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.

ALMOST ASTRONAUTS: 13 WOMEN WHO DARED TO DREAM

ALMOST ASTRONAUTS: 13 WOMEN WHO DARED TO DREAM

 

 

BIBLIOGRAPHY

Stone, Tanya Lee. 2009. ALMOST ASTRONAUTS: 13 WOMEN WHO DARED TO DREAM. Somerville, MA: Candlewick Press. ISBN  9780763645021.

 

PLOT SUMMARY

This is a true story of thirteen women who had the strength, courage, determination, intelligence, top physical fitness and experience in flying to become astronauts.  Only, they had bigger challenges with the government, because women were not allowed in the space program at that time (early 1960s). Mercury 13, as they were known, fought not only for women in the Space Program, but they were heroes fighting for justice for all women in The United States.

 

CRITICAL ANALYSIS

This nonfiction, collective biography is easy to read and very interesting.  The photos throughout the book are fantastic and add an element to the story that helps to keep the reader's interest.  Stone's style is very straight-forward and casual.  She organizes the story well by giving us the individual backgrounds of each of the women and main influences and then tying them all together.  She includes quotes such as,"I felt it was an opportunity to try to convince them that a woman could do this type of thing and do it well," Skelton said. "And she was right."  She also gives us detailed descriptions of what the women had to endure to complete their training, including how they had to pass tests such as the Dilbert Dunker, a water survival test.

 

Stone's straight-forward style is shown when she tells of the letter that Carpenter drafted for Vice President Johnson to sign to approve the mission, in which it read, "I'm sure you agree that sex should not be a reason for disqualifying a candidate for orbital flight."  However, Johnson did not sign the letter, but rather wrote "Let's Stop This Now!"  Stone's comment regarding Johnson's response is, "therein lies one of the most troubling, and revealing, strands in this whole story, one that did not come to light until decades later."  She does a fantastic job incorporating facts and history with her easy-to-read, honest words.

 

AWARDS

Boston Globe-Horn Book Honor

Jane Addams Honor

YALSA Nonfiction Finalist

Orbis Pictus Honor

ALA Sibert Medal for the best nonfiction book for young readers of 2010

 

REVIEW EXCERPTS

SCHOOL LIBRARY JOURNAL

"Illustrated with sheaves of photos, and based on published sources, recently discovered documents, and original interviews with surviving members of the "Mercury 13," this passionately written account of a classic but little-known challenge to established gender prejudices also introduces readers to a select group of courageous, independent women."-John Peters, New York Public Library

 

BOOKLIST

"The chatty, immediate style (“Picture this”) and full-page photos make for a fast read, and the crucial civil-rights history will stay with readers."-Hazel Rochman

CONNECTIONS

This is a great story to use to introduce Civil Rights and Women's Suffrage lessons in addition to teaching about the science and technology of the Space Program.

 

 

 

 

 

 



OUR SOLAR SYSTEM

 

OUR SOLAR SYSTEM

 

 

BIBLIOGRAPHY

Simon, Seymour. 1992. OUR SOLAR SYSTEM. New York, NY: William Morrow & Company, Inc. ISBN:  0688099920.

 

PLOT SUMMARY

Simon, an award-winning author, explores our neighbors in space in this interesting, fact-filled book containing over 50 dramatic full-color photos and an easy-to-read text. Readers experience a sweeping tour of the planets, moons, asteroids, meteoroids, and comets that travel around the sun.

 

CRITICAL ANALYSIS

Simon is an acclaimed, award-winning author of children's informational books about Science.  He starts out this book in easy-to-read, large text describing The Milky Way and its Sun while presenting graphs, charts and vivid photos to capture the reader's interest as well as portray the scientific facts. "The blazing sun blasted away the nearby gases and dust into a spinning oval ring." The book is very well organized as the author travels throughout our solar system giving brief descriptions and interesting facts about each of the planets and their moons.  "The Romans named the brilliant planet Venus after their goddess of love and beauty (because) it is the brightest object in the night sky after our moon."  He also introduces us to the asteroid belt where he describes asteroids-"minor planets", comets-"dirty snowballs" and meteoroids-"bright streaks of light." Simon's brilliant use of photographs enhances his readers' experience as they gain knowledge throughout the book.  The graphic chart/illustration displayed under the front and back covers also provides the reader with fascinating information.  

 

REVIEW EXCERPTS

"This title's eye-catching illustrations and understandable text should encourage young readers to look for further information."-Elaine Fort Weischedel, Turner Free Library, Randolph, MA

 

"One of those "must have" books for children's nonfiction collections, this will be useful as well as beautiful for years to come."-Carolyn Phelan

 

AWARDS

1992 ALA Notable Book

 

CONNECTIONS

Seymour Simon is the author of over one hundred children's books about Science. His award-winning books include STORMS, VOLCANOES, EARTHQUAKES, ICEBERGS AND GLACIERS.  He also has written books with more detailed information on the individual planets to get a more in-depth overview.

