Nonfiction Book Review #1
1. BIBLIOGRAPHY
Krull, Kathleen. 2006. SIGMUND FREUD. Illus. by Boris Kulikov. New York: Penguin Group. ISBN 0670058920
2. PLOT SUMMARY
The biography of Sigmund Freud by Kathleen Krull is the third in a series entitled, Giants of Science. The book begins with a basic overview of the past beliefs of ‘great thinkers’ and where our thoughts, emotions, and intelligence come from and how people with mental illness were unpleasantly treated in the past. “By the 1880’s, the field of psychiatry, the medical treatment of diseases of the mind, had been born,” and with it came a flurry of theories and interpretations. The account of Freud’s life portrays how his curious mind persevered with dedication by developing and pioneering theories on psychoanalysis. The basic topics covered about Freud were his family life, his relationships with his parents and siblings, and how they affected his later life. Freud (born 1856), known to his mother as “my Golden Sigi” was a bright determined young boy whom continued his challenging and academic life exploring how the mind works until his death in London (1939) a year after fleeing Vienna from the Nazi’s. His life story goes through his education toward becoming a scientist, his contemporaries, the desire to help other people and his determination to “understand something of the riddles of the world in which we live and perhaps to contribute something to their solution.” Fifth grade to ninth grade.
3. CRITICAL ANALYSIS
Krull identifies the “strong men in history” and colleagues of Freud’s day (Darwin, Koch, Pasteur, Keepler, Brucke, Meynert, Charcot, and Carl Jung) and how they influenced his thoughts throughout his life. The eventual popularization of his theories (i.e. hysteria, sexuality, dreams) and the analysis (i.e. psychoanalysis “talking therapy,” hypnosis) that have paved the way for the current field of psychiatry. The structure of this biography is presented in chronological order beginning with general background information and then follows with specific examples of Freud’s relationships with patients and colleagues. Krull gives insight into Freud’s beliefs and his scientific exploration by documenting stories of patients and activities throughout his life. Krull’s interesting style of writing incorporates a creative, technical vocabulary with a casual tone. Direct quotes are used throughout the text in describing thoughts by others or by Freud himself. The book jacket design contains an attractive and colorful illustration of Freud. The individual chapters could be read alone but each chapter/topic supports others so it is recommended to read the entire biography to get a greater understanding of the man and his discoveries. The depth and complexity of the subject matter would be appropriate for ages 10 through 14. Children of this age may have questions about some of the contents (i.e. sexuality-complexes, cocaine use) after reading the book. The accuracy of this biography is demonstrated by a bibliography in the back of the book and the author’s reputation in writing this series. This nonfiction series book contains special features of a Table of Contents, Appendix of major works by Sigmund Freud, a Bibliography of 19 resources on background information; 3 designated books especially for young readers, a list of 9 Websites (last verified in May 2006), and an Index by subject and name. Six half to full page black ink artistic interpretation sketches are located throughout the text. The illustrations portray Freud, dressed in a suit, as a thinker, an inquirer, and a patient. One particular thought provoking illustration depicts a small image of Freud sitting on the world/brain with his papers on fire whirling around, with his head tipped forward and hand on his head; this makes one think, is he reflecting on his life, his theories, his contribution to humanity or his shortcomings, failures, and to a degree his unsuccessfulness to satisfy his own therapeutic needs that he became known for and that he was instrumental in fostering into the field of psychiatry today.
4. REVIEW EXCERPTS
ALA Notable books for children (2007), A CBC/NSTA Outstanding Science Trade Book, New York Public Library “Books for the Teen Age”
VOICE OF YOUTH ADVOCATES: “In her highly engaging and accessible biography for middle grade readers, Krull provides a thorough overview of Freud’s work and his oftentimes tumultuous medical career.”
BOOKLIST: “With her usual breezy, forthright, and intelligent approach …. [Krull] unravels just how much the inventor of psychoanalysis and student of the human mind has shaped the way we think … and does not shirk from Freud’s study of cocaine, his problems with understanding women, or the horrors of his final disease.”
SCHOOL LIBRARY JOURNAL: “Sophisticated cartoon pen-and-ink drawings add to the text.”
KIRKUS: Starred Review. “Lucid and thoughtful examination of Freud’s life, work and legacy … tactfully admit young readers into such a contention dialogue is no small feat, and marks this offering as truly stellar.”
5. CONNECTIONS
· Read other books in the Giants of Science Series by Kathleen Krull
· Connect to the study of psychology for middle school children
· Connect to the study of science, theories, and scientific method: challenges of scientific research and studies
· Connect to English and writing about dreams, emotions, and feelings
· Invite a psychiatrist to speak to the class about his/her occupation
· Explore the Website: http://www.pbs.org/youngdrfreud Young Dr. Freud for additional information
Nonfiction Book Review #2
1. BIBLIOGRAPHY
Murphy, Jim. 2003. AN AMERICAN PLAGUE: THE TRUE AND TERRIFYING STORY OF THE YELLOW FEVER EPIDEMIC OF 1973. New York: Houghton Mifflin Co. ISBN 0395776082
2. PLOT SUMMARY
Jim Murphy’s multi-award winning historical nonfiction book, AN AMERICAN PLAGUE: THE TRUE AND TERRIFYING STORY OF THE YELLOW FEVER EPIDEMIC OF 1793 is an account of life and the challenging times of our nation’s first capital in Philadelphia. The story is a chronological account beginning on August 3, 1793 and continues through September 1, 1858 with detailed observations of the people, their living conditions, and the medical treatments of the day. Yellow fever, like many diseases of this time were not well understood and consequently suffering was endured by the population affected by this terrible illness. The relentless suffering by the sick and the panic by the general population is retold by Jim Murphy using descriptive narrative adding suspense and feeling of compassion for the people throughout the book. The devastating account is complemented by copies of primary sources of the time. Fifth through ninth grade.
