1. Bibliography
Lowry, Lois. 1993. The Giver. New York, NY: Houghton Mifflin Company. ISBN 0395645662
2. Plot Summary
The Giver is about a young 12-year-old boy, Jonas, who at the ceremony of twelves, is assigned to be the receiver. He soon discovers that he is living in a controlled community where everything is predictable and the people have no memories, feelings, or emotions.
3. Critical Analysis
The Giver has realistic and believable characters. Throughout the story the reader can relate to the characters feelings; especially to Jonas, the young boy chosen to receive the memories for the entire community. One example is when he discovers the community has no choices, "But I want them!" Jonas said angrily. "It isn’t fair that nothing has color!" (Lowry, 97). The reader can feel his frustration and anger. Along with Jonas the reader comes to realize the society is living without pain or suffering, and without happiness, family, and love. The Giver sates, " We gained many things. But we had to let others go (Lowry, 5). This helps you relate with The Giver and gain a sense of his emotions about sameness.
The plot of the story is very distinctive and interesting. It really gets the reader questioning a life without any choices or freedom. The plot is well constructed and tells a good story. Lowry ends it where Jonas and Gabriel see different colored lights shining from trees though windows and it states, " For the first time, he heard something that he knows to be music. He heard people singing (Lowry, 10). This leaves the reader with a hopeful ending that Jonas was free and had helped his community to also be free from sameness and able to experience memories.
The setting does not take place in a specific time or place, yet it’s in a society where the reader comes to find out it is run by the elders and based upon sameness. There is no choices or individuality.
The theme of the story is a world without choices or independence. A world where everyone is the same. This is a theme worth imparting to children to let them examine the positives and negatives about being individuals. The theme is woven well throughout and does not overpower the story.
The style of the book was very well done. The narration and dialogue is balances. Lowry uses symbols to help intensify the meaning. For example in the memory of family, " What did you perceive?" The Giver asked. "Warmth, "Jonas replied, " and happiness. And – let me thing. Family."
4. Review Excerpt(s)
Children's Literature
Lowry won the Newbery award for this book, her first science fiction story. Jonas is an adolescent living in a world that has a decidedly futuristic feel. When he turns twelve, he gets the job that will last him the rest of his life. He's the Receiver of Memory, the one who receives from the Giver all the memories of his society. Jonas is given great privileges, new privacy, and information that allow him (and readers) to see through the society's apparent Eden. At first his world seems great, but then, bit by bit, she tears away at the perfection she has built.
Publishers Weekly
Winner of the 1994 Newbery Medal, this thought-provoking novel centers on a 12-year-old boy's gradual disillusionment with an outwardly utopian futuristic society; in a starred review, PW said, ``Lowry is once again in top form... unwinding a tale fit for the most adventurous readers.'' Ages 10-up. (Sept.)
"Wrought with admir-able skill -- the emptiness and menace underlying this Utopia emerge step by inexorable step: a richly provocative novel."
5. Connections
· Encourage students to discuss the pro’s and cons of living in a society where everything is controlled and there is no individuality.
· Invite students to write an extension to the story and what they think happens to Jonas, Gabriel, and the rest of the community.
· Students can write about a memory they have.
Friday, November 30, 2007
The First Part Last
1. Bibliography
Johnson, Angela. 2003. The First Part Last. New York, NY: Simon & Schuster. ISBN 0689849222
2. Plot Summary
The First Part Last describes a teenage boy whose life changes, on his sixteenth birthday, when he finds out his girlfriend is pregnant. It shows all the feelings he goes through and how he becomes a father.
3. Critical Analysis
This book has strong believable characters. The teenage boy and his girlfriend behave consistently with their backgrounds and their ages. One example is in the beginning, "AND THIS IS how I turned sixteen…. Skipped school with my running buddies, K Boy and J.L., and went to Mineo’s for a couple of slices. Hit a matinee and threw as much popcorn at each other as we ate." (Johnson, 5) The main character, Bobby, develops and grows from the beginning of the story to the end, as he becomes a father. The story is told through his eyes and how he perceives things.
The plot is a very believable one, especially for today’s society and the number of teenage pregnancies. It tells a story that many teenagers will be able to relate to.
The setting takes place in Brooklyn, New York. It is an appropriate setting for this story. Johnson describes the surroundings to help the reader visualize the setting. The example above about how he spent his sixteenth birthday represents one example of her describing th kinds places they went to in the city.
The theme of becoming a teenage parent is worth introducing to young adults to help them see how difficult it is through the eyes of a male teenager. It emerges naturally and shows the challenges he faces.
The style is appropriate to the subject. It goes back and forth between what is happening now and what happened then. The book has strong language that gives insight to the characters feelings. For example, "It scared the hell out of me." (Johnson, 4) The point of view as told from Bobby is very appropriate to the purpose of letting other teenagers know just how it feels to become a teenage father to a baby girl.
4. Review Excerpt(s)
Publishers Weekly
A 16-year-old tells the story of how he became a single dad. In a starred review of this companion to Heaven, PW said, "The author skillfully relates the hope in the midst of pain." Ages 12-up. (Dec.) Copyright 2005 Reed Business Information.
Kirkus Reviews
"The rules: If she hollers, she is mine. If she needs to be changed, she is always mine. In the dictionary next to 'sitter,' there is not a picture of Grandma. It's time to grow up. Too late, you're out of time. Be a grown-up." Sixteen-year-old Bobby has met the love of his life: his daughter. Told in alternating chapters that take place "then" and "now," Bobby relates the hour-by-hour tribulations and joys of caring for a newborn, and the circumstances that got him there. Managing to cope with support, but little help, from his single mother (who wants to make sure he does this on his own), Bobby struggles to maintain friendships and a school career while giving his daughter the love and care she craves from him at every moment. By narrating from a realistic first-person voice, Johnson manages to convey a story that is always complex, never preachy. The somewhat pat ending doesn't diminish the impact of this short, involving story. It's the tale of one young man and his choices, which many young readers will appreciate and enjoy. (Fiction. YA)
5. Connections
· Encourage students to discuss what it would be like to have and raise a baby as a teenager.
· Invite students to discuss why they think the author chose the title.
· Students can have a discussion about the importance of family and relationships.
Johnson, Angela. 2003. The First Part Last. New York, NY: Simon & Schuster. ISBN 0689849222
2. Plot Summary
The First Part Last describes a teenage boy whose life changes, on his sixteenth birthday, when he finds out his girlfriend is pregnant. It shows all the feelings he goes through and how he becomes a father.
3. Critical Analysis
This book has strong believable characters. The teenage boy and his girlfriend behave consistently with their backgrounds and their ages. One example is in the beginning, "AND THIS IS how I turned sixteen…. Skipped school with my running buddies, K Boy and J.L., and went to Mineo’s for a couple of slices. Hit a matinee and threw as much popcorn at each other as we ate." (Johnson, 5) The main character, Bobby, develops and grows from the beginning of the story to the end, as he becomes a father. The story is told through his eyes and how he perceives things.
The plot is a very believable one, especially for today’s society and the number of teenage pregnancies. It tells a story that many teenagers will be able to relate to.
The setting takes place in Brooklyn, New York. It is an appropriate setting for this story. Johnson describes the surroundings to help the reader visualize the setting. The example above about how he spent his sixteenth birthday represents one example of her describing th kinds places they went to in the city.
The theme of becoming a teenage parent is worth introducing to young adults to help them see how difficult it is through the eyes of a male teenager. It emerges naturally and shows the challenges he faces.
The style is appropriate to the subject. It goes back and forth between what is happening now and what happened then. The book has strong language that gives insight to the characters feelings. For example, "It scared the hell out of me." (Johnson, 4) The point of view as told from Bobby is very appropriate to the purpose of letting other teenagers know just how it feels to become a teenage father to a baby girl.
4. Review Excerpt(s)
Publishers Weekly
A 16-year-old tells the story of how he became a single dad. In a starred review of this companion to Heaven, PW said, "The author skillfully relates the hope in the midst of pain." Ages 12-up. (Dec.) Copyright 2005 Reed Business Information.
Kirkus Reviews
"The rules: If she hollers, she is mine. If she needs to be changed, she is always mine. In the dictionary next to 'sitter,' there is not a picture of Grandma. It's time to grow up. Too late, you're out of time. Be a grown-up." Sixteen-year-old Bobby has met the love of his life: his daughter. Told in alternating chapters that take place "then" and "now," Bobby relates the hour-by-hour tribulations and joys of caring for a newborn, and the circumstances that got him there. Managing to cope with support, but little help, from his single mother (who wants to make sure he does this on his own), Bobby struggles to maintain friendships and a school career while giving his daughter the love and care she craves from him at every moment. By narrating from a realistic first-person voice, Johnson manages to convey a story that is always complex, never preachy. The somewhat pat ending doesn't diminish the impact of this short, involving story. It's the tale of one young man and his choices, which many young readers will appreciate and enjoy. (Fiction. YA)
5. Connections
· Encourage students to discuss what it would be like to have and raise a baby as a teenager.
· Invite students to discuss why they think the author chose the title.
· Students can have a discussion about the importance of family and relationships.
The Tale of Despereaux
1. Bibliography
DiCamillo, Kate. 2003. The Tale of Desperaux. Ill. by Timothy Basil Ering. Cambridge, MA: Candlewick. ISBN 0763617229
2. Plot Summary
This fantasy is about the adventures of an unusual mouse named Despereaux. He falls in love with a princess and goes to the dungeon to save her.
3. Critical Analysis
All of the characters in this story are described in many different ways. The narrator tells about them, they are described by their actions, and through the thoughts of other characters. For example in the beginning it explains when Despereaux was born and his mother states, "Disappointment". His sister, Merlot, comments, "His ears are too big." Also, his father says, " There’s something wrong with him. Leave him alone." In regards to his actions the narrator also later explains, "But reader, he was not smelling. He was listening, with his big ears, to the sweet sound that no other mouse seemed to hear." (DiCamillo, 19). Some of the other characters that are also described in detail by the narrator, their actions, and the thoughts of other characters include Miggery Sow, Botticeli, and Roscuro.
