Rapunzel’s Revenge
Written by Shannon Hale and Dean Hale
Illustrated by Nathan Hale
New York, N.Y.: Bloomsbury
ISBN: 978-1-59990-288-3
This tale is about a maiden temporarily in distress, by being imprisoned in a tall low tree in an enchanted forest created by the woman, Gothel, she thought was her mother. She learns of her true identity and attempts to free her real mother from the mines. She teams up with a boy named Jack from Jack and the Beanstalk and through several escapades Rapunzel saves both of them by using her braids as weapons. From one encounter to another, she gets closer to her goal, she must battle several adversaries and Gothel in order to free her mother and all the other people in the village. Rapunzel’s vengeance is felt by the old lady Gothel as she triumphs in imprisoning her. Rapunzel saves the village, her mom and falls in love with Jack and his gold laying goose.
Analysis
The story of Rapunzel attempt to deal with the power of intuition, as she has the reoccurring dreams about her life with a family, Gothel, her make believe mother, keeps telling her, “Ignore the dreams, my Dear and they’ll go away”. She tries but yet can not stop herself of dreaming. The motifs of this novel, magic, good versus evil, heroism, archetypes characters, and fantastic objects like Rapunzel’s hair make this a high fantasy novel. The illustrations are dark but colorful when need be and easy to understand, they compliment the story. The language is such that you can understand what is going on and the use of dialogue welcomes the reader to be part of the story. It is a delightful story with the western twist as the story setting is desert, Rapunzel and Jack dress in jeans sharing a horse ride to their destination and the use of her hair as a lasso at to the skill of a cowgirl. As Jack and Rapunzel team up to fight for a good cause, their friendship grows to a happy ever after ending to the story, with Goldy, the gold laying goose next to them.
Reviews
The dialogue is witty, the story is an enticing departure from the original, and the illustrations are magically fun and expressive. Knowing that there are more graphic novels to come from this writing team brings readers their own happily-ever-after.
School Library Journal
This graphic novel retelling of the fairy-tale classic, set in a swashbuckling Wild West, puts action first and features some serious girl power in its spunky and strong heroine. Hale’s art matches the story well, yielding expressive characters and lending a wonderful sense of place to the fantasy landscape. Rich with humor and excitement, this is an alternate version of a classic that will become a fast favorite of young readers.
Booklist
"The Hale team creates an engaging heroine....This novel presents entertaining girl power at its quirkiest."
VOYA
"A dash of typical fairy-tale romance, a strong sense of social justice and a spunky heroine make this a standout choice for younger teens."
Kirkus
Connection
A wide selection of books that depict retellings of folk tales and fairy tales, as well as sample of books that tell folk tales and fairy tales in the traditional format
A list of books in this genre (retold folk narratives), including titles that may not be available in the classroom book display
Have student brainstorm to rewrite their own fairtale.
Discuss possibilities of where story can take place, what kind of characters could be put in the story and as you share ideas the emerging of plot and setting become evident.
Make list of various themes and different locations for stories to take place.
Wednesday, August 5, 2009
Tuesday, August 4, 2009
Genre 6 - Fantasy - Graveyard
Graveyard
Written and narrated by Neil Gaimen
Prince Frederick, MD : Recorded Books, 2008.
ISBN: 9781436158848
This novel is about a toddler left homeless by the murderers, one in particular by the name of Jack, whom stabs his parents to death. As the murderers are in his parent’s room the toddler get out of his crib and crawls down the stair out the front door that was left ajar and out to the graveyard, where the Mr. and Mrs. Owens, the graveyard carekeeper, find the boy. Not knowing where he came from, or who his parents were they give him the name of Nobody, Bod for short. It is here in the graveyard that Bod grows up and is taught by ghostly intellectuals of their times. His main guardian is the nocturnal Silas, who solicits the help of other ghost to help teach Bod lifes’ lessons when he is not around. He is given several special powers as he is given card blanc of the graveyard. As he growth into his teen years, curiosity begins to stir his mind and wonders what lies beyond the gates of the graveyard. Though warned by Silas and other ghostly guardians he escapades begin. With the Jack still at large and looking for the lad, escapades begin and Bod learns valuable lessons that were taught to him by his ghostly friends.
Analysis
As you listen to the audio book, Gaiman uses different voices to differentiate between the characters in the book through subtle tones and inflections.. As he reads he is able to draw you into the story, like a good storyteller, like an Alfred Hitchcock introduction to his T.V. show. Gaiman has a good voice, paces himself well, and has very good diction. He knows just where to put the emphasis.
There is clear engagement with the characters as he vividly describes the ghostly guardians and the graveyard. Silas bringing in books for Bod to read, like The Cat in the Hat, paper and crayons, so as to teach Bod the letters of the alphabet. “Silas gives Bod the quest to find each of the twenty six letters in the graveyard-..”.
Later the life’s lessons of good and evil, Bod’s opportunity to fall in love and to fight for the righteous.
Listening to the audiobook helps with the listening to the brilliant version of "The Danse Macabre" performed by Bela Fleck on the banjo as the story tells of the dance of the Macabray, (dance of the dead).
With the background music, you have the sense of feeling the story. Reading audiobooks can be a good way to spend the time on your commute.
Reviews
Unlike many readers, who give a dramatic performance rather than a reading, Gaiman's voice never changes overmuch, yet he conveys the range of characters and their emotions -- the obstinate but ritualistic call-and-response of a children's quarrel, the wry tones of a teenaged ghost-witch, the cold menace of a monster wearing a human face -- through subtle tones and inflections. It's like the audio equivalent of one of those old black-and-white horror movies, where the subtle play of light and shadow conveys as much of the atmosphere as the story itself. Whether you are getting this audiobook for a young person you know or for yourself, Gaiman's silver-and-shadow reading style is equally suited to both older and younger readers. The fact that the first chapter of The Graveyard Book plays out like an understated slasher film is only made creepier by Gaiman's dry and understated delivery, as if he were channeling Alfred Hitchcock telling a bedtime story. The second chapter of the story, in contrast, provides a break in the tension by providing an almost Dickensien story in which the ghostly inhabitants decide to adopt the foundling and name him Nobody, while Chapter Three, titled "The Hounds of God," is possibly even creepier than the first chapter.
http://greenmanreview.com/book/book_gaiman_graveyardbook_audio.html
Gaiman is a great reader. It's not just his cool accent, it's the way he gives his characters distinct voices ("he do the book in different voices") and knows just where to put the emphasis and the darkness...it's all good. I've also recommended, wherever possible, catching him doing a live reading--because those are fantastic.
Needcoffe.com
The story is about Nobody Owens, a young boy who starts the novel as a toddler that ends up in a graveyard late at night, all by himself. I’ll let Gaiman tell you how that happens, because the journey is all the fun here. Nobody Owens grows up, and Gaiman’s ghosts do all the parenting.
Gaiman also narrates, and like I’ve said elsewhere, he’s one of the few authors I’ve heard that could make a comfortable living as an audiobook narrator. I can’t imagine this audiobook being read by someone else, and I’m very happy that it isn’t.
www.sffaudio.com
Beloved master storyteller Neil Gaiman returns with a luminous new novel for the audience that embraced his New York Times bestselling modern classic Coraline. Magical, terrifying, and filled with breathtaking adventures, The Graveyard Book is sure to enthrall readers of all ages.
Publisher
The Graveyard Book, by turns exciting and witty, sinister and tender, shows Gaiman at the top of his form…The story's language and humor are sophisticated, but Gaiman respects his readers and trusts them to understand…In this novel of wonder, Neil Gaiman follows in the footsteps of long-ago storytellers, weaving a tale of unforgettable enchantment.
The New York Times - Monica Edinger
Wistful, witty, wise-and creepy. Gaiman's riff on Kipling's Mowgli stories never falters, from the truly spine-tingling opening, in which a toddler accidentally escapes his family's murderer, to the melancholy, life-affirming ending. Bod (short for Nobody) finds solace and safety with the inhabitants of the local graveyard, who grant him some of the privileges and powers of the dead-he can Fade and Dreamwalk, for instance, but still needs to eat and breathe. Episodic chapters tell miniature gems of stories (one has been nominated for a Locus Award) tracing Bod's growth from a spoiled boy who runs away with the ghouls to a young man for whom the metaphor of setting out into the world becomes achingly real. Childhood fears take solid shape in the nursery-rhyme-inspired villains, while heroism is its own, often bitter, reward. Closer in tone to American Gods than to Coraline, but permeated with Bod's innocence, this needs to be read by anyone who is or has ever been a child.
Kirkus
Connection
Have student do the following activities.
- Gravestone Rubbing
- Epitaph Poems – define epitaph – have a discussion.
- Book Trailer- The short previews of coming attractions (known as trailers in the
movie industry) are a great way to entice an audience. Design a trailer
for The Graveyard Book and be as creative as possible. Think about
incorporating a script, costumes, props, sound effects, software
applications (such as PowerPoint), and a video camera.
Monster Trivia - Research some of the monsters featured in the book, such as
werewolves, witches, vampires, ghosts, and ghouls, and write trivia
questions about them. Some questions should be based on this particular
book, while others may draw from popular culture in general.
Supernatural Powers. Bod has several supernatural powers: the Slide, the Fade, and
the Dreamwalk. Invent a fourth supernatural power for Bod, draw a picture
of him, and label his four special abilities with captions.
Written and narrated by Neil Gaimen
Prince Frederick, MD : Recorded Books, 2008.
ISBN: 9781436158848
This novel is about a toddler left homeless by the murderers, one in particular by the name of Jack, whom stabs his parents to death. As the murderers are in his parent’s room the toddler get out of his crib and crawls down the stair out the front door that was left ajar and out to the graveyard, where the Mr. and Mrs. Owens, the graveyard carekeeper, find the boy. Not knowing where he came from, or who his parents were they give him the name of Nobody, Bod for short. It is here in the graveyard that Bod grows up and is taught by ghostly intellectuals of their times. His main guardian is the nocturnal Silas, who solicits the help of other ghost to help teach Bod lifes’ lessons when he is not around. He is given several special powers as he is given card blanc of the graveyard. As he growth into his teen years, curiosity begins to stir his mind and wonders what lies beyond the gates of the graveyard. Though warned by Silas and other ghostly guardians he escapades begin. With the Jack still at large and looking for the lad, escapades begin and Bod learns valuable lessons that were taught to him by his ghostly friends.
Analysis
As you listen to the audio book, Gaiman uses different voices to differentiate between the characters in the book through subtle tones and inflections.. As he reads he is able to draw you into the story, like a good storyteller, like an Alfred Hitchcock introduction to his T.V. show. Gaiman has a good voice, paces himself well, and has very good diction. He knows just where to put the emphasis.
There is clear engagement with the characters as he vividly describes the ghostly guardians and the graveyard. Silas bringing in books for Bod to read, like The Cat in the Hat, paper and crayons, so as to teach Bod the letters of the alphabet. “Silas gives Bod the quest to find each of the twenty six letters in the graveyard-..”.
Later the life’s lessons of good and evil, Bod’s opportunity to fall in love and to fight for the righteous.
Listening to the audiobook helps with the listening to the brilliant version of "The Danse Macabre" performed by Bela Fleck on the banjo as the story tells of the dance of the Macabray, (dance of the dead).
With the background music, you have the sense of feeling the story. Reading audiobooks can be a good way to spend the time on your commute.
Reviews
Unlike many readers, who give a dramatic performance rather than a reading, Gaiman's voice never changes overmuch, yet he conveys the range of characters and their emotions -- the obstinate but ritualistic call-and-response of a children's quarrel, the wry tones of a teenaged ghost-witch, the cold menace of a monster wearing a human face -- through subtle tones and inflections. It's like the audio equivalent of one of those old black-and-white horror movies, where the subtle play of light and shadow conveys as much of the atmosphere as the story itself. Whether you are getting this audiobook for a young person you know or for yourself, Gaiman's silver-and-shadow reading style is equally suited to both older and younger readers. The fact that the first chapter of The Graveyard Book plays out like an understated slasher film is only made creepier by Gaiman's dry and understated delivery, as if he were channeling Alfred Hitchcock telling a bedtime story. The second chapter of the story, in contrast, provides a break in the tension by providing an almost Dickensien story in which the ghostly inhabitants decide to adopt the foundling and name him Nobody, while Chapter Three, titled "The Hounds of God," is possibly even creepier than the first chapter.
http://greenmanreview.com/book/book_gaiman_graveyardbook_audio.html
Gaiman is a great reader. It's not just his cool accent, it's the way he gives his characters distinct voices ("he do the book in different voices") and knows just where to put the emphasis and the darkness...it's all good. I've also recommended, wherever possible, catching him doing a live reading--because those are fantastic.
