Children and YA Book Reviews: Contemporary Fiction, Fantasy and YA
Contemporary Fiction, Fantasy and YA Book Review #1
1. BIBLIOGRAPHY
Na, An. 2001. A STEP FROM HEAVEN. New York: (SPEAK) Penguin Group Press. ISBN 0142500275 (print version)
Na, An. 2001. A STEP FROM HEAVEN. CD-ROM.
2. PLOT SUMMARY: A Step from Heaven is written as a contemporary realistic fiction novel made up of vignettes or chronicles of a young Korean girl named Young Ju. The story follows her life from when she was 4 years old living with her family in Korea, her experiences and through moving to America (Mi Gook), her school life and friendships in America, and her daily struggles with her family life and assimilating into American culture through when she plans for college. Her personality goes through changes as she matures into a young adult. Her quest to do the right thing for her family adds to the challenge and separatism of the two cultures in which she lives. There is hope and despair throughout the story that will keep young readers engaged.
3. CRITICAL ANALYSIS: A Step from Heaven is a serious captivating tale using suspense, emotions, and experiences to keep the reader listening/reading intently. This story incorporates popular themes for YA, for example, self awareness (Young Ju, Umma), dominance (Apa) and powerlessness (Young Ju, Umma, Joon), and rebellion (Joon). The characters display a powerful mix of emotions throughout the story. There is a connection to religion and the ‘power of prayer’ in helping Young Ju’s family get through challenging family situations and feeling connected to their new home. Perseverance on the part of Young Ju and her family is strong and at times a very difficult path to follow in life. This story crosses cultures in terms of social issues; despite a discouraging social situation the story goes changes mood and portrays optimism in the main character and her situation as she matures. Located in the back of the book is a section entitled, SPEAKing with An Na. Ten questions to the author about background information on the book, her connection to the main character, and writing in general. There are sensitive topics including alcohol and physical abuse that are an integral part of the story. I thoroughly enjoyed the audio version of this book. The narrator’s (Jina Oh) voice, her articulation, and fluency made the story even more realistic. The music playing in between complemented the serenity of the mood. The audio version contains four CD-Rom discs for a total running time of 4 hours and 14 minutes. Appropriate for Grades 8 and up.
4. REVIEW EXCERPTS
Michael L. Printz Award (2002), National Book Award Finalist (2001), Children’s Book Award in Y A Fiction – International Reading Association (2002), Asian American Booklist, Grades 9 and up (2005), Asian Pacific American Award for Literature (2001-2003), Notable Books for a Global Society (2002), Best Books for Young Adults and Notable Children’s Book (2002-ALA), Fanfare Book (2002) - The Horn Book Honor List, Notable Books for the Language Arts – NCTE (2002), Best Books – School Library Journal (2001), Best Book (2001 – teenreads.com
PUBLISHERS WEEKLY: “Oh’s appropriately girlish voice and measured reading bring to life Young Ju, quiet heroine of debut novelists Na’s dark tale of a family of Korean immigrants … Oh’s characterization, which realistically captures this powerful contemporary story and fives authentic crispness of Korean words and phrases, will keep listeners in its grip.”
SCHOOL LIBRARY JOURNAL: “Young Ju’s narrative voice matures as she does … the language is rich, studded with Korean words made intelligible both by context and the reader’s easy pronunciation. Tunes are sung gently and well, and there is dramatic differentiation made among the cast of characters, making this audio version an enrichment of an already superb text.”
5. CONNECTIONS
· Connect to Social Studies and Culture: study immigrants coming to America in the past and/or present; explore if their issues and challenges are the same; do they assimilate or aggregate together, why do you think this is so.
· Connect to Language: Introduce a class to the Korean language
· Connect to Community or Family: Invite a guest speaker to the class to talk about their personal experience coming to America or interview a family member or neighbor that may have immigrated to America; interview a classmate that may also want to share their experience. How did they overcome their challenges?
· Connect to Social Issues: Explain the importance of getting assistance when you are feeling that a situation is not in control and where to go for help
·
Contemporary Fiction, Fantasy and YA Book Review #2
1. BIBLIOGRAPHY
Colfer, Eoin. 2001. ARTEMIS FOWL. New York: Hyperion Books for Children. ISBN 0786817070
2. PLOT SUMMARY: Artemis Fowl is first in a series of 6 books written by Eoin Colfer an Irish author. Artemis Fowl II, is a young twelve-year old boy considered a “millionaire, a genius … [and] a criminal mastermind” whose main role is scheming to acquire back the family fortune, that was lost by his father, from the fairies using high technology and magic which mixes present with an imaginary time period. Butler, Artemis’s bodyguard assists Artemis with his knowledge of weaponry in this quest. The Book that Artemis acquires is used for its fairy ‘law and lore’ to pursue his quest and challenge his opponent.
3. CRITICAL ANALYSIS: Artemis Fowl (the first in a series by this author) is an action-based modern high fantasy novel as shown in its creative use of characters (mud people (humans), pixies, fairies, LEPrecons, dwarfs) and objects as it mixes fantasy (time-fields) with realistic devices and places. Young Artemis Fowl II is the main character that initiates the plan to restore his family fortune. The writing style of Colfer mixes kid humor and gruff-like characters. Other family members include his bedridden mother (Angeline Fowl), and his sister Juliet. The use of imaginary characters includes mainly fairies (Foaly, Commander Julius Root), and dwarfs (Mulch Diggums). Captain Holly Short is a skilled LEPrecon (fairy) that is captured and used for ransom by Artemis. The story follows along a journey of obstacles (fighting and capturing) from around the world (from Asia to Europe) between Artemis’s group and the fairies. The language of each character is consistent throughout the story. A combination of narrative and dialog takes place throughout the story. The book contains nine chapters including a prologue and epilogue. At the back of the book there is a brief description of the sequel, Artemis Fowl: The Arctic Incident. On the bottom of each page throughout the chapters is a code created by the author, “readers can crack the code to reveal the secret message.” This suspenseful adventure and the graphic code will keep young readers turning pages and entice them into reading the rest of the series. Appropriate for grades 5-8.
