Science connection: Students discuss amphibians
Source: School Library Journal. "Preschool to Grade 4: Nonfiction." School Library Journal, June 1, 2006. http://www.schoollibraryjournal.com/article/CA6340933.html.
Book Review: The Lion and the Mouse by Jerry Pinkney
Bibliography:
Pinkney, Jerry. (2009). The Lion and the Mouse. New York, NY: Little, Brown and Company. ISBN 9870316013567.
Plot Summary:
The story begins with a mouse escaping an owl, but then ending up atop a resting lion. The lion growls at the mouse, but lets her go. The lion is captured by a net that poachers put out. The mouse hears the cries of the lion and gnaws the net away to set the lion free. The mouse takes a piece of the net back to her mice babies to see.
Critical Analysis:
This specific rendition of The Lion and the Mouse is beautifully wordless. The illustrations are thoughtful and detailed. The illustrations seem to be done with watercolors and pencils. The front cover of the book is a picture of the lion, no words. Throughout the traditional tale you see little details like the whiskers of the animals, each blade of grass and/or other animals in the jungle (butterflies, ants, baby cubs). I would like to note one special illustration where the mouse goes to the nest and her family of sweaking babies, and the lion is in the background. I think this illustration brings light to the good deed of the lion.
The entire story is very will understood through the use of illustrations without words. The several words in the book are merely sweaks and growls (animals noises). There are several times in the book where the illustrator uses frames to highlight action. For example, the mouse gnawing the rope the lion is caught in. This helped focus the reader on certain aspects of the illustrations instead of those special details going unnoticed.
Story wise, this traditional tale does an excellent job of showing the moral of the fable. The kind deeds of the mighty lion towards the small mouse were rewarded. It does a great job of showing students that kind deeds may go unnoticed at first, but in the long run they are beneficial! Overall this is a great book to share with students at any age.
Awards Won:
2010 Horn Book Awards Honor Book - Boston Globe
2010 Best Illustrated Books - New York Times
2010 Book of the Year Winner, New Picture Book - Indies Choice
2010 Randolph Caldecott Medal - American Library Association
Review excerpt from the School Library Journal: "The Lion and the Mouse takes a classic Aesop tale and spins it into wordless picture book gold. A must have, and a must purchase."
Connections:
--Use the book to begin a lesson about kindness
--Unit study of Jerry Pinkney (other books include Sunday Outing, Pretend You're a Cat, Turtle in July and Noah's Ark. For an exhaustive list see http://www.jerrypinkneystudio.com/frameset.html)
--Use the illustrations to discuss texture and details with older art students
--Use this book with other traditional tales (adaptations) by Jerry Pinkney (Examples include Three Kittens, Little Red Riding Hood, The Little Red Hen)
--Use the book to start learning about animal sounds (squeak, roar, whoowhoo)
--Begin a lesson on storytelling or improvisation using the book as their inspiration
School Library Journal. "Review of the Day" Review of the Day: The Lion and the Mouse by Jerry Pinkney. School Library Journal, July 20, 2009. http://blog.schoollibraryjournal.com/afuse8production/2009/07/20/review-of-the-day-the-lion-and-the-mouse-by-jerry-pinkney/
Pinkney, Jerry. (2009). The Lion and the Mouse. New York, NY: Little, Brown and Company. ISBN 9870316013567.
Plot Summary:
The story begins with a mouse escaping an owl, but then ending up atop a resting lion. The lion growls at the mouse, but lets her go. The lion is captured by a net that poachers put out. The mouse hears the cries of the lion and gnaws the net away to set the lion free. The mouse takes a piece of the net back to her mice babies to see.
Critical Analysis:
This specific rendition of The Lion and the Mouse is beautifully wordless. The illustrations are thoughtful and detailed. The illustrations seem to be done with watercolors and pencils. The front cover of the book is a picture of the lion, no words. Throughout the traditional tale you see little details like the whiskers of the animals, each blade of grass and/or other animals in the jungle (butterflies, ants, baby cubs). I would like to note one special illustration where the mouse goes to the nest and her family of sweaking babies, and the lion is in the background. I think this illustration brings light to the good deed of the lion.