 



THE FIREFLY LETTERS: A SUFFRAGETTE'S JOURNEY TO CUBA

THE FIREFLY LETTERS: A SUFFRAGETTE'S JOURNEY TO CUBA

 

 

BIBLIOGRAPHY

Engle, Margarita. 2010. THE FIREFLY LETTERS. New York, NY: Henry Holt & Company, LLC. ISBN 9780805090826

 

PLOT SUMMARY

THE FIREFLY LETTERS is a beautiful true story written in poetic verse about Fredrika Bremer (1801-1865), Sweden's first woman novelist and one of the world's earliest advocates of equal rights for women.  In 1851, Fredrika visited Cuba for three months and met a young slave girl from Africa, Cecilia, who was her translator.  Cecilia and Fredrika shared their pains and struggles with each other while catching cocuyos (fireflies) and setting them free in the lush countryside.  The novel in verse also involves Elena, a fictious character, who is the young daughter of Cecilia's owner.  Elena and Cecilia become great friends and in the end, Elena gives a heart-felt, unexpected gift to Cecilia. 

 

CRITICAL ANALYSIS

In this novel in verse, Engle uses simple, eloquent and easy to read words.  The story, which is based on primarily true characters, is beautiful, yet chilling.  Cecilia, a young African slave girl says, "was eight, plenty old enough to understand that my father was haggling with a wandering slave trader, agreeing to exchange me for a stolen cow." Throughuot the story, she longs for her mother's voice.  The author's style is flowing and free, yet you can feel real emotion in her simple words.  Fredrika, a wealthy Swedish traveler, comes to visit Elena's family in Cuba.  She remembers that at home, she was not allowed to set foot outdoors or do the things that she dreamed of.  She says "there is no place more lonely than a rich man's home."  Elena is the daughter of Cecilia's owner and she has become fond of Cecilia and Fredrika and even jealous watching them get to run and play outside the little house in the garden "where the two can live in peace, surrounded by cocuyos-fireflies-instead of chandeliers."  Elena thinks to herself, "how disturbing it feels to envy Cecilia, a slave.  She is free, at least for now, to run and shout out in the open....splashing in mud puddles just like a man or a boy." 

 

The imagery in this poetic novel is beautiful as well.  Engle describes Cuba as having "lush gardens and winter sun."  "This island, with its lush gardens and winter sun, had me fooled.  I have always imagined that a gentle climate would make the people gentle too...but that is not the way of the human heart when it is lost in the selfishness of greed."  Engle's words made me actually feel Fredrika's hopelessness and sadness when she thought about not being able to help Cecilia or the slaves and women of Cuba. 

 

The symbolism that she used with the fireflies was extraordinary as well.  When Cecilia and Fredrika move out to the hills with the people of the Canary Islands, Cecilia notices that, "out here, no one tries to catch the soaring insects.  The cocuyos drift so high that they seem to live in heaven, like stars." 

 

 This story continues on with beautiful imagery, language and rhythm as the three women connect with each other.  Even though they all come from different worlds, they all seem to have similar issues, where they feel trapped and have no freedom or liberties to pursue their dreams.  Even Elena, who is a young affluent girl with seemingly everything feels "like she could go mad cooped up in this house like a songbird in a cage." Elena's touching gesture at the end of the story is a symbol of their love for each other and for mankind in general.  After all, "without even trying to be a teacher, Fredrika is teaching us, showing us how to see things in new ways instead of always thinking the same old tired thoughts."

 

AWARDS

2011 Pura Belpre Honor Book for Narrative

2011 Bank Street - Best Children's Book of the Year.
 

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REVIEW EXCERPTS

 “Like the firefly light, Engle’s poetry is a gossamer thread of subtle beauty weaving together three memorable characters who together find hope and courage. Another fine volume by a master of the novel in verse.”--KIRKUS REVIEWS, Starred Review

 

“The imagistic, multiple first-person narrative works handily in revealing Bremer, an alert and intelligent woman in rebellion against her background of privilege.”--THE HORN BOOK

 

“Through this moving combination of historical viewpoints, Engle creates dramatic tension among the characters, especially in the story of Elena, who makes a surprising sacrifice.”--BOOKLIST

 

 

CONNECTIONS

Other novels in verse written by Engle based on Cuba's history are:

THE SURRENDER TREE: POEMS OF CUBA'S STRUGGLE FOR FREEDOM. ISBN  0805086749

THE POET SLAVE OF CUBA. ISBN  9780307583055

 

These books can be used in studies from anything about the women's movement, slavery, those interested in Cuba to teens with Biography assignments. 

