RAPUNZEL'S REVENGE

 

RAPUNZEL'S REVENGE

 

 

BIBLIOGRAPHY

Hale, Shannon & Dean Hale. 2008. RAPUNZEL'S REVENGE. Ill by Nathan Hale. New York, NY: Bloomsbury U.S.A. Children's Books. ISBN 978-1-59990-070-4.

 

PLOT SUMMARY

Rapunzel is raised in a grand villa by Gothel, the woman she calls mother.  But she starts dreaming of a different mother and is compelled to look over the enormous wall surrounding the villa.  She discovers a world different from what she could have ever imagined and she goes over the wall to explore.  Before she is captured by Gothel, she finds her real mother (who is a slave of Gothel's) and learns that Gothel had stolen her from her real mother when she was a baby because her father had stolen rapunzel lettuce from Gothel's garden.  As a punishment for going over the wall, Gothel imprisons Rapunzel in a very tall, magical tree for four years until she escapes by using her hair, that has grown extraordinarily long due to Gothel's growth magic.  From there, Rapunzel finds Jack and together they go on all sorts of adventures fighting enemies and helping the people (who are suppressed by Gothel's magic) in the Wild West as they try to get to Rapunzel's real mother and save her from Gothel.

 

CRITICAL ANALYSIS
Shannon and Deal Hale, put a twist on the original Rapunzel fairy-tale in this exciting and hilarious story.  It is a fractured fairy-tale in graphic novel form that breaks tradition in that Rapunzel is the hero (or heroine).  She did not need a prince to come save her from the tower, in fact, she saved herself by using her incredibly long hair as a lasso.  She then meets Jack after saving his life, once again by using her hair as a lasso and a whip.  Jack is a cowboy and an outlaw on the western frontier, but Rapunzel has no friends and she decides to team up with him.  She and Jack then go about righting all kinds of wrongs and fighting off evil creatures of all sorts before they eventually save the whole kingdom from Gothel's wicked magic.  It is a story of a girl who has come into her own and who has gained self confidence.  She says, "There was a time when I might have been scared of those clowns.  But since, tussling with a rampaging boar, a pack of outlaw kidnappers, a horde of blood-hungry coyotes and a sea serpent, well. Tina's Terrible Trio just didn't raise my hackles."

The Hale's tell the story in comic strip style with dialogue bubbles and narrations of Rapunzel's.  The illustrations by Nathan Hale are superb with vivid colors, emotions and sounds.  They definitely enhance the story and even tell the story by themselves in some sections.  The evil creatures come alive in the pictures. Without the illustrations, the over-all Western affect of the story could be lost.

The prevailing theme in this graphic novel is that of good vs. evil.  Rapunzel is a cowgirl at heart, loyal and honest.  She wants only to do what is right and to rid the kingdom of  Gothel's evil magic.  Rapunzel helps to develop Jack into an admirable character as well.  At one point in the story she only agrees to stealing horses, when their lives are in danger, if Jack agrees to return them once they are freed from Gothel.  Although, at the end of the story, in true fairy-tale style, there is one thing that she lets him steal!

This is a story that connects with children of all ages, although the humor and language used in some places is geared toward the more mature reader.  Who says girls can't save the day, "we're out-womaned, fellas!"    

  

AWARDS

2009 ALA Notable Children’s Book Award

2009 YALSA Great Graphic Novel for Teens Award

2009 Leah Adezio Award For Most Kid-Friendly Work

Eisner Award nomination.

REVIEW EXCERPTS

BOOKLIST:

"This graphic novel retelling of the fairy-tale classic, set in a swashbuckling Wild West, puts action first and features some serious girl power in its spunky and strong heroine." --Tina Coleman

 

SCHOOL LIBRARY JOURNAL

"The dialogue is witty, the story is an enticing departure from the original, and the illustrations are magically fun and expressive."--Cara von Wrangel Kinsey, New York Public Library

 

CONNECTIONS

 Consider these discussion questions:

 

How is this Rapunzel different than the female characters in many traditional stories?

How would you define the word hero? Are Rapunzel and Jack heroes?

Did you know the story of Rapunzel before you read this book? How was this book similar to or different than the way you remember the Rapunzel story? (Teachers should consider reading a different version of RAPUNZEL and then discuss the differences).