Needcoffe.com
The story is about Nobody Owens, a young boy who starts the novel as a toddler that ends up in a graveyard late at night, all by himself. I’ll let Gaiman tell you how that happens, because the journey is all the fun here. Nobody Owens grows up, and Gaiman’s ghosts do all the parenting.
Gaiman also narrates, and like I’ve said elsewhere, he’s one of the few authors I’ve heard that could make a comfortable living as an audiobook narrator. I can’t imagine this audiobook being read by someone else, and I’m very happy that it isn’t.
www.sffaudio.com
Beloved master storyteller Neil Gaiman returns with a luminous new novel for the audience that embraced his New York Times bestselling modern classic Coraline. Magical, terrifying, and filled with breathtaking adventures, The Graveyard Book is sure to enthrall readers of all ages.
Publisher
The Graveyard Book, by turns exciting and witty, sinister and tender, shows Gaiman at the top of his form…The story's language and humor are sophisticated, but Gaiman respects his readers and trusts them to understand…In this novel of wonder, Neil Gaiman follows in the footsteps of long-ago storytellers, weaving a tale of unforgettable enchantment.
The New York Times - Monica Edinger
Wistful, witty, wise-and creepy. Gaiman's riff on Kipling's Mowgli stories never falters, from the truly spine-tingling opening, in which a toddler accidentally escapes his family's murderer, to the melancholy, life-affirming ending. Bod (short for Nobody) finds solace and safety with the inhabitants of the local graveyard, who grant him some of the privileges and powers of the dead-he can Fade and Dreamwalk, for instance, but still needs to eat and breathe. Episodic chapters tell miniature gems of stories (one has been nominated for a Locus Award) tracing Bod's growth from a spoiled boy who runs away with the ghouls to a young man for whom the metaphor of setting out into the world becomes achingly real. Childhood fears take solid shape in the nursery-rhyme-inspired villains, while heroism is its own, often bitter, reward. Closer in tone to American Gods than to Coraline, but permeated with Bod's innocence, this needs to be read by anyone who is or has ever been a child.
Kirkus
Connection
Have student do the following activities.
- Gravestone Rubbing
- Epitaph Poems – define epitaph – have a discussion.
- Book Trailer- The short previews of coming attractions (known as trailers in the
movie industry) are a great way to entice an audience. Design a trailer
for The Graveyard Book and be as creative as possible. Think about
incorporating a script, costumes, props, sound effects, software
applications (such as PowerPoint), and a video camera.
Monster Trivia - Research some of the monsters featured in the book, such as
werewolves, witches, vampires, ghosts, and ghouls, and write trivia
questions about them. Some questions should be based on this particular
book, while others may draw from popular culture in general.
Supernatural Powers. Bod has several supernatural powers: the Slide, the Fade, and
the Dreamwalk. Invent a fourth supernatural power for Bod, draw a picture
of him, and label his four special abilities with captions.
Genre 6 Fiction - How I Live Now
How I live Now
Written by Meg Rosoff
New York, N.Y.: Wendy Lamb Books
ISBN: 9780553376050
This novel is about a 15 year old girl that has issues with her stepmother and her father ships her off to visit her aunt, whom she has never met, in England. It is here that Elizabeth, which is her given name, begins to be known as Daisy, by her cousins and those whom she meets in England. After living there for so many months, war breaks out and they are left to deal with the horrors of war. Daisy if finally, rescued by her father, and is taken back to New York, where all she thinks about is returning to Edmond and the rest of the family. It is in England that Daisy learns love, survival, have lasting friendships and learns to accept herself. Events are recounted candidly and keeps you wondering what will happen next.
Analysis
The book opens with Daisy at the airport waiting to be picked up and be taken to her aunt’s rural English home. Living her whole life in New York, Daisy’s only measure of life is living in a big city. Edmond, her fourteen year old cousin picks her up at the airport, while smoking a cigarette, surprised that this behavior, she says “ I don’t say anything in case it’s a well-known fact that the smoking age in England is something like twelve and by making a big thing about it I’ll end up looking like an idiot when I’ve barely been here five minutes.” Her view of the world changes dramatically as the events of her stay at her British relatives begins to unfold. Her aunt lives in a farm with her family, three boys, Edmond, Isaac, Osbert and her daughter, Piper, who is 9 years old.
“The style of writing is called “skaz”, in which David Lodge in the Art of Fiction tells us is: a Russian word (suggesting “jazz and “scat”, as in “scat-singing”) used to designate a type of first person narration that has the characteristics of the spoken rather than the written word. In this kind of novel or story, the narrator is a character who refers to himself (herself) as “I” and addresses the reader as “you”. He or she uses vocabulary and syntax characteristic of colloquial speech, and appears to be relating the story spontaneously rather than delivering a carefully constructed and polished written account.” This style of writing is very young adult friendly and can be read as if reading a diary. Since the story is told by Daisy, her adventures in a country that is a stark contrast to her New York apartment living provides a place of refuge. Once there, Daisy settles in with her British relatives at the country farm and learns to enjoy life without any adults present. The happy and peaceful days are expressed by Daisy’s passionate and secret relationship with Edmond. Her aunt leaves them alone to attend a peace conference, war breaks loose and while she is gone, the invasion of England by an unknown enemy becomes real. The structure of the story is two fold, first part tells about, the farm, the war and about each family member, which will all be life changing moments, while the second part tells about the many years of war, after the war, and when Daisy returns to England.
Living at the farms becomes like a utopia way of living, with all different kinds of animals running around, no regulations or rules and life without adult intervention, living in their own little world away from city life only, an illusion that their home is the only safe place, and they continue to enjoy their summer. The utopia feeling is when Daisy awakes one morning to “everything was perfectly still and beautiful and I stared and stared expecting to see a deer or maybe a unicorn trotting home…” It is not until war comes to them via the army taking over their farmhouse, than they realize the severity of the situation, and as they are separated from each other, the fear of not seeing each other again. Daisy questions: How is anyone ever prepared for war” “ I didn’t really understand The Occupation because it didn’t seem like the kind of war we all knew and loved from your average made-for-TV miniseries.” The plot and setting intertwined as author describes the events of the war with vivid description of what was going on. The effects the war had on people like Mrs. McEvoy the military wife, who lost her husband and son, as she tell Daisy and Piper: “If you haven’t been in a war and are wondering how long it takes to get used to losing everything you think you need or love, I can tell you the answer is no time at all.” The effects the war had on Daisy and Piper as they struggled to find Edmond, Isaac and Osbert, as Daisy becomes Piper’s caretaker trying to find their way to get back home to the farm. Once finding the farm, the devastation of seeing all different kinds of flesh eating animals devouring the aftermath of the war changed Daisy to care for someone else other than oneself, finding herself and her role in the life with Edmond.
Reviews
This is a very relatable contemporary story, told in honest, raw first-person and filled with humor, love, pathos, and carnage. War, as it will, changes these young people irrevocably, not necessarily for the worse. They and readers know that no one will ever be the same.
Kirkus Reviews
Central to the potency of Rosoff's debut....is the ominous prognostication of what a third world war might look like, and the opportunity it provides for teens to imagine themselves, like Daisy, exhibiting courage and resilience in roles traditionally occupied by earlier generations.
Booklist
This riveting first novel paints a frighteningly realistic picture of a world war breaking out in the 21st century. . . Readers will emerge from the rubble much shaken, a little wiser, and with perhaps a greater sense of humanity.
Publishers Weekly
This first novel is intelligent, funny, serious, and sweet; a winning combination of acerbic commentary, innocence, and sober vision... Hilarious, lyrical, and compassionate, this is, literarily and emotionally, deeply satisfying.
The Horn Book
Rosoff’s narrative poise makes this a book for all ages.....A daring, wise, and sensitive look at the complexities of being young in a world teetering on chaos, Rosoff’s poignant exploration of perseverance in the face of the unknown is a timely lesson for us all.
People Magazine
Connection
Have students have book discussion about the following topics.
· Cultural difference
· Taboos about relationships
· Wars in England
Have students draw, make a model of design on computer or animate the utopic farm.
Fill the gap about what happened to Edmond.
Learn about English life during World War II.
Written by Meg Rosoff
New York, N.Y.: Wendy Lamb Books
ISBN: 9780553376050
This novel is about a 15 year old girl that has issues with her stepmother and her father ships her off to visit her aunt, whom she has never met, in England. It is here that Elizabeth, which is her given name, begins to be known as Daisy, by her cousins and those whom she meets in England. After living there for so many months, war breaks out and they are left to deal with the horrors of war. Daisy if finally, rescued by her father, and is taken back to New York, where all she thinks about is returning to Edmond and the rest of the family. It is in England that Daisy learns love, survival, have lasting friendships and learns to accept herself. Events are recounted candidly and keeps you wondering what will happen next.
Analysis
The book opens with Daisy at the airport waiting to be picked up and be taken to her aunt’s rural English home. Living her whole life in New York, Daisy’s only measure of life is living in a big city. Edmond, her fourteen year old cousin picks her up at the airport, while smoking a cigarette, surprised that this behavior, she says “ I don’t say anything in case it’s a well-known fact that the smoking age in England is something like twelve and by making a big thing about it I’ll end up looking like an idiot when I’ve barely been here five minutes.” Her view of the world changes dramatically as the events of her stay at her British relatives begins to unfold. Her aunt lives in a farm with her family, three boys, Edmond, Isaac, Osbert and her daughter, Piper, who is 9 years old.
“The style of writing is called “skaz”, in which David Lodge in the Art of Fiction tells us is: a Russian word (suggesting “jazz and “scat”, as in “scat-singing”) used to designate a type of first person narration that has the characteristics of the spoken rather than the written word. In this kind of novel or story, the narrator is a character who refers to himself (herself) as “I” and addresses the reader as “you”. He or she uses vocabulary and syntax characteristic of colloquial speech, and appears to be relating the story spontaneously rather than delivering a carefully constructed and polished written account.” This style of writing is very young adult friendly and can be read as if reading a diary. Since the story is told by Daisy, her adventures in a country that is a stark contrast to her New York apartment living provides a place of refuge. Once there, Daisy settles in with her British relatives at the country farm and learns to enjoy life without any adults present. The happy and peaceful days are expressed by Daisy’s passionate and secret relationship with Edmond. Her aunt leaves them alone to attend a peace conference, war breaks loose and while she is gone, the invasion of England by an unknown enemy becomes real. The structure of the story is two fold, first part tells about, the farm, the war and about each family member, which will all be life changing moments, while the second part tells about the many years of war, after the war, and when Daisy returns to England.
Living at the farms becomes like a utopia way of living, with all different kinds of animals running around, no regulations or rules and life without adult intervention, living in their own little world away from city life only, an illusion that their home is the only safe place, and they continue to enjoy their summer. The utopia feeling is when Daisy awakes one morning to “everything was perfectly still and beautiful and I stared and stared expecting to see a deer or maybe a unicorn trotting home…” It is not until war comes to them via the army taking over their farmhouse, than they realize the severity of the situation, and as they are separated from each other, the fear of not seeing each other again. Daisy questions: How is anyone ever prepared for war” “ I didn’t really understand The Occupation because it didn’t seem like the kind of war we all knew and loved from your average made-for-TV miniseries.” The plot and setting intertwined as author describes the events of the war with vivid description of what was going on. The effects the war had on people like Mrs. McEvoy the military wife, who lost her husband and son, as she tell Daisy and Piper: “If you haven’t been in a war and are wondering how long it takes to get used to losing everything you think you need or love, I can tell you the answer is no time at all.” The effects the war had on Daisy and Piper as they struggled to find Edmond, Isaac and Osbert, as Daisy becomes Piper’s caretaker trying to find their way to get back home to the farm. Once finding the farm, the devastation of seeing all different kinds of flesh eating animals devouring the aftermath of the war changed Daisy to care for someone else other than oneself, finding herself and her role in the life with Edmond.
Reviews
This is a very relatable contemporary story, told in honest, raw first-person and filled with humor, love, pathos, and carnage. War, as it will, changes these young people irrevocably, not necessarily for the worse. They and readers know that no one will ever be the same.
Kirkus Reviews
Central to the potency of Rosoff's debut....is the ominous prognostication of what a third world war might look like, and the opportunity it provides for teens to imagine themselves, like Daisy, exhibiting courage and resilience in roles traditionally occupied by earlier generations.