4. REVIEW EXCERPTS
BOOKLIST: “Tell readers to suspend disbelief and read this wild and wacky story for the fun of it … characterizations and dialogue enhance a rollicking tale that will have readers rolling on the floor and eagerly anticipating the planned sequel … ”
BULLETIN OF THE CENTER FOR CHILDREN’S BOOKS: “Fairy folk notwithstanding, Colfer’s novel is more suspense than fantasy, and the rising action supports the pace. … the paramilitary humor leans a tad toward the adult, but the characters’ motivation is easily recognizable, and readers will appreciate Artemis’ growing conscience …”
THE HORN BOOK: “… long stretches devoted to the fairy world’s maneuverings, which only readers fond of technical detail will find appealing … there’s a lot of invention here, but it’s not used enough in service to the story, and may well be deployed to better effect in the feature film slated for next year.”
SCHOOL LIBRARY JOURNAL: “The fairy characters are mouthy and eccentric, but Artemis is too stiff and enigmatic to be interesting; the story bogs down when the focus is on him. The combination of choppy sentences and ornate language will appeal to some readers … the emphasis here is more on action (some of it gory), technology, and deadpan humor than on magic … “
5. CONNECTIONS
· Read other books in the Artemis Fowl series by Eoin Colfer
· Connect to language: have students make up their own code language
Contemporary Fiction, Fantasy and YA Book Review #3
1. BIBLIOGRAPHY
Perkins, Lynne Rae. 2005. CRISS CROSS. New York: Harper Trophy. ISBN 00600927240
2. PLOT SUMMARY: Criss Cross is a contemporary fiction story that takes place sometime in the 1960’s-1970’s. A group of genuinely nice teenagers, with Debbie a fourteen year old and Hector a friends brother as the predominate narrators interacting and talking with friends about everyday life’s little moments or big moments as viewed through a teenagers eyes. Building relationships, making acquaintances allows the kids to become aware of how they fit in to the big picture of life when some day they are on their own. The conversations and thoughts are typical of kids at this age as they are self-engaged, wondering about their circle of friends, the meaning of love, the uncertainty of what life will be like in the future, and how others view them. It is a light-hearted uncomplicated coming of age story that is fun and reminiscent of years gone by as a small group of connected friends sort out their relationship to each other and the paths they may follow.
3. CRITICAL ANALYSIS
Criss Cross is a contemporary realistic fiction novel that offers a theme of ‘exploration and possibilities’ as a group of young teens talk and think about what is going on in their life. Looking within themselves and others to see how they fit in. There is also reference to some ‘generational conflicts’ as Debbie is picking out a pair of jeans with her mom. The little stories told connect the reader to reality. As a person that grew up during that time period I found comfort in the tales; although the story can be viewed as timeless teens now will also relate to the issues. There is a subtle connection to nature and growth throughout the story, one example is in reference to cocoons, “Rowanne had slipped away from her roly-poly childhood like a sylph from a cocoon, but Hector’s was still wrapped around him in a soft, wool layer.” The language is varied in the story and consists of “poems, prose, haiku, and question and answer formats” with a generous amount of narrative and dialogue intermixed.” A table of contents of 38 chapters is included. A mix of over 50 black and white clever illustrations, ranging from simple line drawings to detailed cartoon-like sketches and photographs (some altered with added drawings) are spread throughout the book to complement the text. In the back of the book is a brief note from the author. A four page “Discussion Guide to the Novels of Lynne Rae Perkins is also located in the back of the book. The guide contains discussion question and activities for the classroom for both Criss Cross and All Alone in the Universe. A five page chapter excerpt from All Alone in the Universe ends the book. Appropriate for grades 5-9.
4. REVIEW EXCERPTS
Newbery Medal 2006
BOOKLIST: Starred Review. “Perkins writes with subtle, wry humor about perceptive moments that will speak directly to readers: universe-expanding crushes, which fill the world with signs and wonder”; scornful reappraisals of childhood things … urgent concerns about outfits, snappy retorts, and self-mage.” “Best of all are the understated moments, often private and piercing in their authenticity, that capture intelligent, likable teens searching for signs of whom they are, and who they’ll become.”
BULLETIN OF THE CENTER FOR CHILDREN’S BOOKS: “Novels with a specific plot may be the easiest to describe, but they’re not necessarily the best books … if you’re Lynne Rae Perkins, you can remain comfortingly, invitingly accessible even as you explore abstract notions such as the possibilities within us, the possibilities between us, and our openness to both “
HORNBOOK: ”Perkin’s wonderfully contemplative and relaxed yet captivating second novel, again illustrated with her own perfectly idiosyncratic spot art, is a collection of fleeting images and sensations – some pleasurable, some painful, some a mix of both – from her ensemble cast’s lives.”
SCHOOL LIBRARY JOURNAL: “The descriptive, measured writing includes poems, prose, haiku, and question-and-answer formats. There is a great deal of humor in this gentle story about a group of childhood friends facing the crossroads of life and how they wish to live it. Young teens will certainly relate to the self-consciousnesses and uncertainty of all of the characters …”
5. CONNECTIONS
· Connect to language arts; write a brief story about what you do with your friends, describe the personalities, the little quirks, and what you like best about each friend.