The plot tells a great make-believe story that children will really enjoy. It is full of action with Despereaux sneaking around the castle to read, falling in love, getting sent to the dungeon, meeting the rats below, and almost getting killed by the cook to name a few of the fast moving adventures. The way DiCamillo weaves all the characters together is amazing and extremely well constructed.
The story takes place in a castle that has a beautiful ballroom, and a dark dreadful dungeon. The setting was well described to give the reader a good visual of the surroundings.
The theme is good versus evil. In the end the good characters overcome the bad. The theme is subtle and doesn’t take over the story.
The style of writing draws the reader in by talking directly to the reader throughout the book. "READER, you did not forget about our small mouse, did you?" (DiCamillo, 175).
There is a balance of narration and dialogue. The dialogue is well suited for the characters. For example, Roscuro says that he believes the meaning of life is light, and the one-eared evil rat, Botticelli, says, "The meaning of life is suffering, specifically the suffering of others." (DiCamillo, 88).
4. Review Excerpt(s)
School Library Journal
Gr 3 Up-In this delightful novel, a tiny mouse risks all to save the princess he loves from the clutches of a devious rat and a slow-witted serving girl. With memorable characters, brief chapters, and inventive plot twists, this fast-paced romp is perfect for reading alone or sharing aloud. Winner of the 2004 Newbery Medal. Copyright 2004 Reed Business Information.
Kirkus Reviews
Dear reader, light your lamp and listen to the tale of Despereaux, the last mouse born of Antoinette. Born with his eyes open and ears much too large, Despereaux seems destined for early death. A true Renaissance mouse, he can hear honey, read words, and appreciate fine music. But he cannot conform to the strictures of the mouse world. Rodents and humans don't mix, yet he falls in love with the Princess Pea, earning the wrath of all the mice in the castle. The melodramatic voice of the narrator glides through DiCamillo's entirely pleasing tale, at times addressing the reader directly, at others, moving the reader back and forward in time. Never does she abandon the reader in the dungeon with Despereaux, the dark-hearted rats, or the guard and fellow inmate, Gregory. And so unwinds a tale with twists and turns, full of forbidden soup and ladles, rats lusting for mouse blood, a servant who wishes to be a princess, a knight in shining-or, at least, furry-armor, and all the ingredients of an old-fashioned drama. (Fiction. 7-12)
5. Connections
· Let students write an extension to the story from the point of view of one of the characters.
· Have students write a modern fantasy story.
DiCamillo, Kate. 2003. The Tale of Desperaux. Ill. by Timothy Basil Ering. Cambridge, MA: Candlewick. ISBN 0763617229
2. Plot Summary
This fantasy is about the adventures of an unusual mouse named Despereaux. He falls in love with a princess and goes to the dungeon to save her.
3. Critical Analysis
All of the characters in this story are described in many different ways. The narrator tells about them, they are described by their actions, and through the thoughts of other characters. For example in the beginning it explains when Despereaux was born and his mother states, "Disappointment". His sister, Merlot, comments, "His ears are too big." Also, his father says, " There’s something wrong with him. Leave him alone." In regards to his actions the narrator also later explains, "But reader, he was not smelling. He was listening, with his big ears, to the sweet sound that no other mouse seemed to hear." (DiCamillo, 19). Some of the other characters that are also described in detail by the narrator, their actions, and the thoughts of other characters include Miggery Sow, Botticeli, and Roscuro.
The plot tells a great make-believe story that children will really enjoy. It is full of action with Despereaux sneaking around the castle to read, falling in love, getting sent to the dungeon, meeting the rats below, and almost getting killed by the cook to name a few of the fast moving adventures. The way DiCamillo weaves all the characters together is amazing and extremely well constructed.
The story takes place in a castle that has a beautiful ballroom, and a dark dreadful dungeon. The setting was well described to give the reader a good visual of the surroundings.
The theme is good versus evil. In the end the good characters overcome the bad. The theme is subtle and doesn’t take over the story.
The style of writing draws the reader in by talking directly to the reader throughout the book. "READER, you did not forget about our small mouse, did you?" (DiCamillo, 175).
There is a balance of narration and dialogue. The dialogue is well suited for the characters. For example, Roscuro says that he believes the meaning of life is light, and the one-eared evil rat, Botticelli, says, "The meaning of life is suffering, specifically the suffering of others." (DiCamillo, 88).
4. Review Excerpt(s)
School Library Journal
Gr 3 Up-In this delightful novel, a tiny mouse risks all to save the princess he loves from the clutches of a devious rat and a slow-witted serving girl. With memorable characters, brief chapters, and inventive plot twists, this fast-paced romp is perfect for reading alone or sharing aloud. Winner of the 2004 Newbery Medal. Copyright 2004 Reed Business Information.
Kirkus Reviews
Dear reader, light your lamp and listen to the tale of Despereaux, the last mouse born of Antoinette. Born with his eyes open and ears much too large, Despereaux seems destined for early death. A true Renaissance mouse, he can hear honey, read words, and appreciate fine music. But he cannot conform to the strictures of the mouse world. Rodents and humans don't mix, yet he falls in love with the Princess Pea, earning the wrath of all the mice in the castle. The melodramatic voice of the narrator glides through DiCamillo's entirely pleasing tale, at times addressing the reader directly, at others, moving the reader back and forward in time. Never does she abandon the reader in the dungeon with Despereaux, the dark-hearted rats, or the guard and fellow inmate, Gregory. And so unwinds a tale with twists and turns, full of forbidden soup and ladles, rats lusting for mouse blood, a servant who wishes to be a princess, a knight in shining-or, at least, furry-armor, and all the ingredients of an old-fashioned drama. (Fiction. 7-12)
5. Connections
· Let students write an extension to the story from the point of view of one of the characters.
· Have students write a modern fantasy story.
Thursday, November 8, 2007
The True Confessions of Charlotte Doyle
1. Bibliography
Avi. 1990. The True Confessions of Charlotte Doyle. New York: Orchard Books. ISBN 9780786272525
2. Plot Summary
This is a story of a thirteen year old girl in 1832. She travels alone from boarding school, on a ship, The Seahawk, across the Atlantic to her family as the only female passenger, among a crew of sailors. During this long voyage she witnesses a murder, is accused of a murder, and has an unfair trial. She has to learn to survive with very little luxuries, and figure out whom she can really trust. When she finally survives and discovers who to trust she returns home to realize she belongs working on a ship with the people she trusts. So it is there she returns.
3. Critical Analysis
This story based on all the research proves to be very authentic. The times, the people, and the values are represented correctly. The setting of the story is on a ship in the summer of 1832. Everything from the sailors, "Mostly rags and tatters," (Avi, 20) clothing to the details of the ship, "...the Seahawk was known as a brig, a two-mastedship (with a snow mast behing the main), perhaps some seven hundred tons in weight, 107 feet stern to bow, 130 feet deck to mainmast cap." (Avi, 12), and all of the physical environment is described explicitly.
The characters are intriquing and well developed. The young girl protagonist, Charlotte, is easy to relate to, especially for young females. She speaks and dresses appropriately for this time period. It says, "I was very much a girl, having not yet begun to take the shape, much less the heart, of a woman. Still, my family dressed me as a young woman, bonnet covering my beautiful hair, full skirts, high button shoes, and you may be sure, white gloves." (Avi, 1) Also, the actions of the sailors will keep the males engaged in this shocking story.
The plot is full of action, from gruesome murders, to herendous hurricanes. It makes the book hard to put down. It seems very realistic to the time period of the 1800’s.
The theme of the book being good overcomes evil. For Charlotte was always honest and truthful and in the end survived while, Mr. Jaggery, the evil and deceitful character goes overboard.
The style reflects the language and speech patterns of the time. The dialogue often represents how the different social classes spoke to one another.
" Charlotte, sit!," my father barked. He turned to the maid who was waiting near by. "Mary, butter." (Avi, 202)
Throughout the details of the book you can see that the author has truly done his research. In the appendix he includes a detailed diagram of the ship, and a list of ship's time, the sailors work shifts. He has done an excellent job of creating an engaging story set in a historical time period.
4. Review Excerpt(s)
Children's Literature
Charlotte's journal of her transatlantic voyage, June 1832, as the only passenger on the brig Seahawk, is breathtaking reading. Always the obedient daughter, Charlotte sees no reason to change when she sails with Captain Jaggery and his 12-man crew. Loyal to him, she is the cause of the death of 2 of the seamen and becomes an enemy of the crew. When she discovers Jaggery's evil nature, she realizes she is in danger. The only way to gain the crew's trust is to become one of them. Her fearlessness is awesome and in this process of change, she becomes a spirited and independent young woman. 1993 (orig.
School Library Journal
Gr 5-8On a long, grueling journey from England to Rhode Island in 1832, a 13 year old changes from a prim and proper girl to a swashbuckling mate of a mutinous crew and is accused of murder by the captain. Awash with shipboard activity, intense feelings, and a keen sense of time and place, the story is a throwback to good old-fashioned adventure yarns on the high seas. (Sept. 1990)
5. Connections
· Invite students to read other novels by Avi.
· Invite students to research the early 1800's.
· Encourage students to do a character comparison of Charlotte and Zachariah.
Avi. 1990. The True Confessions of Charlotte Doyle. New York: Orchard Books. ISBN 9780786272525
2. Plot Summary
This is a story of a thirteen year old girl in 1832. She travels alone from boarding school, on a ship, The Seahawk, across the Atlantic to her family as the only female passenger, among a crew of sailors. During this long voyage she witnesses a murder, is accused of a murder, and has an unfair trial. She has to learn to survive with very little luxuries, and figure out whom she can really trust. When she finally survives and discovers who to trust she returns home to realize she belongs working on a ship with the people she trusts. So it is there she returns.
3. Critical Analysis
This story based on all the research proves to be very authentic. The times, the people, and the values are represented correctly. The setting of the story is on a ship in the summer of 1832. Everything from the sailors, "Mostly rags and tatters," (Avi, 20) clothing to the details of the ship, "...the Seahawk was known as a brig, a two-mastedship (with a snow mast behing the main), perhaps some seven hundred tons in weight, 107 feet stern to bow, 130 feet deck to mainmast cap." (Avi, 12), and all of the physical environment is described explicitly.