The entire story is very will understood through the use of illustrations without words. The several words in the book are merely sweaks and growls (animals noises). There are several times in the book where the illustrator uses frames to highlight action. For example, the mouse gnawing the rope the lion is caught in. This helped focus the reader on certain aspects of the illustrations instead of those special details going unnoticed.
Story wise, this traditional tale does an excellent job of showing the moral of the fable. The kind deeds of the mighty lion towards the small mouse were rewarded. It does a great job of showing students that kind deeds may go unnoticed at first, but in the long run they are beneficial! Overall this is a great book to share with students at any age.
Awards Won:
2010 Horn Book Awards Honor Book - Boston Globe
2010 Best Illustrated Books - New York Times
2010 Book of the Year Winner, New Picture Book - Indies Choice
2010 Randolph Caldecott Medal - American Library Association
Review excerpt from the School Library Journal: "The Lion and the Mouse takes a classic Aesop tale and spins it into wordless picture book gold. A must have, and a must purchase."
Connections:
--Use the book to begin a lesson about kindness
--Unit study of Jerry Pinkney (other books include Sunday Outing, Pretend You're a Cat, Turtle in July and Noah's Ark. For an exhaustive list see http://www.jerrypinkneystudio.com/frameset.html)
--Use the illustrations to discuss texture and details with older art students
--Use this book with other traditional tales (adaptations) by Jerry Pinkney (Examples include Three Kittens, Little Red Riding Hood, The Little Red Hen)
--Use the book to start learning about animal sounds (squeak, roar, whoowhoo)
--Begin a lesson on storytelling or improvisation using the book as their inspiration
School Library Journal. "Review of the Day" Review of the Day: The Lion and the Mouse by Jerry Pinkney. School Library Journal, July 20, 2009. http://blog.schoollibraryjournal.com/afuse8production/2009/07/20/review-of-the-day-the-lion-and-the-mouse-by-jerry-pinkney/
Thursday, February 2, 2012
Tomás and the Library Lady by Pat Mora - Book Review
Bibliography:
Mora, Pat. (1997). Tomás and the Library Lady. Ill. by Raul Colon. New York: Alfred A. Knopf. ISBN 0679804013.
Plot Summary:
Young Tomás' family is a migrant farmer family, travelling between places every fall and spring. Tomás finds the public library and begins to visit often. He makes friends with the librarian who lets him take books home and share the stories with his family. Tomás falls in love with books and spends his spare time at the library. When it is time for Tomás' family to move again he gives a parting gift to the librarian. The story ends with a note about Tomás Rivera (the muse for the story) and his love for books.
Critical Analysis:
The illustrations are fabulous. The colors are very subdued yet defined. The lines of the illustrations flow well and show action in the pictures. The front of the pictures are defined, with the background a little hazy. There are very intricate details, like the dinosaurs teeth and the eyes of the characters. Another thing I noticed was the texture of the pictures.
Tomás becomes the storyteller of the family since he is going to the library and reading new books and gaining new ideas. Tomás is not the only person in the library learning - Tomás is also teaching the librarian Spanish. Several Spanish words come up in the text. The book is almost a 'coming of age' as the storytelling is passed down from the Grandfather to Tomás.
It is interesting to note the author's note in the back of the book. Tomás Rivera's life was influenced by a librarian and by books. If reading the book aloud, be sure to make note of this to students. Having the "true story" behind the picture book brings reality to the already heartwarming book.
Awards Won:
Texas Bluebonnet Master List 1999-2000
Notable Children's Books - Smithsonian 1997
Children's Picture Book Review excerpt: "The combination of watercolors and colored pencils in earth tones creates the hazy feel of summer days, which nicely compliment the heartwarming story by Pat Mora. The story is even more affecting when we realize it is a fictionalized account of one summer in the life of a real person."
Connections:
--Use to introduce new cultural ideas or careers
--Use to introduce a bilingual study
--Use as an icebreaker for "Meet the Librarian" or "Get to know the Library"
--Use in conjunction with lessons on the importance of reading or the art of storytelling.