 

 

JAZZ

JAZZ

 

 

BIBLIOGRAPHY

Myers, Walter Dean. 2006. JAZZ. Ill by Christopher Myers. New York, NY: Holiday House. ISBN 9780823415458

 

PLOT SUMMARY

JAZZ is a book comprised of 15 poems about jazz music.  Myers begins the book with an introduction about the history of jazz and then includes a timeline and glossary in the back of the book which help the reader become familiar with jazz.  The first poem starts in Africa and then moves on to  the streets of New Orleans including musicians such as the great Louis Armstrong.  Each poem is about the different styles of jazz including be-bop, swing, ragtime, etc.



 

CRITICAL ANALYSIS

This poetic picture book is about the different styles of jazz and some of the origins and notable figures. The beautiful illustrations, which are bold and full of color and emotion, show various jazz figures and playing of jazz instruments.  There is a rhythmic beat to each of the songs (poems) in JAZZ.  The reader can actually feel the beat and hear the sounds of the songs in their minds.  The style of the text changes in size, color and font depending on the beat and the emotion of the poem.  The language that is used is typical of the era and the culture. I particularly felt the emotion in Session I where Myers describes the "bass thumping like death gone happy/ souls dancing in 2/4 time / breathing sounds and tasting the rhyme."  Myers successfully arouses many different senses in his poetic form and allows the reader to actually feel while they read (or listen) to the different songs. There is also a syncopated beat illustrated in the type and text of each of the songs that ties them together.  I loved being able to not only read these poems, but to actually feel them as well.  "Mercy, mercy, mercy/ please have mercy Mr. Slide Trombone."  I can actually feel the author's soul in these words! 

 

AWARDS

2007 Coretta Scott King Honor Book

2007 BELA Award

 

REVIEW EXCERPTS

PUBLISHER'S WEEKLY:

"Walter Dean Myers infuses his lines (and the rests between them) with so much savvy syncopation that readers can't help but be swept up in the rhythms."

 

SCHOOL LIBRARY JOURNAL:

"The expressionistic figures are surrounded by high-contrast colors in which the visible brushstrokes curve around their subjects, creating an aura that almost suggests sound waves."--Wendy Lukehart, Washington DC Public Library

 

BOOKLIST:

"Middle-graders will feel the sound of the words and pictures working together, and younger kids will hear and see that connection when adults share the book with them."

 

CONNECTIONS

Social Studies, Music:

This is a great book to teach children about the history of jazz and the rhythm of jazz.  It can also be used across the curriculum to discuss different cultures and/or to get students interested in music.  The poems are perfect for read alouds and even better for listening to audios of professional storytellers with music backgrounds.  The theme of rhyming can also be easily taught through these poems.

 

Also read, HARLEM ISBN 9780590543408, another poem by Walter Dean Myers to teach about culture.  

 

 

 



MIRROR MIRROR

MIRROR MIRROR

BIBLIOGRAPHY
Singer, Marilyn. 2010. MIRROR MIRROR. Ill by Josee Masse. New York, NY: Dutton's Children's Books. ISBN 9780525479017.

PLOT SUMMARY
In this collection of reversible verse poems, Singer puts a clever spin on classic fairy tales.  After a sample poem titled In Reverse where she introduces us to the style reverso (which she herself created), she starts the fairy tale stories with Cinderella's Double Life.  She includes many popular tales about Sleeping Beauty, Rapunzel, Little Red Riding Hood, The Ugly Duckling, Snow White, and many other well-known and loved fairy tales.  In each of the poems, Singer tells us another side of the story then cleverly reverses it by reversing the lines from bottom to top.

CRITICAL ANALYSIS
A reverso is two poems in one.  Read the first down and it says one thing.  Read it back up, with changes just in punctuation and capitalization, and it's a different poem.  Singer shows how two different ideas can be expressed when read forward and backwards. An example of a reverso poem is below:

Up
or
Down --
A poem
in
a puzzleBut it can also be read this way:

A puzzle
in
a poem --
Down
or
Up

Singer's unique style is very appealing.  Although the illustrations by Josee Masse are superb and really give us a visual perspective for each poem, the words and style of the poems have beautiful imagery in creating different points of view for the reader to experience.  You can actually feel the emotions coming from the prince in The Sleeping Beauty and the Wide-Awake Prince where he is experiencing angst and seems to be annoyed that Sleeping Beauty gets to sleep all day while "it's no fun being out in the world/ never partying/ never sleeping/ the prince hard at work/ looking for love/ hacking through briars / typical."  Sleeping Beauty's perspective is totally different.  Although the exact same words are used, their order and punctuation help to create a whole new point of view.  She is upset that although the prince is "typical/ hacking through briars,/ looking for love / the prince hard at work/ but I have to be / sleeping/ never partying/ never out in the world / it's no fun being in a fairy tale."  My favorite tale is The Doubtful Duckling in which the first version portrays the ugly duckling with a postive attitude about turning into a swan.  "Someday, I'll turn into a swan.  No way, I'll stay an ugly duckling."  The second version shows a negative point of view and ends with "An ugly duckling I'll stay.  No way I'll turn into a swan someday."  The words are so simple and even though there is little to no rhyme, I think that these stories will definitely appeal to the younger readers as well as the more mature reader.  They are classics with a twist which makes the student want to read to find out what happens, even though they have heard these fairy-tales many times before.  It's the same motivation as created in reading fractured fairy-tales.   MIRROR MIRROR is ingenious and I am thoroughly impressed with the style and creativity that Singer has created with her reverso, not to mention the outstanding illustrations by Masse with their bold color, emotion and symmetry.


AWARDS
2010 Cybils Award
2010-2011 Texas Bluebonnet Award Nominee


REVIEW EXCERPTS
"The poems are both cleverly constructed and insightful...giving us the points of view of characters rarely considered." --HORN BOOK

"A mesmerizing and seamless celebration of language, imagery, and perspective." --KIRKUS, starred review

SCHOOL LIBRARY JOURNAL:
"This is a remarkably clever and versatile book that would work in any poetry or fairy-tale unit. A must-have for any library."--Joan Kindig, James Madison University

BOOKLIST: (Starred Review)
 "This ingenious book of reversos, or poems which have one meaning when read down the page and perhaps an altogether different meaning when read up the page, toys with and reinvents oh-so-familiar stories and characters, from Cinderella to the Ugly Duckling. A must-purchase that will have readers marveling over a visual and verbal feast." --Patricia Austin


CONNECTIONS
Incorporating fairy tale poetry in the classroom is a great way to create interest in poetry itself.  Using reverso can help teach students the differences in points of view and examining multiple perspectives while also teaching about poetry.  Some helpful websites incorporating these lessons plans are: www.readwritethink.org - Explore Point of View in Fairy Tales
www.claudiagraphics.com - The Poets' Grimm Teacher's Guide
This book of poems could also be used across the curriculum on lessons of symmetry.  The illustrations provide a distinct view of symmetry.

THE THREE PIGS

THE THREE PIGS

BIBLIOGRAPHY

Wiesner, David, 2001. THE THREE PIGS. New York, NY: Houghton Mifflin Company. ISBN:  0618007016

PLOT SUMMARY
This tale begins familiarly with "Once upon a time there were three pigs."  The first pig decided to build a house out of straw and then along came the wolf who said "little pig, little pig, let me come in."  And the pig answered, 'not by the hair of my chinny-chin-chin."  Then the wolf "huffed and he puffed and he blew the house in..."  But wait!  The wolf blew so hard, he blew the pig right out of the story!  The story continues with the wolf going to the next pig's house made out of sticks.  The same thing happens and now two pigs are out on an adventure of their own.  On the next page, they join the third pig and then they completely turn the story upside down (literally)!  They all three totally exit the book and the illustrations show them walking on the pages of the book.  They have text bubbles that show what they are saying.  Then they build a paper airplane out of one of the pages of the book and go on a flying expedition through several more pages of the story.  On one page, they almost completely fly out of the book (or so it seems!).  Then their adventure takes them into other stories.  They visit a Mother Goose book and meet the cat and the fiddle and the cow who jumped over the moon.  Then they meet a dragon.  The cat and the fiddle and the dragon join them when they rejoin their own story and "go back home."  In the end, nobody gets eaten and "they all lived happily ever aft."  (guess the "er" fell off the page too!) 


CRITICAL ANALYSIS
This fractured fairy tale is hilarious!  Wiesner uses such creativity and what a surprise this will be to the young readers when they see the first pig blown "out of the story" and the perplexed look on the wolf's face!  I love how he incorporated other tales that the young readers would know as well, such as the cat and the fiddle and the cow who jumped over the moon.  This is a very creative spoof of the original story.  It is a very visual book and the illustrations tell the story for several pages.  Wiesner uses dialogue balloons to tell part of the story.  The looks on the wolf's face are priceless!  He is so confused.  By the end, I think that he just gives up although we don't really know what happened to him.  And as in all fairy tales, there was a happy ending!