 

Consider reading these books as well:

CALAMITY JACK by Shannon Hale and Dean Hale
JACK AND THE BEANSTALK: THE GRAPHIC NOVEL by B. A. Hoena
PRINCESS ACADEMY by Shannon Hale
INTO THE WILD by Sarah Beth Durst

 

 



WHEN YOU REACH ME

 

WHEN YOU REACH ME

 

 

 

BIBLIOGRAPHY
Stead, Rebecca. 2009. WHEN YOU REACH ME. New York, NY: Wendy Lamb Books. ISBN 978-385-73742-5.
  

PLOT SUMMARY

Stead introduces us to Miranda, a middle-school student in the Upper West Side of New York City, as she has learned that her mom received a postcard to appear on The 20,000 Pyramid Show on April 27, 1979, just as it had said would happen in the mysterious notes she kept receiving.  Throughout the story, Miranda continues to receive anonymous notes that seem to be from somebody who knows her future.  The reader follows Miranda as she discovers herself and the meanings of true friendships and discovers the mystery surrounding the notes throughout this intriguing and endearing novel.
 

CRITICAL ANALYSIS

 

Stead creates a culture in this blended genre of science fiction and historical fiction that is genuine with authentic characters true to the times. The author uses an easy, conversational style and uses short chapters with interesting and sometimes puzzling titles. Set in 1978 and 1979 in the Upper West Side of New York, Miranda, the protagonist, is a middle-schooler who finds herself removed from her best friend (since they were toddlers), Sal. So, she embarks on new friendships with Annemarie, Colin and even Julia. Stead is able to bring alive Miranda's emotions, with which any adolescent should be able to connect.  In Miranda's thoughts, "ever since our foreheads had touched, looking at Colin made me feel strange.  But good-strange, not creepy-strange." 

Alongside the compelling story of friendship, Stead creates a world where time-travel seems possible. The mystery surrounding the notes that Miranda is getting seems believable and arouses the reader's curiosity. Miranda is mystified and even scared of the anonymous letters that she keeps getting from somebody who seems to know her future or is possibly even from the future! "You will want proof. 3 p.m. today: Colin's knapsack. Christmas Day: Tesser well. April 27th: Studio TV-15." Stead carefully develops the time-travel possibility by showing the reader Miranda's obsession with A WRINKLE IN TIME by Madeleine L’Engle, a novel about time-travelers that she has read numerous times.  She learns that two of her classmates, Marcus and Julia, both enjoyed reading the book as well and they find themselves having discussions about the logistics of it at different times throughout the story.

These letters not only mystify and scare her, but they help her to understand things that are happening in the world around her. She starts to see things more clearly which causes her to ask questions. Why didn't Sal want to be friends anymore? Why was there a crazy, homeless man, who was always laughing and kicking his feet in the air, that showed up in front of her building (just before the letters did)? Why did Julia hate me? Why can't my mom wrap my snacks up with ribbons just like Annemarie's dad does?

In addition to the mystery surrounding the notes that Miranda kept getting, the story evolved with Miranda's friendships and her relationship with her mom and soon to be step-dad.  The recurring themes of friendship, growing up and independence were prevalent throughout the story which gave opportunities for the reader to connect with the characters.

The difference in economic status and cultures was also an important theme throughout the story.  Miranda ws able to make friends with kids who lived in better homes and areas of the City, and who were of different races, but who all were the same as her in some ways too. 

Stead has created a fantasy about time-travel full of mystery and intrigue, but also with genuine, fun and independent young characters. In the end, the notes help Miranda learn about the true meaning of love and friendship.   

 

REVIEW EXCEPRTS

BOOKLIST:

"The mental gymnastics required of readers are invigorating; and the characters, children, and adults are honest bits of humanity no matter in what place or time their souls rest."--Starred Review

 

KIRKUS REVIEWS:

"When all the sidewalk characters from Miranda's Manhattan world converge amid mind-blowing revelations and cunning details, teen readers will circle back to the beginning and say,'Wow ... cool.'"--Starred Review

 

SCHOOL LIBRARY JOURNAL:

 "This unusual, thought-provoking mystery will appeal to several types of readers."--Starred Review

AWARDS

2010 Newbery Medal
New York Times Bestseller

  

CONNECTIONS
The themes of friendship, growing up and independence should be studied and discussed in middle-school classrooms.  This book is a great aid in helping to open up discussions about what friendship really is and about the importance of being open-minded, accepting and forgiving.  Teachers should lead discussions by asking questions such as: "What does it mean to be a good friend?"  "Is it important for boys to have friends that are boys and girls to have friends that are girls?" "Why did Miranda want a truce with Julia?"