Source:
About.com. "Tomas and the Library Lady: Children's Picture Book Review." http://childrensbooks.about.com/od/productreviews/fr/tomas_library.htm
Mora, Pat. (1997). Tomás and the Library Lady. Ill. by Raul Colon. New York: Alfred A. Knopf. ISBN 0679804013.
Plot Summary:
Young Tomás' family is a migrant farmer family, travelling between places every fall and spring. Tomás finds the public library and begins to visit often. He makes friends with the librarian who lets him take books home and share the stories with his family. Tomás falls in love with books and spends his spare time at the library. When it is time for Tomás' family to move again he gives a parting gift to the librarian. The story ends with a note about Tomás Rivera (the muse for the story) and his love for books.
Critical Analysis:
The illustrations are fabulous. The colors are very subdued yet defined. The lines of the illustrations flow well and show action in the pictures. The front of the pictures are defined, with the background a little hazy. There are very intricate details, like the dinosaurs teeth and the eyes of the characters. Another thing I noticed was the texture of the pictures.
Tomás becomes the storyteller of the family since he is going to the library and reading new books and gaining new ideas. Tomás is not the only person in the library learning - Tomás is also teaching the librarian Spanish. Several Spanish words come up in the text. The book is almost a 'coming of age' as the storytelling is passed down from the Grandfather to Tomás.
It is interesting to note the author's note in the back of the book. Tomás Rivera's life was influenced by a librarian and by books. If reading the book aloud, be sure to make note of this to students. Having the "true story" behind the picture book brings reality to the already heartwarming book.
Awards Won:
Texas Bluebonnet Master List 1999-2000
Notable Children's Books - Smithsonian 1997
Children's Picture Book Review excerpt: "The combination of watercolors and colored pencils in earth tones creates the hazy feel of summer days, which nicely compliment the heartwarming story by Pat Mora. The story is even more affecting when we realize it is a fictionalized account of one summer in the life of a real person."
Connections:
--Use to introduce new cultural ideas or careers
--Use to introduce a bilingual study
--Use as an icebreaker for "Meet the Librarian" or "Get to know the Library"
--Use in conjunction with lessons on the importance of reading or the art of storytelling.
Source:
About.com. "Tomas and the Library Lady: Children's Picture Book Review." http://childrensbooks.about.com/od/productreviews/fr/tomas_library.htm
Wednesday, February 1, 2012
Millions of Cats by Wanda Gág - Book Review
Bibliography:
Gág, Wanda. 1928. Millions of Cats. Ill by Wanda Gág. New York: G. P. Putnam's Sons. ISBN 0399233156.
Plot Summary:
The book begins with an older couple, sad because they are lonely. The old man departs on a journey to find a cat to make the old woman happy. The old man comes upon a great many cats, but cannot pick just one. He brings all the cats back with him. The old woman is surprised and tells the man they cannot keep all of the cats. The old man and the old woman want the cats to pick the prettiest of them all which brings the cats to all fight each other. The last cat standing is a small kitten (who did not get involved in the cat-fight). The old man and the old woman declare the kitten the best and the three are very content in the end.
Critical Analysis:
Wanda Gág brings a wonderful story to life with her illustrations. The drawings are detailed and all in black and white. Many of the pages have too much text for my liking in a picture book (one entire page covered with text). I think it is important to note the book was written and published first in 1928.
The story follows a good sequence, from the old woman wanting a cat to the old man bringing many cats home, and finally the old couple settling with one cat. The manner in which the cat becomes theirs is important to note as well. This was a small cat that was so scrawny it was overlooked in all the fighting. The words and pictures of the story are logical for a child to understand.
Awards Won:
Newbery Honor Award - 1928
Notable Fact - Oldest American Picture Book still being published
School Library Journal excerpt - "Considered by many to have ushered in the age of the modern picture book, this Newbery Honor winner is characterized by innovative design and a strong storyteller's cadence."
Connections:
--Other books by Wanda Gág- Snippy and Snappy, The Funny Thing
--Use as an introduction to a math lesson (billion, trillion, etc).