3. CRITICAL ANALYSIS
During the plague of 1793 there was a lot of uncertainty about what caused and how to treat what is now known as yellow fever. Award-winning author Jim Murphy uses numerous sources to tell the story of life during this horrific time. His research included consulting “a great many books, newspapers, magazines, personal journals, and letters” to select the backbone of his award-winning historical nonfiction book. These 97 sources located in the back of the book are divided into 10 categories (firsthand accounts (medical and nonmedical)), background information on yellow fever (both informational and fiction), doctoring in the old days, Philadelphia, George Washington and his problems, Blacks in Philadelphia, other plagues, and buzzing in your ear (mosquitoes). Complementing the text are black and white reproductions of primary source documents, art work, maps, directory’s, cartoons, newspapers, with a brief explanation that aides in the authenticity of the time period. A subject/name index is also included. The book is divided into 11 chapters that are in chronological order describing the onset of the illness and the next five devastating months of dealing with it, followed by a final chapter on describing other plagues of similar nature. The text is 139 pages with 54 illustrations dispersed throughout. A note about the illustrations (in the back of the book) states that some of the illustrations are from Europe and are included to “help the readers imagine what the city was like back then.” The writing style of the author portrays a clear telling of the hardships and suffering that occurred with the minimal knowledge of medicine and a few dedicated people to organize the recovery of the city of Philadelphia. This historical informational account of the plague is captivating and should be read fully as it goes into some depth and complexity of this time period making it a captivating read for ages 10-14.
4. REVIEW EXCERPTS
School Library Journal Best Books of the Year (2003, Robert F. Siebert Informational Book Award (2004), ALA Notable Books for Children (2004), NCTE Orbis Pictus Award (2004), Boston-Globe-Horn Book Awards (2004)
BOOKLIST: “Murphy recreates the fear and panic in the infected city, the social conditions that caused the disease to spread, and the arguments about causes and cures.”
PUBLISHERS WEEKLY: “Murphy here adopts a leisurely, lyrical tone to chronicle the invisible spread of the deadly disease that not only crippled Philadelphia … but also set off a constitutional crisis.”
SCHOOL LIBRARY JOURNAL: “Students will become immersed in the dramatic narrative as they read how fear and panic spread throughout the country’s capital … The author masterfully weaves facts and fascinating stories in describing the course of the disease and the heroic roles played by a few doctors and the free African-American citizen’s of the city.”
VOICE OF YOUTH ADVOCATES: “In this superbly written work, …every aspect of the epidemic is brought to life … the disease itself is covered from symptoms to cause … Readers come away with a sense of the era as a whole and a keen picture of the overall devastation brought by yellow fever.”
5. CONNECTIONS
· Connect to American History and the discuss the challenges of life during colonial times
· Connect to English: writing about ‘current events’ and documentation (i.e. primary and secondary sources - photographs, newspaper articles, interviews) to get accurate information
· Connect to Science: for current information on Yellow Fever go to the Centers for Disease Control and Prevention Website on Yellow Fever, http://www.cdc.gov/ncidod/dvbid/yellowfever/YF_FactSheet.html
Nonfiction Book Review #3
1. BIBLIOGRAPHY
Montgomery, Sy. 2006. QUEST FOR THE TREE KANGEROO: AN EXPEDITION TO THE CLOUD FOREST OF NEW GUINEA. Illus. by Nic Bishop (photographer). New York: Houghton Mifflin. ISBN 0618496416
2. PLOT SUMMARY
The QUEST FOR THE TREE KANGEROO: AN EXPEDITION TO THE CLOUD FOREST OF NEW GUINEA is a nonfiction adventure story about a research scientist, Lisa Dabek and her associates (including the author and photographer of this book) travelling to Papua New Guinea to learn more about a shy kangaroo who lives in a tree, called Matschie’s. A team of local people assist the naturalists in accomplishing their mission. The author gives background information on the research, the preparation and actual challenges of the journey to the site, and the gathering of research data once they locate the tree kangaroos. Fifth grade through tenth.
CRITICAL ANALYSIS
Award-winning author Sy Montgomery is also known as a naturalist, and documentary scriptwriter. Her personal experience travelling to the location gives the reader an inside view of what the journey actually encompassed. This view is complemented by Nic Bishop’s spectacular photo-log of 75 beautiful up close and detailed pictures of people (children and adults, scientists, research assistants) working and collecting data, lush tropical flora, furry and feathered fauna, scenic views, and houses, depicting life in a wonderful exotic haven in New Guinea. The attractive photos are dispersed through out the book and comprise up to a full page spread that corresponds with the text. The story is written in an adventure style on how scientists deal with understanding the natural world and its unpredictable challenges of learning about species. The author describes the detail of sighting, capturing, collaring (Global Positioning device), and releasing the tree kangaroo to track by the locals and learn about animal behavior and habitat needs. Montgomery includes background information in the back of the book on conservation at home and around the world, Lisa’s advice for kids (following your passion), tree kangaroos near you (in zoo’s), let’s Tok Pisin (the language of the local people of this area of New Guinea), an acknowledgement to all who have made the travel successful, and a subject/name index. The book is not divided into formal chapters but reads like an adventure story from beginning to end. The story makes science relevant and gives the reader a chance to see the hard work that actually goes into completing this type of expedition and the positive consequences of learning about the importance of other species. The information contained within this resource should be read in full as each section complements the others in story form.
4. REVIEW EXCERPTS
BOOKLIST: Starred Review. “Montgomery gives an unusually strong, visceral sense of the work and cooperation fieldwork entails and the scope and uniqueness of this particular mission … [and] communicates the thrill of studying animals in the wild, making observations, and discovering new information.”
BULLETIN OF THE CENTER FOR CHILDREN’S BOOKS: “ … there’s plenty of evocative description of their [tree kangaroo], thoughtful exploration of the role the locals play in conserving the animals, and revealing information about the rigors of this kind of scientific project. Bishop’s photography is stunning portraiture … “
HORNBOOK: Montgomery’s friendliness and curiosity set the tone: she enthusiastically engages with the people, plants, and animals she encounters o the trip. The realities of field work…”
SCHOOL LIBRARY JOURNAL: Starred Review. Bishop’s photographs capture the expedition in detail. Stunning close-ups of plants, insects, and birds vie for attention with panoramas of moss-draped trees in the eerie, ancient forest.”
5. CONNECTIONS
· Read other award books by Sy Montgomery about scientists: THE TARANTULA SCIENTIST and THE SNAKE SCIENTIST
· Connect to Science: study other animals that are endangered around the world, discuss animal behavior and habitat
· Connect to other Women in Science
· Connect to World Geography: discuss and research this region and the people
· Connect to English: retell a story about a family vacation (planning, good and bad experiences)
Children and YA Book Reviews: Poetry Books
Poetry Book Review #1
1. BIBLIOGRAPHY
Sidman, Joyce. 2005. SONG OF THE WATER BOATMAN: AND OTHER POND POEMS. Ill. by Beckie Prange. New York: Hougton Mifflin Co. ISBN 0618135472
2. PLOT SUMMARY
SONG OF THE WATER BOATMAN: AND OTHER POND POEMS consists of 11 poems and descriptions of pond life in Minnesota. This book is a compilation of poems intermixed with associated science descriptions, and art into a beautiful resource for children in grades 3- 7. Species and topics described are spring peepers, a wood duck, great diving beetle, green darner dragonfly, the food chain, water boatman, backswimmers, a water bear, cattails, and the painted turtle. A physical description of the flora and fauna and their behavior is included. The poems are titled and are written in a variety of formats from concrete to narrative style.