Booklist
This riveting first novel paints a frighteningly realistic picture of a world war breaking out in the 21st century. . . Readers will emerge from the rubble much shaken, a little wiser, and with perhaps a greater sense of humanity.
Publishers Weekly
This first novel is intelligent, funny, serious, and sweet; a winning combination of acerbic commentary, innocence, and sober vision... Hilarious, lyrical, and compassionate, this is, literarily and emotionally, deeply satisfying.
The Horn Book
Rosoff’s narrative poise makes this a book for all ages.....A daring, wise, and sensitive look at the complexities of being young in a world teetering on chaos, Rosoff’s poignant exploration of perseverance in the face of the unknown is a timely lesson for us all.
People Magazine
Connection
Have students have book discussion about the following topics.
· Cultural difference
· Taboos about relationships
· Wars in England
Have students draw, make a model of design on computer or animate the utopic farm.
Fill the gap about what happened to Edmond.
Learn about English life during World War II.
Monday, July 27, 2009
Genre 5 The Game of Silence - Louise Erdrich
THE GAME OF SILENCE
written by Louise Erdrich
HarperCollins
ISBN: 0060297891
This book is about an Indian girl named Omakaya as she goes about her daily activities of chores and experiencing her daily tribulations. As she sees another Indian Tribe enter their village, she realizes that changes are about to happen. As she thinks, “Why have these people come to our village?”She experienced dreams that she could not understand what they meant but knew that things would be different and as she tries to tell her grandmother about her dreams, she learns that she must be left in the woods to fast and have the spirit guide her into understanding her dreams as this would be her gift. It is a story of her, her family and her people, as they struggles to understand why the white man must take their land, leaving them to search for another place to live.
Analysis
The setting of this story takes place in 1850, by Lake Superior. It is well researched that the fact are delicately interwoven into the story, as the events are told by Omakaya’s point of view. As the story unfurls and the Ojibwa children are at play, readers will be able to relate with the pranks they play on each other. The authenticity of the facts makes the story enjoyable to read, as Erdrich paints vivid pictures of what is happening in each chapter; the Canoemaker: when her father Deydey and the old woman, Old Tallow needed a special kind of root to sew the sides of the canoe Erdrich writes:
“When he found the right jack-pine tree, Father offered a little tobacco, with thanks. Then he began to dig in the shade of the pine with Nokomis’s (her grandmother) iron hoe-the one she was proud of and guarded jealously. The roots followed the shape and direction of the tree branches, only they went under the ground. He lifted the roots up with his hands and a sharpened stick. When he had a nice long length, Father used his sharp hatchet to chop off the root. He took only a few roots from each tress so as not to hurt the tree.”
This makes one have the sense of actually watching the process. Erdrich's style of writing captures the dialect of the Ojibwa people in their names and as they converse with other Indian people. The theme becomes evident as the story develops showing love of family
( “Ombay,” said Nokomis to her now. Omakayas stood up and Nokomis, her grandmother, held out the blanket. Omkayas walked into it and put her face against the silky fur. “There will be plenty of time to enjoy this girt,” said Nokomis. “For now, roll it up and put it in your sleeping corner. I need your help in the words. Let’s go.”) the commitment of the people with each other, Omakaya’s having to except her gift of dreams, and excepting her place among the tribe. A glossary is included at the end of the book which is very helpful.
Reviews
....” Older and more insightful, Omakayas begins to understand the elements of life more fully as she accepts her gift of telling dreams. Changes are coming to the Ojibwa people and she struggles to deal with all that she is experiencing and her dreams foretell....The action is somewhat slow, but Erdrich's captivating tale of four seasons portrays a deep appreciation of our environment, our history, and our Native American sisters and brothers.”
School Library Journal
.... Readers familiar with the first book will welcome the return of several richly drawn nonreverential characters, including Omakayas' pesky brother, her irritable mom, and her bold, tough mentor, Old Tallow. As Erdrich said in the Booklist Story Behind the Story, "Little House on the Lake" [BKL Ap 1 99], about The Birchbark House, her research into her ancestors revealed the horrifying history and also a culture rich, funny, and warm. In this heartrending novel the sense of what was lost is overwhelming.
Booklist
"Full of humor, richness and heart." -- Wisconsin State Journal
"Memorable." -- Chicago Tribune
Connections
- Have the students discuss how culture affects perspectives in literature and analyze
Indian literature to identify and compare common human experiences within and
between cultures.
- Have the class discuss the oral tradition of Indian people. Their way of handing down
history, stories of events and lessons on life was through storytelling. Traditionally,
storytelling takes place in the wintertime.
- For each piece of Indian literature used, have the students discuss what tribe is
presented and locate the tribe on a map.
Make a report on how to make a Birchbark House, a canoe, how the Indians of that tribe fished or hunted for food, collected water.
Find Indian Folklore and tell the story using the Brown Paper Bag Guidelines.
written by Louise Erdrich
HarperCollins
ISBN: 0060297891
This book is about an Indian girl named Omakaya as she goes about her daily activities of chores and experiencing her daily tribulations. As she sees another Indian Tribe enter their village, she realizes that changes are about to happen. As she thinks, “Why have these people come to our village?”She experienced dreams that she could not understand what they meant but knew that things would be different and as she tries to tell her grandmother about her dreams, she learns that she must be left in the woods to fast and have the spirit guide her into understanding her dreams as this would be her gift. It is a story of her, her family and her people, as they struggles to understand why the white man must take their land, leaving them to search for another place to live.
Analysis
The setting of this story takes place in 1850, by Lake Superior. It is well researched that the fact are delicately interwoven into the story, as the events are told by Omakaya’s point of view. As the story unfurls and the Ojibwa children are at play, readers will be able to relate with the pranks they play on each other. The authenticity of the facts makes the story enjoyable to read, as Erdrich paints vivid pictures of what is happening in each chapter; the Canoemaker: when her father Deydey and the old woman, Old Tallow needed a special kind of root to sew the sides of the canoe Erdrich writes:
“When he found the right jack-pine tree, Father offered a little tobacco, with thanks. Then he began to dig in the shade of the pine with Nokomis’s (her grandmother) iron hoe-the one she was proud of and guarded jealously. The roots followed the shape and direction of the tree branches, only they went under the ground. He lifted the roots up with his hands and a sharpened stick. When he had a nice long length, Father used his sharp hatchet to chop off the root. He took only a few roots from each tress so as not to hurt the tree.”
This makes one have the sense of actually watching the process. Erdrich's style of writing captures the dialect of the Ojibwa people in their names and as they converse with other Indian people. The theme becomes evident as the story develops showing love of family
( “Ombay,” said Nokomis to her now. Omakayas stood up and Nokomis, her grandmother, held out the blanket. Omkayas walked into it and put her face against the silky fur. “There will be plenty of time to enjoy this girt,” said Nokomis. “For now, roll it up and put it in your sleeping corner. I need your help in the words. Let’s go.”) the commitment of the people with each other, Omakaya’s having to except her gift of dreams, and excepting her place among the tribe. A glossary is included at the end of the book which is very helpful.
Reviews
....” Older and more insightful, Omakayas begins to understand the elements of life more fully as she accepts her gift of telling dreams. Changes are coming to the Ojibwa people and she struggles to deal with all that she is experiencing and her dreams foretell....The action is somewhat slow, but Erdrich's captivating tale of four seasons portrays a deep appreciation of our environment, our history, and our Native American sisters and brothers.”
School Library Journal
.... Readers familiar with the first book will welcome the return of several richly drawn nonreverential characters, including Omakayas' pesky brother, her irritable mom, and her bold, tough mentor, Old Tallow. As Erdrich said in the Booklist Story Behind the Story, "Little House on the Lake" [BKL Ap 1 99], about The Birchbark House, her research into her ancestors revealed the horrifying history and also a culture rich, funny, and warm. In this heartrending novel the sense of what was lost is overwhelming.
Booklist
"Full of humor, richness and heart." -- Wisconsin State Journal
"Memorable." -- Chicago Tribune
Connections
- Have the students discuss how culture affects perspectives in literature and analyze
Indian literature to identify and compare common human experiences within and
between cultures.
- Have the class discuss the oral tradition of Indian people. Their way of handing down
history, stories of events and lessons on life was through storytelling. Traditionally,
storytelling takes place in the wintertime.
- For each piece of Indian literature used, have the students discuss what tribe is
presented and locate the tribe on a map.
Make a report on how to make a Birchbark House, a canoe, how the Indians of that tribe fished or hunted for food, collected water.
Find Indian Folklore and tell the story using the Brown Paper Bag Guidelines.
Friday, July 24, 2009
Genri 5 - The Fighting Ground by Avi
The Fighting Ground
Written by Avi
New York, N.Y.: Harper Trophy
ISBN:0-06-440185-5
The book tells about a 13 year old boy named Jonathan who has the desire to go into battle and have the same experience as his brother and cousin. The story takes place in 1778 during the Revolutionary War when as Jonathan hears his father and friends talk about “the tyrannical British; their cruel mercenary allies, the German-speaking Hessians; and the hated Tories, those American traitors who had sided with the brutal English king.” Intrigue with the stories he was compelled to find out for himself. Jonathan’s adventure as a volunteer fighter becomes a 24 hour ordeal in which he experiences all different kinds of emotions, fear, anticipation, trust, loyalty, human kindness, and a desire to understand the rigor of fighting. His capture by the Hessians, his escape and then faced with the question of loyalty to the patriots or the human kindness he feels his captors. This experience that Jonathan goes through does not make him a hero or bring him any kind of glory, but it does change his view of the difficult decisions one has to make in these situations.
Analysis
The book is written a historical style novel as it depicts the Revolutionary War of 1778 and the events experienced by the American Volunteers to do their part of fighting their country. Avi writes with such conviction of the historical setting and interweaves the plot, setting and theme in his style of writing. His description of Jonathan’s minute by minute ordeal, the heaviness of the musket he must carry and the conversations that took place as they marched to the place they were to encounter their enemy is so compelling that one feel being there. As Avi writes about the character, Jonathan, being 13 years old, his vulnerability to impulsive decisions he shows him following his desire to fight, disregarding his father’s warning;
“The bell tolled on. Jonathan, stealing glances at his father, touched his fingers to the glossy butt of the gun, liking its burly satin finish.
“Maybe you’d better get back to the house,” his father said. “Could be someone’s come on through with news. I’d need to know.”
Jonathan sprang up. Too fast.
“Jonathan!” his father cried. Grabbed by his father’s voice, Jonathan stood where he was.
“Don’t you – by God- don’t you go beyond!”.
His mother also warning him to go and find out what was happening she says;
“Just find out!” she called after him. “Then come on right back! You hear?”
Once at the tavern he is taken up by his impulse to go as others are volunteering and when the tavern keeper as him; “Going, are you?” the tavern keeper said before Jonathan could speak.
“Yes, sir.”
The dialogue embodied in the story makes it come to live and the sense of that era.
Avi writing Jonathan’s 24 hour experience through his eyes and his feelings made it more real. An enjoyable book to read.
Reviews
The compelling story of a young boy's first encounter with war and how it changes him.
Publishers Weekly
“Avi has accomplished his intent: to have readers experience, minute by minute, what it’s like to be involved in war.”
School Library Journal
“A small stunner.”
Bulletin of the Center for Children’s Books
Connection
Ideas for Reports and Papers
1. Research and report on the role of mercenary soldiers in the Revolutionary War.
2. During the Revolutionary War, minutemen were American civilians who agreed to be prepared to fight on one minute's notice. Research and report on the minutemen's role in the war.
3. Though more sophisticated than The Fighting Ground, Stephen Crane's Red Badge of Courage presents similar themes and incorporates similar techniques. Read Crane's work and compare it to Avi's novel in terms of literary techniques and the protagonists' experiences.
http://www.easyfunschool.com/article1076.htm
However, there are several activities that could work with the unit study approach, or just as activities for extending the book.
1. Library Resources: Add videotapes about the American Revolution that include the actual sounds of canon and musket fire on them. This will help the reader understand about all the sensory input that a soldier deals with during battle. How confusing and frightening it can be.
2. Field Trip Idea: Attend a battle re-enactment. These, even better than video, illustrate what Jonathon would have been going through. The canon and musket fire is very loud even though they use “fake” bullets. The smell of the gunpowder is also very potent.