· Connect to nature; there are many connections to the environment (fauna and flora, the universe) in the story, after reading the story try and remember as many as you can. Do you notice your environment on a day to day basis? If so, describe or draw some of the things that are special about it.
1. BIBLIOGRAPHY
Na, An. 2001. A STEP FROM HEAVEN. New York: (SPEAK) Penguin Group Press. ISBN 0142500275 (print version)
Na, An. 2001. A STEP FROM HEAVEN. CD-ROM.
2. PLOT SUMMARY: A Step from Heaven is written as a contemporary realistic fiction novel made up of vignettes or chronicles of a young Korean girl named Young Ju. The story follows her life from when she was 4 years old living with her family in Korea, her experiences and through moving to America (Mi Gook), her school life and friendships in America, and her daily struggles with her family life and assimilating into American culture through when she plans for college. Her personality goes through changes as she matures into a young adult. Her quest to do the right thing for her family adds to the challenge and separatism of the two cultures in which she lives. There is hope and despair throughout the story that will keep young readers engaged.
3. CRITICAL ANALYSIS: A Step from Heaven is a serious captivating tale using suspense, emotions, and experiences to keep the reader listening/reading intently. This story incorporates popular themes for YA, for example, self awareness (Young Ju, Umma), dominance (Apa) and powerlessness (Young Ju, Umma, Joon), and rebellion (Joon). The characters display a powerful mix of emotions throughout the story. There is a connection to religion and the ‘power of prayer’ in helping Young Ju’s family get through challenging family situations and feeling connected to their new home. Perseverance on the part of Young Ju and her family is strong and at times a very difficult path to follow in life. This story crosses cultures in terms of social issues; despite a discouraging social situation the story goes changes mood and portrays optimism in the main character and her situation as she matures. Located in the back of the book is a section entitled, SPEAKing with An Na. Ten questions to the author about background information on the book, her connection to the main character, and writing in general. There are sensitive topics including alcohol and physical abuse that are an integral part of the story. I thoroughly enjoyed the audio version of this book. The narrator’s (Jina Oh) voice, her articulation, and fluency made the story even more realistic. The music playing in between complemented the serenity of the mood. The audio version contains four CD-Rom discs for a total running time of 4 hours and 14 minutes. Appropriate for Grades 8 and up.
4. REVIEW EXCERPTS
Michael L. Printz Award (2002), National Book Award Finalist (2001), Children’s Book Award in Y A Fiction – International Reading Association (2002), Asian American Booklist, Grades 9 and up (2005), Asian Pacific American Award for Literature (2001-2003), Notable Books for a Global Society (2002), Best Books for Young Adults and Notable Children’s Book (2002-ALA), Fanfare Book (2002) - The Horn Book Honor List, Notable Books for the Language Arts – NCTE (2002), Best Books – School Library Journal (2001), Best Book (2001 – teenreads.com
PUBLISHERS WEEKLY: “Oh’s appropriately girlish voice and measured reading bring to life Young Ju, quiet heroine of debut novelists Na’s dark tale of a family of Korean immigrants … Oh’s characterization, which realistically captures this powerful contemporary story and fives authentic crispness of Korean words and phrases, will keep listeners in its grip.”
SCHOOL LIBRARY JOURNAL: “Young Ju’s narrative voice matures as she does … the language is rich, studded with Korean words made intelligible both by context and the reader’s easy pronunciation. Tunes are sung gently and well, and there is dramatic differentiation made among the cast of characters, making this audio version an enrichment of an already superb text.”
5. CONNECTIONS
· Connect to Social Studies and Culture: study immigrants coming to America in the past and/or present; explore if their issues and challenges are the same; do they assimilate or aggregate together, why do you think this is so.
· Connect to Language: Introduce a class to the Korean language
· Connect to Community or Family: Invite a guest speaker to the class to talk about their personal experience coming to America or interview a family member or neighbor that may have immigrated to America; interview a classmate that may also want to share their experience. How did they overcome their challenges?
· Connect to Social Issues: Explain the importance of getting assistance when you are feeling that a situation is not in control and where to go for help
·
Contemporary Fiction, Fantasy and YA Book Review #2
1. BIBLIOGRAPHY
Colfer, Eoin. 2001. ARTEMIS FOWL. New York: Hyperion Books for Children. ISBN 0786817070
2. PLOT SUMMARY: Artemis Fowl is first in a series of 6 books written by Eoin Colfer an Irish author. Artemis Fowl II, is a young twelve-year old boy considered a “millionaire, a genius … [and] a criminal mastermind” whose main role is scheming to acquire back the family fortune, that was lost by his father, from the fairies using high technology and magic which mixes present with an imaginary time period. Butler, Artemis’s bodyguard assists Artemis with his knowledge of weaponry in this quest. The Book that Artemis acquires is used for its fairy ‘law and lore’ to pursue his quest and challenge his opponent.
3. CRITICAL ANALYSIS: Artemis Fowl (the first in a series by this author) is an action-based modern high fantasy novel as shown in its creative use of characters (mud people (humans), pixies, fairies, LEPrecons, dwarfs) and objects as it mixes fantasy (time-fields) with realistic devices and places. Young Artemis Fowl II is the main character that initiates the plan to restore his family fortune. The writing style of Colfer mixes kid humor and gruff-like characters. Other family members include his bedridden mother (Angeline Fowl), and his sister Juliet. The use of imaginary characters includes mainly fairies (Foaly, Commander Julius Root), and dwarfs (Mulch Diggums). Captain Holly Short is a skilled LEPrecon (fairy) that is captured and used for ransom by Artemis. The story follows along a journey of obstacles (fighting and capturing) from around the world (from Asia to Europe) between Artemis’s group and the fairies. The language of each character is consistent throughout the story. A combination of narrative and dialog takes place throughout the story. The book contains nine chapters including a prologue and epilogue. At the back of the book there is a brief description of the sequel, Artemis Fowl: The Arctic Incident. On the bottom of each page throughout the chapters is a code created by the author, “readers can crack the code to reveal the secret message.” This suspenseful adventure and the graphic code will keep young readers turning pages and entice them into reading the rest of the series. Appropriate for grades 5-8.