The characters are intriquing and well developed. The young girl protagonist, Charlotte, is easy to relate to, especially for young females. She speaks and dresses appropriately for this time period. It says, "I was very much a girl, having not yet begun to take the shape, much less the heart, of a woman. Still, my family dressed me as a young woman, bonnet covering my beautiful hair, full skirts, high button shoes, and you may be sure, white gloves." (Avi, 1) Also, the actions of the sailors will keep the males engaged in this shocking story.
The plot is full of action, from gruesome murders, to herendous hurricanes. It makes the book hard to put down. It seems very realistic to the time period of the 1800’s.
The theme of the book being good overcomes evil. For Charlotte was always honest and truthful and in the end survived while, Mr. Jaggery, the evil and deceitful character goes overboard.
The style reflects the language and speech patterns of the time. The dialogue often represents how the different social classes spoke to one another.
" Charlotte, sit!," my father barked. He turned to the maid who was waiting near by. "Mary, butter." (Avi, 202)
Throughout the details of the book you can see that the author has truly done his research. In the appendix he includes a detailed diagram of the ship, and a list of ship's time, the sailors work shifts. He has done an excellent job of creating an engaging story set in a historical time period.
4. Review Excerpt(s)
Children's Literature
Charlotte's journal of her transatlantic voyage, June 1832, as the only passenger on the brig Seahawk, is breathtaking reading. Always the obedient daughter, Charlotte sees no reason to change when she sails with Captain Jaggery and his 12-man crew. Loyal to him, she is the cause of the death of 2 of the seamen and becomes an enemy of the crew. When she discovers Jaggery's evil nature, she realizes she is in danger. The only way to gain the crew's trust is to become one of them. Her fearlessness is awesome and in this process of change, she becomes a spirited and independent young woman. 1993 (orig.
School Library Journal
Gr 5-8On a long, grueling journey from England to Rhode Island in 1832, a 13 year old changes from a prim and proper girl to a swashbuckling mate of a mutinous crew and is accused of murder by the captain. Awash with shipboard activity, intense feelings, and a keen sense of time and place, the story is a throwback to good old-fashioned adventure yarns on the high seas. (Sept. 1990)
5. Connections
· Invite students to read other novels by Avi.
· Invite students to research the early 1800's.
· Encourage students to do a character comparison of Charlotte and Zachariah.
Worth
1. Bibliography
LaFaye, A. 2004. Worth. New York: Simon & Schuster Books For Young Readers. ISBN 0689857306
2. Plot Summary
This story is about a young boy, Nathaniel, who helps his father in the fields until one day his leg gets crushed by the wagon and he can no longer work. Then his father gets an orphan boy, John Worth, to help with the chores in the field. Nate is jealous of Worth. Worth is grieving the loss of his family. This is set in Nebraska at the time when the farmers and ranchers were battling over the land. In the end the two boys bond and realize there is room for both of them in the family.
3. Critical Analysis
This story is authentic. It represents the time period when the farmers and ranchers were battling over land. LaFaye does a great job of drawing the reader into the storyline. She reveals the attitudes and values of the people in Nebraska during the nineteenth century when the farmers and ranchers were battling for land. The setting of the story is described throughout the book with good details that gives the reader a good idea of what life was like during that time. The descriptions used are very vivid, “We had a field of hay drying in the prairie sun, but just one wagon, two horses, a few pitches, and our own hands.”(LaFaye, 2)
The characters are very believable. Readers will be able to relate to the boy protagonist because many people have felt worthless and unwanted at one time or another, just as Nate did when he stated, “Just be glad you aren’t in my shoes, boy. He got to spend the day with Pa watching rabbits and I had to sit in a room of kids who hated me, looking like the dunce that I am.” (LaFaye, 29)
The story has a good plot that holds the readers attention. It doesn’t overwhelm you with historical facts; rather it leads you through the time period with a realistic and heartfelt story.
The theme of this book comes with the title. Both the boys in the story have to discover their self-worth in life even though they’ve had tragic things happen to them and their families. The ending paragraph says it all, “…I realized I’d never have my leg as good as new. Ma would never hold her Missy again. John couldn’t see his family until the Lord called him home, but we’d make do with what we had. And what we had was pretty darn good.” (LaFaye, 144)
The style helps give a vicarious experience to the reader. The slang dialect used throughout the story helps capture the way people spoke during that time period. For example the use of the word won’t, “He won’t be sleeping in this house.” (LaFaye, 22)
This was a well written historical fiction book that focused on a made this historical time period come to life through a protagonist and a good story line.
4. Review Excerpt
Kirkus Reviews
"A steer you'd have to pay for, but a boy you could adopt for free," says Nathaniel after he injures his leg and his father adopts John Worth to help work their Nebraska land. Nathaniel is jealous of John, but there's enough bad feeling to go around. Ma and Pa have lost their little girl; John lost his family in a New York City fire (the reason he's an orphan); and Nathaniel fears he'll never walk properly again. Yet John proves his worth, and the two boys become like brothers as Nathaniel realizes the need to make do with what they have and get on with life. It's a lively story of two boys set against a backdrop of the Orphan Trains, range wars, lynchings, drownings, and sheep killings. Something for everyone. (Historical fiction. 8-12)
5. Connections
· Invite student to discuss what it feels like to be jealous, or left out.
· Encourage students to compare life during this time period to life today.
LaFaye, A. 2004. Worth. New York: Simon & Schuster Books For Young Readers. ISBN 0689857306
2. Plot Summary
This story is about a young boy, Nathaniel, who helps his father in the fields until one day his leg gets crushed by the wagon and he can no longer work. Then his father gets an orphan boy, John Worth, to help with the chores in the field. Nate is jealous of Worth. Worth is grieving the loss of his family. This is set in Nebraska at the time when the farmers and ranchers were battling over the land. In the end the two boys bond and realize there is room for both of them in the family.
3. Critical Analysis
This story is authentic. It represents the time period when the farmers and ranchers were battling over land. LaFaye does a great job of drawing the reader into the storyline. She reveals the attitudes and values of the people in Nebraska during the nineteenth century when the farmers and ranchers were battling for land. The setting of the story is described throughout the book with good details that gives the reader a good idea of what life was like during that time. The descriptions used are very vivid, “We had a field of hay drying in the prairie sun, but just one wagon, two horses, a few pitches, and our own hands.”(LaFaye, 2)
The characters are very believable. Readers will be able to relate to the boy protagonist because many people have felt worthless and unwanted at one time or another, just as Nate did when he stated, “Just be glad you aren’t in my shoes, boy. He got to spend the day with Pa watching rabbits and I had to sit in a room of kids who hated me, looking like the dunce that I am.” (LaFaye, 29)
The story has a good plot that holds the readers attention. It doesn’t overwhelm you with historical facts; rather it leads you through the time period with a realistic and heartfelt story.
The theme of this book comes with the title. Both the boys in the story have to discover their self-worth in life even though they’ve had tragic things happen to them and their families. The ending paragraph says it all, “…I realized I’d never have my leg as good as new. Ma would never hold her Missy again. John couldn’t see his family until the Lord called him home, but we’d make do with what we had. And what we had was pretty darn good.” (LaFaye, 144)
The style helps give a vicarious experience to the reader. The slang dialect used throughout the story helps capture the way people spoke during that time period. For example the use of the word won’t, “He won’t be sleeping in this house.” (LaFaye, 22)
This was a well written historical fiction book that focused on a made this historical time period come to life through a protagonist and a good story line.
4. Review Excerpt
Kirkus Reviews
"A steer you'd have to pay for, but a boy you could adopt for free," says Nathaniel after he injures his leg and his father adopts John Worth to help work their Nebraska land. Nathaniel is jealous of John, but there's enough bad feeling to go around. Ma and Pa have lost their little girl; John lost his family in a New York City fire (the reason he's an orphan); and Nathaniel fears he'll never walk properly again. Yet John proves his worth, and the two boys become like brothers as Nathaniel realizes the need to make do with what they have and get on with life. It's a lively story of two boys set against a backdrop of the Orphan Trains, range wars, lynchings, drownings, and sheep killings. Something for everyone. (Historical fiction. 8-12)
5. Connections
· Invite student to discuss what it feels like to be jealous, or left out.
· Encourage students to compare life during this time period to life today.
Bard of Avon: The Story of William Shakespeare
1. Bibliography
Stanley, Diane and Peter Vennema. 1992. Bard of Avon: The Story of William Shakespeare. Ill. by Diane Stanley. New York: Morrow Junior Books. ISBN 0688091083
2. Plot Summary
This biography pieces together the known facts of William Shakespeare and tells about his life.
3. Critical Analysis
This book begins with an author’s note which is very honest and upfront that explains that Williams Shakespeare’s life is somewhat of a mystery because there is very little information about his life. Therefore this biography tells what it can about Shakespeare. It does describe many details about the time period he lived in. As for its authenticity, Stanley and Vennema did the best they could with the factual information they could find about his life and all the research on the sixteenth century. The setting is described in detail with paintings throughout the book. It gives the emotions and attitudes of the different classes of people for that time period. For example, “They were called the groundlings, and they were known to drink too much beer and be quite noisy and rude if they didn’t like the play.” Many ideas of Williams Shakespeare had to be assumed due to lack of evidence. The plot touches on the known facts from the time Shakespeare was five, until he died in 1616. The book is well organized. Along with the authors note at the beginning of the book, it also has a postscript, just before the bibliography, which describes the challenges of writing about William Shakespeare’s life. It also discusses the difficulty in spelling things correctly based on the various ways English was read and spoken during that time. It states that, “Shakespeare’s name has been spelled more than eighty different ways, including “Shagspeare,””Shakspere,” and even “Shakestaffe.” There are six documents signed by Shakespeare, and he spells his name differently in each one.” The book ends with a bibliography to show where the authors got their facts to piece together this book. The overall book is somewhat attractive and does make the reader curious to want to learn more about this unique man.