AWARDS
Caldecott Medal 2002

REVIEW EXCERPTS
PUBLISHER'S WEEKLY:
"Wiesner's brilliant use of white space and perspective (as the pigs fly to the upper right-hand corner of a spread on their makeshift plane, or as one pig's snout dominates a full page) evokes a feeling that the characters can navigate endless possibilities--and that the range of story itself is limitless."

SCHOOL LIBRARY JOURNAL, Starred:
"Children will delight in the changing perspectives...and the whole notion of the interrupted narrative...fresh and funny...Witty dialogue and physical comedy abound in this inspired retelling of a familiar favorite."

BOOKLIST, ALA Starred Review:
Wiesner has created a funny, wildly imaginative tale that encourages readers to leap beyond the familiar; to think critically about conventional stories and illustration, and perhaps, to flex their imaginations and create wonderfully subversive versions of their own stories."

CONNECTIONS
This imaginative story provides opportunities for predicting outcomes and retellings and prompting creative writing.

This book will also make a great companion to other fractured fairy tales, Jon Scieszka's "The True Story of the Three Little Pigs" and the seriously silly book, ECO-WOLF AND THE THREE PIGS. 

This story could even be presented as a Reader's Theatre.  I think that there are many different ways that a teacher can incorporate these varied stories within a lesson.

SWAMP ANGEL

 

SWAMP ANGEL

BIBLIOGRAPHY

Isaacs, Anne, 1994. SWAMP ANGEL. Ill by Paul Zelinsky. NewYork, NY: Dutton Children's Books. ISBN 0525452710

PLOT SUMMARY
In this hugely entertaining, inspiring story about Angelica Longrider who was born in 1815 who was "scarcely taller than her mother and couldn't climb a tree without help," Isaacs creates an unlikely heroine.  In this traditional tall tale about Swamp Angel (who got her name from saving passengers of a wagon train that "got mired in Dejection Swamp") competes against the Tennessee men in trying to kill Thundering Tarnation, a huge bear who ate all of the settlers' food.  The men taunted Swamp Angel asking her if "she should be home mending a quilt or baking a pie?"  She replied, "I aim to....a bear pie."  After Tarnation got the worst of all of the men, Swamp Angel and the giant bear get into an incredible brawl where Swamp Angel swings a tornado around like a giant lasso, drinks a whole lake dry and snores down a whole forest and eventually defeats the bear!  In this hugely exaggerated tall tale, Swamp Angel manages to create The Great Smoky Mountains, Ursa Major (The Big Bear constellation) and the Montana Shortgrass Prairie with her enormous shenanigans.  By the end of the story, Swamp Angel is a hero and the whole state of Tennessee celebrates with her in the "biggest celebration the state had ever known."  

CRITICAL ANALYSIS
In this original traditional tall tale, Isaacs uses exaggeration and a primitive style of wording to tell the story that is set in 1815.  The story is hilarious from beginning to end.  You know right from the beginning that you are in for an enormous tale without even reading the words.  The illustrations in this book steal the show!  They are superb.  Swamp Angel 's mother is holding this gigantic baby (Swamp Angel) in the very first picture.  Throughout the book, Zelinsky creates pictures of Swamp Angel doing outlandish and impossible things.  She almost seems to be too big for the book because she is bending over in the pictures on the pages.  Her name fits her face which always is shown with an "angelic" smile and she wears a bonnet just to remind us that she is a girl afterall.  Not to discount the brilliant writing of Isaacs, but I think that I could only look at the pictures and still know what happened in the story.  This was a very entertaining and inspiring tale showing a girl overcoming huge odds to help save her community!

AWARDS
1994 Caldecott Honor Book
1995 Boston Globe-Horn Book Honor Book
1994 ALA Notable Book 
NEW YORK TIMES Best Illustrated Books of 1994
SCHOOL LIBRARY JOURNAL Best Books of 1994
BOOKLIST Children's Editors Choices 1994
PUBLISHER'S WEEKLY Best Books of 1994

REVIEW EXCERPTS
"Move over, Paul Bunyan, you are about to meet Swamp Angel, an original creation in the tall-tale tradition whose exploits are guaranteed to amaze and amuse a wide swath of readers. . . Visually exciting, wonderful to read aloud, this is a picture book to remember." -- starred review, HORN BOOK, March/April 1995, M.M.B.