4. REVIEW EXCERPTS
BOOKLIST: “Tell readers to suspend disbelief and read this wild and wacky story for the fun of it … characterizations and dialogue enhance a rollicking tale that will have readers rolling on the floor and eagerly anticipating the planned sequel … ”
BULLETIN OF THE CENTER FOR CHILDREN’S BOOKS: “Fairy folk notwithstanding, Colfer’s novel is more suspense than fantasy, and the rising action supports the pace. … the paramilitary humor leans a tad toward the adult, but the characters’ motivation is easily recognizable, and readers will appreciate Artemis’ growing conscience …”
THE HORN BOOK: “… long stretches devoted to the fairy world’s maneuverings, which only readers fond of technical detail will find appealing … there’s a lot of invention here, but it’s not used enough in service to the story, and may well be deployed to better effect in the feature film slated for next year.”
SCHOOL LIBRARY JOURNAL: “The fairy characters are mouthy and eccentric, but Artemis is too stiff and enigmatic to be interesting; the story bogs down when the focus is on him. The combination of choppy sentences and ornate language will appeal to some readers … the emphasis here is more on action (some of it gory), technology, and deadpan humor than on magic … “
5. CONNECTIONS
· Read other books in the Artemis Fowl series by Eoin Colfer
· Connect to language: have students make up their own code language
Contemporary Fiction, Fantasy and YA Book Review #3
1. BIBLIOGRAPHY
Perkins, Lynne Rae. 2005. CRISS CROSS. New York: Harper Trophy. ISBN 00600927240
2. PLOT SUMMARY: Criss Cross is a contemporary fiction story that takes place sometime in the 1960’s-1970’s. A group of genuinely nice teenagers, with Debbie a fourteen year old and Hector a friends brother as the predominate narrators interacting and talking with friends about everyday life’s little moments or big moments as viewed through a teenagers eyes. Building relationships, making acquaintances allows the kids to become aware of how they fit in to the big picture of life when some day they are on their own. The conversations and thoughts are typical of kids at this age as they are self-engaged, wondering about their circle of friends, the meaning of love, the uncertainty of what life will be like in the future, and how others view them. It is a light-hearted uncomplicated coming of age story that is fun and reminiscent of years gone by as a small group of connected friends sort out their relationship to each other and the paths they may follow.
3. CRITICAL ANALYSIS
Criss Cross is a contemporary realistic fiction novel that offers a theme of ‘exploration and possibilities’ as a group of young teens talk and think about what is going on in their life. Looking within themselves and others to see how they fit in. There is also reference to some ‘generational conflicts’ as Debbie is picking out a pair of jeans with her mom. The little stories told connect the reader to reality. As a person that grew up during that time period I found comfort in the tales; although the story can be viewed as timeless teens now will also relate to the issues. There is a subtle connection to nature and growth throughout the story, one example is in reference to cocoons, “Rowanne had slipped away from her roly-poly childhood like a sylph from a cocoon, but Hector’s was still wrapped around him in a soft, wool layer.” The language is varied in the story and consists of “poems, prose, haiku, and question and answer formats” with a generous amount of narrative and dialogue intermixed.” A table of contents of 38 chapters is included. A mix of over 50 black and white clever illustrations, ranging from simple line drawings to detailed cartoon-like sketches and photographs (some altered with added drawings) are spread throughout the book to complement the text. In the back of the book is a brief note from the author. A four page “Discussion Guide to the Novels of Lynne Rae Perkins is also located in the back of the book. The guide contains discussion question and activities for the classroom for both Criss Cross and All Alone in the Universe. A five page chapter excerpt from All Alone in the Universe ends the book. Appropriate for grades 5-9.
4. REVIEW EXCERPTS
Newbery Medal 2006
BOOKLIST: Starred Review. “Perkins writes with subtle, wry humor about perceptive moments that will speak directly to readers: universe-expanding crushes, which fill the world with signs and wonder”; scornful reappraisals of childhood things … urgent concerns about outfits, snappy retorts, and self-mage.” “Best of all are the understated moments, often private and piercing in their authenticity, that capture intelligent, likable teens searching for signs of whom they are, and who they’ll become.”
BULLETIN OF THE CENTER FOR CHILDREN’S BOOKS: “Novels with a specific plot may be the easiest to describe, but they’re not necessarily the best books … if you’re Lynne Rae Perkins, you can remain comfortingly, invitingly accessible even as you explore abstract notions such as the possibilities within us, the possibilities between us, and our openness to both “
HORNBOOK: ”Perkin’s wonderfully contemplative and relaxed yet captivating second novel, again illustrated with her own perfectly idiosyncratic spot art, is a collection of fleeting images and sensations – some pleasurable, some painful, some a mix of both – from her ensemble cast’s lives.”
SCHOOL LIBRARY JOURNAL: “The descriptive, measured writing includes poems, prose, haiku, and question-and-answer formats. There is a great deal of humor in this gentle story about a group of childhood friends facing the crossroads of life and how they wish to live it. Young teens will certainly relate to the self-consciousnesses and uncertainty of all of the characters …”
5. CONNECTIONS
· Connect to language arts; write a brief story about what you do with your friends, describe the personalities, the little quirks, and what you like best about each friend.