4. Review Excerpts (s)
Horn Book
"A remarkably rounded picture of Shakespeare's life and the period in which he lived is presented--together with a thoughtful attempt to relate circumstances in his personal life to the content of his plays. Especially interesting is the description of the actors of the time....The text is splendidly supported by the illustrations...and present a clear view of life in the late sixteenth century. A discerning, knowledgeable biography, rising far above the ordinary."
Publishers Weekly
"These seasoned raconteurs...neatly piece together the puzzle of Shakespeare's life," said PW in a starred review, praising the "stunning, intricate" paintings. Ages 6-up.
5. Connections
· Students can read and act out one of William Shakespeare’s plays.
· Encourage students to write a play.
Stanley, Diane and Peter Vennema. 1992. Bard of Avon: The Story of William Shakespeare. Ill. by Diane Stanley. New York: Morrow Junior Books. ISBN 0688091083
2. Plot Summary
This biography pieces together the known facts of William Shakespeare and tells about his life.
3. Critical Analysis
This book begins with an author’s note which is very honest and upfront that explains that Williams Shakespeare’s life is somewhat of a mystery because there is very little information about his life. Therefore this biography tells what it can about Shakespeare. It does describe many details about the time period he lived in. As for its authenticity, Stanley and Vennema did the best they could with the factual information they could find about his life and all the research on the sixteenth century. The setting is described in detail with paintings throughout the book. It gives the emotions and attitudes of the different classes of people for that time period. For example, “They were called the groundlings, and they were known to drink too much beer and be quite noisy and rude if they didn’t like the play.” Many ideas of Williams Shakespeare had to be assumed due to lack of evidence. The plot touches on the known facts from the time Shakespeare was five, until he died in 1616. The book is well organized. Along with the authors note at the beginning of the book, it also has a postscript, just before the bibliography, which describes the challenges of writing about William Shakespeare’s life. It also discusses the difficulty in spelling things correctly based on the various ways English was read and spoken during that time. It states that, “Shakespeare’s name has been spelled more than eighty different ways, including “Shagspeare,””Shakspere,” and even “Shakestaffe.” There are six documents signed by Shakespeare, and he spells his name differently in each one.” The book ends with a bibliography to show where the authors got their facts to piece together this book. The overall book is somewhat attractive and does make the reader curious to want to learn more about this unique man.
4. Review Excerpts (s)
Horn Book
"A remarkably rounded picture of Shakespeare's life and the period in which he lived is presented--together with a thoughtful attempt to relate circumstances in his personal life to the content of his plays. Especially interesting is the description of the actors of the time....The text is splendidly supported by the illustrations...and present a clear view of life in the late sixteenth century. A discerning, knowledgeable biography, rising far above the ordinary."
Publishers Weekly
"These seasoned raconteurs...neatly piece together the puzzle of Shakespeare's life," said PW in a starred review, praising the "stunning, intricate" paintings. Ages 6-up.
5. Connections
· Students can read and act out one of William Shakespeare’s plays.
· Encourage students to write a play.
Friday, October 26, 2007
Amazing Bats
1. Bibliography
Simon, Seymour. 2005. Amazing Bats. San Francisco: Seastar Books. ISBN 1587172615
2. Plot Summary
Amazing Bats is an overview of bats. It mentions several kinds of bats and tells something about them. It tells facts like where some bats live, what some eat, and why people should not be afraid of them.
3. Critical Analysis
Simon Seymour’s book, Amazing Bats, is a well-written book for younger students. He tells accurate facts about bats and even explains some of the myths about them. He states, “Many stories about bats are untrue. For example, bats are not blind. Many bats can see very well.”
The book has a clear focus of introducing the reader to the world of bats by using simple vocabulary and definitions throughout, like when he defines hibernation.
“Other bats that live in cold places spend the winter in a deep sleep called hibernation.”
Seymour also has wonderful, intriguing details in his close up photographs of the bats. These glossy photos are part of the design of the book that is very eye-catching. The text is always written with colors that stand out from the background color.
This nonfiction book is short and is easily read cover to cover. Therefore, it does not have or need a table of content, index, and/ or glossary.
Seymour’s style in this book is a good work of nonfiction literature for a quick, broad look at bats. He explains things so that young readers can comprehend them. For example, “Most bats eat insects. A little brown bat can eat about 600 bugs an hour. That’s like you eating 20 pizza’s a night!” This comparison really helps the student grasp the amount the bats eat. He uses appropriate vocabulary and definitions for young readers.
This book is definitely a good introduction to bats and will spark kids curiosity to learn more about them.
4. Review Excerpts (s)
Review in School Library Journal
Gr 1-3-Gorgeous photographs distinguish these two books from similar titles. The first one begins with an introduction to the topic, followed by facts about where bats live, what they eat, and how they handle the cold weather.
5. Connections
* Invite students to write about bats.
* Allow students to search the internet for information on bats.
* Read other books about bats including fiction and poems.
Simon, Seymour. 2005. Amazing Bats. San Francisco: Seastar Books. ISBN 1587172615
2. Plot Summary
Amazing Bats is an overview of bats. It mentions several kinds of bats and tells something about them. It tells facts like where some bats live, what some eat, and why people should not be afraid of them.
3. Critical Analysis
Simon Seymour’s book, Amazing Bats, is a well-written book for younger students. He tells accurate facts about bats and even explains some of the myths about them. He states, “Many stories about bats are untrue. For example, bats are not blind. Many bats can see very well.”
The book has a clear focus of introducing the reader to the world of bats by using simple vocabulary and definitions throughout, like when he defines hibernation.
“Other bats that live in cold places spend the winter in a deep sleep called hibernation.”
Seymour also has wonderful, intriguing details in his close up photographs of the bats. These glossy photos are part of the design of the book that is very eye-catching. The text is always written with colors that stand out from the background color.
This nonfiction book is short and is easily read cover to cover. Therefore, it does not have or need a table of content, index, and/ or glossary.
Seymour’s style in this book is a good work of nonfiction literature for a quick, broad look at bats. He explains things so that young readers can comprehend them. For example, “Most bats eat insects. A little brown bat can eat about 600 bugs an hour. That’s like you eating 20 pizza’s a night!” This comparison really helps the student grasp the amount the bats eat. He uses appropriate vocabulary and definitions for young readers.
This book is definitely a good introduction to bats and will spark kids curiosity to learn more about them.
4. Review Excerpts (s)
Review in School Library Journal
Gr 1-3-Gorgeous photographs distinguish these two books from similar titles. The first one begins with an introduction to the topic, followed by facts about where bats live, what they eat, and how they handle the cold weather.
5. Connections
* Invite students to write about bats.
* Allow students to search the internet for information on bats.
* Read other books about bats including fiction and poems.
Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance
1. Bibliography
Armstrong, Jennifer. 1998. Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance. New York: Crown Publisher’s, Inc. ISBN 0517800144
2. Plot Summary
This story describes in detail of an expedition of twenty-eight men to try who got stranded in the southern continent, Antartica, with no way to contact anyone for months and how they all survived.
3. Critical Analysis
Armstrong includes specific date, times, and quotes from the actual journals of the men themselves. For example on page 59, “ At 5p.m. she went down by the head: the stern… was the last to go under the water,” Shackleton recorded in his diary that night. “I can’t write about it.”
By this use of quotes you know the book is as accurate as possible. She also uses actual photographs taken from the journey throughout the book.
The book is well organized with a table of contents, members of the crew, diagrams and maps, and an overview at the beginning of the book. Then it goes through each chapter that is in sequential order and easy for the reader to follow.
The design is well though out. The cover of the book itself is very simply illustrated with a vague picture of men pulling a ship with a completely white background. The photographs and story are compelling. The layout is very appropriate for the subject matter.
Armstrong’s overall style is notices through her vivid descriptions and vocabulary that makes the readers truly engaged in the facts of the story. Her writing reveals her interest in this heroic story. The quotes she chose to put into the story help bring out the attitudes of the characters. As in their toast, “The toast, as always, was, “To our sweethearts and wives – may they never meet!” (Armstrong, 34).
She includes many compelling details that give the reader that “wow” factor.
“His frantic cries brought Wild out of his tent with a rifle, and Wild immediately dropped to one knee, raised the weapon, and began firing-and cursing furiously at Orde-Lees. The leopard seal now rushed toward Wild, who shot again and again. The animal was only thirty feet away from Wild when it fell at last. The entire crew was breathless.”
This is one of the many details that really help the reader feel like they are right there with the character in the story. Armstrong’s has an overall style that keeps the reader wanting to read more.
4. Review Excerpts (s)
School Library Journal
Gr 6 Up-When their ship, Endurance, became icebound in Antarctica and sank in 1914, Sir Ernest Shackleton and his 27 crewmen were 100 miles from land. Unbelievably, they all survived. At first, the men played on the ice to kill time, but after Endurance sank, they took to their life boats, and spent a year and a half traveling over ice, water, and mountains to reach safety.
5. Connections
* Invite students to research the Antarctica
* Invite students to discuss and write what items they would like if they were stranded in the ice and could only have a limited number of things.
* Discuss what the men used to know their location.
Armstrong, Jennifer. 1998. Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance. New York: Crown Publisher’s, Inc. ISBN 0517800144
2. Plot Summary
This story describes in detail of an expedition of twenty-eight men to try who got stranded in the southern continent, Antartica, with no way to contact anyone for months and how they all survived.
3. Critical Analysis
Armstrong includes specific date, times, and quotes from the actual journals of the men themselves. For example on page 59, “ At 5p.m. she went down by the head: the stern… was the last to go under the water,” Shackleton recorded in his diary that night. “I can’t write about it.”
By this use of quotes you know the book is as accurate as possible. She also uses actual photographs taken from the journey throughout the book.
The book is well organized with a table of contents, members of the crew, diagrams and maps, and an overview at the beginning of the book. Then it goes through each chapter that is in sequential order and easy for the reader to follow.
The design is well though out. The cover of the book itself is very simply illustrated with a vague picture of men pulling a ship with a completely white background. The photographs and story are compelling. The layout is very appropriate for the subject matter.
Armstrong’s overall style is notices through her vivid descriptions and vocabulary that makes the readers truly engaged in the facts of the story. Her writing reveals her interest in this heroic story. The quotes she chose to put into the story help bring out the attitudes of the characters. As in their toast, “The toast, as always, was, “To our sweethearts and wives – may they never meet!” (Armstrong, 34).