Teacher's should also consider having their students read A WRINKLE IN TIME by Madeleine L’Engle to supplement their studies about fantasy.

SPEAK

 

SPEAK

 

BIBLIOGRAPHY

Anderson, Laurie. 1999. SPEAK. New York, NY: Penguin Group. ISBN 0142407321.

 

PLOT SUMMARY

Anderson creates a witty, sarcastic, but depressed and isolated teen outcast who has lost her voice to stand up for herself in this fictional novel based on real-life emotions of high-schoolers.  At the beginning of the book, we learn that nobody wants to sit with Melinda Sordino on the bus on the first day of high-school, including her middle school best friends, because she had called the cops at a party over the summer break, but won't tell anybody, including the cops, why.  As the story progresses, we eventually find out what happened at the party and learn what true strength and character that Melinda posseses.

 

CRITICAL ANALYSIS

In this compelling novel, Anderson portrays raw emotion in her protagonist, Melinda Sordino. The reader is able to feel Melinda's anxiety and sadness.  On Melinda's first day of high school at Merryweather High in present-day Syracuse, New York she discovers that she does not belong to one of the many clans: Jocks, Country Clubbers, the Marthas, Human Waste, Cheerleaders, Big Hair Chix, Goths, but that she is "clanless."  She is "an outcast".  Melinda thinks to herself, "I stand in the center aisle of the auditorium, a wounded zebra in a National Geographic special, looking for someone, anyone, to sit next to."  Anderson uses a frank, conversational style.  The reader can learn what Melinda is thinking through narration along with dialogue between herself and her classmates (one wouldn't go so far as to call them friends), teachers and parents dispersed throughout the story.  Melinda's thoughts and language seem authentic to a ninth-grader.  Even though she has experienced something very traumatic, a rape by a popular Senior at an end-of-Summer party, she still encounters the every day struggles of high school.  She uses sarcasm to deal with her pain, but she is unable to cope with the stress.  According to Melinda, "nobody really wants to hear what you have to say." She has one "friend", Heather who is as lonely as Melinda and desperate to fit in a new school, but she is the total opposite of Melinda, full of positive energy and enthusiasm about being in high school.  Unfortunately, Melinda is not able to express her feelings to Heather and Heather dumps her to join "the Marthas." Melinda seems to find solice in her Art class and from her Science Lab partner, David Petrakis.  Mr. Freeman, her Art teacher, tries to help her deal with her pain by expressing herself through her art, while David encourages her to speak up for herself. 

 

Anderson tells the story by breaking the chapters up into the four marking periods of Melinda's ninth grade school year in a diary-like format.  The subtitles throughout each chapter are telling and somewhat sarcastic, sticking to the overall tone of the narrator. Throughout the story, the author reveals pieces of Melinda's life and reasons for her feelings, like how she and her parents communicate mostly with sticky notes left on the kitchen counter and that her parents don't really have much of a relationship together due to their careers.  This contributes to the pain that Melinda is suffering because she does not feel like she can even speak to them about what happened to her or about the fact that she has no friends.

 

The author tackles common high-school themes of finding your identity and conformity and growing up.  But she also deals with a very serious and mature topic of rape and the effect that it can have on a female.  When Melinda stands up to her attacker at the end of the book, by finding her voice and yelling, "No, " she finally is able to find herself, which allows others to see her for who she truly is underneath all of that pain.