· Connect to nature; there are many connections to the environment (fauna and flora, the universe) in the story, after reading the story try and remember as many as you can. Do you notice your environment on a day to day basis? If so, describe or draw some of the things that are special about it.
Children and YA Book Reviews: Historical Fiction
Historical Fiction Book Review #1
1. BIBLIOGRAPHY
Klaggs, Ellen. 2006. THE GREEN GLASS SEA. New York: Penguin Group. ISBN 9780142411490
2. PLOT SUMMARY
The story of The Green Glass Sea begins in 1943 when young Dewey (11 years old) was sent by train from Chicago to live with her father, Jimmy Kerrigan, a scientist living secretly in Los Alamos (which did not exist on a map at the time), after her grandmother had a stroke. The story is seen through the eyes of Dewey. She is creative and is passionate about collecting (usually from the dump) anything that may be useful for one of her soon to be mechanical inventions. Dewey keeps to her self as she adjusts to life at her new school and home. All the children that attend her school are associated with the project as their families were also recruited as scientists to build the mysterious “gadget.” As her father is called away for work Dewey finds her self living with the Gordons; their daughter Suze is Dewey’s age and over time they become closer. As the story develops little pieces of information are unveiled that give the reader insight into the families and how difficult their lives were.
3. CRITICAL ANALYSIS
Dewey Kerrigan an inquisitive and mechanically inclined young girl will interest both boys and girls as they read through a fascinating tale of living under government security and secrecy from a child’s point of view; the story will reflect positively on the reader since they are of similar age. Since many adults know the outcome of the “gadget” few were privy to what actually went on in these camps making this historical fiction story even more intriguing to readers. The style of writing is age appropriate and written in a kid friendly way with not too much detail that would be overwhelming for the intended audience. The use of references to the war and the Nazi’s brings reality to what was going on around them outside of their little safe haven. Useful background information can be found in the back of the book: a brief Author’s Note with eight items listed as references for “history of nuclear physics, the development of the bomb, or life on “the Hill.”” Additionally, a Reader’s Supplement for The Green Glass Sea follows and contains: an author interview with Hazel Rochman, classroom resources, discussion questions and classroom activities, an additional bibliography, and the author’s speech when she received the Scott O’Dell Award in April 2, 2007. This book would be classified as Unites States History - Historical Fiction and would be appropriate for grades 5th- 8th.
4. REVIEW EXCERPTS
Winner of the Scott O’Dell Award for Historical Fiction (2007), A Book Sense #1 Children’s Selection, Winter 2006/2007, A Horn Book Fanfare Selection, A Publishers Weekly Flying Start, A Quill Award Finalist, Winner of the Judy Lopez Memorial Award for Children’s Literature, Winner of the New Mexico Book Award, A Locus Awards Finalist Best First Novel
BULLETIN OF THE CENTER FOR CHILDREN’S BOOKS: “The successful detonation of the bomb may be difficult for such readers to contextualize, especially in the absence of an explanation in the author’s note … the view of the Manhattan Project through the eyes of two out-of-the-loop children is an intriguing entrée to this somber piece of history.”
VOICE OF YOUTH ADVOCATES: “A wonderful representation of the hardships and little wonders of World War II … Los Alamos is seen as the beginning of all the atomic bomb controversy and destruction, this novel gives the other side. Poetic and real, this one will keep you reading and leave you thinking.”
THE HORN BOOK: Starred Review. “ … an intense but accessible page-turner, firmly belongs to the girls and their families; history and story are drawn together with confidence.”
PUBLISHERS WEEKLY: “Klaggs makes an impressive debut with an ambitious, meticulously researched novel set during World War II.”
SCHOOL LIBRARY JOURNAL: “Clear prose brings readers right into the unusual atmosphere of the secretive scientific community, seen through the eyes of the kids and their families … 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.”
5. CONNECTIONS
· Connect to American History and the study of World War II; families in America
· Connect to science, research, and ethics: “Discuss the responsibilities of scientist. Should all that is scientifically possible actually be done?
· Consider other examples of controversial scientific breakthroughs, such as stem cell research, cloning…” (Klaggs, 2007)
· Connect to strategies of government; what has to be kept secret in times of war, compare to current conflicts in the Middle East
Historical Fiction Book Review #2
1. BIBLIOGRAPHY
Schlitz, Laura Amy. 2007. GOOD MASTERS! SWEET LADIES! VOICES FROM A MEDIEVAL VILLIAGE. Illus. by Robert Byrd. Massachusetts: Candlewick Press. ISBN 9780763615789
2. PLOT SUMMARY
Laura Schlitz brings together an enchanting compilation of 19 monologues and 2 dialogues encompassing a cast of 23 intriguing young characters (i.e. Will the plowboy, Constance the pilgrim, Jack the half-wit, Pask the runaway, and Giles the beggar to name a few) between the ages of 10 and 15 that live within a Medieval English manor in 1255. These stories describe what it was like to live and survive during this time period. “A little background” information and legend are also included to assist with terminology used during the time period, brief explanations of the characters and occupations of the day to assist the young reader in understanding the time period and the language of this period. The background information includes: the three field system (farming), Medieval Pilgrimages, the Crusades, Falconry, Jews in Medieval Society, and Towns and Freedom.