--Use in a study about cats
--Use in an art class to study the pen & ink drawings
--Use in a lesson about exaggeration
Source:
School Library Journal. "One Hundred Books that Shaped the Century" Review of Millions of Cats by Wanda Gág. School Library Journal, January 1, 2000. http://www.schoollibraryjournal.com/article/CA153035.html
Gág, Wanda. 1928. Millions of Cats. Ill by Wanda Gág. New York: G. P. Putnam's Sons. ISBN 0399233156.
Plot Summary:
The book begins with an older couple, sad because they are lonely. The old man departs on a journey to find a cat to make the old woman happy. The old man comes upon a great many cats, but cannot pick just one. He brings all the cats back with him. The old woman is surprised and tells the man they cannot keep all of the cats. The old man and the old woman want the cats to pick the prettiest of them all which brings the cats to all fight each other. The last cat standing is a small kitten (who did not get involved in the cat-fight). The old man and the old woman declare the kitten the best and the three are very content in the end.
Critical Analysis:
Wanda Gág brings a wonderful story to life with her illustrations. The drawings are detailed and all in black and white. Many of the pages have too much text for my liking in a picture book (one entire page covered with text). I think it is important to note the book was written and published first in 1928.
The story follows a good sequence, from the old woman wanting a cat to the old man bringing many cats home, and finally the old couple settling with one cat. The manner in which the cat becomes theirs is important to note as well. This was a small cat that was so scrawny it was overlooked in all the fighting. The words and pictures of the story are logical for a child to understand.
Awards Won:
Newbery Honor Award - 1928
Notable Fact - Oldest American Picture Book still being published
School Library Journal excerpt - "Considered by many to have ushered in the age of the modern picture book, this Newbery Honor winner is characterized by innovative design and a strong storyteller's cadence."
Connections:
--Other books by Wanda Gág- Snippy and Snappy, The Funny Thing
--Use as an introduction to a math lesson (billion, trillion, etc).
--Use in a study about cats
--Use in an art class to study the pen & ink drawings
--Use in a lesson about exaggeration
Source:
School Library Journal. "One Hundred Books that Shaped the Century" Review of Millions of Cats by Wanda Gág. School Library Journal, January 1, 2000. http://www.schoollibraryjournal.com/article/CA153035.html
Sunday, January 29, 2012
A Sick Day for Amos McGee by Philip C. Stead - Book Review
Bibliography:
Stead, Philip C. 2010. A Sick Day for Amos McGee. Ill. by Erin E. Stead. New York: Roaring Book Press. ISBN 9871596434028.
Plot Summary:
Amos McGee, a zookeeper, starts his morning routine by getting out of bed, getting dressed, eating breakfast, then heading to the bus stop. After arriving at the zoo, Amos McGee visits his friends - the elephant, the turtle, the penguin, the rhinoceros, and the owl. The book then leads to the conflict. Amos McGee is sick and stays home from work. The zoo animals miss Amos and take a bus to visit him. The animals take care of Amos, they have tea, then all go to bed at Amos' house.
Critical Analysis:
A Sick Day for Amos McGee is a beautiful children's story. It shows the importance and duties of friendship between two people (or animals in this case). Amos is the caretaker of the animals at the zoo, and the animals in turn come to care for Amos in his time of need. Both the author and the illustrator made a point for each character to have a distinct personality. From the proud tortoise who wins the race every time to the shy penguin with turned in feet, the illustrations capture the essence on each page.
There are four notable pages in the book with no words - When the animals are waiting for the bus and when the animals are on the bus. Another notable piece of the book is the red balloon. Starting in the second half of the book, a red balloon appears on almost every page. On the last page, the penguin (who is usually with the red balloon) watches the balloon by the moonlight as everyone else sleeps. It is the little details like the red balloon or the small mouse throughout the story that make it even more charming.
The illustrations by Erin E. Stead are simply amazing (for lack of a better word). The picture book has minimal coloration with pencil drawings and shadings for the bulk of the book. Each character is very detailed and shows emotion. The animals and Amos are both thoughtfully illustrated.