 

REVIEW EXCERPTS

From SCHOOL LIBRARY JOURNAL:

"Anderson expresses the emotions and the struggles of teenagers perfectly. Melinda's pain is palpable, and readers will totally empathize with her. This is a compelling book, with sharp, crisp writing that draws readers in, engulfing them in the story."--Dina Sherman, Brooklyn Children's Museum, NY

 

From BOOKLIST:

"In her YA fiction debut, Anderson perfectly captures the harsh conformity of high-school cliques and one teen's struggle to find acceptance from her peers. Melinda's sarcastic wit, honesty, and courage make her a memorable character whose ultimate triumph will inspire and empower readers."--Debbie Carton

 

From PUBLISHERS WEEKLY:

“In a stunning first novel, Anderson uses keen observations and vivid imagery to pull readers into the head of an isolated teenager. . . . Yet Anderson infuses the narrative with a wit that sustains the heroine through her pain and holds readers’ empathy. . . . But the book’s overall gritty realism and Melinda’s hard-won metamorphosis will leave readers touched and inspired.”—Starred Review 

From THE HORN BOOK:

“An uncannily funny book even as it plumbs the darkness, Speak will hold readers from first word to last.”—Starred Review

 

AWARDS

2000 Michal L. Printz Honor Book
1999 National Book Award Finalist
Edgar Allan Poe Award Finalist
Los Angeles Times Book Prize Finalist
Winner of the SCBWI Golden Kite Award
ALA Top Ten Best Book for Young Adults
ALA Quick Pick
Publishers Weekly Best Book of the Year
Booklist Top Ten First Novel
BCCB Blue Ribbon Book
School Library Journal Best Book of the Year
Horn Book Fanfare Title
New York Times Bestseller
Publishers Weekly Bestseller

 

 

CONNECTIONS

The themes of Conformity, Strength of Character and Maturing or "Growing Up" can be studied as lessons for this book.

http://thebestnotes.com/booknotes/Speak_Halse_Anderson/Speak_Study_Guide04.html

 

Also consider lessons on violence, the importance of speaking up and saying no (especially geared toward boys), signs of depressions (moods), friendship, guilt and blame (post-traumatic stress disorder).

http://www.shmoop.com/speak-anderson/themes.html

 

 



TURTLE IN PARADISE



TURTLE IN PARADISE

 

 

BIBLIOGRAPHY
Holm, Jennifer. 2010. TURTLE IN PARADISE. New York, NY: Random House. ISBN: 9780375936883

  

PLOT SUMMARY
Turtle is an eleven year old girl who lived with her mother in New Jersey from home to home as her mother found jobs as a housekeeper during The Great Depression in 1935.  Turtle, who was given that nickname because of her tough outer shell, was sent to Key West to live with her aunt (her mother's sister) because her mother's employer didn't like children.  While staying in Key West with her aunt and her three boy cousins, Turtle learns alot about the culture and her people, Conchs (what natives of the Florida Keys were called).  Her cousins and their friends (who are mostly cousins too) belong to The Diaper Gang and watch babies, while using their secret formula for diaper rash and getting paid with candy. Turtle is not allowed in the gang because girls are not allowed.  So, she decides she will help out her aunt by taking lunch to Nana Philly, who she finds out is her grandmother!  The kids, Beans, Kermit and Buddy (her cousins) and Pork Chop, a friend, pretty much have the run of the island (everybody on the island had nicknames).  When Turtle finds a treasure map, she asks them to go on a hunt to find a pirate's treasure with her.  They find the treasure, but get caught in the Labor Day Hurricane of 1935. When Turtle's mother, Sadiebelle, hears about the fact that the kids are missing, she rushes to Key West to find her.  The scare of losing Turtle prompted Archie (who was Sadiebelle's current boyfriend) to marry her.  Although, it wasn't just the thought of losing Turtle, but Archie's dream of making it to "Easy Street" and the fact that Turtle had discovered a treasure that might have played into the quick marriage as well.  The story ends with Turtle and her mom finding a place where they belong.

  

CRITICAL ANALYSIS
Holm created a funny, lovable character in Turtle.  She brought alive the emotions of life during the Great Depression and the culture of Key West during the 1930s.  She made many pop culture references as well.  Turtle doesn't like Shirley Temple (because it never works out for her like it does in the movies), but she enjoys reading comics like Little Orphan Annie and Terry and the Pirates. The book's portrayal of the way of life in Key West was authentic and alive from the food, to the weather, the scorpions, to going sponging, to the fact that nobody wore shoes and even tick-tocking.  The reader can feel the effects of The Great Depression by knowing that Turtle had to leave her mother because her mother had to keep a job and Aunt Minnie's husband, Uncle Vernon had to travel days at a time for work wherever he could find it. 