3. One of the first ideas that comes up in the book is the idea of obeying your parents. Jonathon really wanted to be a soldier and he heard the tavern bell, but his parents had other ideas. You could cover the proverb “Obey your parents” and the consequences if you don’t.
4. Writing Activity: The Fighting Ground is written as an hour-by-hour chronicle. Have the children keep an hour-by-hour account of one of their own days. It could be for that day, or it could be memories from a special occasion. After it has been written, see if it recreates the memories of that day for you. Does it feel like you are actually re-experiencing the day. If not, give them the opportunity to had more description and personal observations.
5. Geography: The Fighting Gourd took place in New Jersey. Jonathon mentioned several places during the book. Take a detailed map of New Jersey and see if you can locate the places he named.
6. Geography/History: The activity in number five can be expounded on by studying the state of New Jersey and in particular about the state’s colonial period and any contribution it made to the American Revolution.
7. History: Who were the Hessians that were battling the patriots? What are mercenaries? What does mercenary mean?
8. Art: Jonathon describes the Hessian uniform in the book. Recreate what a Hessian uniform looked like and what color it was based on Jonathon’s description.
9. Writing Activity: Before reading the book, have the child write an essay on what they think of war and set it aside. After their essay have them write another essay on their feelings about war. Did the book change their feelings? In the second essay did they use the book to illustrate their feelings if they didn’t change?
10. What is a dialogue? Write a dialogue between two people, any two people, for practice. Then, once you get the concept, write an original dialogue between two characters in the book, perhaps two that didn’t meet in the book at all but were still part of the story.
11. The house Jonathon and the Hessians stayed in was a Swedish-style house. Draw a floor plan of the house as it was described in the book.
12. The Swedish-style house became the popular “log cabin” prevalent in colonial and pioneer eras of the USA. Make a three dimensional replica of a log cabin using whatever materials you have at hand. Even rolled newspapers can be used and then painted brown to look like wood.
13. Biographical reading: Additional reading can be accomplished by reading biographies of real life figures during the American Revolution. At the end of this article is a list of people you could chose from.
14. Physical Education: The musket that Jonathon carried weighed about 12 pounds. The longer he carried it the heavier it got. How long can you carry something that weighs 12 pounds before it gets to feel heavy?
15. Home Ec: Make Johnny cake. Its basically just your standard cornbread recipe fried up in a skillet like pancakes instead of baked in an oven. This is still a very popular bread in the south.
Teaching Ideas
(1) "Letters Home" After watching the movie Johnny Tremain, the students will write letters to their family, in the voice of Johnny. The students will describe the events they witnessed and experienced during the Revolutionary War.
(2) "Common Fears" Students create a survey to find out the most common everyday fears children face. The students distribute their surveys to other classrooms. When the surveys are complete, the students compile the results and create a graph of their data. The teacher will display the graphs to promote discussions about fears and courage. [Adapted from "Toliver's Secret" by Michael Foster in The Mailbox Bookbag. Greensboro, NC: The Education Center, Inc. October/November 2001, p. 37.]
(3)"Military Perspectives" Students will create a venn-diagram to illustrate similarities and differences between American and British soldiers. The students will use the following Web site as a resource for this activity: http://www.pbs.org/ktca/liberty/perspectives_military.html
(4) “Vocabulary” The vocabulary words can be added to the list or delete words according to your students’ needs. Page references are should be provided. When working with groups, you might encourage students to use context clues as well as picture clues where relevant for word meanings before using a dictionary, or integrate the words into your vocabulary program.
Written by Avi
New York, N.Y.: Harper Trophy
ISBN:0-06-440185-5
The book tells about a 13 year old boy named Jonathan who has the desire to go into battle and have the same experience as his brother and cousin. The story takes place in 1778 during the Revolutionary War when as Jonathan hears his father and friends talk about “the tyrannical British; their cruel mercenary allies, the German-speaking Hessians; and the hated Tories, those American traitors who had sided with the brutal English king.” Intrigue with the stories he was compelled to find out for himself. Jonathan’s adventure as a volunteer fighter becomes a 24 hour ordeal in which he experiences all different kinds of emotions, fear, anticipation, trust, loyalty, human kindness, and a desire to understand the rigor of fighting. His capture by the Hessians, his escape and then faced with the question of loyalty to the patriots or the human kindness he feels his captors. This experience that Jonathan goes through does not make him a hero or bring him any kind of glory, but it does change his view of the difficult decisions one has to make in these situations.
Analysis
The book is written a historical style novel as it depicts the Revolutionary War of 1778 and the events experienced by the American Volunteers to do their part of fighting their country. Avi writes with such conviction of the historical setting and interweaves the plot, setting and theme in his style of writing. His description of Jonathan’s minute by minute ordeal, the heaviness of the musket he must carry and the conversations that took place as they marched to the place they were to encounter their enemy is so compelling that one feel being there. As Avi writes about the character, Jonathan, being 13 years old, his vulnerability to impulsive decisions he shows him following his desire to fight, disregarding his father’s warning;
“The bell tolled on. Jonathan, stealing glances at his father, touched his fingers to the glossy butt of the gun, liking its burly satin finish.
“Maybe you’d better get back to the house,” his father said. “Could be someone’s come on through with news. I’d need to know.”
Jonathan sprang up. Too fast.
“Jonathan!” his father cried. Grabbed by his father’s voice, Jonathan stood where he was.
“Don’t you – by God- don’t you go beyond!”.
His mother also warning him to go and find out what was happening she says;
“Just find out!” she called after him. “Then come on right back! You hear?”
Once at the tavern he is taken up by his impulse to go as others are volunteering and when the tavern keeper as him; “Going, are you?” the tavern keeper said before Jonathan could speak.
“Yes, sir.”
The dialogue embodied in the story makes it come to live and the sense of that era.
Avi writing Jonathan’s 24 hour experience through his eyes and his feelings made it more real. An enjoyable book to read.
Reviews
The compelling story of a young boy's first encounter with war and how it changes him.
Publishers Weekly
“Avi has accomplished his intent: to have readers experience, minute by minute, what it’s like to be involved in war.”
School Library Journal
“A small stunner.”
Bulletin of the Center for Children’s Books
Connection
Ideas for Reports and Papers
1. Research and report on the role of mercenary soldiers in the Revolutionary War.
2. During the Revolutionary War, minutemen were American civilians who agreed to be prepared to fight on one minute's notice. Research and report on the minutemen's role in the war.
3. Though more sophisticated than The Fighting Ground, Stephen Crane's Red Badge of Courage presents similar themes and incorporates similar techniques. Read Crane's work and compare it to Avi's novel in terms of literary techniques and the protagonists' experiences.
http://www.easyfunschool.com/article1076.htm
However, there are several activities that could work with the unit study approach, or just as activities for extending the book.
1. Library Resources: Add videotapes about the American Revolution that include the actual sounds of canon and musket fire on them. This will help the reader understand about all the sensory input that a soldier deals with during battle. How confusing and frightening it can be.
2. Field Trip Idea: Attend a battle re-enactment. These, even better than video, illustrate what Jonathon would have been going through. The canon and musket fire is very loud even though they use “fake” bullets. The smell of the gunpowder is also very potent.
3. One of the first ideas that comes up in the book is the idea of obeying your parents. Jonathon really wanted to be a soldier and he heard the tavern bell, but his parents had other ideas. You could cover the proverb “Obey your parents” and the consequences if you don’t.
4. Writing Activity: The Fighting Ground is written as an hour-by-hour chronicle. Have the children keep an hour-by-hour account of one of their own days. It could be for that day, or it could be memories from a special occasion. After it has been written, see if it recreates the memories of that day for you. Does it feel like you are actually re-experiencing the day. If not, give them the opportunity to had more description and personal observations.
5. Geography: The Fighting Gourd took place in New Jersey. Jonathon mentioned several places during the book. Take a detailed map of New Jersey and see if you can locate the places he named.
6. Geography/History: The activity in number five can be expounded on by studying the state of New Jersey and in particular about the state’s colonial period and any contribution it made to the American Revolution.
7. History: Who were the Hessians that were battling the patriots? What are mercenaries? What does mercenary mean?
8. Art: Jonathon describes the Hessian uniform in the book. Recreate what a Hessian uniform looked like and what color it was based on Jonathon’s description.
9. Writing Activity: Before reading the book, have the child write an essay on what they think of war and set it aside. After their essay have them write another essay on their feelings about war. Did the book change their feelings? In the second essay did they use the book to illustrate their feelings if they didn’t change?
10. What is a dialogue? Write a dialogue between two people, any two people, for practice. Then, once you get the concept, write an original dialogue between two characters in the book, perhaps two that didn’t meet in the book at all but were still part of the story.
11. The house Jonathon and the Hessians stayed in was a Swedish-style house. Draw a floor plan of the house as it was described in the book.
12. The Swedish-style house became the popular “log cabin” prevalent in colonial and pioneer eras of the USA. Make a three dimensional replica of a log cabin using whatever materials you have at hand. Even rolled newspapers can be used and then painted brown to look like wood.
13. Biographical reading: Additional reading can be accomplished by reading biographies of real life figures during the American Revolution. At the end of this article is a list of people you could chose from.
14. Physical Education: The musket that Jonathon carried weighed about 12 pounds. The longer he carried it the heavier it got. How long can you carry something that weighs 12 pounds before it gets to feel heavy?
15. Home Ec: Make Johnny cake. Its basically just your standard cornbread recipe fried up in a skillet like pancakes instead of baked in an oven. This is still a very popular bread in the south.
Teaching Ideas
(1) "Letters Home" After watching the movie Johnny Tremain, the students will write letters to their family, in the voice of Johnny. The students will describe the events they witnessed and experienced during the Revolutionary War.
(2) "Common Fears" Students create a survey to find out the most common everyday fears children face. The students distribute their surveys to other classrooms. When the surveys are complete, the students compile the results and create a graph of their data. The teacher will display the graphs to promote discussions about fears and courage. [Adapted from "Toliver's Secret" by Michael Foster in The Mailbox Bookbag. Greensboro, NC: The Education Center, Inc. October/November 2001, p. 37.]
(3)"Military Perspectives" Students will create a venn-diagram to illustrate similarities and differences between American and British soldiers. The students will use the following Web site as a resource for this activity: http://www.pbs.org/ktca/liberty/perspectives_military.html
(4) “Vocabulary” The vocabulary words can be added to the list or delete words according to your students’ needs. Page references are should be provided. When working with groups, you might encourage students to use context clues as well as picture clues where relevant for word meanings before using a dictionary, or integrate the words into your vocabulary program.
Genre 5 JIP - Historical Fiction
JIP
Written by Katherine Paterson
New York, N.Y.: Puffins Books
ISBN: 0-14-038674-2
It is about a boy who after several years of helping out in the poor farm, which happens to be the only home he knows, begins to question where he came from. It is during this time that events begin to happen to change for Jip. His desire to find out who his mother was and how he ended up in the poor farm. His friendship with the town lunatic, who was caged up and ends up at the poor farm with Jip and the caretaker shows a touch of human kindness. The lunatic, Put, begins to educate Jip of worldly things. Jip realizes the importance of learning, but is afraid of letting others know he can read. At this time in history, the poor and the slaves were not given the same opportunity to be schooled. Strangers come into town asking question of Jip and it is then that the teacher in school takes an interest in Jip’s welfare. When the strangers beginning to ask question in town, they feel that they have found the boy of the slave girl. The strangers make haste to capture the boy and to receive the reward for his capture. The teacher gives Jip a note to get help from the Stevens. Jip’s loyalty to Put (the man that became Jip’s friend) shows as he includes Put in his plan to escape without thinking of being caught. Eventually they both go on the journey, meet trouble along the way and Jip gets caught. Caught and feeling depressed because his friend Put was shot, while sitting in jail, he tries to think what would Put want him to do. Escape to freedom was the key and Jip managed to break out of jail and use the underground railroad to reach Canada.
Analysis
The books depicts the mid 19th century life of 1895 and 1987 of the residents in Vermont. In the story the boy Jip lives on a poor farm, during this time period this was a very common practice. All orphans and or lunatics were sent off to a farm to be treated as best that the caretaker could. Use them as laborers or hired out to people. The description of the living quarters and Jip’s daily routine are so vivid that you can picture yourself being there. The theme and style are brought together as the dialogue between other tenants at the poor farm and Jip makes it more realistic. It gives you enough factual information to know to let you know what was going on. The historical documentation in the acknowledgments helps to set up and to understand the historical accuracy of the story. The facts and events are authentic in the story as during this time of history slavery was a big issue, right along with the slaves running away from their masters to obtain freedom. The Underground Railroad and other sympathy fighters provided passage to many slaves to escape to Canada.