3. CRITICAL ANALYSIS
Joyce Sidman (author) and Beckie Prange (illustrator) have put together a large scale full color specialized nature poetry book for children. The titled poems are arranged in a creative way with a nonfiction description (using scientific terminology) of either flora or fauna and complemented with a beautifully detailed 2 page spread of large watercolor woodcut illustrations. The illustrations tell their own story and are enhanced by soothing colors and outlines. The poems can stand alone if read aloud and would keep the audience guessing as to what is being described in a lively pond ecosystem. The poems vary in length, style, and rhythm. The title poem, “Song of the Water Boatman and Backswimmer’s Refrain” is arranged in 5 verses that are made up of quatrains followed by a three line refrain that is rhyming in nature. Several poems take on a concrete style of poetry; “Aquatic Fashion” is in the elongated shape of a narrow caddis fly and larvae; “Travel Time” is a flowing shaped poem that mimics water and the microorganisms that live within it. “Listen for Me” exhibits a mystical example of repeated sound pattern elements of words as the spring peepers come out at night. This resource of poetry and information would be a useful source in beginning a lesson on ecology. A Glossary of scientific terms is included in the back of the book.
4. REVIEW EXCERPTS
Caldecott Honor Award 2006
BOOKLIST Review: Starred Review. “Focusing on one pond creature or plant per spread, Sidman employs many poetic forms, including austere haikus and rollicking sea shanties, and her fine selections are both accessible and sophisticated.”
BULLETIN OF THE CENTER FOR CHILREN’S BOOKS Review: “… it would serve admirably on its own as an atmospheric sequence to introduce kids to a world they don’t know or lead them to reconsider one they take for granted.”
SCHOOL LIBRARY JOURNAL Review: Starred Review. “An organic union of poetry and science, this book encourages readers to ponder the minutiae and magnificent life of the natural world.”
5. CONNECTIONS
· Read other books by Joyce Sidman: THE WORLD ACCORDING TO DOG (2008), MEOW RUFF: A STORY IN CONCRETE POETRY (2006) THIS IS JUST TO SAY: POEMS OF APOLOGY AND FORGIVENESS (2007)
· Connect to an Ecology or Botany Lesson on pond life; students can then write their own poems on a particular plant or animal not talked about in the book.
· Connect to Art – have students do their own wood cuts and write a short verse.
· Connect to Music – Play nature soundscape music while reading through the book and looking at the illustrations.
Poetry Book Review #2
1. BIBLIOGRAPHY
Prelutsky, Jack. 1996. A PIZZA THE SIZE OF THE SUN. Ill. by James Stevenson. New York: Greenwillow Books. ISBN 0688132359
2. PLOT SUMMARY
Jack Prelutsky, first Children’s Poet Laureate (2006) writes a compilation of 105 humorous poems in A PIZZA THE SIZE OF THE SUN. These poems are arranged on either a one or two page spread. They are accompanied by whimsical black ink line drawings with washes of gray for added dimension. The characters and creatures in the drawings are friendly. Each poem can be read aloud independently of the others. Kindergarten through 6th grade.
3. CRITICAL ANALYSIS
Prelutsky captures a fresh humorous appeal in his collection of poems in A PIZZA THE SIZE OF THE SUN. The poems follow a variety of forms (limerick, concrete (irregular, circular, triangular) boldface, backwards, font, style, and length). The diversity in rhythm, rhyme, and language keeps them interesting. Without the use of illustrations children could use their imagination to form images of the characters or events being described. Many of these lyrical poems are about animals, insects and other crawly creatures, and imaginary figures (aliens, Fummawummalummazumms, Doddies). Poetic themes vary and include verses about people, inventions, foods, and silly words. These poems are kid-friendly, entertaining, and fun. Children will like reading about a cast of characters, for example, Frenetica Fluntz, Grandpa McWheeese, K. C. O’Fleer, Dan the Invisible Man, Mister Pfister Gristletwist, and Zeke McPeake. Some of my favorites are “I Do Not Like the Sunshine,” Herman Sherman Thurman,” and “I’m Proud of My Preposterpus.” The simple black ink drawings by James Stevenson complement each poem. These poems allow students to use their imagination and enjoy light-hearted humor as they read aloud. This resource contains a useful Index to Titles and Index to First Lines in the back of the book.
4. REVIEW EXCERPTS
HORN BOOK Review: “Poems in varied typeface and placement in an open format combine with the economical line of well-placed sketches to create a fast-paced and accessible collection that’s loads of fun.”
PUBLISHER’S WEEKLY Review: “Prelutsky's predilection for playfulness percolates throughout this collection of slyly subversive rhymes, and he couldn't ask for a better partner in crime than Stevenson, whose droll, minimalist sketches so enlivened the duo's previous escapades…”
SCHOOL LIBRARY JOURNAL Review: “…another masterful collection of poems by the prolific Prelutsky, filled with zany people, improbable creatures, and rhythm and rhyme galore, all combining to celebrate the unusual, the mundane, and the slightly gruesome…”
5. CONNECTIONS
· Read aloud other books by Jack Prelutsky: MY DOG MAY BE A GENIUS (2008), IT’S RAINING PIGS & NOODLES (2005)
· Explore Jack Prelutsky’s Web site for students, teachers and parents at: http://www.jackprelutsky.com/
· Read PIZZA, PIGS, AND POETRY: HOW TO WRITE POEMS (2008) and write your own poem with illustrations and display.
Poetry Book Review #3
1. BIBLIOGRAPHY
Hesse, Karen. 1999. OUT OF THE DUST. New York: Scholastic. ISBN 0590371258
2. PLOT SUMMARY
OUT OF THE DUST, takes place in the rural Oklahoma Panhandle during the Great Depression from the winter of 1934 through the winter of 1935. Hesse engages the reader through a ‘narrative style’ as the main character, Billie Jo a young talented 14 year old girl and her family meet many challenges of survival over a harsh two year period. The story is divided by seasons and written in sequence. Lyrics are used throughout to capture the reality of Billie Jo’s family life and the characters she is engaged with; her Ma, Daddy, her brother Franklin, Aunt Ellis, Mad Dog, and Louise to name a few. Grades 5 and up.