Although the Great Depression had a toll on the people of Key West, they were fighters.  They were strong people with deep family roots.  The theme of family relationships was shown throughout the story as well.  Holm's easy-going, entertaining style keeps the reader's interest throughout Turtle's many adventures!  Turtle even gives Hemingway advice about writing when he interviews her about the storm!  In the end, Turtle finds out that the real treasure is her family and she remembers Archie's words, "Princess, everybody's got a dream."
 

AWARDS
2011 Newbery Honor Book
2010 Cybil Award Nominee
ALA Notable Book
KIRKUS REVIEWS Best Children's Book 2010

 

REVIEW EXCERPTS

BOOKLIST:
"Turtle is just the right mixture of knowingness and hope; the plot is a hilarious blend of family dramas seasoned with a dollop of adventure."--Starred Review

SCHOOL LIBRARY JOURNAL:
"This richly detailed novel was inspired by Holm’s great-grandmother’s stories. Readers who enjoy melodic, humorous tales of the past won’t want to miss it."

CONNECTIONS
This book is a great introduction to studies on The Great Depression.  It also provides great character studies and could be paired with studies on geography and learning about The Florida Keys.

Other books on The Great Depressions include:
ESPERANZA RISING by Pam Munoz Ryan
LEAH'S PONY by Elizabeth Friedrich

Research Links
How the Great Depression Affected Key West
http://www.jstor.org/discover/10.2307/30147949?uid=3739920&uid=2&uid=4&uid=3739256&sid=21101450185057

People and Events in 1935
http://www.thepeoplehistory.com/1935.html
Other books written by Jennifer Holm include PENNY FROM HEAVEN and THE TROUBLE WITH MAY AMELIA

 

 

 

 

 



 



UNDER THE BLOOD-RED SUN

 

 

UNDER THE BLOOD-RED SUN

 

BIBLIOGRAPHY

Salisbury, Graham. 1994. UNDER THE BLOOD-RED SUN. New York, NY: Delacorte Press. ISBN: 038532099X

  

PLOT SUMMARY
Tomi, a thirteen year-old boy, was born in Hawaii to parents who were born in Japan, but came to America to escape poverty.  This story, set in 1941 in Hawaii, focuses on the friendship between Tomi and his best-friend, Billy, a haole (blonde-haired, white boy) before and after the attack on Pearl Harbor.  Even though their family heritages differ, Tomi and Billy share many things in common, including the love of baseball.  One morning, when they are out playing catch, they are surprised by jet planes attacking Pearl Harbor.  At first, they think that it is a drill from the Army base, but then Tomi recognizes the Blood-Red Sun on the planes and they are terrified.  After the attack, the United States declares war against Japan and Tomi's father and grandfather are falsely arrested and taken to internment camps because they are Japanese-American.  Tomi is left as the man of the house helping his mother take care of the home, their finances and his little sister.  With the help of  his loyal friends from his baseball team, he makes it through some very tough times and realizes the value of true friendships and family relationships.

  

CRITICAL ANALYSIS
Salisbury created a setting in Hawaii during World War II where hints of anti-Japanese sentiment was growing.  Prior to the Pearl Harbor attack, even though through Tomi's eyes, he was proud of his heritage, he also saw the need to ask his grandfather to not show his Japanese flag or other family heirlooms.  As Tomi narrated this story, it was interesting to see this era through an eighth grade boy's eyes.  His life seemed as normal as any other teenage boy.  He loved playing baseball, listening to radio shows, playing with his dog Lucky and hanging with his friends.  He enjoyed going fishing with his father and helping take care of his father's pigeons as well.  Salisbury's use of dialect and language helped the reader to authentically connect with Tomi and his family.  Hints of Japanese culture were mentioned throughout the book, but mostly the story showed how Japanese-Americans had thoughts and dreams and feelings just like everybody else, but that they had to overcome many prejudices because of the war.  One afternoon as Tomi was coming home, Mr. Wilson (the man whose property they lived on and whose house his mother wokred in), stopped him and threatened, "Listen to this, boy....you people are walking on mighty thin ice around here.  You tell your father I don't want to see anymore of that Jap crap around my place....you understand?" Poor Tomi didn't understand or know why Mr. Wilson was so angry at him, afterall, he was American too.  Tomi's friends stood by him and helped him through very tough times.  Tomi showed courage, honor and strength while his friends showed true loyalty.  This story was intriguing and very emotional.  The author followed a chronological timeline depicting life right before the attack and immediately after, describing the terror through children's eyes and adults' alike.  "My God, Billy whispered,....this is for real!" as he watched the attack from the banyan tree.     
 