3. CRITICAL ANALYSIS
This collection of prose and verses are set in 1255 within an English Manor. These monologues and dialogues are interconnected within the setting. Young readers will find out about the culture of the day (hunting, holidays, occupations, cookery, farming, medicine, religion, remedies, social life, and sayings). They will also learn about villeins, millers, varlets, snigglers, and tanners as the cast of characters tell their tale in creative way. This book would interest both boys and girls since both are represented within the 23 characters. A legend is located along side of the prose or verse that can be referred to and assist in understanding the story. The background information included within the text is an integral part of the setting and theme of the characters that follow.
The book contains a bibliography of 54 citations for reference works on the time period, costumes, terminology, music, and a variety of other aspects on living during the Middle Ages. As the author states these miniature plays can stand alone or read in any order and would take approximately 3 minutes to perform. Each monologue and dialogue varies in written style. Each chapter contains a beautifully colored fine pen and ink illustration that “take[s] inspiration from an illuminated thirteenth century [German] manuscript” that complements each reading. These illustrations done by Robert Byrd vary in size and depth of contents from approximately 2”x 2” up to a full page. The illustrations depict the hard life of this period as can be observed by the lack of smile on any of the characters faces. The addition of a two-full page illustration at the beginning of the story sets the stage to see where all the characters reside. This book would be classified as World History - Historical Fiction and appropriate for grades 5th and up.
4. REVIEW EXCERPTS
Newbery Medal winner (2008), A Junior Library Guild Selection
BOOKLIST: Starred Review. “Using a series of interconnected monologues and dialogues featuring young people living in and around an English manor in 1255, she offers first-person character sketches that build upon each other to create a finer understanding of medieval life … a rewarding choice for performance or for reading aloud in the classroom.”
PUBLISHERS WEEKLY: “The artist does not channel a medieval style; rather, he mutes his palette and angles some lines to hint at the period, but his use of cross-hatching and his mostly realistic renderings specifically welcome a contemporary readership.”
SCHOOL LIBRARY JOURNAL: ‘”The text, varying from dramatic to poetic, depending on the point of view, is accompanied by historical notes that shed light on societal roles, religion, and town life. Byrd’s illustrations evoke the era and five dramatists’ ideas for appropriate costuming and props.”
5. CONNECTIONS
· Use all or some of the characters as a read aloud
· Use all of some of the characters in custom to perform skits; connect to drama
· Connect to a unit on medieval studies.
· Connect with studies of world religions.
Historical Fiction Book Review #3 (Print and Audio CD from Listening Library)
1. BIBLIOGRAPHY
O’Dell, Scott. 1960. ISLAND OF THE BLUE DOLPHINS. New York: Yearling ISBN 0440439884
O’Dell, Scott. 1995. ISLAND OF THE BLUE DOLPHINS. CD-Rom. Random House Audio Publishing Group. ISBN 0807217794.
2. PLOT SUMMARY
Scott O’Dell’s, ISLAND OF THE BLUE DOLPHINS takes place on a fish shaped island where blue dolphins and sea otters make their home around the Channel Islands off the coast of southern California. The story is about a young Indian girl, named Karana (Won-a-pa-lei, Girl with Long Black Hair) and her enduring survival after she decided to leap from a ship and return to the island and her village of Ghalas-at where she remained stranded from 1835 to 1853. This story is a recreation of “a girl Robinson Crusoe” known as the Lost Woman of San Nichols. During the eighteen years that Karana remains on the island she exhibits fear and courage with the Aleuts and the wild dogs; her thoughts about her family and loss of her father, Chief Chowig and brother Ramu; and her innate respect and connection with nature are intertwined with her basic instincts of staying alive.
3. CRITICAL ANALYSIS
In this engaging emotional survival adventure about a young courageous selfless Indian girl, Karana (the protagonist) facing many challenges through conflicts both internally and externally with nature. The story is suspenseful as you follow Karana’s (first-person narrative) character and how she changes over an eighteen year period living mostly in solitude except for her interactions with Rontu (leader of the wild dogs) and Rontu-Aru (Rontu’s son) as she waits for her people to return for her. Throughout the story Karana describes in detail the island and her actions to make you feel that you are with her on the island. The plot of the story takes several turns and includes vivid descriptions of death but they are not overwhelming for the reader/listener as Karana stays strong and moves on. The overall survival theme is timely as young readers face their own challenges in life both socially and physically.
The reader, a young woman Tantoo Cardinal narrates an unabridged production of this "moving performance" in a convincing dialect of the period. Listening to this engaing audio book, I had a better appreciation of the author’s style and the authenticity of the character. The background music/instrumental plays periodically between chapters and at the closing of the production is soothing in nature and complements the story and adds to the overall ambience of the setting. The audiobook contained 4 compact disks for a total of 3 hours and 51 minutes of playing time. This audio production was of clear sound quality with no noticeable noise or static. The story is written and divided up into 29 unnamed chapters. A brief Author’s Note is included about background information located at the end of the story. The image on the cover of the book includes a tranquil scene of a young woman interconnected/drawn within the island surrounded by three blue dolphins swimming in a moving sea. This story would be classified as New World - Historical fiction and appropriate for grades 4th -8th.
4. REVIEW EXCERPTS
Newbery Medal winner (1961)
BOOKLIST: “A moving and unforgettable story.”
LIBRARY JOURNAL: Starred Review. “A haunting and unusual story.”
HORN BOOK MAGAZINE: “Strange and beautiful, revealing courage, serenity, and greatness of spirit.”
5. CONNECTIONS
· Also available in Spanish language edition.
· Connect to studying about Native Americans. See also: Seale, Doris (Santee/Cree), and Beverly Slapin, eds., A Broken Flute: The Native Experience in Books for Children. 2005, b/w illustrations.