"It is Ms. Isaacs's dry, tongue-in-cheek style, moving us from possibility to impossibility, matched by the stunning primitive and burlesque-style oil paintings done on wood veneers by Paul O. Zelinsky, that makes this book one of the most intriguing and hilarious tall tales to be published in recent years. . . There are very few tall tales about extraordinary women in American folklore compared to those that extol the virtues of men, and this comic rendition about a gifted, powerful and helpful woman is in all ways superb." -- NEW YORK TIMES, 11/13/94, by Jack Zipes
SCHOOL LIBRARY JOURNAL:
"She (Isaacs) captures the cadence of the genre perfectly with its unique blend of understatement, exaggeration, and alliteration. Zelinsky paints his primitive views of Americana with oil on veneer, a choice that gives each page a grainy border, well suited to this backwoods tale. A master of composition, he varies readers' perspectives by framing the portrait of the newborn and, later, the series of male hunters with small ovals. He uses double-page lunettes to depict the massive bear and woman sprawled across the pages, and places the menacing beast lunging over the frame in another memorable scene. The pictures and words cavort across the page in perfect synchronization, revealing the heroine's feisty solution." Wendy Lukehart, Dauphin County Library, Harrisburg, PA, 1994

CONNECTIONS
This story has a female hero which is not very common.  This is a great opportunity to teach young girls (and boys) that girls can accomplish anything boys can and that they can be leaders in their communities.

This book could be used to introduce Science or Socal Studies lessons to discuss The Great Smoky Mountains, The Montana Shortgrass Prairie and even to introduce astronomy lessons about the stars and the universe.

Pair this picture book with Lester and Pinkney's JOHN HENRY for a gigantic tall-tale celebration.

Another must read is DUST DEVIL, an entertaining companion to SWAMP ANGEL also written by Anne Isaacs and illustrated by Paul Zelinsky.

 

 

 

 

 

 

A CLOAK FOR THE MOON

A CLOAK FOR THE MOON

 

 

 

BIBLIOGRAPHY

Kimmel, Eric. 2001. A CLOAK FOR THE MOON. Ill by Katya KIremina. New York, NY: Holiday House. ISBN 0823414930

 

PLOT SUMMARY
In this mystical story, Haskel, a tailor who lives in Tzafat (a city in Israel), goes to his rooftop every night to gaze at the beautiful moon.  One night, he has a dream in which the moon tells him that she is very cold and that she wishes for him to make her a cloak to keep warm.  When Haskel awakes, he declares "Dream or not, I will keep my promise and I will sew the moon a cloak of shining silver thread and all the stars will envy her."  He goes to his uncle, a master tailor, to ask for help.  But, his uncle tells him to "stop chasing dreams."  Haskel then learns of a magical thread made of beams of light that will stretch and shrink to fit its wearer perfectly.  So, he goes in search of this fabric knowing that it will be perfect for the moon to wear as she waxes and wanes.  He travels afar to China and eventually to a city named The Roof of the World where a princess needs help mending her wedding dress made of beams of light. Nobody in town knows the secret of spinning the thread, but Haskel discovers that focusing moonlight on the thread through his magnifying dress makes the thread weave itself.  He mends the princess's dress and is given some of the thread as a reward.  On his journey home he weaves the thread each night by the moonlight.  When he arrives back home, the magical cloak is complete and he delivers it to the moon just as he promised he would. 

CRITICAL ANALYSIS
In this book, Kimmel, retells this mystical and enchanting folktale beautifully.  He captures the spiritual feeling and culture with his elegant words.  The themes of determination to keep a promise and of following your dreams are prevalent in this story.  The story also implies that part of chasing your dreams is about embracing the journey along the way.  Haskel is an ordinary person that is able to achieve an impossible dream! 

The illustrations are gouache paintings that enhance the story perfectly.  Krenina captures the Far Eastern settings with vivid colors and beautiful landscapes.  She also is able to depict the magical qualities in the story successfully.
  

EXCERPTS
PUBLISHER'S WEEKLY:

Expertly pacing the story, Kimmel embroiders his prose with graceful details, writing of "radiant satins [and] silks like colored water." The exotic trappings will lure readers, replacing Haskel's determination to keep his promise as the central theme of the work. Intermittently embellished by borders and spot art featuring delicate flower motifs, Krenina's gouache art effectively depicts the Middle and Far Eastern settings of the tale, as well as its timeless sensibility.

SCHOOL LIBRARY JOURNAL:
This unique, beautifully written story is enhanced by vividly colored, luminous gouache paintings of equal quality.-Anne Parker, Milton Public Library, MA.

BOOKLIST:
Impossible dreams and magical desires fulfilled by dint of persistence and unwavering belief underlie this lovely narrative. GraceAnne DeCandido, ALA.

CONNECTIONS
I think that this story could be used in many lessons regarding character and values.  It is a good story to use to teach children the value of never giving up, following through on your promises and of following your dreams.  It shows that determination can help drive a person to be successful in whatever they want to achieve. 