Reviews
When an aged lunatic named Putnam arrives at a poorhouse farm in rural Vermont in 1855, he is treated as little more than a beast by everyone except the orphan Jip, who himself arrived at the charity orphanage/asylum after being found abandoned by the roadside. Jip and Putnam become friends, then allies of a sort, as Jip struggles to improve his own lot and that of his friend Lucy, the unfortunate daughter of the late town drunk. This historical tale by Katherine Paterson involves its young protagonist in the great 19th century struggle between slave owners and abolitionists while sending him into a test of his own loyalty and courage. Paterson handles weighty issues with grace and verve, and does not shrink from terrible truths in this challenging novel for young readers.
Amazon.com review
Abandoned as an infant, Jip West accepts his grim fate on a Vermont poor farm without question until a series of disturbing events changes his beliefs about himself and the people around him. The turning point occurs when, in the year 1855, Jip (who has a gift for "handling beasts and residents") becomes caretaker of a lunatic brought to the farm. The boy's growing friendship with the mysterious, moody man called Put coincides with Jip's discovery that his mother was a runaway slave. Tension mounts when Jip's biological father, the master of a Southern plantation, arrives to retrieve his "property." Like Paterson's Newbery-winning Bridge to Terabithia and Jacob Have I Loved, this historically accurate story is full of revelations and surprises, one of which is the return appearance of the heroine of Lyddie. While Jip's concerns provide insight into 19th-century society, his yearnings for freedom and knowledge are timeless. The taut, extremely readable narrative and its tender depictions of friendship and loyalty provide first-rate entertainment.
Pulishers Weekly
Paterson's companion novel to Lyddie (Lodestar, 1991) rewards readers with memorable characters and a gripping plot. Jip has been told that he tumbled off the back of a wagon when he was a toddler in 1847. He has been raised on a poor farm in a Vermont town, where he is an indispensable asset to the lazy manager and his equally lazy wife. The boy befriends the newly arrived "lunatic" Put, who is kept imprisoned in a cage because he is subject to violent, self-destructive episodes. Jip's life is quietly circumscribed-until a stranger plants the idea that his father might be searching for him. Although he has long fantasized that a loving parent awaits him, he sees the stranger as an unlikely messenger. His instincts prove correct when the man is revealed to be a slave catcher. Then Jip learns the truth about his past: his mother was a runaway slave. With the help of his teacher, Lyddie Worthen, and her sweetheart, Quaker neighbor Luke Stevens, Jip escapes to Canada, where he is welcomed as a free man into the home of a former slave whom Lyddie helped shelter in the earlier book. Paterson's story resonates with respect for the Vermont landscape and its mid-19th-century residents, with the drama of life during a dark period in our nation's history, and with the human quest for freedom. Fans of the previous book will relish meeting up with Lyddie and Luke again at a somewhat later period in their lives. Readers will be talking and thinking about this book long after they finish the last chapter.?
School Library Journal
Set in the 1850s, this story centers on a boy named for his supposed abandonment by gypsies and for his swarthy complexion. Jip lives on the local poor farm, doing chores and caring for the animals. He befriends a caged lunatic, ``Put''; a menacing stranger appears who inquires about Jip's background and turns the boy's life upside down. As he struggles to find answers, he is given the opportunity to attend school and is befriended by the teacher, whom readers will recognize from Lyddie (1991), and her Quaker sweetheart. Through this friendship, Jip is able to face his ancestry and the fact that he must escape or suffer dire consequences. As usual for Paterson, all the characterizations are penetrating--even the villains are interesting. An epilogue lets readers in on Jip's success in reaching Canada and his decisions as the Civil War begins. Unfortunately, the ending is abrupt: Put is sacrificed, and it is not clear what lesson Jip derives from putting his friend in harm's way. Regardless, this is fine historical fiction.
Kirkus Reviews
Connection
The Underground Railroad
http://www.teachervision.fen.com/slavery-us/activity/4167.html
Grade Levels: 6 - 8
Objectives
·Students will use vocabulary related to the Underground Railroad.
·Students will identify key facts related to the Underground Railroad.
·Students will evaluate their personal responses to the Underground Railroad.
·Students will make a judgment about the morality of the Underground Railroad.
Materials
·The Underground Railroad Worksheet website and follow the directions to take the journey.
·Set aside time for students to gather as a group and share and discuss their activity worksheet responses.
·Challenge the whole group to discuss the moral issues (e.g., right vs. wrong) that the Underground Railroad posed.
Assessment
·Use a checklist to assess students' understanding of the factual, legal, and moral implications of the Underground Railroad. Assign a point value to each item.
·Find a variety of assessment techniques to use with this lesson.
Extension Activities
·Choose from a large collection of cross-curricular activities for all grade levels.
·Explore outstanding lessons and activities in the Black History Month theme.
·Have students use the Internet to select slavery topics they are interested in learning more about. Direct students to work in small groups and conduct panel discussions on the practice of slavery.
·Have students find a timeline showing the order of events in the history of slavery. After studying the timeline, students can write questions about the timeline to quiz each other.
Related Links
·The Underground Railroad Vocabulary
·The Underground Railroad Teacher Checklist
·The Fugitive Slave Act of 1850
·The Underground Railroad Worksheet
·Three Comprehension Tests for To Be a Slave
·More Resources
Written by Katherine Paterson
New York, N.Y.: Puffins Books
ISBN: 0-14-038674-2
It is about a boy who after several years of helping out in the poor farm, which happens to be the only home he knows, begins to question where he came from. It is during this time that events begin to happen to change for Jip. His desire to find out who his mother was and how he ended up in the poor farm. His friendship with the town lunatic, who was caged up and ends up at the poor farm with Jip and the caretaker shows a touch of human kindness. The lunatic, Put, begins to educate Jip of worldly things. Jip realizes the importance of learning, but is afraid of letting others know he can read. At this time in history, the poor and the slaves were not given the same opportunity to be schooled. Strangers come into town asking question of Jip and it is then that the teacher in school takes an interest in Jip’s welfare. When the strangers beginning to ask question in town, they feel that they have found the boy of the slave girl. The strangers make haste to capture the boy and to receive the reward for his capture. The teacher gives Jip a note to get help from the Stevens. Jip’s loyalty to Put (the man that became Jip’s friend) shows as he includes Put in his plan to escape without thinking of being caught. Eventually they both go on the journey, meet trouble along the way and Jip gets caught. Caught and feeling depressed because his friend Put was shot, while sitting in jail, he tries to think what would Put want him to do. Escape to freedom was the key and Jip managed to break out of jail and use the underground railroad to reach Canada.
Analysis
The books depicts the mid 19th century life of 1895 and 1987 of the residents in Vermont. In the story the boy Jip lives on a poor farm, during this time period this was a very common practice. All orphans and or lunatics were sent off to a farm to be treated as best that the caretaker could. Use them as laborers or hired out to people. The description of the living quarters and Jip’s daily routine are so vivid that you can picture yourself being there. The theme and style are brought together as the dialogue between other tenants at the poor farm and Jip makes it more realistic. It gives you enough factual information to know to let you know what was going on. The historical documentation in the acknowledgments helps to set up and to understand the historical accuracy of the story. The facts and events are authentic in the story as during this time of history slavery was a big issue, right along with the slaves running away from their masters to obtain freedom. The Underground Railroad and other sympathy fighters provided passage to many slaves to escape to Canada.
Reviews
When an aged lunatic named Putnam arrives at a poorhouse farm in rural Vermont in 1855, he is treated as little more than a beast by everyone except the orphan Jip, who himself arrived at the charity orphanage/asylum after being found abandoned by the roadside. Jip and Putnam become friends, then allies of a sort, as Jip struggles to improve his own lot and that of his friend Lucy, the unfortunate daughter of the late town drunk. This historical tale by Katherine Paterson involves its young protagonist in the great 19th century struggle between slave owners and abolitionists while sending him into a test of his own loyalty and courage. Paterson handles weighty issues with grace and verve, and does not shrink from terrible truths in this challenging novel for young readers.
Amazon.com review
Abandoned as an infant, Jip West accepts his grim fate on a Vermont poor farm without question until a series of disturbing events changes his beliefs about himself and the people around him. The turning point occurs when, in the year 1855, Jip (who has a gift for "handling beasts and residents") becomes caretaker of a lunatic brought to the farm. The boy's growing friendship with the mysterious, moody man called Put coincides with Jip's discovery that his mother was a runaway slave. Tension mounts when Jip's biological father, the master of a Southern plantation, arrives to retrieve his "property." Like Paterson's Newbery-winning Bridge to Terabithia and Jacob Have I Loved, this historically accurate story is full of revelations and surprises, one of which is the return appearance of the heroine of Lyddie. While Jip's concerns provide insight into 19th-century society, his yearnings for freedom and knowledge are timeless. The taut, extremely readable narrative and its tender depictions of friendship and loyalty provide first-rate entertainment.
Pulishers Weekly
Paterson's companion novel to Lyddie (Lodestar, 1991) rewards readers with memorable characters and a gripping plot. Jip has been told that he tumbled off the back of a wagon when he was a toddler in 1847. He has been raised on a poor farm in a Vermont town, where he is an indispensable asset to the lazy manager and his equally lazy wife. The boy befriends the newly arrived "lunatic" Put, who is kept imprisoned in a cage because he is subject to violent, self-destructive episodes. Jip's life is quietly circumscribed-until a stranger plants the idea that his father might be searching for him. Although he has long fantasized that a loving parent awaits him, he sees the stranger as an unlikely messenger. His instincts prove correct when the man is revealed to be a slave catcher. Then Jip learns the truth about his past: his mother was a runaway slave. With the help of his teacher, Lyddie Worthen, and her sweetheart, Quaker neighbor Luke Stevens, Jip escapes to Canada, where he is welcomed as a free man into the home of a former slave whom Lyddie helped shelter in the earlier book. Paterson's story resonates with respect for the Vermont landscape and its mid-19th-century residents, with the drama of life during a dark period in our nation's history, and with the human quest for freedom. Fans of the previous book will relish meeting up with Lyddie and Luke again at a somewhat later period in their lives. Readers will be talking and thinking about this book long after they finish the last chapter.?
School Library Journal
Set in the 1850s, this story centers on a boy named for his supposed abandonment by gypsies and for his swarthy complexion. Jip lives on the local poor farm, doing chores and caring for the animals. He befriends a caged lunatic, ``Put''; a menacing stranger appears who inquires about Jip's background and turns the boy's life upside down. As he struggles to find answers, he is given the opportunity to attend school and is befriended by the teacher, whom readers will recognize from Lyddie (1991), and her Quaker sweetheart. Through this friendship, Jip is able to face his ancestry and the fact that he must escape or suffer dire consequences. As usual for Paterson, all the characterizations are penetrating--even the villains are interesting. An epilogue lets readers in on Jip's success in reaching Canada and his decisions as the Civil War begins. Unfortunately, the ending is abrupt: Put is sacrificed, and it is not clear what lesson Jip derives from putting his friend in harm's way. Regardless, this is fine historical fiction.
Kirkus Reviews
Connection
The Underground Railroad
http://www.teachervision.fen.com/slavery-us/activity/4167.html
Grade Levels: 6 - 8
Objectives
·Students will use vocabulary related to the Underground Railroad.
·Students will identify key facts related to the Underground Railroad.
·Students will evaluate their personal responses to the Underground Railroad.
·Students will make a judgment about the morality of the Underground Railroad.
Materials
·The Underground Railroad Worksheet website and follow the directions to take the journey.
·Set aside time for students to gather as a group and share and discuss their activity worksheet responses.
·Challenge the whole group to discuss the moral issues (e.g., right vs. wrong) that the Underground Railroad posed.
Assessment
·Use a checklist to assess students' understanding of the factual, legal, and moral implications of the Underground Railroad. Assign a point value to each item.
·Find a variety of assessment techniques to use with this lesson.
Extension Activities
·Choose from a large collection of cross-curricular activities for all grade levels.
·Explore outstanding lessons and activities in the Black History Month theme.
·Have students use the Internet to select slavery topics they are interested in learning more about. Direct students to work in small groups and conduct panel discussions on the practice of slavery.
·Have students find a timeline showing the order of events in the history of slavery. After studying the timeline, students can write questions about the timeline to quiz each other.