· “A Broken Flute deals with the issue of cultural appropriation in books for children, and evaluates hundreds of books for children and teenagers published from the early 1900s through 2004”
· Connect to studying about wilderness survival and decision making.See Also: Island of the Blue Dolphins http://literature.pppst.com/MNO/scott-odell.html Website for kids and tea
1. BIBLIOGRAPHY
Klaggs, Ellen. 2006. THE GREEN GLASS SEA. New York: Penguin Group. ISBN 9780142411490
2. PLOT SUMMARY
The story of The Green Glass Sea begins in 1943 when young Dewey (11 years old) was sent by train from Chicago to live with her father, Jimmy Kerrigan, a scientist living secretly in Los Alamos (which did not exist on a map at the time), after her grandmother had a stroke. The story is seen through the eyes of Dewey. She is creative and is passionate about collecting (usually from the dump) anything that may be useful for one of her soon to be mechanical inventions. Dewey keeps to her self as she adjusts to life at her new school and home. All the children that attend her school are associated with the project as their families were also recruited as scientists to build the mysterious “gadget.” As her father is called away for work Dewey finds her self living with the Gordons; their daughter Suze is Dewey’s age and over time they become closer. As the story develops little pieces of information are unveiled that give the reader insight into the families and how difficult their lives were.
3. CRITICAL ANALYSIS
Dewey Kerrigan an inquisitive and mechanically inclined young girl will interest both boys and girls as they read through a fascinating tale of living under government security and secrecy from a child’s point of view; the story will reflect positively on the reader since they are of similar age. Since many adults know the outcome of the “gadget” few were privy to what actually went on in these camps making this historical fiction story even more intriguing to readers. The style of writing is age appropriate and written in a kid friendly way with not too much detail that would be overwhelming for the intended audience. The use of references to the war and the Nazi’s brings reality to what was going on around them outside of their little safe haven. Useful background information can be found in the back of the book: a brief Author’s Note with eight items listed as references for “history of nuclear physics, the development of the bomb, or life on “the Hill.”” Additionally, a Reader’s Supplement for The Green Glass Sea follows and contains: an author interview with Hazel Rochman, classroom resources, discussion questions and classroom activities, an additional bibliography, and the author’s speech when she received the Scott O’Dell Award in April 2, 2007. This book would be classified as Unites States History - Historical Fiction and would be appropriate for grades 5th- 8th.
4. REVIEW EXCERPTS
Winner of the Scott O’Dell Award for Historical Fiction (2007), A Book Sense #1 Children’s Selection, Winter 2006/2007, A Horn Book Fanfare Selection, A Publishers Weekly Flying Start, A Quill Award Finalist, Winner of the Judy Lopez Memorial Award for Children’s Literature, Winner of the New Mexico Book Award, A Locus Awards Finalist Best First Novel
BULLETIN OF THE CENTER FOR CHILDREN’S BOOKS: “The successful detonation of the bomb may be difficult for such readers to contextualize, especially in the absence of an explanation in the author’s note … the view of the Manhattan Project through the eyes of two out-of-the-loop children is an intriguing entrée to this somber piece of history.”
VOICE OF YOUTH ADVOCATES: “A wonderful representation of the hardships and little wonders of World War II … Los Alamos is seen as the beginning of all the atomic bomb controversy and destruction, this novel gives the other side. Poetic and real, this one will keep you reading and leave you thinking.”
THE HORN BOOK: Starred Review. “ … an intense but accessible page-turner, firmly belongs to the girls and their families; history and story are drawn together with confidence.”
PUBLISHERS WEEKLY: “Klaggs makes an impressive debut with an ambitious, meticulously researched novel set during World War II.”
SCHOOL LIBRARY JOURNAL: “Clear prose brings readers right into the unusual atmosphere of the secretive scientific community, seen through the eyes of the kids and their families … 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.”
5. CONNECTIONS
· Connect to American History and the study of World War II; families in America
· Connect to science, research, and ethics: “Discuss the responsibilities of scientist. Should all that is scientifically possible actually be done?
· Consider other examples of controversial scientific breakthroughs, such as stem cell research, cloning…” (Klaggs, 2007)
· Connect to strategies of government; what has to be kept secret in times of war, compare to current conflicts in the Middle East
Historical Fiction Book Review #2
1. BIBLIOGRAPHY
Schlitz, Laura Amy. 2007. GOOD MASTERS! SWEET LADIES! VOICES FROM A MEDIEVAL VILLIAGE. Illus. by Robert Byrd. Massachusetts: Candlewick Press. ISBN 9780763615789
2. PLOT SUMMARY
Laura Schlitz brings together an enchanting compilation of 19 monologues and 2 dialogues encompassing a cast of 23 intriguing young characters (i.e. Will the plowboy, Constance the pilgrim, Jack the half-wit, Pask the runaway, and Giles the beggar to name a few) between the ages of 10 and 15 that live within a Medieval English manor in 1255. These stories describe what it was like to live and survive during this time period. “A little background” information and legend are also included to assist with terminology used during the time period, brief explanations of the characters and occupations of the day to assist the young reader in understanding the time period and the language of this period. The background information includes: the three field system (farming), Medieval Pilgrimages, the Crusades, Falconry, Jews in Medieval Society, and Towns and Freedom.
3. CRITICAL ANALYSIS
This collection of prose and verses are set in 1255 within an English Manor. These monologues and dialogues are interconnected within the setting. Young readers will find out about the culture of the day (hunting, holidays, occupations, cookery, farming, medicine, religion, remedies, social life, and sayings). They will also learn about villeins, millers, varlets, snigglers, and tanners as the cast of characters tell their tale in creative way. This book would interest both boys and girls since both are represented within the 23 characters. A legend is located along side of the prose or verse that can be referred to and assist in understanding the story. The background information included within the text is an integral part of the setting and theme of the characters that follow.