Other folktales about values:
In Rabbi Edward M. Feinstein's collection of folktales, CAPTURING THE MOON, we can find other stories about values and character. Stories in this collection of classic and modern folktales include: "What Really Matters in Life?", "Doing What s Right," "It s Up to You," "Teachers and Friends," and "Hidden Truths."  

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Kitten's First Full Moon-Book Review

 

 

Kitten's First Full Moon



BIBLIOGRAPHY
Henkes, Kevin. 2004. KITTEN'S FIRST FULL MOON. Ill. by Kevin Henkes. Greenwillow Books. ISBN 0-06-058828-4.

PLOT SUMMARY
When Kitten sees her first full moon she thinks it is a bowl of milk just waiting for her.  She tries many different ways to get to it, but with no luck.  In the end she goes home feeling sad, but then her luck turns when she finds an actual bowl of milk waiting on the porch for her!

CRITICAL ANALYSIS
This picture storybook is written in a very simple style.  Henkes attracts the attention of young readers with his predictable phrases, such as "Poor Kitten" and "Still, there was the little bowl of milk, just waiting."  This is an action-packed adventure story with Kitten chasing, running, jumping, and climbing to reach the bowl of milk.  The surprise at the end reminds me a bit of "Where the Wild Things Are" when Kitten returns home to find a bowl of milk waiting for her.  That sense of "home is where the heart is" is brought alive in this book as well.

The illustrations in this book tell more about the story than just the words.  Even though they are just simple shaded pictures, they help add to the story.  Some pages have full pictures, while others show panels almost like a comic strip.  The pictures show emotion and action.  At one point, it looks to me like Kitten gets lost (because she looks scared) after she follows the moon (or the bowl of milk) "down the sidewalk, through the garden, past the field and by the pond."  My six year old daughter loved this book because she enjoyed looking at the pictures.  She asked me to read it to her three times in a row!  At the very beginning of the book before you get to the Title Page, there are Cover Pages that are gray with lots of white circles in rows.  Before we read the book aloud (which is the best way to enjoy picture books in my opinion!), she asked, "what are those circles?"  This was a perfect opportunity for me to say, "let's read the book and then you tell me, okay?"  At the end of the story, I asked her what she thought they were.  She said, "moons" and then paused and said, "no, bowls of milk!" 

AWARDS
2005 Caldecott Medal
ALA Notable Children’s Book
Charlotte Zolotow Award
Booklist Editors’ Choice
Bulletin of the Center for Children’s Books Blue Ribbon
Kirkus Reviews Editors’ Choice
Publishers Weekly Best Book
School Library Journal Best Book
New York Times Best Illustrated Book
Book Sense Top Ten Pick

REVIEW EXCERPTS
"The narrative and visual pacing will keep children entranced, and the determined young heroine and her comical quest will win them over." Publisher's Weekly

"The rhythmic text and delightful artwork ensure storytime success.  Kids will surely applaud this cat's irressible spirit."  School Library Journal

"Artful in its gracelessness and naivete, just like a kitten. Simply charming." Kirkus Reviews

CONNECTIONS
This books helps teachers connect with students through visualization and showing them to use their imaginations.  It also could lead to science and discovery lessons about what is in the sky and about how light reflects on water, for example.

Other books to consider if you liked this book are:
Carle, Eric. 1991. PAPA, PLEASE GET THE MOON FOR ME. Simon & Schuster, ISBN-13:978-0887080265

Gag, Wanda. 1928. MILLIONS OF CATS. Coward. ISBN-13:978-0142407080





 

Where The Wild Things Are-Book Review



BIBLIOGRAPHY

Sendak, Maurice. 1963. WHERE THE WILD THINGS ARE. Ill. by Maurice Sendak. New York, NY. Harper & Row.  ISBN 0-06-025492-0

PLOT SUMMARY

Max, a young boy, is sent to his room with no dinner because he was misbehaving.  While in his room, his imagination runs wild.  A forest grows in his room and he travels through the forest and across the sea to where the wild things are. The wild things make him their king and they all join in a wild rumpus!  Eventually though, Max becomes homesick and returns to the security of his own room where surprisingly he finds his supper waiting for him!

 

CRITICAL ANALYSIS

This story reminds me of my childhood and about what fun you can have if you only use your imagination!  When Max is sent to his room for misbehavior he realizes that he can run away by imaginging that he is somewhere where others will understand him.  The wild things are intended to be scary when they "roar their terrible roars, gnash their terrible teeth, roll their terrible eyes and show their terrible claws", but then Max tames them with magic and they all continue to have fun!  Max experiences the joys of independence and individuality, but he also realizes that at home is where he is loved the most.