AWARDS
1995 Scott O’Dell Award for Historical Fiction
An ALA Best Book for Young Adults
A BOOKLIST Children’s Editor’s Choice
1998 Hawaii Nene Award
 

REVIEW EXCERPTS

BOOKLIST:
"Salisbury spares few details--the fear, the horror, the sounds, the smells all envelop the reader as they do the characters. And so do the grief and shame. The Japanese embarrassment is palatable, and, of course, life is never the same again."-Frances Bradbury

PUBLISHER'SWEEKLY
"Torn between his love of all things American and the traditional ways of his parents and grandparents, a young Japanese American comes of age during the political upheaval of WWII."
 

CONNECTIONS

This historical fiction novel can open the door to many discussions and activities.  The topics of war, patriotism, racism/prejudism, friendships, family relationships/dynamics, etc. can all be studied.  http://www.randomhouse.com/teachers/catalog/display.pperl?isbn=9780440411390&view=tg

ONE CRAZY SUMMER

ONE CRAZY SUMMER

 

 

 

BIBLIOGRAPHY

 

Williams-Garcia, Rita. 2010. ONE CRAZY SUMMER. New York, NY: Amistad-HarpersCollins. ISBN 9780060760892.

  

PLOT
Delphine, the eleven year old narrator, travels with her two younger sisters on a plane from New York to Oakland, California for a month-long visit with their mother, who had abandoned them years ago.  The story is placed in 1968 during one of the roughest times in American History.  The girls' mother seems to be bothered by the fact that they have come to stay with her and Delphine begins to believe the stories that her grandmother has told her about her mother: that she is no-good and crazy.  Their mother doesn't let them in the kitchen, because that is where she works on her poetry. So the girls have to go get their breakfast and stay for most of the day (so that they stay out of their mother's path) at the center run by The Black Panthers where they learn about Huey Newton, Bobby Hutton and the "Black Power" movement.  In the end, the girls unveil some truths about their mother and re-connect in a powerful way.

  

CRITICAL ANALYSIS
Williams-Garcia, an accredited historical-fiction author, does a fine job with the authenticity of this story.  She builds the characters with strengths and weaknesses characteristic of the times.  Delphine, who is only eleven, had to grow up fast because she was responsible to take care of her younger sisters, Vonetta and Fern (even when they fight with each other) because their mother abandoned them when they were very young.  When the girls arrived in Oakland to see their mother, Cecile, she was not excited to see them.  Cecile said, “No one wants you out here making a mess, stopping my work.”  Even though Delphine and her sisters lived with a loving father and grandmother, the pain of not feeling her mother's love was evident. "We weren't about to leave Oakland without getting what we'd come for.  It only took Fern to know we needed a hug from our mother." 

Williams-Garcia portrays the emotions of the times through Delphine's voice and dialect.  She tells the story through Delphine who speaks with a great deal of honesty and candor.  Although she is only eleven, her innocence has been tainted by the realities of the world around her. "His hard stare was for the other reason store clerks' eyes never let up.  We were black kids, and he expected us to be in his gift shop to steal." Delphine was painfully aware of the racism that existed in these times.  "The last thing Pa and Big Ma wanted to hear was how we made a grand Negro spectacle of ourselves."   The author tries to give the reader different perspectives into The Black Panther movement. Delphine says of the center, "It wasn't at all the way the television showed militants (that's what they called the Black Panthers).  Militants, who from the newspapers were angry fist wavers with their mouths wide-open and their rifles for shooting.  They never showed anyone like Sister Mukumbu or Sister Pat, passing out toast and teaching in classrooms."  Delphine wanted to see the good in people.  "I watched the white guys leave unharmed, laughing even....then I heard Crazy Kelvin say, that's the least that the racist dogs can do, and just like that, he spoiled what I thought I knew."   