The book contains a bibliography of 54 citations for reference works on the time period, costumes, terminology, music, and a variety of other aspects on living during the Middle Ages. As the author states these miniature plays can stand alone or read in any order and would take approximately 3 minutes to perform. Each monologue and dialogue varies in written style. Each chapter contains a beautifully colored fine pen and ink illustration that “take[s] inspiration from an illuminated thirteenth century [German] manuscript” that complements each reading. These illustrations done by Robert Byrd vary in size and depth of contents from approximately 2”x 2” up to a full page. The illustrations depict the hard life of this period as can be observed by the lack of smile on any of the characters faces. The addition of a two-full page illustration at the beginning of the story sets the stage to see where all the characters reside. This book would be classified as World History - Historical Fiction and appropriate for grades 5th and up.
4. REVIEW EXCERPTS
Newbery Medal winner (2008), A Junior Library Guild Selection
BOOKLIST: Starred Review. “Using a series of interconnected monologues and dialogues featuring young people living in and around an English manor in 1255, she offers first-person character sketches that build upon each other to create a finer understanding of medieval life … a rewarding choice for performance or for reading aloud in the classroom.”
PUBLISHERS WEEKLY: “The artist does not channel a medieval style; rather, he mutes his palette and angles some lines to hint at the period, but his use of cross-hatching and his mostly realistic renderings specifically welcome a contemporary readership.”
SCHOOL LIBRARY JOURNAL: ‘”The text, varying from dramatic to poetic, depending on the point of view, is accompanied by historical notes that shed light on societal roles, religion, and town life. Byrd’s illustrations evoke the era and five dramatists’ ideas for appropriate costuming and props.”
5. CONNECTIONS
· Use all or some of the characters as a read aloud
· Use all of some of the characters in custom to perform skits; connect to drama
· Connect to a unit on medieval studies.
· Connect with studies of world religions.
Historical Fiction Book Review #3 (Print and Audio CD from Listening Library)
1. BIBLIOGRAPHY
O’Dell, Scott. 1960. ISLAND OF THE BLUE DOLPHINS. New York: Yearling ISBN 0440439884
O’Dell, Scott. 1995. ISLAND OF THE BLUE DOLPHINS. CD-Rom. Random House Audio Publishing Group. ISBN 0807217794.
2. PLOT SUMMARY
Scott O’Dell’s, ISLAND OF THE BLUE DOLPHINS takes place on a fish shaped island where blue dolphins and sea otters make their home around the Channel Islands off the coast of southern California. The story is about a young Indian girl, named Karana (Won-a-pa-lei, Girl with Long Black Hair) and her enduring survival after she decided to leap from a ship and return to the island and her village of Ghalas-at where she remained stranded from 1835 to 1853. This story is a recreation of “a girl Robinson Crusoe” known as the Lost Woman of San Nichols. During the eighteen years that Karana remains on the island she exhibits fear and courage with the Aleuts and the wild dogs; her thoughts about her family and loss of her father, Chief Chowig and brother Ramu; and her innate respect and connection with nature are intertwined with her basic instincts of staying alive.
3. CRITICAL ANALYSIS
In this engaging emotional survival adventure about a young courageous selfless Indian girl, Karana (the protagonist) facing many challenges through conflicts both internally and externally with nature. The story is suspenseful as you follow Karana’s (first-person narrative) character and how she changes over an eighteen year period living mostly in solitude except for her interactions with Rontu (leader of the wild dogs) and Rontu-Aru (Rontu’s son) as she waits for her people to return for her. Throughout the story Karana describes in detail the island and her actions to make you feel that you are with her on the island. The plot of the story takes several turns and includes vivid descriptions of death but they are not overwhelming for the reader/listener as Karana stays strong and moves on. The overall survival theme is timely as young readers face their own challenges in life both socially and physically.
The reader, a young woman Tantoo Cardinal narrates an unabridged production of this "moving performance" in a convincing dialect of the period. Listening to this engaing audio book, I had a better appreciation of the author’s style and the authenticity of the character. The background music/instrumental plays periodically between chapters and at the closing of the production is soothing in nature and complements the story and adds to the overall ambience of the setting. The audiobook contained 4 compact disks for a total of 3 hours and 51 minutes of playing time. This audio production was of clear sound quality with no noticeable noise or static. The story is written and divided up into 29 unnamed chapters. A brief Author’s Note is included about background information located at the end of the story. The image on the cover of the book includes a tranquil scene of a young woman interconnected/drawn within the island surrounded by three blue dolphins swimming in a moving sea. This story would be classified as New World - Historical fiction and appropriate for grades 4th -8th.
4. REVIEW EXCERPTS
Newbery Medal winner (1961)
BOOKLIST: “A moving and unforgettable story.”
LIBRARY JOURNAL: Starred Review. “A haunting and unusual story.”
HORN BOOK MAGAZINE: “Strange and beautiful, revealing courage, serenity, and greatness of spirit.”
5. CONNECTIONS
· Also available in Spanish language edition.
· Connect to studying about Native Americans. See also: Seale, Doris (Santee/Cree), and Beverly Slapin, eds., A Broken Flute: The Native Experience in Books for Children. 2005, b/w illustrations.
· “A Broken Flute deals with the issue of cultural appropriation in books for children, and evaluates hundreds of books for children and teenagers published from the early 1900s through 2004”
· Connect to studying about wilderness survival and decision making.See Also: Island of the Blue Dolphins http://literature.pppst.com/MNO/scott-odell.html Website for kids and tea
Children and YA Book Reviews: Nonfiction Books
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)
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.
Subscribe to:
Posts (Atom)