She includes many compelling details that give the reader that “wow” factor.
“His frantic cries brought Wild out of his tent with a rifle, and Wild immediately dropped to one knee, raised the weapon, and began firing-and cursing furiously at Orde-Lees. The leopard seal now rushed toward Wild, who shot again and again. The animal was only thirty feet away from Wild when it fell at last. The entire crew was breathless.”
This is one of the many details that really help the reader feel like they are right there with the character in the story. Armstrong’s has an overall style that keeps the reader wanting to read more.
4. Review Excerpts (s)
School Library Journal
Gr 6 Up-When their ship, Endurance, became icebound in Antarctica and sank in 1914, Sir Ernest Shackleton and his 27 crewmen were 100 miles from land. Unbelievably, they all survived. At first, the men played on the ice to kill time, but after Endurance sank, they took to their life boats, and spent a year and a half traveling over ice, water, and mountains to reach safety.
5. Connections
* Invite students to research the Antarctica
* Invite students to discuss and write what items they would like if they were stranded in the ice and could only have a limited number of things.
* Discuss what the men used to know their location.
Biggest, Strongest, Fastest
1. Bibliography
Jenkins, Steve. 1995. Biggest, Strongest, Fastest. New York: Tickor & Fields Books for Young Readers. ISBN 0395697018
2. Plot Summary
This book describes different animals and their most distinguishing characteristics and compares it to everyday things. It even includes a chart that tells the animals record, size, diet, and range.
3. Critical Analysis
This book contains accurate record facts about animals. Jenkins includes a bibliography at the front of the book to show where he found his information.
As for the organization of the book, the information goes from general, “The Galapagos tortoise lives longer that any other animal, “which is in larger print, to more detailed, “ Galapagos tortoises can live to be over 150 years old- about twice as long as the average person can expect to live”, in smaller print. The book ends with a chart that recaps all the animals, their record, and size, and includes other information such as their diet and range.
The book design is inviting due to the large, yet simple illustrations and simple comparisons.
The illustrations of the animals are large with little or no background that helps them to stand out. There is a small shadow of the animal and a shadow of an object being compared to it, to help support the text and help the reader visualize the information.
The style of the book is interesting because of the vivid comparisons. These comparisons make the abstract more concrete. The vocabulary is appropriate for this book, and does not “talk-down” to the reader. This book generates curiosity about the records animal hold.
4. Review Excerpts (s)
Children's Literature
For kids who ask those impossible questions- what animal is the biggest, or smallest, longest or shortest, and so on-Jenkins has created a delightful series of answers using full color cut paper collage illustrations. From the streaking cheetah on the cover to the tiny Etruscan shrew sitting on a teaspoon, readers see the animal and learn salient facts plus a few more delicious tidbits. Cleverly done and sure to appeal to both the littlest and biggest of readers.
5. Connections
* Students could use measuring and actually draw the real size of the animals.
* The teacher could model using a chart at the back of the book, and then have students create their own chart.
*Encourage students to research other animals and their most unique characteristic.
Jenkins, Steve. 1995. Biggest, Strongest, Fastest. New York: Tickor & Fields Books for Young Readers. ISBN 0395697018
2. Plot Summary
This book describes different animals and their most distinguishing characteristics and compares it to everyday things. It even includes a chart that tells the animals record, size, diet, and range.
3. Critical Analysis
This book contains accurate record facts about animals. Jenkins includes a bibliography at the front of the book to show where he found his information.
As for the organization of the book, the information goes from general, “The Galapagos tortoise lives longer that any other animal, “which is in larger print, to more detailed, “ Galapagos tortoises can live to be over 150 years old- about twice as long as the average person can expect to live”, in smaller print. The book ends with a chart that recaps all the animals, their record, and size, and includes other information such as their diet and range.
The book design is inviting due to the large, yet simple illustrations and simple comparisons.
The illustrations of the animals are large with little or no background that helps them to stand out. There is a small shadow of the animal and a shadow of an object being compared to it, to help support the text and help the reader visualize the information.
The style of the book is interesting because of the vivid comparisons. These comparisons make the abstract more concrete. The vocabulary is appropriate for this book, and does not “talk-down” to the reader. This book generates curiosity about the records animal hold.
4. Review Excerpts (s)
Children's Literature
For kids who ask those impossible questions- what animal is the biggest, or smallest, longest or shortest, and so on-Jenkins has created a delightful series of answers using full color cut paper collage illustrations. From the streaking cheetah on the cover to the tiny Etruscan shrew sitting on a teaspoon, readers see the animal and learn salient facts plus a few more delicious tidbits. Cleverly done and sure to appeal to both the littlest and biggest of readers.
5. Connections
* Students could use measuring and actually draw the real size of the animals.
* The teacher could model using a chart at the back of the book, and then have students create their own chart.
*Encourage students to research other animals and their most unique characteristic.
Friday, October 12, 2007
The New Kid on the Block
Bibliography
Prelutsky, Jack. 1984. The New Kid on the Block. Ill. by James Stevenson. New York: Greenwillow Books. ISBN 0329044532
Plot Summary
The New Kid on the Block is an anthology of hilarious poems on many silly topics all by the same author, Jack Prelutsky.
Critical Analysis
Prelutsky proves that poetry doesn’t always have to be deep and meaningful, but it can be fun and humorous. His choice of topics stimulate the imagination. A good example of this is, "Be Glad Your Nose is on Your Face",
"…Imagine if your precious nose
were sandwiched in between your toes,
that clearly would not be a treat,
for you’d be forced to smell your feet."
This shows how he took a simple topic, such as a nose, and turned it into a hilarious poem. Prelutsky uses great imagination when creating some of his poems, as in, The Underwater Wibbles, The Flotz, and Snillies.
My favorite poem of his since I first heard it in 1989, is Homework!, Oh Homework! Many of his poems have and will be timeless because the topics are universal and kids can relate to them. Some others are; My Baby Brother, My Dog, He Is an Ugly Dog, and The New Kid on the Block. Prelutsky uses many elements of poetry in his poems. In, Boing! Boing! Squeak, he obviously uses onomatapoeia. He also uses great sense of imagery as in, Jellyfish Stew. Each poem has something funny to laugh at and enjoy.
James Stevenson uses simple pencil drawings to go with each poem, but the poems really are what make the book.
This book does not have a table of contents, instead it has 2 indexes where the poems are listed by titles, and by the first lines of the poems. This organization works out because each poem has a rhythmic pattern that sounds great read aloud.
Review Excerpt(s)
School Library Journal
"Grade 1-8AJack Prelutsky's popular book and recording is now available on compact disc. This new format includes five poem/songs from the book not found on the cassette version: "The Carpenter Rages," "Drumpp the Grump," "Oh, Teddy Bear," "I've Got an Incredible Headache," and "Happy Birthday, Dear Dragon." These new pieces feature guitar, banjo, and fiddle playing behind Prelutsky's fun vocal antics."
Pubisher Review
Open this book to any page to begin your exploration. Here are poems about things that you may never have thought about before. You'll be introduced to jellyfish stew, a bouncing mouse, a ridiculous dog, and a boneless chicken. You'll learn why you shouldn't argue with a shark, eat a dinosaur, or have an alligator for a pet. You'll meet the world's worst singer and the greatest video game player in history. You'll even find an invitation to a dragon's birthday party....Your friends are invited too.
Connections
*Read some of his poems and have students choose a simple topic and write a poem.
*Do an author study on Jack Prelutsky.
*Read one of his poems aloud and have students illustrate it.
Prelutsky, Jack. 1984. The New Kid on the Block. Ill. by James Stevenson. New York: Greenwillow Books. ISBN 0329044532
Plot Summary
The New Kid on the Block is an anthology of hilarious poems on many silly topics all by the same author, Jack Prelutsky.
Critical Analysis
Prelutsky proves that poetry doesn’t always have to be deep and meaningful, but it can be fun and humorous. His choice of topics stimulate the imagination. A good example of this is, "Be Glad Your Nose is on Your Face",
"…Imagine if your precious nose
were sandwiched in between your toes,
that clearly would not be a treat,
for you’d be forced to smell your feet."
This shows how he took a simple topic, such as a nose, and turned it into a hilarious poem. Prelutsky uses great imagination when creating some of his poems, as in, The Underwater Wibbles, The Flotz, and Snillies.
My favorite poem of his since I first heard it in 1989, is Homework!, Oh Homework! Many of his poems have and will be timeless because the topics are universal and kids can relate to them. Some others are; My Baby Brother, My Dog, He Is an Ugly Dog, and The New Kid on the Block. Prelutsky uses many elements of poetry in his poems. In, Boing! Boing! Squeak, he obviously uses onomatapoeia. He also uses great sense of imagery as in, Jellyfish Stew. Each poem has something funny to laugh at and enjoy.
James Stevenson uses simple pencil drawings to go with each poem, but the poems really are what make the book.
This book does not have a table of contents, instead it has 2 indexes where the poems are listed by titles, and by the first lines of the poems. This organization works out because each poem has a rhythmic pattern that sounds great read aloud.
Review Excerpt(s)
School Library Journal
"Grade 1-8AJack Prelutsky's popular book and recording is now available on compact disc. This new format includes five poem/songs from the book not found on the cassette version: "The Carpenter Rages," "Drumpp the Grump," "Oh, Teddy Bear," "I've Got an Incredible Headache," and "Happy Birthday, Dear Dragon." These new pieces feature guitar, banjo, and fiddle playing behind Prelutsky's fun vocal antics."
Pubisher Review
Open this book to any page to begin your exploration. Here are poems about things that you may never have thought about before. You'll be introduced to jellyfish stew, a bouncing mouse, a ridiculous dog, and a boneless chicken. You'll learn why you shouldn't argue with a shark, eat a dinosaur, or have an alligator for a pet. You'll meet the world's worst singer and the greatest video game player in history. You'll even find an invitation to a dragon's birthday party....Your friends are invited too.
Connections
*Read some of his poems and have students choose a simple topic and write a poem.
*Do an author study on Jack Prelutsky.