3. CRITICAL ANALYSIS
As one reads through each verse, one is emotionally impacted and begins to feel connected as Hesse captures the dismal moments, thoughts, and experiences of Billie Jo’s daily life living in a dust bowl in a rural farming community in Oklahoma. One hundred and eleven verses from one to six pages are compiled in a narrative poem/novel. The meaning that underlies this poem sets a mood expressed by hard times and tragic events. Billie Jo’s thoughts are solemn and keep the reader anticipating what will happen next. The rhythm of the poetry varies throughout the book. One can interpret Billie Jo’s feelings through Hesse’s descriptive language of what is going on around her sensing feelings of touch, smell, taste, and hearing as demonstrated in an excerpt from “Dust Storm,”: “Brown earth rained down / from sky. / I could not catch my breath / the way the dust pressed on my chest/ and wouldn’t stop. / The dirt blew down so thick / it scratched my eyes / and stung my tender skin, / it plugged my nose and filled inside my mouth.” / No matter how I pressed my lips together, / the dust made muddy tracks / across my tongue. / This book is enhanced by the addition of special features located in the back of the book. The contents of the After Words (guide by Mary Jones) include background information about the author, behind the scenes in writing this story (research), a Q &A with Karen Hesse, photographs from the Great Depression, a background on Billie Jo’s world, a recipe for applesauce, and extracts from Karen Hesse’s Newbery Medal Speech.
4. REVIEW EXCERPTS
Winner of the Newbery Medal (1998), Winner of the Scott O’Dell Award, An ALA Notable Children’s Book, An ALA Best Book for Young Adults, A School Library Journal Best Book of the Year, A Booklist Editors’ Choice, and A Publisher’s Weekly Best Book of the Year.
BOOKLIST Review: “The entire novel is written in very readable blank verse, a superb choice for bringing out the exquisite agony and delight to be found in such a difficult period lived by such a vibrant character.”
SCHOOL LIBRARY JOURNAL Review: “Hesse’s ever-growing skill as a writer willing to take chances with her form shines through superbly in her ability to take historical facts and weave them into the fictional story of a character young people will readily embrace.”
KIRKUS Review: “The poem/novel ends with only a trace of hope; there are no pat endings, but a glimpse of beauty wrought from brutal reality.”
5. CONNECTIONS
· Connect to a History and Culture during the Depression throughout the United States
· Connect to Music played during the Depression
· Discuss feelings and thoughts about overcoming adversity in you life, write a short verse and share with class.
1. BIBLIOGRAPHY
Sidman, Joyce. 2005. SONG OF THE WATER BOATMAN: AND OTHER POND POEMS. Ill. by Beckie Prange. New York: Hougton Mifflin Co. ISBN 0618135472
2. PLOT SUMMARY
SONG OF THE WATER BOATMAN: AND OTHER POND POEMS consists of 11 poems and descriptions of pond life in Minnesota. This book is a compilation of poems intermixed with associated science descriptions, and art into a beautiful resource for children in grades 3- 7. Species and topics described are spring peepers, a wood duck, great diving beetle, green darner dragonfly, the food chain, water boatman, backswimmers, a water bear, cattails, and the painted turtle. A physical description of the flora and fauna and their behavior is included. The poems are titled and are written in a variety of formats from concrete to narrative style.
3. CRITICAL ANALYSIS
Joyce Sidman (author) and Beckie Prange (illustrator) have put together a large scale full color specialized nature poetry book for children. The titled poems are arranged in a creative way with a nonfiction description (using scientific terminology) of either flora or fauna and complemented with a beautifully detailed 2 page spread of large watercolor woodcut illustrations. The illustrations tell their own story and are enhanced by soothing colors and outlines. The poems can stand alone if read aloud and would keep the audience guessing as to what is being described in a lively pond ecosystem. The poems vary in length, style, and rhythm. The title poem, “Song of the Water Boatman and Backswimmer’s Refrain” is arranged in 5 verses that are made up of quatrains followed by a three line refrain that is rhyming in nature. Several poems take on a concrete style of poetry; “Aquatic Fashion” is in the elongated shape of a narrow caddis fly and larvae; “Travel Time” is a flowing shaped poem that mimics water and the microorganisms that live within it. “Listen for Me” exhibits a mystical example of repeated sound pattern elements of words as the spring peepers come out at night. This resource of poetry and information would be a useful source in beginning a lesson on ecology. A Glossary of scientific terms is included in the back of the book.
4. REVIEW EXCERPTS
Caldecott Honor Award 2006
BOOKLIST Review: Starred Review. “Focusing on one pond creature or plant per spread, Sidman employs many poetic forms, including austere haikus and rollicking sea shanties, and her fine selections are both accessible and sophisticated.”
BULLETIN OF THE CENTER FOR CHILREN’S BOOKS Review: “… it would serve admirably on its own as an atmospheric sequence to introduce kids to a world they don’t know or lead them to reconsider one they take for granted.”
SCHOOL LIBRARY JOURNAL Review: Starred Review. “An organic union of poetry and science, this book encourages readers to ponder the minutiae and magnificent life of the natural world.”
5. CONNECTIONS
· Read other books by Joyce Sidman: THE WORLD ACCORDING TO DOG (2008), MEOW RUFF: A STORY IN CONCRETE POETRY (2006) THIS IS JUST TO SAY: POEMS OF APOLOGY AND FORGIVENESS (2007)
· Connect to an Ecology or Botany Lesson on pond life; students can then write their own poems on a particular plant or animal not talked about in the book.
· Connect to Art – have students do their own wood cuts and write a short verse.
· Connect to Music – Play nature soundscape music while reading through the book and looking at the illustrations.
Poetry Book Review #2
1. BIBLIOGRAPHY
Prelutsky, Jack. 1996. A PIZZA THE SIZE OF THE SUN. Ill. by James Stevenson. New York: Greenwillow Books. ISBN 0688132359
2. PLOT SUMMARY
Jack Prelutsky, first Children’s Poet Laureate (2006) writes a compilation of 105 humorous poems in A PIZZA THE SIZE OF THE SUN. These poems are arranged on either a one or two page spread. They are accompanied by whimsical black ink line drawings with washes of gray for added dimension. The characters and creatures in the drawings are friendly. Each poem can be read aloud independently of the others. Kindergarten through 6th grade.