 

The illustrations in this book are absolutely amazing. Without these pictures, the story just wouldn't be the same.  They are brilliant and full of life and color.  Sendak does a superb job in showing "scary" monsters that aren't really that scary after all--they are maybe even a little bit funny! The "wild rumpus" pages are absolutely my favorite.  They don't even need words to tell the story as they all jump and howl at the moon, swing through the trees and march in a parade through the jungle.  These pictures make lasting images in young readers minds and adults alike.  This is a picture book that has been enjoyed through the ages and will be for many more to come because of its connections to realistic emotions.

 

AWARDS

1964-Caldecott Medal Award

1970-Sendak became the first American illustrator to receive the international Hans Christian Andersen Award for his entire body of work.

1983-Laura Ingalls Wilder Award from the American Library Association for his entire body of work.

 

REVIEW EXCERPTS

Barnes & Noble Editorial Reviews:

"Sendak presents an image of children not as sentimentalized little dears but as people coping with complex emotions such as anger, fear, frustration, wonder, and awareness of their own vulnerability."

 

"Marvelous pictures and the superb story combine to make this a quintessential picture book. In it, readers will recognize their own wild side."

 

"Where the Wild Things Are" is one of the most popular picture books of all time exemplifying Sendak's incredible knowledge of the textual narrative through illustration.

-Ty Hulse
Article Source:http://EzineArticles.com/?expert=Ty_Hulse

 

CONNECTIONS
This book has many thematic elements, such as: fantasy, misbehavior, discipline, imagination, play.  Lesson plans could be designed around each of these elements, although I would think that they would most easily be geared toward pre-school and early elementary students.     

 

Click, Clack, Moo: Cows That Type-Book Review

 

 



Click, Clack, Moo: Cows That Type



 

BIBLIOGRAPHY

Cronin, Doreen. 2000. CLICK, CLACK, MOO: COWS THAT TYPE. Ill by Betsy Lewin. New York, New York: Simon & Schuster Children's Publishing Division. ISBN 9780689832130

PLOT SUMMARY

In this book, Farmer Brown discovers a problem.  His cows spend all day typing on a typewriter!  As the story moves on, the cows end up leaving Farmer Brown notes demanding items for themselves and their friends, the hens. But when Farmer Brown does not answer their demands, they go on strike and type, "no milk, no eggs."  Farmer Brown is not happy with their demands and he gives them an ultimatum, which they respond to quite surprisingly (for cows and hens, that is)!  The end is unexpected and very funny when the ducks learn a few tricks from the cows and the hens.

 

CRITICAL ANALYSIS

Cronin writes this picture storybook in a simple style so that children can understand.  Her style is frank and she uses phrases that are predictable which makes it fun to read aloud. My six year old daughter had to "read" the "click, clack, moo" phrases all on her own each time.  When we finished, she was ready to read it again.   

 

The illustrations by Lewin are superb!  The drawings are bold and colorful.  The expressions that she puts on the animals' faces and Farmer Brown's face are amazing.  She shows many different emotions throughout the book including anger, surprise, confusion, stubbornness and happiness all while making the pages interesting and funny! The illustrations were my six year old's favorite part.  She loved looking at their eyes and pointing out the "angry arms" in Farmer Brown's shadow.  She also thought it was funny that cows have hooves and wondered how they could type on the little buttons.    

 

REVIEW EXCERPTS

The fabulous watercolors and crisp text of the typewritten notes will woo young readers. And the hilarious ingenuity of the courageous cows and hens will inspire and amuse.

--Amy Barkat, Barnes & Noble Editorial Review

 

This hilarious story with a surprise ending is a great tribute to fair play and introduces the power of communication in a way that even the youngest listener will enjoy.
—Esme Raji Codell, Bookbag Magazine

 

AWARDS

2001 Caldecott Honor Book

Named one of The Best Children's Books 2000 by Publisher's Weekly

 

CONNECTIONS

The lessons of compromise and negotiation are taught in this book.  I think that it also shows children that they have rights too and that sometimes they have to stand up for those rights even if it means questioning authority. This picture storybook also brings technology into play.  I find it funny (as in interesting) that most children reading this book now probably haven't ever even seen a typewriter!  This book gives us a way to talk about how technology is evolving in our world. In addition, the author also uses vocabulary terms that might be new for younger readers, such as, "going on strike", impatient, furious, neutral and ultimatum which could allow for a vocabulary lesson as well. .Even though the story is unique and fun, it's the pictures that I enjoyed the most.  Other books illustrated by Betsy Lewin include its sequels Giggle, Giggle, Quack, Duck for President, Dooby Dooby Moo and Thump, Quack, Moo.