*Read one of his poems aloud and have students illustrate it.
Danitra Brown Leaves Town
Bibliography
Grimes, Nikki. 2002. Danitra Brown Leaves Town. Ill. by Floyd Cooper. New York: HarperCollins Publishers Inc. ISBN 0688131557
Plot Summary
Danitra Brown Leaves Town is a series of 13 poems and letters about two best friends who are spending the summer apart. Through these poems and letters each character has their own summer adventures.
Critical Analysis
Nikki Grimes has used a combination of narrative poems and letters, which describe the feelings, and attitudes of two best friends being apart during the summer. A good example of showing one of the characters ( Zuri) feelings is in "The Letter."
"…I said mean things when she left me.
I was so mad at her then.
Was she writing to forgive me,
or say I’m not her friend?
I ripped Danitra’s letter open,
in spite of my worst fear.
I bit my lip until I read
"I wish that you were here".
Through Grimes choice of rhyming words you can feel Zuri feeling guilty about being mad at her friend for leaving. Many young readers can relate to saying something to a friend when they were angry at them, yet not really meaning what they had said, as Zuri did in this poem.
Each poem and letter represents a particular mood. The beautifully painted pictures by Floyd Cooper really help portray the characters attitudes, and feelings. The overall meaning of the two friends being separated and going through their own adventures is something many readers will be able to relate to and especially the feeling at the end when they reunite.
Both the poetry and the illustrations help make the characters come to life. One letter that really shows the characters voice is in, "Zuri at Bat",
"…At the softball game last week,
smart-mouth J.T. snickered loud and said,
"What makes you think a puny girl like you can help us win?"
"Exactly where you been?" I asked him, stepping in.
When the pitch came, I slammed the ball so far,
It ripped through the clouds and headed for a star.
I strutted ‘round the bases, took my own sweet time…" The descriptions represent Zuri’s attitude.
Grimes uses distinctive rhythm and language which makes this book enjoyable and appeal to young people.
Review Excerpt(s)
Children’s Literature
"Grimes tells the story in free verse with occasional rhymes, both ending and internal, that hint at poetry but don't sacrifice meaning for rhyme or rhythm. Cooper's paintings depict Danitra with glasses and Zuri with puffy hair but it is difficult to tell who each girl is without reading several poems first. The final picture of Danitra and Zuri hugging is accompanied by a poem that's sure to ring true with other friends"
Publishers Weekly
"Zuri describes in verse the summer that she and her best friend Danitra are separated in Danitra Brown Leaves Town by Nikki Grimes, a follow-up to Meet Danitra Brown. Floyd Cooper's luminescent pastels chronicle the long days and Zuri's many moods."
Connections
* This would be a great book to read as part of a friendship unit.
* Read other books by Nikki Grimes such as: Meet Danitra Brown, Danitra Brown, Class Clown, or Stepping Out with Grandma Mac.
Grimes, Nikki. 2002. Danitra Brown Leaves Town. Ill. by Floyd Cooper. New York: HarperCollins Publishers Inc. ISBN 0688131557
Plot Summary
Danitra Brown Leaves Town is a series of 13 poems and letters about two best friends who are spending the summer apart. Through these poems and letters each character has their own summer adventures.
Critical Analysis
Nikki Grimes has used a combination of narrative poems and letters, which describe the feelings, and attitudes of two best friends being apart during the summer. A good example of showing one of the characters ( Zuri) feelings is in "The Letter."
"…I said mean things when she left me.
I was so mad at her then.
Was she writing to forgive me,
or say I’m not her friend?
I ripped Danitra’s letter open,
in spite of my worst fear.
I bit my lip until I read
"I wish that you were here".
Through Grimes choice of rhyming words you can feel Zuri feeling guilty about being mad at her friend for leaving. Many young readers can relate to saying something to a friend when they were angry at them, yet not really meaning what they had said, as Zuri did in this poem.
Each poem and letter represents a particular mood. The beautifully painted pictures by Floyd Cooper really help portray the characters attitudes, and feelings. The overall meaning of the two friends being separated and going through their own adventures is something many readers will be able to relate to and especially the feeling at the end when they reunite.
Both the poetry and the illustrations help make the characters come to life. One letter that really shows the characters voice is in, "Zuri at Bat",
"…At the softball game last week,
smart-mouth J.T. snickered loud and said,
"What makes you think a puny girl like you can help us win?"
"Exactly where you been?" I asked him, stepping in.
When the pitch came, I slammed the ball so far,
It ripped through the clouds and headed for a star.
I strutted ‘round the bases, took my own sweet time…" The descriptions represent Zuri’s attitude.
Grimes uses distinctive rhythm and language which makes this book enjoyable and appeal to young people.
Review Excerpt(s)
Children’s Literature
"Grimes tells the story in free verse with occasional rhymes, both ending and internal, that hint at poetry but don't sacrifice meaning for rhyme or rhythm. Cooper's paintings depict Danitra with glasses and Zuri with puffy hair but it is difficult to tell who each girl is without reading several poems first. The final picture of Danitra and Zuri hugging is accompanied by a poem that's sure to ring true with other friends"
Publishers Weekly
"Zuri describes in verse the summer that she and her best friend Danitra are separated in Danitra Brown Leaves Town by Nikki Grimes, a follow-up to Meet Danitra Brown. Floyd Cooper's luminescent pastels chronicle the long days and Zuri's many moods."
Connections
* This would be a great book to read as part of a friendship unit.
* Read other books by Nikki Grimes such as: Meet Danitra Brown, Danitra Brown, Class Clown, or Stepping Out with Grandma Mac.
Out of the Dust
Bibliography
Hesse, Karen. 1997. Out of the Dust. New York: Scholastic Press. ISBN 0590360809
Plot Summary
Out of the Dust, by Karen Hesse is a novel written in free verse from the perspective of a teenage girl, Billie Jo. It tells of her life at age 14 to 15, living in Oklahoma during the dust bowl.
Critical Analysis
This novel uses a series of free verse poems which are title and dated. The organization of the poems tell an emotional story that flows well and made easy to read. It doesn't rhyme, but definately has a sense of rhythm. Every poem is full of meaning that represents emotions, experiences, and images.
Hesse uses sense imagery throughout the novel. She makes you feel as if you are really their right along with the main character. An example is in, Dust Storm,
"...The dirt blew down so thick
it scratched my eyes
and stung my tender skin,
it plugged my nose and filled inside my mouth.
No matter how I pressed my lips together,
the dust made muddy tracks
across my toungue."
When reading this you feel like you are engulfed with dust.
There are no illustrations in the novel, but through her use of descriptions the reader gets a clear image of the text.
This moving novel was really intriguing and definately makes you want to read more by this poet.
This novel would be more appreciated by mature secondary students and adults. This audience would be able to relate to many of the topics and issues in this book.
Hesse's reference to out of the dust is repeated throughout the novel and really stands out and in the end the character symbolically comes, "out of the dust".
Review Excerpt(s)
Children's Literature
"It's 1934 in the Oklahoma Panhandle and fourteen-year-old Billie Jo must face the devastation of the Dust Bowl and the Great Depression. Told in a very convincing, first person, poetic style, the listener comes to feel great empathy and admiration for Billie Jo's indomitable spirit. The audiotape version of this Newbery novel is especially well done and the skilled narrator really helps bring this striking free-verse novel to life. It makes for a riveting listening experience for older children, teens and adults."
School Library
"Journal Gr 5-8-Fourteen-year-old Billie Jo's life is defined by struggle both physical and emotional. She struggles to forgive her father for causing the accident that killed her mother. She fights a daily battle to survive during the worst days of the Oklahoma dust storms. And she strives to heal her body and her soul when severe burns leave her disfigured and unable to play the music she loves. Set during the time of the Great Depression and written in free verse, Karen Hesse's spare but powerful work (Scholastic, 1997) captures every nuance of Billie Jo's emotions, from heartwrenching sadness at the death of her mother and newborn brother to the challenge of rebuilding a relationship with her embittered father."
Connections
*Read other books by Karen Hesse.
*Read aloud and encourage students to create a diary.
*Students could read this novel then do a character analysis of Billie Jo.
*Students could research the Dust Bowl.
Hesse, Karen. 1997. Out of the Dust. New York: Scholastic Press. ISBN 0590360809
Plot Summary
Out of the Dust, by Karen Hesse is a novel written in free verse from the perspective of a teenage girl, Billie Jo. It tells of her life at age 14 to 15, living in Oklahoma during the dust bowl.
Critical Analysis
This novel uses a series of free verse poems which are title and dated. The organization of the poems tell an emotional story that flows well and made easy to read. It doesn't rhyme, but definately has a sense of rhythm. Every poem is full of meaning that represents emotions, experiences, and images.
Hesse uses sense imagery throughout the novel. She makes you feel as if you are really their right along with the main character. An example is in, Dust Storm,
"...The dirt blew down so thick
it scratched my eyes
and stung my tender skin,
it plugged my nose and filled inside my mouth.
No matter how I pressed my lips together,
the dust made muddy tracks
across my toungue."
When reading this you feel like you are engulfed with dust.
There are no illustrations in the novel, but through her use of descriptions the reader gets a clear image of the text.
This moving novel was really intriguing and definately makes you want to read more by this poet.
This novel would be more appreciated by mature secondary students and adults. This audience would be able to relate to many of the topics and issues in this book.
Hesse's reference to out of the dust is repeated throughout the novel and really stands out and in the end the character symbolically comes, "out of the dust".
Review Excerpt(s)
Children's Literature
"It's 1934 in the Oklahoma Panhandle and fourteen-year-old Billie Jo must face the devastation of the Dust Bowl and the Great Depression. Told in a very convincing, first person, poetic style, the listener comes to feel great empathy and admiration for Billie Jo's indomitable spirit. The audiotape version of this Newbery novel is especially well done and the skilled narrator really helps bring this striking free-verse novel to life. It makes for a riveting listening experience for older children, teens and adults."