3. CRITICAL ANALYSIS
Prelutsky captures a fresh humorous appeal in his collection of poems in A PIZZA THE SIZE OF THE SUN. The poems follow a variety of forms (limerick, concrete (irregular, circular, triangular) boldface, backwards, font, style, and length). The diversity in rhythm, rhyme, and language keeps them interesting. Without the use of illustrations children could use their imagination to form images of the characters or events being described. Many of these lyrical poems are about animals, insects and other crawly creatures, and imaginary figures (aliens, Fummawummalummazumms, Doddies). Poetic themes vary and include verses about people, inventions, foods, and silly words. These poems are kid-friendly, entertaining, and fun. Children will like reading about a cast of characters, for example, Frenetica Fluntz, Grandpa McWheeese, K. C. O’Fleer, Dan the Invisible Man, Mister Pfister Gristletwist, and Zeke McPeake. Some of my favorites are “I Do Not Like the Sunshine,” Herman Sherman Thurman,” and “I’m Proud of My Preposterpus.” The simple black ink drawings by James Stevenson complement each poem. These poems allow students to use their imagination and enjoy light-hearted humor as they read aloud. This resource contains a useful Index to Titles and Index to First Lines in the back of the book.
4. REVIEW EXCERPTS
HORN BOOK Review: “Poems in varied typeface and placement in an open format combine with the economical line of well-placed sketches to create a fast-paced and accessible collection that’s loads of fun.”
PUBLISHER’S WEEKLY Review: “Prelutsky's predilection for playfulness percolates throughout this collection of slyly subversive rhymes, and he couldn't ask for a better partner in crime than Stevenson, whose droll, minimalist sketches so enlivened the duo's previous escapades…”
SCHOOL LIBRARY JOURNAL Review: “…another masterful collection of poems by the prolific Prelutsky, filled with zany people, improbable creatures, and rhythm and rhyme galore, all combining to celebrate the unusual, the mundane, and the slightly gruesome…”
5. CONNECTIONS
· Read aloud other books by Jack Prelutsky: MY DOG MAY BE A GENIUS (2008), IT’S RAINING PIGS & NOODLES (2005)
· Explore Jack Prelutsky’s Web site for students, teachers and parents at: http://www.jackprelutsky.com/
· Read PIZZA, PIGS, AND POETRY: HOW TO WRITE POEMS (2008) and write your own poem with illustrations and display.
Poetry Book Review #3
1. BIBLIOGRAPHY
Hesse, Karen. 1999. OUT OF THE DUST. New York: Scholastic. ISBN 0590371258
2. PLOT SUMMARY
OUT OF THE DUST, takes place in the rural Oklahoma Panhandle during the Great Depression from the winter of 1934 through the winter of 1935. Hesse engages the reader through a ‘narrative style’ as the main character, Billie Jo a young talented 14 year old girl and her family meet many challenges of survival over a harsh two year period. The story is divided by seasons and written in sequence. Lyrics are used throughout to capture the reality of Billie Jo’s family life and the characters she is engaged with; her Ma, Daddy, her brother Franklin, Aunt Ellis, Mad Dog, and Louise to name a few. Grades 5 and up.
3. CRITICAL ANALYSIS
As one reads through each verse, one is emotionally impacted and begins to feel connected as Hesse captures the dismal moments, thoughts, and experiences of Billie Jo’s daily life living in a dust bowl in a rural farming community in Oklahoma. One hundred and eleven verses from one to six pages are compiled in a narrative poem/novel. The meaning that underlies this poem sets a mood expressed by hard times and tragic events. Billie Jo’s thoughts are solemn and keep the reader anticipating what will happen next. The rhythm of the poetry varies throughout the book. One can interpret Billie Jo’s feelings through Hesse’s descriptive language of what is going on around her sensing feelings of touch, smell, taste, and hearing as demonstrated in an excerpt from “Dust Storm,”: “Brown earth rained down / from sky. / I could not catch my breath / the way the dust pressed on my chest/ and wouldn’t stop. / The dirt blew down so thick / it scratched my eyes / and stung my tender skin, / it plugged my nose and filled inside my mouth.” / No matter how I pressed my lips together, / the dust made muddy tracks / across my tongue. / This book is enhanced by the addition of special features located in the back of the book. The contents of the After Words (guide by Mary Jones) include background information about the author, behind the scenes in writing this story (research), a Q &A with Karen Hesse, photographs from the Great Depression, a background on Billie Jo’s world, a recipe for applesauce, and extracts from Karen Hesse’s Newbery Medal Speech.
4. REVIEW EXCERPTS
Winner of the Newbery Medal (1998), Winner of the Scott O’Dell Award, An ALA Notable Children’s Book, An ALA Best Book for Young Adults, A School Library Journal Best Book of the Year, A Booklist Editors’ Choice, and A Publisher’s Weekly Best Book of the Year.
BOOKLIST Review: “The entire novel is written in very readable blank verse, a superb choice for bringing out the exquisite agony and delight to be found in such a difficult period lived by such a vibrant character.”
SCHOOL LIBRARY JOURNAL Review: “Hesse’s ever-growing skill as a writer willing to take chances with her form shines through superbly in her ability to take historical facts and weave them into the fictional story of a character young people will readily embrace.”
KIRKUS Review: “The poem/novel ends with only a trace of hope; there are no pat endings, but a glimpse of beauty wrought from brutal reality.”
5. CONNECTIONS
· Connect to a History and Culture during the Depression throughout the United States
· Connect to Music played during the Depression
· Discuss feelings and thoughts about overcoming adversity in you life, write a short verse and share with class.
Children and YA Book Reviews: Traditional Books
Traditional Book Review #1
1. BIBLIOGRAPHY
De Paola, Tomie. 1998. STREGA NONA: AN OLD TALE RETOLD AND ILLUSTRATED BY TOMIE DE PAOLA. New Jersey: Simon & Schuster. ISBN 0671666061.
2. PLOT SUMMARY
Strega Nona was an old lady who lived in the town of Calabria, Italy. Her name means “Grandma Witch” and the towns people thought she had a “magic touch” with her potions. She hired Big Anthony to help her around the house and the garden. Strega Nona warned Big Anthony not to touch her pasta pot but he was a curious fellow that did not follow what he was told when Strega Nona left him alone one day. He decided to make a pot of pasta for everyone in town to see. Since Big Anthony did not know all of Strega Nona’s secrets he was unable to stop the pasta pot from making pasta and covering the town and its people. Strega Nona returned home to see the terrible mess that Big Anthony made. She decided that he needed to learn a lesson and made him eat all the pasta.