Awards Won:
The Caldecott Medal - 2011
ALA Youth Media Award - 2011
Bank Street Best Children's Book of the Year - 2011
Best Illustrated Children's Book Awards (The New York Times Book Review) - 2010
ALSC Notable Children's Book - 2011
Review Excerpt from School Library Journal - "According to the bookflap, Erin creates her illustrations by hand using woodblock printing techniques and pencil.” That’s impressive in and of itself, but I think the use of color is fascinating."
Connections:
--Use the book to teach kindness and caring for others.
--For preschool students, teach about the animals themselves, characteristics of animals.
--For high school art students, use to show the detail and emotion in illustrations.
--See other books by Philip C. Stead: Creamed Tuna Fish and Peas on Toast or Jonathan and the Big Blue Boat.
--Career connection - being a zookeeper.
Source:
School Library Journal. "Review of the Day: A Sick Day for Amos McGee by Philip C. Stead." Review of A Sick Day for Amos McGee by Philip C. Stead. School Library Journal, April 7, 2010, Review of the Day. http://blog.schoollibraryjournal.com/afuse8production/2010/04/07/review-of-the-day-a-sick-day-for-amos-mcgee-by-philip-c-stead/
Stead, Philip C. 2010. A Sick Day for Amos McGee. Ill. by Erin E. Stead. New York: Roaring Book Press. ISBN 9871596434028.
Plot Summary:
Amos McGee, a zookeeper, starts his morning routine by getting out of bed, getting dressed, eating breakfast, then heading to the bus stop. After arriving at the zoo, Amos McGee visits his friends - the elephant, the turtle, the penguin, the rhinoceros, and the owl. The book then leads to the conflict. Amos McGee is sick and stays home from work. The zoo animals miss Amos and take a bus to visit him. The animals take care of Amos, they have tea, then all go to bed at Amos' house.
Critical Analysis:
A Sick Day for Amos McGee is a beautiful children's story. It shows the importance and duties of friendship between two people (or animals in this case). Amos is the caretaker of the animals at the zoo, and the animals in turn come to care for Amos in his time of need. Both the author and the illustrator made a point for each character to have a distinct personality. From the proud tortoise who wins the race every time to the shy penguin with turned in feet, the illustrations capture the essence on each page.
There are four notable pages in the book with no words - When the animals are waiting for the bus and when the animals are on the bus. Another notable piece of the book is the red balloon. Starting in the second half of the book, a red balloon appears on almost every page. On the last page, the penguin (who is usually with the red balloon) watches the balloon by the moonlight as everyone else sleeps. It is the little details like the red balloon or the small mouse throughout the story that make it even more charming.
The illustrations by Erin E. Stead are simply amazing (for lack of a better word). The picture book has minimal coloration with pencil drawings and shadings for the bulk of the book. Each character is very detailed and shows emotion. The animals and Amos are both thoughtfully illustrated.
Awards Won:
The Caldecott Medal - 2011
ALA Youth Media Award - 2011
Bank Street Best Children's Book of the Year - 2011
Best Illustrated Children's Book Awards (The New York Times Book Review) - 2010
ALSC Notable Children's Book - 2011
Review Excerpt from School Library Journal - "According to the bookflap, Erin creates her illustrations by hand using woodblock printing techniques and pencil.” That’s impressive in and of itself, but I think the use of color is fascinating."
Connections:
--Use the book to teach kindness and caring for others.
--For preschool students, teach about the animals themselves, characteristics of animals.
--For high school art students, use to show the detail and emotion in illustrations.
--See other books by Philip C. Stead: Creamed Tuna Fish and Peas on Toast or Jonathan and the Big Blue Boat.
--Career connection - being a zookeeper.
Source:
School Library Journal. "Review of the Day: A Sick Day for Amos McGee by Philip C. Stead." Review of A Sick Day for Amos McGee by Philip C. Stead. School Library Journal, April 7, 2010, Review of the Day. http://blog.schoollibraryjournal.com/afuse8production/2010/04/07/review-of-the-day-a-sick-day-for-amos-mcgee-by-philip-c-stead/
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