School Library
"Journal Gr 5-8-Fourteen-year-old Billie Jo's life is defined by struggle both physical and emotional. She struggles to forgive her father for causing the accident that killed her mother. She fights a daily battle to survive during the worst days of the Oklahoma dust storms. And she strives to heal her body and her soul when severe burns leave her disfigured and unable to play the music she loves. Set during the time of the Great Depression and written in free verse, Karen Hesse's spare but powerful work (Scholastic, 1997) captures every nuance of Billie Jo's emotions, from heartwrenching sadness at the death of her mother and newborn brother to the challenge of rebuilding a relationship with her embittered father."
Connections
*Read other books by Karen Hesse.
*Read aloud and encourage students to create a diary.
*Students could read this novel then do a character analysis of Billie Jo.
*Students could research the Dust Bowl.
Thursday, September 27, 2007
Bubba and the Cowboy Prince: A Fractured Texas Tale
Bibliography
Ketteman, Helen. 1997. Bubba and the Cowboy Prince: A Fractured Texas Tale. Ill. by James Warhola. Scholastic Press, New York. ISBN 0590255061
Plot Summary
This is a Cinderella story set in Texas. A rancher named Bubba has to do all the chores for his wicked step daddy and stepbrothers. They get invited to a ball where Miss Lurleen, the prettiest and richest lady, is looking for a companion. Bubba gets to go with the help of his fairy godcow. The story ends with Miss Lurleen and Bubba getting married, and the step dad and brothers throwing chicken fits.
Critical Analysis
Throughout the book, details along with the illustrations represent the characters to be good or bad. For example, it states, "…Bubba worked from sunup to sundown doing the chores of three ranch hands. Bubba never complained though," this shows his character is hardworking and kind. Ketteman describes the step daddy as wicked and the stepbrothers as hateful, lazy, and bossy.
The plot is based on a Cinderella story with a lot of Texas symbols. The theme is the same as any Cinderella story, where the good overcomes the bad.
The style is repeated throughout with old Texas twang that really comes to life when read aloud. Some examples are: bonked the bejeebers out of his bean; downright purty; and gitting them doggies along.
The illustrations went along great with the text. It showed many details that represented Texas, like cacti and armadillos to name a few. It says that the step daddy and stepbrothers threw chicken fits and my first graders got a good idea after looking at the illustration as to what that meant.
Review Excerpt(s)
Children's Literature
"The paintings are brightly colored and fanciful, with wonderful perplexed expressions on the rest of the cattle when the fairy godcow shows up. Great fun and a wonderful twist on the Cinderella story."
School Library Journal Review
" This is a fun-filled story with more hyperbole than a Christmas turkey has stuffing."
Connections
*Read this book and other versions of Cinderella, such as Rufferella or Dinorella and compare and contrast the characters and settings.
*Have students do the readers theater script by Dr. Vardell, to improve reading fluency. The students would absolutely love it!
Ketteman, Helen. 1997. Bubba and the Cowboy Prince: A Fractured Texas Tale. Ill. by James Warhola. Scholastic Press, New York. ISBN 0590255061
Plot Summary
This is a Cinderella story set in Texas. A rancher named Bubba has to do all the chores for his wicked step daddy and stepbrothers. They get invited to a ball where Miss Lurleen, the prettiest and richest lady, is looking for a companion. Bubba gets to go with the help of his fairy godcow. The story ends with Miss Lurleen and Bubba getting married, and the step dad and brothers throwing chicken fits.
Critical Analysis
Throughout the book, details along with the illustrations represent the characters to be good or bad. For example, it states, "…Bubba worked from sunup to sundown doing the chores of three ranch hands. Bubba never complained though," this shows his character is hardworking and kind. Ketteman describes the step daddy as wicked and the stepbrothers as hateful, lazy, and bossy.
The plot is based on a Cinderella story with a lot of Texas symbols. The theme is the same as any Cinderella story, where the good overcomes the bad.
The style is repeated throughout with old Texas twang that really comes to life when read aloud. Some examples are: bonked the bejeebers out of his bean; downright purty; and gitting them doggies along.
The illustrations went along great with the text. It showed many details that represented Texas, like cacti and armadillos to name a few. It says that the step daddy and stepbrothers threw chicken fits and my first graders got a good idea after looking at the illustration as to what that meant.
Review Excerpt(s)
Children's Literature
"The paintings are brightly colored and fanciful, with wonderful perplexed expressions on the rest of the cattle when the fairy godcow shows up. Great fun and a wonderful twist on the Cinderella story."
School Library Journal Review
" This is a fun-filled story with more hyperbole than a Christmas turkey has stuffing."
Connections
*Read this book and other versions of Cinderella, such as Rufferella or Dinorella and compare and contrast the characters and settings.
*Have students do the readers theater script by Dr. Vardell, to improve reading fluency. The students would absolutely love it!
And the Green Grass Grew All Around: Folk Poetry From Everyone
Bibliography
Schwartz, Alvin. 1992. And the Green Grass Grew All Around: Folk Poetry From Everyone. Ill. by Sue Truesdell, New York: Harper Collins. ISBN 0060227583
Plot Summary
This book is a compiled of group of folk poetry broken down into chapters based on subjects. There is everything from poems to songs to chants, riddles, and clapping games.
Critical Analysis
The rhymes and chants really come to life when read aloud. It has a table of contents, which is helpful, and it has source notes throughout which help the reader understand the background behind some of the poetry.
The end of the book has the sources to show where Schwartz found each piece in his book. The jumping rope and clapping chants really stand out. They have simple characters that do silly acts. For example, on page 98, in
"Miss Lucy had a baby
She named him Tiny Tim,
She put him in the bathtub
To see if he could swim.
He drank up all the water,
He ate up all the soap.
He tried to eat the bathtub,
But it wouldn’t go down his throat…"
The rhythmic pattern is fun to read aloud over and over again.
The illustrations in this book are done in black and white with exaggerated characters to help keep with the fun theme of the folklores.
Review Excerpt(s)
Children's Literature
"Perhaps the best collection of folk rhymes I have seen, this award-winning compilation covers many childhood favorites, such as "Do your ears hang low? Do they wobble to and fro?" and "Here comes the bride/Big, fat, and wide." Young readers and their parents and teachers can have fun reading the ones they know and learning new ones. Most importantly, we can all come to appreciate how much these rhymes are a part of our history and will hopefully become a part of our future."
Connections
*Read many of the folklores from this book and let students share the versions they know.
*Put folklores on an overhead and do choral readings.
Schwartz, Alvin. 1992. And the Green Grass Grew All Around: Folk Poetry From Everyone. Ill. by Sue Truesdell, New York: Harper Collins. ISBN 0060227583
Plot Summary
This book is a compiled of group of folk poetry broken down into chapters based on subjects. There is everything from poems to songs to chants, riddles, and clapping games.
Critical Analysis
The rhymes and chants really come to life when read aloud. It has a table of contents, which is helpful, and it has source notes throughout which help the reader understand the background behind some of the poetry.
The end of the book has the sources to show where Schwartz found each piece in his book. The jumping rope and clapping chants really stand out. They have simple characters that do silly acts. For example, on page 98, in
"Miss Lucy had a baby
She named him Tiny Tim,
She put him in the bathtub
To see if he could swim.
He drank up all the water,
He ate up all the soap.
He tried to eat the bathtub,
But it wouldn’t go down his throat…"
The rhythmic pattern is fun to read aloud over and over again.
The illustrations in this book are done in black and white with exaggerated characters to help keep with the fun theme of the folklores.
Review Excerpt(s)
Children's Literature
"Perhaps the best collection of folk rhymes I have seen, this award-winning compilation covers many childhood favorites, such as "Do your ears hang low? Do they wobble to and fro?" and "Here comes the bride/Big, fat, and wide." Young readers and their parents and teachers can have fun reading the ones they know and learning new ones. Most importantly, we can all come to appreciate how much these rhymes are a part of our history and will hopefully become a part of our future."
Connections
*Read many of the folklores from this book and let students share the versions they know.
*Put folklores on an overhead and do choral readings.
The Legend of the Indian Paintbrush
Bibliography
DePaola, Tomie, Retold. 1988. The Legend of the Indian Paintbrush. Ill. by Tomie DePaola. New York: Scholastic Inc. ISBN 0590447068
Plot Summary
This is a legend of how the beautiful flower, the Indian paintbrush, came to be. Little Gopher is told by the Shaman that he has a different calling than the other boys in the tribe. One night he has a dream vision where he is told he will be a painter to help people remember his people forever and he will paint a picture that is like the pure colors from the sunset. He draws great pictures of hunts and deeds of his tribe, but cannot find the pure colors. Years later, Gopher wakes up to find paintbrushes with these pure colors up on the hill. He uses them to paint a beautiful picture and leaves the paintbrushes there. The next day and every spring the hill is full of beautifully colored plants. So the people call him, He-Who-Brought-Sunset-To-The-Earth.
Critical Analysis
The setting is quickly established on the plains. The main character, Little Gopher, represents a good person who is stays true to his tribe and what the wise shaman tells him. He waits patiently until his dream vision comes to him.
The plot is very logical as Little Gopher begins as a young boy and grows to be a young man. He has a quest to make his dream vision come true. It says, " he never gave up trying." The solution in his dream vision give him the tools he needed because he was faithful to his people. This represents the theme that if you are true then good things will come to you.
The style includes the supernatural that comes to him in a dream vision.
The illustrations are good representations of Indian tribes. Also. The beautifully bright colors of the sunset help bring out the beauty of the story.
Review Excerpt(s)
School Library Journal Review
"The humanity expressed in this story illustrates the value of perseverance, and of endurance of effort that will bring its reward. DePaola's softly rounded shapes and his hero's diminutive stature, downcast eyes, and sober mien breathe attitudes of acceptance, of quiet waiting, of diligent persistence."
Connections
*Read other legends and have the students try and create a story with a theme from one of them.