3. CRITICAL ANALYSIS
Tomie de Paola’s charming and magical version of this retold story is a beautifully illustrated watercolor folktale from Italy. Children will be captivated by the main character who maintains a smile on her face throughout the story even when she finds out that Big Anthony her hired helper disobeys her and uses the magic pasta-making pot after he was told to not touch the pot. Like many children that are curious Big Anthony waited for a chance to do just the opposite. At the end of the story he of course gets into trouble when he is not able to control the magic pot. As much as Strega Nona is calm Big Anthony’s expressions change continuously. The book is filled with many two page spreads of muted pastel-colored illustrations. The use of tile roofs and castle-like buildings gives you a feeling of a happy Medieval time period. The moderate amount of text and illustrations complement one another. The use of warm colors of yellow, gold, and red with the drawings of flowing and coiled pasta give you a warm feeling as you read the tale. The lesson to be learned is clear as Strega Nona punishes Big Anthony by telling him to now eat all the pasta. Children will be able to relate their own experiences where they disobeyed their parents and had to pay consequences. This book is a Cadecott Honor Book (1976).
4. REVIEW EXCERPTS
THE NEW YORK TIMES BOOK REVIEW: “De Paola’s illustrations aptly capture the whimsy of this ancient tale… simple line drawings clearly reveal the agony and ecstasy of pasta power, the muted colors create just the right ambience for a Medieval village” (paperback version)
PUBLISHERS WEEKLY Review: “Neither de Paola nor his most famous character, Strega Nona, need introductions in the United States.” (video version)
5. CONNECTIONS
Also available in Spanish print and in video.
Read other Strega Nona stories by Tomie de Paola.
Read and explore folktales from other countries that may represent the students in your class.
Discuss the social meaning of the folktale about respecting the authority of others and the consequences of actions.
Traditional Book Review #2
1. BIBLIOGRAPHY
Climo, Shirley. 1989. THE EGYPTIAN CINDERELLA. Illustrated by Ruth Heller. New York: HarperCollins. ISBN 0064432793.
2. PLOT SUMMARY
Shirley Climo’s story is an Egyptian variant on the folktale of Cinderella during sixth-century B.C. This story takes place in Egypt as a fair-skinned “rosy-cheeked” green-eyed Greek slave girl named Rhodopis is taken to live with three Egyptian servant girls. Rhodopis’ master took notice of her dancing and singing with the animals and decided to give her a pair of beautiful gilded rose-red gold leather slippers to cover her bare feet. The servant girls became jealous of her. Rhodopis was not asked to go to the court of the Pharaoh in Memphis by the servants. She regrettably had to stay behind and do her chores of washing linen and taking care of the garden. A green great falcon came and took one of Rhodopis’ slippers back to Amasis the Pharaoh. As Amasis received the slipper from the falcon he thought this was a sign from the god Horus. He wanted to find whom this belonged too. Amasis set off and successfully found Rhodopis and made her queen of Egypt.
3. CRITICAL ANALYSIS
Shirley Climo’s version of the ancient Cinderella tale is set in Egypt. The plot of the story is similar to the traditional tale of Cinderella. The Egyptian Cinderella is named Rhodopis; a Greek slave girl brought back from Greece to be used as a housekeeper that lives with three jealous Egyptian servants. The Pharaoh Amasis seeks to find a queen of Egypt. The great falcon Horus is the courier of the special slipper owned by Rhodopis. Other animals are depicted in the story as well and are friends with Rhodopis. As a folktale this story contains the flavor of the culture and country of Egypt in the fine lined and colorful illustrations throughout the story. The Egyptian women and men depicted in the story have stereotypic black straight hair with a dark complexion and are dressed in traditional clothing with jewels in their hair or around their necks (similar to Egyptian papyrus prints of ancient Egypt art. There is a magical quality to the illustrations that fill the pages with brightly colored backgrounds, flora and fauna. Text is used to tell the story with the illustrations as an artistic complement. Names used in the text (i.e. Rhodopis (rosy-cheeked), Pharaoh, Horus; city of Memphis, and the Nile attach the story to Egypt. The Author’s Note at the end of the story states that “the story is both fact and fable.” This story would be for preschool through third grade children.
4. REVIEW EXCERPTS
BOOKLIST Review: “Classes that explore variants of folktales and those that study Egypt will find this especially worthwhile.”
THE NEW YORK TIMES BOOK Review: “Conventional clichés are common…the most disturbing features of this trite tale are the racist connotations, whether conscious or not.”
SCHOOL LIBRARY JOURNAL Review: “A stunning combination of fluent prose and exquisitely wrought illustrations. The story of Rhodopis, A Greek slave girl in ancient Egypt … [contains] Powerful visual presentations reminiscent of the figures on Egyptian frieze paintings and carvings, colorful birds and animals that pulse with life…”
5. CONNECTIONS
This Egyptian folklore story could be used in conjunction with other Cinderella variants to compare and contrast the main character and story or study the geography and culture of another country or region.
Traditional Book Review #3
1. BIBLIOGRAPHY
Simonds, Nina, Leslie Swartz, and The Children’s Museum, Boston. Illustrated by Meilo So. 2002. MOONBEAMS, DUMPLINGS & DRAGON BOATS: A TREASUREY OF CHINESE HOLIDAY TALES, ACTIVITIES & RECEIPES. New York: Gullivar Books, Harcourt. ISBN 0152019839.
2. PLOT SUMMARY
Nina Simonds, Leslie Swartz, The Children’s Museum, Boston and Meilo So (illustrator) have put together a beautiful collection of four holiday folklore tales from China and the celebration of the Chinese New Year. Each of these holidays coincides with the lunar calendar. This publication contains a note from the authors, an explanation of Chinese festivals and the lunar calendar, additional resources for adults, young readers, and internet sources for books, information, and specialty foods. In the back of the book the reader will also find a guide to Chinese pronunciations listing vowels and consonants. The festivals include the Chinese New Year and Lantern Festival, Dongfang and the Festival of Lanterns, Qing Ming and the Cold Foods Festival, the Dragon Boat Festival, and the Mid-Autumn Moon Festival. A total of ten simple to follow recipes and activities coordinate with each of the holidays. Chinese folklore include stories about the Kitchen God (Overseer of Destiny), Dongfang (“a skilled astronomer and astrologer … he could predict the future”) and the Fire Goddess, the loyal Jie Zitui, Qu Yuan and the River God.