Related Links
·The Underground Railroad Vocabulary
·The Underground Railroad Teacher Checklist
·The Fugitive Slave Act of 1850
·The Underground Railroad Worksheet
·Three Comprehension Tests for To Be a Slave
·More Resources
Wednesday, July 1, 2009
Genre 4 Nonfiction and Bio Simon
Animals Nobody Loves
Written by Seymour Simon - 2001
New York, N.Y.: Sea Star Books
ISBN: 1587171554
ISBN-13: 9781587171550
Up close and personal is how this book is written. Simon’s photos are vivid and in full colore that you can see the animal staring back at you. Myths are dispelled and the facts are presented in an easy to read fashion. It has just enough facts to keep you searching for more answers.
Analysis
This book has 26 photos of creatures that one would consider scary, but Simon writes with precise and factual style that it makes readers to continue to want to read. The fact as to why, the Gila Monster is called a monster, is fascinating, it is called monster because of its terrible poisonous bite, not its size. The word monster, reminds me of a big animal, but this is not so of the Gila Monster. The facts that Simon presents on Rats is interesting, you might have to go live on top of ice covered mountains to be rat free.
Whether these animals are dangerous or not, readers will enjoy looking at the pictures. By using full page colored photos, the book becomes appealing, attractive and very inviting. If there were any myths about one of these animals, the facts presented will surely straighten thing out. It is a very easy to read informational book.
Reviews
”The photos (and even the text) won't do much to change the reputation of animals such as the vulture and the rat, but there's no denying they'll draw a crowd and a chorus of "Gross." The pictures are fine, large, and in full color, as fascinating as they are repulsive and scary: the yawning jaws of a shark; a hyena consuming bloody food; a wasp enlarged bigger than a human fist, stinging a grasshopper. Simon puts forward some interesting facts and dispels a few myths about these 20 unlovable subjects, but report writers won't find enough material here, nor are there notes to lead curious kids on to more information. There's no question this will look great on display, but it will serve kids best when it's presented with more fact-rich natural histories.”
Booklist
In an introduction to twenty animals with bad reputations, Seymour Simon asks readers to examine our prejudices and biases. You may never love a rattlesnake or a cockroach but perhaps you can understand and appreciate them for what they are. Simon's short takes on bats, octopuses, spiders, hyenas, fire ants and the like consist of two or three paragraphs about appearances, behaviors, habitats, reasons for the bad reputations and some facts or anecdotes. Simon does not follow any format but comments about aspects that interest him, which provides the reader with interesting facts but not enough information for use in report writing. Photographs are dramatic and appropriately gory when discussing buzzards or hyenas, for instance, and are clear in color and well focused. Occasionally one wishes for a label—is that a black widow spider or some other? What kind of bat is it that can carry off a mouse? These quibbles aside, Simon's book will feed some fears and allay others—yes, piranhas can strip a body in seconds, says Simon—and may spur children to seek further information. There is no index or endmatter to support the learner but the ending question asks readers if they've changed their minds about any animals as a result of this information and why—a good discussion starter and one worthy of continued consideration.
Children’s Literature
Prolific science-writer Simon provides a brief portrait of 24 animals he says nobody loves, noting in his introduction: "You may never love a rattlesnake, a cockroach, or an octopus-but this book may help you begin to understand and respect them for what they are." Included are the shark, bat, grizzly bear, cobra, spider, cockroach, piranha, and 14 other animals. Each gets a double-paged spread and a glossy, full-color photograph. The text provides odd facts and brief information, though without sources. For example, "In India, alone, cobras are reported to kill thousands of people each year, more than sharks all over the world do in fifty years." Or in discussing the vulture's powerful eyesight: "They can sometimes spot a dying animal forty miles away." Sometimes he gives advice: "If the bear is close or does see you, remain calm. Do not run. Instead, stand tall or back away slowly and wave your hands and speak loudly." Despite his introduction, Simon seldom notes the value of these disliked animals. For example, vultures and hyenas are extremely useful decomposers. While the eyeballs-to-eyeballs cover of a tarantula in full color will keep readers reaching for the title, it is useful for browsing rather than research.
Kirkus
Connection
Have students put the animal in categories.
Have students draw their favorite animal from the book.
Haves students find other books of similar topics.
Written by Seymour Simon - 2001
New York, N.Y.: Sea Star Books
ISBN: 1587171554
ISBN-13: 9781587171550
Up close and personal is how this book is written. Simon’s photos are vivid and in full colore that you can see the animal staring back at you. Myths are dispelled and the facts are presented in an easy to read fashion. It has just enough facts to keep you searching for more answers.
Analysis
This book has 26 photos of creatures that one would consider scary, but Simon writes with precise and factual style that it makes readers to continue to want to read. The fact as to why, the Gila Monster is called a monster, is fascinating, it is called monster because of its terrible poisonous bite, not its size. The word monster, reminds me of a big animal, but this is not so of the Gila Monster. The facts that Simon presents on Rats is interesting, you might have to go live on top of ice covered mountains to be rat free.
Whether these animals are dangerous or not, readers will enjoy looking at the pictures. By using full page colored photos, the book becomes appealing, attractive and very inviting. If there were any myths about one of these animals, the facts presented will surely straighten thing out. It is a very easy to read informational book.
Reviews
”The photos (and even the text) won't do much to change the reputation of animals such as the vulture and the rat, but there's no denying they'll draw a crowd and a chorus of "Gross." The pictures are fine, large, and in full color, as fascinating as they are repulsive and scary: the yawning jaws of a shark; a hyena consuming bloody food; a wasp enlarged bigger than a human fist, stinging a grasshopper. Simon puts forward some interesting facts and dispels a few myths about these 20 unlovable subjects, but report writers won't find enough material here, nor are there notes to lead curious kids on to more information. There's no question this will look great on display, but it will serve kids best when it's presented with more fact-rich natural histories.”
Booklist
In an introduction to twenty animals with bad reputations, Seymour Simon asks readers to examine our prejudices and biases. You may never love a rattlesnake or a cockroach but perhaps you can understand and appreciate them for what they are. Simon's short takes on bats, octopuses, spiders, hyenas, fire ants and the like consist of two or three paragraphs about appearances, behaviors, habitats, reasons for the bad reputations and some facts or anecdotes. Simon does not follow any format but comments about aspects that interest him, which provides the reader with interesting facts but not enough information for use in report writing. Photographs are dramatic and appropriately gory when discussing buzzards or hyenas, for instance, and are clear in color and well focused. Occasionally one wishes for a label—is that a black widow spider or some other? What kind of bat is it that can carry off a mouse? These quibbles aside, Simon's book will feed some fears and allay others—yes, piranhas can strip a body in seconds, says Simon—and may spur children to seek further information. There is no index or endmatter to support the learner but the ending question asks readers if they've changed their minds about any animals as a result of this information and why—a good discussion starter and one worthy of continued consideration.
Children’s Literature
Prolific science-writer Simon provides a brief portrait of 24 animals he says nobody loves, noting in his introduction: "You may never love a rattlesnake, a cockroach, or an octopus-but this book may help you begin to understand and respect them for what they are." Included are the shark, bat, grizzly bear, cobra, spider, cockroach, piranha, and 14 other animals. Each gets a double-paged spread and a glossy, full-color photograph. The text provides odd facts and brief information, though without sources. For example, "In India, alone, cobras are reported to kill thousands of people each year, more than sharks all over the world do in fifty years." Or in discussing the vulture's powerful eyesight: "They can sometimes spot a dying animal forty miles away." Sometimes he gives advice: "If the bear is close or does see you, remain calm. Do not run. Instead, stand tall or back away slowly and wave your hands and speak loudly." Despite his introduction, Simon seldom notes the value of these disliked animals. For example, vultures and hyenas are extremely useful decomposers. While the eyeballs-to-eyeballs cover of a tarantula in full color will keep readers reaching for the title, it is useful for browsing rather than research.
Kirkus
Connection
Have students put the animal in categories.
Have students draw their favorite animal from the book.
Haves students find other books of similar topics.
Genre 4 Nonfiction and Bio Freedman
Lincoln- A Photobiography
by Russell Freedman – 1987
New York, N.Y.: Clarion Books
ISBN 0-89919-380-3
This book take you on a journey of Lincoln’s life, his childhood, his education, his job ventures, his political adventures and struggles which led him to become the sixteenth president of the United States. You get to know why he was called Honest Abe and why the people loved him so. The book touches the main issues he had to face as he explores the opportunities that made him the man he became. The book is easy to read and the photos have been placed very strategically as it helps to compliment the writing.
Analysis
Freedman writes this book about Lincoln with great care. He chronologically tells about a farm boy who takes learning seriously and teaches himself to read, ventures off to seek his destiny and becomes one of the greatest presidents of the United States. Freedman’s style of writing shows his passion for his work. He presents the facts in a very interesting way that you feel you know Lincoln by his choice of words. The fact that Lincoln did not like the nickname Abe was something I did not know. The many facts that Freedman presented in the book about Lincoln will keep anyone reading. The photo he used and artwork all compliment his telling to the story makes you think it belongs there. Readers will enjoy knowing personal facts about this president, that he did get into a few scuffles by hand wrestling, chopping wood with his axe in competition and that he showed his love of reading books.
At the end of the book, Freedman’s synapses of Lincoln’s footsteps, and other books about Lincoln are good information to extent the reading. It is an easy read and the students will be able to make connections with Lincoln’s antics.
Reviews
Relying on the recent scholarly biographies that have argued that many famous Abraham Lincoln stories are myths, Freedman carefully introduces a more realistic portrait than is usually found in juvenile biographies. The well-loved tales of Abe (a nickname he hated) courting Anne Rutledge, splitting rails in New Salem, or walking miles to obtain books are put into perspective with a few sentences.
Lincoln comes alive as a conscientious lawyer who put clients at ease with stories but was a hopeless slob with files and papers. Freedman also offers a concise but excellent picture of Lincoln's struggle with the ethics and the politics of slavery, as well as his frustrating search for the right general to lead the Union troops. The 90 black-and-white photographs are highlighted by fine book design and by Freedman's comments about the nature of photography in the mid-1800's. While the photographs contribute much, it is Freedman's talent for putting the right details in uncomplicated prose that provides a very sharp focus for this Lincoln portrait. Appendixes include Lincoln quotes from 1832-1865, a description of Lincoln sites, notes on materials consulted, and an index. This is a necessary purchase for all collections--and an opportunity for librarians to scrutinize earlier biographies on Lincoln that have long occupied their shelves.
Kirkus
This work is perhaps the most complete and enjoyable children's book ever written about one of the nation's most fascinating and important figures, Abraham Lincoln. Russell Freedman covers Lincoln's life and career in a balanced treatment that is enhanced by period photographs and drawings. The book won the Newbery Medal, the Jefferson Cup Award and the Golden Kite Honor Book Award, and earned a citation as School Library Journal Best Book of the Year.
Amazon.com
This Newbery Award-winning study of our 16th president is highly readable and meticulously organized. In a boxed review, PW hailed it as a "superb, encompassing account" of "an intriguing, recognizable human being ambitious but modest, folksy, sensible and witty, a doting parent, a determined and compassionate leader.
Publishers Weekly
Grade 5 Up Few, if any, of the many books written for children about Lincoln can compare with Freedman's contribution. More than 80 photographs and prints illustrate the crisp and informative text. The pictures have been well-placed to coordinate with the text; captions have been written with care as well. While many of the photographs are well-known, many less familiar pictures are also included. Freedman begins by contrasting the Lincoln of legend to the Lincoln of fact. His childhood, self-education, early business ventures, and entry into politics comprise the first half of the book, with the rest of the text covering his presidency and assassination. Freedman's extensive research is apparent in the liberal use he makes of quotations from original sources (letters, contemporary newspaper articles, etc.). Freedman makes clear the controversy and vilification that Lincoln engendered and endured during his presidency. A listing of historic sites open to the public and a sampler of wise and witty excerpts from Lincoln's writings complete the book. Well-organized and well-written, this is an outstanding example of what (juvenile) biography can be. Like Lincoln himself, it stands head and shoulders above its competition.
School Library Journal
"A realistic, perceptive, and unromanticized photobiography of Lincoln, including a sampler of quotations from his writings and speeches."
Booklist
Connection
This website has some really good ideas like the ones below.
http://www.nlsd.will.k12.il.us/~gfahey/novellist/lincolnphoto.htm
Introduce your new unit about Abraham Lincoln by creating a word web of facts. Have your children brainstorm what they already know and organize their knowledge on a large sheet of butcher paper.