 This is a very emotional story that raises cultural and ethnic questions.  It is beautifully and passionately written and reveals how important a mother's love is.  It also gives us a great history lesson and helps us to realize how politics can affect our lives and the strong feelings and emotions during the 1960s.   

AWARDS

2011 Coretta Scott King Award Winner

2011 Newbery Honor Book

2011 Scott O’Dell Prize for Historical Fiction

2010 National Book Award Finalist

Junior Library Guild Selection

Texas Library Association Best Book for 2010

 

REVIEW EXCERPTS

“The setting and time period are as vividly realized as the characters, and readers will want to know more about Delphine and her sisters after they return to Brooklyn...” -Horn Book (starred review)

“Emotionally challenging and beautifully written, this book immerses readers in a time and place and raises difficult questions of cultural and ethnic identity and personal responsibility. With memorable characters (all three girls have engaging, strong voices) and a powerful story, this is a book well worth reading and rereading.”-School Library Journal (starred review)

 

“Delphine’s growing awareness of injustice on a personal and universal level is smoothly woven into the story in poetic language that will stimulate and move readers.”-Publishers Weekly

 

CONNECTIONS
The themes in this book include family and race.  It can be paired with other books during The Civil Rights movement and The Black Panthers, such as THE ROCK AND THE RIVER by Kekla Magoon. 

This book also focuses on poetry and a good lesson on poetry could be incorporated as well.

Also consider reading,
LIKE SISTERS ON THE HOMEFRONT by Rita Williams-Garcia



 



OUR ELEANOR

 

OUR ELEANOR: A SCRAPBOOK LOOK AT ELEANOR ROOSEVELT'S

REMARKABLE LIFE

 

 

BIBLIOGRAPHY
Fleming, Candace. 2005. OUR ELEANOR: A SCRAPBOOK LOOK AT ELEANOR ROOSEVELT'S REMARKABLE LIFE. New York, NY: Anthem Books for Young Readers. ISBN 9780689865442.

 

 PLOT SUMMARY
This biography chronicles the amazing life of Eleanor Roosevelt.  It begins with Eleanor's birth in 1884 and goes on to describe, in text and through illustrations, important people, places, projects and accomplishments in Eleanor's fascinating life. This is an elaborate biography of her remarkable life.

CRITICAL ANALYSIS
In this extensive, scrapbook-style biography of Eleanor Roosevelt, Fleming starts off using basic research tools such as a timelime and family tree to document Eleanor's life.  It is organized from the time Eleanor's parents were married, to her birth and then describes her not so happy childhood. "I was afraid… afraid that other people would not like me." Then the book goes on to chronicle the important people and places in Eleanor's life. Fleming is frank, honest and detailed with her well-written words.  In addition to her extremely well-versed text, Fleming also uses many photographs (including copies of her birth certificate and handwritten letters and drawings) and anecdotes with interesting tidbits of information to tell of Eleanor's triumphs, awards and even some of her controversies. This is a very moving biography that emphasizes the strength of Eleanor and her effect on all of us as Americans.  As she was quoted, "these crowded hours have been interesting and stimulating. They have, I hope, been useful. They have, at least, been lived to the hilt."

REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL
 "Enjoyably educational, OUR ELEANOR will be a core title in all collections for years to come."–Andrew Medlar

BOOKLIST
"Ultimately deeply moving portrait."-Jennifer Mattson

CONNECTIONS
Teachers can use this book as a guide to start discussions on what it means to be a humanitarian, to discuss making a difference, and about doing what is right.

One activity could be to have students create timelines emphasizing connections between things of the past (as shown in Eleanor's life) and things in student's lives today. ("Teaching Guide for OUR ELEANOR: A SCRAPBOOK LOOK AT ELEANOR ROOSEVELT'S REMARKABLE LIFE" www.windingoak.com)  

Fleming has connected with children through many of her other biographies, such as, AMELIA LOST, BEN FRANKLIN'S ALAMANC, CLEVER JACK andTHE LINCOLN'S" A SCRAPBOOK LIFE OF ABRAHAM AND MARY.  Teachers should implement these books into their lessons as well.