3. CRITICAL ANALYSIS
Moonbeams, Dumplings & Dragon Boats: A Treasury of Chinese Holiday Tales, Activities, & Recipes is a thematic collection of juvenile nonfiction, traditional and adapted Chinese recipes (i.e. New Year Dumplings, Sweet Rice Balls, Crisp-Cooked Vegetarian Noodles, Tea Eggs, Five-Treasure Moon Cakes and Rabbit-in-the-Moon Cookies) and handicraft activities (i.e. New Year Prints and Characters, Paper Lanterns, Pinwheels, Kites, Bamboo Clackers, Shadow Puppets and Theatre) to complement the additional collection of Chinese folktales and festivals. Teachers, parents, and students will all enjoy this brightly watercolored illustrated book as a reference for the celebration and understanding of Chinese holidays and culture. Each section contains a moderate amount of text with dispersed illustrations that coincide with the folktale, recipe, or handicraft. The use of black ink for distinct lines and vibrant color (primarily shades of red, blue, yellow and green) makes for an attractive simple painting with characters and landscapes. The paintings are of traditional Chinese watercolor style of simple brush strokes. Chinese characters are also added to the English titles. Each handicraft activity and recipe is rated by a pictorial degree of difficulty and the amount of time needed to complete the project. This additional information would be helpful for teachers planning activities with students. The selection of recipes and handicrafts are directly associated with their respectful folktale. This allows the reader to understand the historical value of literature. Each of the folktales evokes a sense of tragedy and strife but ends with a degree of optimism and remembrance and therefore is celebrated year after year. Caution in using the folktales with young children should be noted. This book would be suitable for grades 3-7.
4. REVIEW EXCERPTS
BOOKLIST Review: “This brightly illustrated, large-format book … explains the holiday, tells stories related to it, and offers at least one activity and recipe.”
SCHOOL LIBRARY JOURNAL Review: “The ample white space surrounding the text is filled with small, whimsical watercolor illustrations. Each of the four sections is introduced by a dynamic, detailed watercolor painting on a double-page spread….visually appealing addition to any holiday collection.”
PUBLISHERS WEEKLY Review: “Step-by-step illustrations aid in food preparation or crafts such as New Year Prints or Good Luck Characters in this elegantly designed volume.”
KIRKUS Review: “Gorgeous watercolors complement and brighten each sampling as well as attract readers with their simple beauty and elegance.”
5. CONNECTIONS
Study Chinese heritage, complete some of the handicraft activities and sample a few of the recipes with your class after reading about the stories of these holidays.
If you have children in your class that are of Chinese decent they may ask a parent or grandparent to come in and teach or share something about Chinese culture and language to the students.
Compare these holidays with other ethnic cultures.
This content could also be linked with science or math by discussing calendars (Gregorian, Roman, Julian, Chinese, Thai solar (based on Western and Buddhist calendar), Persian, Islamic, and Jewish). How is a year defined? Complete a lesson on the cycle of the moon, sun, and seasons.
1. BIBLIOGRAPHY
De Paola, Tomie. 1998. STREGA NONA: AN OLD TALE RETOLD AND ILLUSTRATED BY TOMIE DE PAOLA. New Jersey: Simon & Schuster. ISBN 0671666061.
2. PLOT SUMMARY
Strega Nona was an old lady who lived in the town of Calabria, Italy. Her name means “Grandma Witch” and the towns people thought she had a “magic touch” with her potions. She hired Big Anthony to help her around the house and the garden. Strega Nona warned Big Anthony not to touch her pasta pot but he was a curious fellow that did not follow what he was told when Strega Nona left him alone one day. He decided to make a pot of pasta for everyone in town to see. Since Big Anthony did not know all of Strega Nona’s secrets he was unable to stop the pasta pot from making pasta and covering the town and its people. Strega Nona returned home to see the terrible mess that Big Anthony made. She decided that he needed to learn a lesson and made him eat all the pasta.
3. CRITICAL ANALYSIS
Tomie de Paola’s charming and magical version of this retold story is a beautifully illustrated watercolor folktale from Italy. Children will be captivated by the main character who maintains a smile on her face throughout the story even when she finds out that Big Anthony her hired helper disobeys her and uses the magic pasta-making pot after he was told to not touch the pot. Like many children that are curious Big Anthony waited for a chance to do just the opposite. At the end of the story he of course gets into trouble when he is not able to control the magic pot. As much as Strega Nona is calm Big Anthony’s expressions change continuously. The book is filled with many two page spreads of muted pastel-colored illustrations. The use of tile roofs and castle-like buildings gives you a feeling of a happy Medieval time period. The moderate amount of text and illustrations complement one another. The use of warm colors of yellow, gold, and red with the drawings of flowing and coiled pasta give you a warm feeling as you read the tale. The lesson to be learned is clear as Strega Nona punishes Big Anthony by telling him to now eat all the pasta. Children will be able to relate their own experiences where they disobeyed their parents and had to pay consequences. This book is a Cadecott Honor Book (1976).
4. REVIEW EXCERPTS
THE NEW YORK TIMES BOOK REVIEW: “De Paola’s illustrations aptly capture the whimsy of this ancient tale… simple line drawings clearly reveal the agony and ecstasy of pasta power, the muted colors create just the right ambience for a Medieval village” (paperback version)
PUBLISHERS WEEKLY Review: “Neither de Paola nor his most famous character, Strega Nona, need introductions in the United States.” (video version)
5. CONNECTIONS
Also available in Spanish print and in video.
Read other Strega Nona stories by Tomie de Paola.
Read and explore folktales from other countries that may represent the students in your class.
Discuss the social meaning of the folktale about respecting the authority of others and the consequences of actions.
Traditional Book Review #2
1. BIBLIOGRAPHY
Climo, Shirley. 1989. THE EGYPTIAN CINDERELLA. Illustrated by Ruth Heller. New York: HarperCollins. ISBN 0064432793.
2. PLOT SUMMARY
Shirley Climo’s story is an Egyptian variant on the folktale of Cinderella during sixth-century B.C. This story takes place in Egypt as a fair-skinned “rosy-cheeked” green-eyed Greek slave girl named Rhodopis is taken to live with three Egyptian servant girls. Rhodopis’ master took notice of her dancing and singing with the animals and decided to give her a pair of beautiful gilded rose-red gold leather slippers to cover her bare feet. The servant girls became jealous of her. Rhodopis was not asked to go to the court of the Pharaoh in Memphis by the servants. She regrettably had to stay behind and do her chores of washing linen and taking care of the garden. A green great falcon came and took one of Rhodopis’ slippers back to Amasis the Pharaoh. As Amasis received the slipper from the falcon he thought this was a sign from the god Horus. He wanted to find whom this belonged too. Amasis set off and successfully found Rhodopis and made her queen of Egypt.