Next, have your class read this book together. Save your discussion about the book until you've finished.
After introducing and reading this book, have your children brainstorm all of the new facts that they've learned about Lincoln from this story. Using a different colored magic marker, add the new facts on the word web. Children enjoy comparing and contrasting which facts they knew initially to those that they discover as the unit progresses. Using different colored magic markers helps the children see their knowledge growing!
by Russell Freedman – 1987
New York, N.Y.: Clarion Books
ISBN 0-89919-380-3
This book take you on a journey of Lincoln’s life, his childhood, his education, his job ventures, his political adventures and struggles which led him to become the sixteenth president of the United States. You get to know why he was called Honest Abe and why the people loved him so. The book touches the main issues he had to face as he explores the opportunities that made him the man he became. The book is easy to read and the photos have been placed very strategically as it helps to compliment the writing.
Analysis
Freedman writes this book about Lincoln with great care. He chronologically tells about a farm boy who takes learning seriously and teaches himself to read, ventures off to seek his destiny and becomes one of the greatest presidents of the United States. Freedman’s style of writing shows his passion for his work. He presents the facts in a very interesting way that you feel you know Lincoln by his choice of words. The fact that Lincoln did not like the nickname Abe was something I did not know. The many facts that Freedman presented in the book about Lincoln will keep anyone reading. The photo he used and artwork all compliment his telling to the story makes you think it belongs there. Readers will enjoy knowing personal facts about this president, that he did get into a few scuffles by hand wrestling, chopping wood with his axe in competition and that he showed his love of reading books.
At the end of the book, Freedman’s synapses of Lincoln’s footsteps, and other books about Lincoln are good information to extent the reading. It is an easy read and the students will be able to make connections with Lincoln’s antics.
Reviews
Relying on the recent scholarly biographies that have argued that many famous Abraham Lincoln stories are myths, Freedman carefully introduces a more realistic portrait than is usually found in juvenile biographies. The well-loved tales of Abe (a nickname he hated) courting Anne Rutledge, splitting rails in New Salem, or walking miles to obtain books are put into perspective with a few sentences.
Lincoln comes alive as a conscientious lawyer who put clients at ease with stories but was a hopeless slob with files and papers. Freedman also offers a concise but excellent picture of Lincoln's struggle with the ethics and the politics of slavery, as well as his frustrating search for the right general to lead the Union troops. The 90 black-and-white photographs are highlighted by fine book design and by Freedman's comments about the nature of photography in the mid-1800's. While the photographs contribute much, it is Freedman's talent for putting the right details in uncomplicated prose that provides a very sharp focus for this Lincoln portrait. Appendixes include Lincoln quotes from 1832-1865, a description of Lincoln sites, notes on materials consulted, and an index. This is a necessary purchase for all collections--and an opportunity for librarians to scrutinize earlier biographies on Lincoln that have long occupied their shelves.
Kirkus
This work is perhaps the most complete and enjoyable children's book ever written about one of the nation's most fascinating and important figures, Abraham Lincoln. Russell Freedman covers Lincoln's life and career in a balanced treatment that is enhanced by period photographs and drawings. The book won the Newbery Medal, the Jefferson Cup Award and the Golden Kite Honor Book Award, and earned a citation as School Library Journal Best Book of the Year.
Amazon.com
This Newbery Award-winning study of our 16th president is highly readable and meticulously organized. In a boxed review, PW hailed it as a "superb, encompassing account" of "an intriguing, recognizable human being ambitious but modest, folksy, sensible and witty, a doting parent, a determined and compassionate leader.
Publishers Weekly
Grade 5 Up Few, if any, of the many books written for children about Lincoln can compare with Freedman's contribution. More than 80 photographs and prints illustrate the crisp and informative text. The pictures have been well-placed to coordinate with the text; captions have been written with care as well. While many of the photographs are well-known, many less familiar pictures are also included. Freedman begins by contrasting the Lincoln of legend to the Lincoln of fact. His childhood, self-education, early business ventures, and entry into politics comprise the first half of the book, with the rest of the text covering his presidency and assassination. Freedman's extensive research is apparent in the liberal use he makes of quotations from original sources (letters, contemporary newspaper articles, etc.). Freedman makes clear the controversy and vilification that Lincoln engendered and endured during his presidency. A listing of historic sites open to the public and a sampler of wise and witty excerpts from Lincoln's writings complete the book. Well-organized and well-written, this is an outstanding example of what (juvenile) biography can be. Like Lincoln himself, it stands head and shoulders above its competition.
School Library Journal
"A realistic, perceptive, and unromanticized photobiography of Lincoln, including a sampler of quotations from his writings and speeches."
Booklist
Connection
This website has some really good ideas like the ones below.
http://www.nlsd.will.k12.il.us/~gfahey/novellist/lincolnphoto.htm
Introduce your new unit about Abraham Lincoln by creating a word web of facts. Have your children brainstorm what they already know and organize their knowledge on a large sheet of butcher paper.
Next, have your class read this book together. Save your discussion about the book until you've finished.
After introducing and reading this book, have your children brainstorm all of the new facts that they've learned about Lincoln from this story. Using a different colored magic marker, add the new facts on the word web. Children enjoy comparing and contrasting which facts they knew initially to those that they discover as the unit progresses. Using different colored magic markers helps the children see their knowledge growing!
Genre 4 Nonfiction and Bio Mruphy
The American Plague
Written by Jim Murphy 1947
New Yoir, N.Y. Clariron Books
ISBN 0395776082
This is the story of the outbreak of the Yellow Fever Epidemic in 1973. Murphy has written in details the event of this outbreak and all those involved or affected by this dreadful disease that you can almost sense being there. As doctors and other medicine folks tried many remedies, the ordeal of trying to combat an invisible culprit was deadly. At the same times, President Washington was trying to avoid having to become allies with France in a war with Britain but with the epidemic all around him, he was forced to take refuge away from Philadelphia in order to assure his survival. The heroism of many people including the Black Free Society, who volunteered to help but only to be treated with injustice when all was well. In the aftermath of this outbreak, Congress was forced to look into setting new laws for better sanitation, a better way to handle government issues and a continue search for a cure. This is a good book for young adults, it is an easy interesting read.
Analysis
This book reminds me of the disaster of Hurricane Katrina, though it wasn’t a disease that send hundreds of people to seek safety, but the common element of survival, the chaotic evacuation and the displacement of people. The author gives detail information about the conditions of Philadelphia for that time period in history with all its inhabitants. A lot of political and important figures are mention as history has it this was where the President George Washington and Congress made the laws. The author concludes the book with listing of the resources he used to document his writing. The illustrations notes helps to reinforce the idea to the reader of all the research that had to take place in order to write such riveting and precise knowledge of the outbreak and those involved. Young adults will enjoy reading this book with some prior knowledge activities to bring out the many aspects of society in time of crisis. Murphy provides valuable information for research for those who would like to know more about the time period and other diseases or plagues that have occurred.
Reviews
From the Publisher
1793, Philadelphia. The nation’s capital and the largest city in North America is devastated by an apparently incurable disease, cause unknown . . .
In a powerful, dramatic narrative, critically acclaimed author Jim Murphy describes the illness known as yellow fever and the toll it took on the city’s residents, relating the epidemic to the major social and political events of the day and to 18th-century medical beliefs and practices. Drawing on first-hand accounts, Murphy spotlights the heroic role of Philadelphia’s free blacks in combating the disease, and the Constitutional crisis that President Washington faced when he was forced to leave the city—and all his papers—while escaping the deadly contagion. The search for the fever’s causes and cure, not found for more than a century afterward, provides a suspenseful counterpoint to this riveting true story of a city under siege.
Thoroughly researched, generously illustrated with fascinating archival prints, and unflinching in its discussion of medical details, this book offers a glimpse into the conditions of American cities at the time of our nation’s birth while drawing timely parallels to modern-day epidemics.
The Washington Post
Nobody does juvenile nonfiction better than Murphy. Here, in his usual transparently clear and well-paced prose, he tells the story of the yellow fever outbreak that paralyzed Philadelphia in 1793, when that city was the nation's capital. There are enough gruesome medical details to satisfy even the most ghoulish tastes, but also plenty of serious history, including a moving account of the largely unappreciated volunteer work of members of the Free African Society (Murphy calls them a "battalion of heroes").
School Library Journal
This book tells the story of the yellow fever epidemic in Philadelphia and its effect on the young nation. Students will become immersed in the dramatic narrative as they read how fear and panic spread throughout the country's capital. The author masterfully weaves facts and fascinating stories in describing the course of the disease and the heroic roles played by a few doctors and the free African-American citizens of the city. Black-and-white reproductions of period paintings, maps, and news articles enhance this absorbing title.
Kirkus Reviews
A mesmerizing, macabre account that will make readers happy they live in the 21st century. The yellow fever epidemic of 1793 snuck up on the people of Philadelphia during the hot summer; by the end of the year, some 10 percent of the city’s population lay dead. Drawing heavily on primary sources, Murphy (Inside the Alamo, p. 393, etc.) takes readers through the epidemic, moving methodically from its detection by the medical community; through its symptoms, treatment, and mortality; its effects on the populace, and what Philadelphia did to counter it. Individual chapters recount the efforts of the heroes of the epidemic: the quasi-legal committee of 12 who took over the running of the city government; the country’s preeminent physician, Dr. Benjamin Rush; and the Free African Society, whose members toiled valiantly to ease the victims’ pain and to dispose of the dead. Powerful, evocative prose carries along the compelling subject matter. Even as the narrative places readers in the moment with quotations, the design aids and abets this, beginning each chapter with reproductions from contemporary newspapers and other materials, as well as placing period illustrations appropriately throughout the text. The account of Philadelphia’s recovery wraps up with a fascinating discussion of historiography, detailing the war of words between Matthew Carey, one of the committee of 12, and Absalom Jones and Richard Allen, the leaders of the Free African Society--interesting in itself, it is also a valuable lesson in reading and writing history.
Connection
History
The book An American Plague fits well into a history class in discussion
of earlier American politics. One key element is to discuss the importance of Philadelphia in the late 1700’s and when the capitol city was moved to Washington D.C. A geography lesson could also be incorporated in relevance to the eastern portion of the country. Information can be found at http://encarta.msn.com/encyclopedia_761576320_4____7/Washington_D_C.html#s7
Language Arts:
Class discussions covering the elements of fiction, point of view, and theme take place as a class and in small group discussion. Book reports, reviews, and booktalks offer a variety of insight into the novel. The book itself is a vital resource for any project as are the author’s influence in the literary world. The author can be studied in more detail at http://www.jimmurphybooks.com/about.htm.
Science
Disease Study by reading the book An American Plague to any science class. The element of medical advancements, medical training, funding, and the basic diseases themselves including origin, spread, treatment and cures can play well into the field for discussion. Classes can research the disease of Yellow Fever. http://www.eyewitnesstohistory.com/yellowfever.htm.
Math A math class could very easily dive into the population and economy of United States in 1793 and compare and contrast it with the population and economy of today. From there, information could be presented in many forms including pie graphs and charts. As mentioned in a previous unit, pie graphs and charts can be taught as a separate lesson or in a direct link to this unit. More information can be found at http://nces.ed.gov/nceskids/createagraph/index.asp?ID=845D4DDDA92CD816E.
Written by Jim Murphy 1947
New Yoir, N.Y. Clariron Books
ISBN 0395776082
This is the story of the outbreak of the Yellow Fever Epidemic in 1973. Murphy has written in details the event of this outbreak and all those involved or affected by this dreadful disease that you can almost sense being there. As doctors and other medicine folks tried many remedies, the ordeal of trying to combat an invisible culprit was deadly. At the same times, President Washington was trying to avoid having to become allies with France in a war with Britain but with the epidemic all around him, he was forced to take refuge away from Philadelphia in order to assure his survival. The heroism of many people including the Black Free Society, who volunteered to help but only to be treated with injustice when all was well. In the aftermath of this outbreak, Congress was forced to look into setting new laws for better sanitation, a better way to handle government issues and a continue search for a cure. This is a good book for young adults, it is an easy interesting read.