*Read many books written and illustrated by Tomie DePaola and discuss his characteristics of writing and illustrating. Also visit his website: http://tomie.com/
DePaola, Tomie, Retold. 1988. The Legend of the Indian Paintbrush. Ill. by Tomie DePaola. New York: Scholastic Inc. ISBN 0590447068
Plot Summary
This is a legend of how the beautiful flower, the Indian paintbrush, came to be. Little Gopher is told by the Shaman that he has a different calling than the other boys in the tribe. One night he has a dream vision where he is told he will be a painter to help people remember his people forever and he will paint a picture that is like the pure colors from the sunset. He draws great pictures of hunts and deeds of his tribe, but cannot find the pure colors. Years later, Gopher wakes up to find paintbrushes with these pure colors up on the hill. He uses them to paint a beautiful picture and leaves the paintbrushes there. The next day and every spring the hill is full of beautifully colored plants. So the people call him, He-Who-Brought-Sunset-To-The-Earth.
Critical Analysis
The setting is quickly established on the plains. The main character, Little Gopher, represents a good person who is stays true to his tribe and what the wise shaman tells him. He waits patiently until his dream vision comes to him.
The plot is very logical as Little Gopher begins as a young boy and grows to be a young man. He has a quest to make his dream vision come true. It says, " he never gave up trying." The solution in his dream vision give him the tools he needed because he was faithful to his people. This represents the theme that if you are true then good things will come to you.
The style includes the supernatural that comes to him in a dream vision.
The illustrations are good representations of Indian tribes. Also. The beautifully bright colors of the sunset help bring out the beauty of the story.
Review Excerpt(s)
School Library Journal Review
"The humanity expressed in this story illustrates the value of perseverance, and of endurance of effort that will bring its reward. DePaola's softly rounded shapes and his hero's diminutive stature, downcast eyes, and sober mien breathe attitudes of acceptance, of quiet waiting, of diligent persistence."
Connections
*Read other legends and have the students try and create a story with a theme from one of them.
*Read many books written and illustrated by Tomie DePaola and discuss his characteristics of writing and illustrating. Also visit his website: http://tomie.com/
Friday, September 14, 2007
Don't Let the Pigeon Drive the Bus!
Bibliography
Willems, Mo. 2003. DON’T LET THE PIGEON DRIVE THE BUS. Ill. by Mo Willems. New York: Hyperion Books for Children. ISBN 078681988x
Plot Summary
In this very funny picture book, a bus driver has to leave and asks you (the reader) to watch things and not to let the pigeon drive the bus. The pigeon asks first, and then begins to beg, plead, bribe, and even throw a fit to get to drive the bus. Finally, the bus driver returns and thanks you (the reader) for not letting the pigeon drive the bus. The story ends with an illustration of the pigeon thinking about driving a big red truck.
Critical Analysis
Mo Willems does a fantastic job of supporting the text with simple yet expressive illustrations. He really gets the reader involved in the story. He uses simple crayons to represent the emotions the pigeon goes through. Willems utilizes speech bubbles and large text to help readers relate to the character. Young children and parents alike will especially relate to the temper-tantrum the pigeon has when trying to get his way.
Review Excerpt(s)
Publishers Weekly
"Readers will likely find satisfaction in this whimsical show of emotions and, perhaps, a bit of self-recognition."
Kirkus Reviews
"Readers of all ages will nod with recognition of his helplessness and frustration."
Connections
*Read this book and have students write a story using speech bubbles and/or enlarged text to represent thinking or emotions.
*Read aloud with the class and show them how to attend to the punctuation, and read with intonation.
Willems, Mo. 2003. DON’T LET THE PIGEON DRIVE THE BUS. Ill. by Mo Willems. New York: Hyperion Books for Children. ISBN 078681988x
Plot Summary
In this very funny picture book, a bus driver has to leave and asks you (the reader) to watch things and not to let the pigeon drive the bus. The pigeon asks first, and then begins to beg, plead, bribe, and even throw a fit to get to drive the bus. Finally, the bus driver returns and thanks you (the reader) for not letting the pigeon drive the bus. The story ends with an illustration of the pigeon thinking about driving a big red truck.
Critical Analysis
Mo Willems does a fantastic job of supporting the text with simple yet expressive illustrations. He really gets the reader involved in the story. He uses simple crayons to represent the emotions the pigeon goes through. Willems utilizes speech bubbles and large text to help readers relate to the character. Young children and parents alike will especially relate to the temper-tantrum the pigeon has when trying to get his way.
Review Excerpt(s)
Publishers Weekly
"Readers will likely find satisfaction in this whimsical show of emotions and, perhaps, a bit of self-recognition."
Kirkus Reviews
"Readers of all ages will nod with recognition of his helplessness and frustration."
Connections
*Read this book and have students write a story using speech bubbles and/or enlarged text to represent thinking or emotions.
*Read aloud with the class and show them how to attend to the punctuation, and read with intonation.
My Friend Rabbit
Bibliography
Rohmann, Eric. 2002. MY FRIEND RABBIT. Ill. by Eric Rohmann. Brookfield. Connecticut: Roaring Brook Press. ISBN 0761315357
Plot Summary
This picture book is about two friends, a rabbit and a mouse, as told by the mouse. Rabbit is always getting into some kind of trouble, but mouse stays true to his friend, no matter what. Rabbit is always trying to solve the problem but things always seen to work against him.
Critical Analysis
This is a book with very little text, yet says a lot about friendship. The illustrations really carry the story and rabbits big ideas. Rhomann uses bright colors framed with a broad black outline to help bring the story to life. The detailed illustrations help the reader focus on the different characters feelings. He stretches his illustrations across two pages and at one point he even changes the layout of the book to go vertically.
Review Excerpt(s)
Children's Literature - Susie Wilde:
"Thankfully, messages are buried in this book which accents humor instead of moral. But the pictures and words provide comfort for children viewed as troublesome, and offer a strong argument for sticking with colorful, unique playmates."
School Library Journal: "The double-page, hand-colored relief prints with heavy black outlines are magnificent, and children will enjoy the comically expressive pictures of the animals before and after their attempt to extract the plane."
Connections
* Invite the students to write about a time when everything went wrong no matter what they did.
*Read other books about friendship.
*After reading the book have students rewrite the story from the rabbits perspective.
Rohmann, Eric. 2002. MY FRIEND RABBIT. Ill. by Eric Rohmann. Brookfield. Connecticut: Roaring Brook Press. ISBN 0761315357
Plot Summary
This picture book is about two friends, a rabbit and a mouse, as told by the mouse. Rabbit is always getting into some kind of trouble, but mouse stays true to his friend, no matter what. Rabbit is always trying to solve the problem but things always seen to work against him.
Critical Analysis
This is a book with very little text, yet says a lot about friendship. The illustrations really carry the story and rabbits big ideas. Rhomann uses bright colors framed with a broad black outline to help bring the story to life. The detailed illustrations help the reader focus on the different characters feelings. He stretches his illustrations across two pages and at one point he even changes the layout of the book to go vertically.
Review Excerpt(s)
Children's Literature - Susie Wilde:
"Thankfully, messages are buried in this book which accents humor instead of moral. But the pictures and words provide comfort for children viewed as troublesome, and offer a strong argument for sticking with colorful, unique playmates."
School Library Journal: "The double-page, hand-colored relief prints with heavy black outlines are magnificent, and children will enjoy the comically expressive pictures of the animals before and after their attempt to extract the plane."
Connections
* Invite the students to write about a time when everything went wrong no matter what they did.
*Read other books about friendship.
*After reading the book have students rewrite the story from the rabbits perspective.
Side by Side: Five Favorate Picture-Book Teams go to Work
Bibliography
Marcus, Leonard S. 2001. SIDE BY SIDE: FIVE FAVORITE PICTURE BOOK TEAMS GO TO WORK. Ill. By Leonard Marcus. New York: Walker and Company. ISBN 0802787797
Plot Summary
In this book, Leonard Marcus describes five separate stories and the process of how teams of authors and illustrators created picture books. Each team he describes in details how they met to develop and/or collaborate in their own distinct way. This book really went into detail to explain how authors and illustrators had to work together to create books.
Critical Analysis
This was a great book for representing the process of making picture books. The notes and sketches in the book really showed how many steps are involved for not only the authors, but also the illustrators. By the examples of different teams we can see how the authors and illustrators collaborate in various ways to create wonderful picture books.
Review Excerpts (s)
Review in Publishers Weekly
"Readers snared by their interest in the teams behind favorites such as the Magic School Bus series and The Stinky Cheese Man will appreciate the insights into the inner workings of bookmaking, and may well end up appreciating the books more for the energy and ingenuity it takes to create them."
Review in School Library Journal
"Many of the titles described will be familiar to readers. However, even those who have not seen some of the featured books will be engaged by the creativity and cooperation exhibited here."-Steven Engelfried, Beaverton City Library, OR Copyright 2001 Cahners Business Information.
Connections
*This book really gives you an insight on how much work and collaboration is involved in making picture books.
*Read this book to your class, or a chapter about a particular team (depending on the age group). Then pair them up and have one write the text and one illustrate.
Marcus, Leonard S. 2001. SIDE BY SIDE: FIVE FAVORITE PICTURE BOOK TEAMS GO TO WORK. Ill. By Leonard Marcus. New York: Walker and Company. ISBN 0802787797
Plot Summary
In this book, Leonard Marcus describes five separate stories and the process of how teams of authors and illustrators created picture books. Each team he describes in details how they met to develop and/or collaborate in their own distinct way. This book really went into detail to explain how authors and illustrators had to work together to create books.
Critical Analysis
This was a great book for representing the process of making picture books. The notes and sketches in the book really showed how many steps are involved for not only the authors, but also the illustrators. By the examples of different teams we can see how the authors and illustrators collaborate in various ways to create wonderful picture books.
Review Excerpts (s)
Review in Publishers Weekly
"Readers snared by their interest in the teams behind favorites such as the Magic School Bus series and The Stinky Cheese Man will appreciate the insights into the inner workings of bookmaking, and may well end up appreciating the books more for the energy and ingenuity it takes to create them."
Review in School Library Journal
"Many of the titles described will be familiar to readers. However, even those who have not seen some of the featured books will be engaged by the creativity and cooperation exhibited here."-Steven Engelfried, Beaverton City Library, OR Copyright 2001 Cahners Business Information.
Connections
*This book really gives you an insight on how much work and collaboration is involved in making picture books.
*Read this book to your class, or a chapter about a particular team (depending on the age group). Then pair them up and have one write the text and one illustrate.
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