3. CRITICAL ANALYSIS
Shirley Climo’s version of the ancient Cinderella tale is set in Egypt. The plot of the story is similar to the traditional tale of Cinderella. The Egyptian Cinderella is named Rhodopis; a Greek slave girl brought back from Greece to be used as a housekeeper that lives with three jealous Egyptian servants. The Pharaoh Amasis seeks to find a queen of Egypt. The great falcon Horus is the courier of the special slipper owned by Rhodopis. Other animals are depicted in the story as well and are friends with Rhodopis. As a folktale this story contains the flavor of the culture and country of Egypt in the fine lined and colorful illustrations throughout the story. The Egyptian women and men depicted in the story have stereotypic black straight hair with a dark complexion and are dressed in traditional clothing with jewels in their hair or around their necks (similar to Egyptian papyrus prints of ancient Egypt art. There is a magical quality to the illustrations that fill the pages with brightly colored backgrounds, flora and fauna. Text is used to tell the story with the illustrations as an artistic complement. Names used in the text (i.e. Rhodopis (rosy-cheeked), Pharaoh, Horus; city of Memphis, and the Nile attach the story to Egypt. The Author’s Note at the end of the story states that “the story is both fact and fable.” This story would be for preschool through third grade children.
4. REVIEW EXCERPTS
BOOKLIST Review: “Classes that explore variants of folktales and those that study Egypt will find this especially worthwhile.”
THE NEW YORK TIMES BOOK Review: “Conventional clichés are common…the most disturbing features of this trite tale are the racist connotations, whether conscious or not.”
SCHOOL LIBRARY JOURNAL Review: “A stunning combination of fluent prose and exquisitely wrought illustrations. The story of Rhodopis, A Greek slave girl in ancient Egypt … [contains] Powerful visual presentations reminiscent of the figures on Egyptian frieze paintings and carvings, colorful birds and animals that pulse with life…”
5. CONNECTIONS
This Egyptian folklore story could be used in conjunction with other Cinderella variants to compare and contrast the main character and story or study the geography and culture of another country or region.
Traditional Book Review #3
1. BIBLIOGRAPHY
Simonds, Nina, Leslie Swartz, and The Children’s Museum, Boston. Illustrated by Meilo So. 2002. MOONBEAMS, DUMPLINGS & DRAGON BOATS: A TREASUREY OF CHINESE HOLIDAY TALES, ACTIVITIES & RECEIPES. New York: Gullivar Books, Harcourt. ISBN 0152019839.
2. PLOT SUMMARY
Nina Simonds, Leslie Swartz, The Children’s Museum, Boston and Meilo So (illustrator) have put together a beautiful collection of four holiday folklore tales from China and the celebration of the Chinese New Year. Each of these holidays coincides with the lunar calendar. This publication contains a note from the authors, an explanation of Chinese festivals and the lunar calendar, additional resources for adults, young readers, and internet sources for books, information, and specialty foods. In the back of the book the reader will also find a guide to Chinese pronunciations listing vowels and consonants. The festivals include the Chinese New Year and Lantern Festival, Dongfang and the Festival of Lanterns, Qing Ming and the Cold Foods Festival, the Dragon Boat Festival, and the Mid-Autumn Moon Festival. A total of ten simple to follow recipes and activities coordinate with each of the holidays. Chinese folklore include stories about the Kitchen God (Overseer of Destiny), Dongfang (“a skilled astronomer and astrologer … he could predict the future”) and the Fire Goddess, the loyal Jie Zitui, Qu Yuan and the River God.
3. CRITICAL ANALYSIS
Moonbeams, Dumplings & Dragon Boats: A Treasury of Chinese Holiday Tales, Activities, & Recipes is a thematic collection of juvenile nonfiction, traditional and adapted Chinese recipes (i.e. New Year Dumplings, Sweet Rice Balls, Crisp-Cooked Vegetarian Noodles, Tea Eggs, Five-Treasure Moon Cakes and Rabbit-in-the-Moon Cookies) and handicraft activities (i.e. New Year Prints and Characters, Paper Lanterns, Pinwheels, Kites, Bamboo Clackers, Shadow Puppets and Theatre) to complement the additional collection of Chinese folktales and festivals. Teachers, parents, and students will all enjoy this brightly watercolored illustrated book as a reference for the celebration and understanding of Chinese holidays and culture. Each section contains a moderate amount of text with dispersed illustrations that coincide with the folktale, recipe, or handicraft. The use of black ink for distinct lines and vibrant color (primarily shades of red, blue, yellow and green) makes for an attractive simple painting with characters and landscapes. The paintings are of traditional Chinese watercolor style of simple brush strokes. Chinese characters are also added to the English titles. Each handicraft activity and recipe is rated by a pictorial degree of difficulty and the amount of time needed to complete the project. This additional information would be helpful for teachers planning activities with students. The selection of recipes and handicrafts are directly associated with their respectful folktale. This allows the reader to understand the historical value of literature. Each of the folktales evokes a sense of tragedy and strife but ends with a degree of optimism and remembrance and therefore is celebrated year after year. Caution in using the folktales with young children should be noted. This book would be suitable for grades 3-7.
4. REVIEW EXCERPTS
BOOKLIST Review: “This brightly illustrated, large-format book … explains the holiday, tells stories related to it, and offers at least one activity and recipe.”
SCHOOL LIBRARY JOURNAL Review: “The ample white space surrounding the text is filled with small, whimsical watercolor illustrations. Each of the four sections is introduced by a dynamic, detailed watercolor painting on a double-page spread….visually appealing addition to any holiday collection.”
PUBLISHERS WEEKLY Review: “Step-by-step illustrations aid in food preparation or crafts such as New Year Prints or Good Luck Characters in this elegantly designed volume.”
KIRKUS Review: “Gorgeous watercolors complement and brighten each sampling as well as attract readers with their simple beauty and elegance.”
5. CONNECTIONS
Study Chinese heritage, complete some of the handicraft activities and sample a few of the recipes with your class after reading about the stories of these holidays.
If you have children in your class that are of Chinese decent they may ask a parent or grandparent to come in and teach or share something about Chinese culture and language to the students.
Compare these holidays with other ethnic cultures.
This content could also be linked with science or math by discussing calendars (Gregorian, Roman, Julian, Chinese, Thai solar (based on Western and Buddhist calendar), Persian, Islamic, and Jewish). How is a year defined? Complete a lesson on the cycle of the moon, sun, and seasons.
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