Analysis
This book reminds me of the disaster of Hurricane Katrina, though it wasn’t a disease that send hundreds of people to seek safety, but the common element of survival, the chaotic evacuation and the displacement of people. The author gives detail information about the conditions of Philadelphia for that time period in history with all its inhabitants. A lot of political and important figures are mention as history has it this was where the President George Washington and Congress made the laws. The author concludes the book with listing of the resources he used to document his writing. The illustrations notes helps to reinforce the idea to the reader of all the research that had to take place in order to write such riveting and precise knowledge of the outbreak and those involved. Young adults will enjoy reading this book with some prior knowledge activities to bring out the many aspects of society in time of crisis. Murphy provides valuable information for research for those who would like to know more about the time period and other diseases or plagues that have occurred.
Reviews
From the Publisher
1793, Philadelphia. The nation’s capital and the largest city in North America is devastated by an apparently incurable disease, cause unknown . . .
In a powerful, dramatic narrative, critically acclaimed author Jim Murphy describes the illness known as yellow fever and the toll it took on the city’s residents, relating the epidemic to the major social and political events of the day and to 18th-century medical beliefs and practices. Drawing on first-hand accounts, Murphy spotlights the heroic role of Philadelphia’s free blacks in combating the disease, and the Constitutional crisis that President Washington faced when he was forced to leave the city—and all his papers—while escaping the deadly contagion. The search for the fever’s causes and cure, not found for more than a century afterward, provides a suspenseful counterpoint to this riveting true story of a city under siege.
Thoroughly researched, generously illustrated with fascinating archival prints, and unflinching in its discussion of medical details, this book offers a glimpse into the conditions of American cities at the time of our nation’s birth while drawing timely parallels to modern-day epidemics.
The Washington Post
Nobody does juvenile nonfiction better than Murphy. Here, in his usual transparently clear and well-paced prose, he tells the story of the yellow fever outbreak that paralyzed Philadelphia in 1793, when that city was the nation's capital. There are enough gruesome medical details to satisfy even the most ghoulish tastes, but also plenty of serious history, including a moving account of the largely unappreciated volunteer work of members of the Free African Society (Murphy calls them a "battalion of heroes").
School Library Journal
This book tells the story of the yellow fever epidemic in Philadelphia and its effect on the young nation. Students will become immersed in the dramatic narrative as they read how fear and panic spread throughout the country's capital. The author masterfully weaves facts and fascinating stories in describing the course of the disease and the heroic roles played by a few doctors and the free African-American citizens of the city. Black-and-white reproductions of period paintings, maps, and news articles enhance this absorbing title.
Kirkus Reviews
A mesmerizing, macabre account that will make readers happy they live in the 21st century. The yellow fever epidemic of 1793 snuck up on the people of Philadelphia during the hot summer; by the end of the year, some 10 percent of the city’s population lay dead. Drawing heavily on primary sources, Murphy (Inside the Alamo, p. 393, etc.) takes readers through the epidemic, moving methodically from its detection by the medical community; through its symptoms, treatment, and mortality; its effects on the populace, and what Philadelphia did to counter it. Individual chapters recount the efforts of the heroes of the epidemic: the quasi-legal committee of 12 who took over the running of the city government; the country’s preeminent physician, Dr. Benjamin Rush; and the Free African Society, whose members toiled valiantly to ease the victims’ pain and to dispose of the dead. Powerful, evocative prose carries along the compelling subject matter. Even as the narrative places readers in the moment with quotations, the design aids and abets this, beginning each chapter with reproductions from contemporary newspapers and other materials, as well as placing period illustrations appropriately throughout the text. The account of Philadelphia’s recovery wraps up with a fascinating discussion of historiography, detailing the war of words between Matthew Carey, one of the committee of 12, and Absalom Jones and Richard Allen, the leaders of the Free African Society--interesting in itself, it is also a valuable lesson in reading and writing history.
Connection
History
The book An American Plague fits well into a history class in discussion
of earlier American politics. One key element is to discuss the importance of Philadelphia in the late 1700’s and when the capitol city was moved to Washington D.C. A geography lesson could also be incorporated in relevance to the eastern portion of the country. Information can be found at http://encarta.msn.com/encyclopedia_761576320_4____7/Washington_D_C.html#s7
Language Arts:
Class discussions covering the elements of fiction, point of view, and theme take place as a class and in small group discussion. Book reports, reviews, and booktalks offer a variety of insight into the novel. The book itself is a vital resource for any project as are the author’s influence in the literary world. The author can be studied in more detail at http://www.jimmurphybooks.com/about.htm.
Science
Disease Study by reading the book An American Plague to any science class. The element of medical advancements, medical training, funding, and the basic diseases themselves including origin, spread, treatment and cures can play well into the field for discussion. Classes can research the disease of Yellow Fever. http://www.eyewitnesstohistory.com/yellowfever.htm.
Math A math class could very easily dive into the population and economy of United States in 1793 and compare and contrast it with the population and economy of today. From there, information could be presented in many forms including pie graphs and charts. As mentioned in a previous unit, pie graphs and charts can be taught as a separate lesson or in a direct link to this unit. More information can be found at http://nces.ed.gov/nceskids/createagraph/index.asp?ID=845D4DDDA92CD816E.
Tuesday, June 30, 2009
Genre 3 Frost
Keesha’s House
Written by Helen Frost – 2003
New York, N.Y.: Farrar, Straus and Giroux
ISBN-10: 0374340641
ISBN-13: 978-0374340643
It is a book written about seven teenagers facing problems of pregnancy, homosexuality and abuse, much like a soap opera, but they find refuge in Keesha’s House. The storyline of each individual is written in chapters as Part I, Part II, etc. and within each Part each situation of each individual has their own title. It reflects the turmoil and hardships that each one is facing and the everyday tasks of trying to survive. Keesha having run away from her abusive alcoholic father, has found refuge at Joe’s house. Joe having a big heart and a huge house provided Keesha with a roof over her head and a new start in life. As Keesha meets other teens in trouble, she offers them a place to stay until they can work out their problems, as Joe had provided for her.
Analysis
Keesha having been a runaway finds ways to repay Joe for what he had taught her. A place to stay may be the one thing one needs in times of trouble to figure out what to do. The people she meets are teens like herself that have found themselves in situations that may need some guidance. Though, Keesha’s way of helping might not be the conventional way a state deals with runaways, she feels the need to help these individuals as much as possible. Stephanie is a pregnant young girls, Dontay, who is a foster care runaway, and Harris, who is trying to deal with his homosexuality and the family not accepting his decision. Frost uses the characters as we see kids in our everyday life. The characters seem so real because these are the kind of situations that students can make connections with and finds a unique and passionate voice for each character. Her usage of sestina and/or sonnet forms has a flowing poetic style and easy to read. Though, there are not any conversations monologues when characters are speaking to each other, at times it makes if difficult to know when they are talking to one another. As the story progresses through sestina writing, the fate of each character builds up for the last Part, but it might not be the ending one hopes for, but when is life fair. I would recommend this book for young adults.
Reviews
Revealing heartbreak and hope, these poems could stand alone, but work best as a story collection. Teens may read this engaging novel without even realizing they are reading poetry.
School Library Journal
. . .this moving first novel tells the story in a series of dramatic monologues that are personal, poetic, and immediate. . . characters, drawn with aching realism. . .speak poetry in ordinary words and make connections.
Booklist
. . .sestinas and sonnets. . .prove an . . .effective format for this poignant contemporary book. . ..Each [character] grows and learns. In the final chapter each is hopeful for the future....[Frost] is a published poet and has written many nonfiction books. This is her first novel. I hope it won't be her last.
Children's Literature
. . . in Frost's multi-voiced story of teens struggling to find their way in the world. . . Frost underplays her virtuosity to let readers focus on the characters and their plight. . . .In a surprisingly rigid format, the poems manage to seem spontaneous and still carry the plot easily. With a number of threads to follow, no one character is at the center, but there is great satisfaction in seeing the narratives gradually mesh as the isolation recedes and support is given. Impressive.
Kirkus
. . .artfully revealed. . . Frost makes her characters and their daily lives seem relevant and authentic...Making the most of the poetic forms, the author breathes life into these teens and their stories, resulting in a thoughtfully composed and ultimately touching book.
Publisher's Weekly
. . the final section is a crown of sonnets narrated by the teens, poignantly suggesting that the development of their own adult voices depends on the interconnectedness of their lives. . .the voices are authentic and complex; there is much potential for sophisticated analysis of both form and content.
The Bulletin of the Center for Children's Books:.
Connection
Helen Frost website: http://home.att.net/-frost-thompson/poetry.html
She has provided some good activities.
Language Arts: read the novel and discuss the used of the poetic forms sestina and
sonnet.
Drama: Use excerpts from the book for nonlogues or act out the whole book as
a play.
Psychology: Discuss how Keesha has provided a safe haven for these teens.
Other websites:
http://inspired2write.com/wordweave/exers/sestina.html
http://www.baymoon.com/-ariadne/form/sonnet.html
Written by Helen Frost – 2003
New York, N.Y.: Farrar, Straus and Giroux
ISBN-10: 0374340641
ISBN-13: 978-0374340643
It is a book written about seven teenagers facing problems of pregnancy, homosexuality and abuse, much like a soap opera, but they find refuge in Keesha’s House. The storyline of each individual is written in chapters as Part I, Part II, etc. and within each Part each situation of each individual has their own title. It reflects the turmoil and hardships that each one is facing and the everyday tasks of trying to survive. Keesha having run away from her abusive alcoholic father, has found refuge at Joe’s house. Joe having a big heart and a huge house provided Keesha with a roof over her head and a new start in life. As Keesha meets other teens in trouble, she offers them a place to stay until they can work out their problems, as Joe had provided for her.
Analysis
Keesha having been a runaway finds ways to repay Joe for what he had taught her. A place to stay may be the one thing one needs in times of trouble to figure out what to do. The people she meets are teens like herself that have found themselves in situations that may need some guidance. Though, Keesha’s way of helping might not be the conventional way a state deals with runaways, she feels the need to help these individuals as much as possible. Stephanie is a pregnant young girls, Dontay, who is a foster care runaway, and Harris, who is trying to deal with his homosexuality and the family not accepting his decision. Frost uses the characters as we see kids in our everyday life. The characters seem so real because these are the kind of situations that students can make connections with and finds a unique and passionate voice for each character. Her usage of sestina and/or sonnet forms has a flowing poetic style and easy to read. Though, there are not any conversations monologues when characters are speaking to each other, at times it makes if difficult to know when they are talking to one another. As the story progresses through sestina writing, the fate of each character builds up for the last Part, but it might not be the ending one hopes for, but when is life fair. I would recommend this book for young adults.
Reviews
Revealing heartbreak and hope, these poems could stand alone, but work best as a story collection. Teens may read this engaging novel without even realizing they are reading poetry.
School Library Journal
. . .this moving first novel tells the story in a series of dramatic monologues that are personal, poetic, and immediate. . . characters, drawn with aching realism. . .speak poetry in ordinary words and make connections.
Booklist
. . .sestinas and sonnets. . .prove an . . .effective format for this poignant contemporary book. . ..Each [character] grows and learns. In the final chapter each is hopeful for the future....[Frost] is a published poet and has written many nonfiction books. This is her first novel. I hope it won't be her last.
Children's Literature
. . . in Frost's multi-voiced story of teens struggling to find their way in the world. . . Frost underplays her virtuosity to let readers focus on the characters and their plight. . . .In a surprisingly rigid format, the poems manage to seem spontaneous and still carry the plot easily. With a number of threads to follow, no one character is at the center, but there is great satisfaction in seeing the narratives gradually mesh as the isolation recedes and support is given. Impressive.
Kirkus
. . .artfully revealed. . . Frost makes her characters and their daily lives seem relevant and authentic...Making the most of the poetic forms, the author breathes life into these teens and their stories, resulting in a thoughtfully composed and ultimately touching book.
Publisher's Weekly
. . the final section is a crown of sonnets narrated by the teens, poignantly suggesting that the development of their own adult voices depends on the interconnectedness of their lives. . .the voices are authentic and complex; there is much potential for sophisticated analysis of both form and content.
The Bulletin of the Center for Children's Books:.
Connection
Helen Frost website: http://home.att.net/-frost-thompson/poetry.html
She has provided some good activities.
Language Arts: read the novel and discuss the used of the poetic forms sestina and
sonnet.
Drama: Use excerpts from the book for nonlogues or act out the whole book as
a play.
Psychology: Discuss how Keesha has provided a safe haven for these teens.
Other websites:
http://inspired2write.com/wordweave/exers/sestina.html
http://www.baymoon.com/-ariadne/form/sonnet.html
Monday, June 29, 2009
Genre 3 Poetry Grimes
Aneesa Lee and the Weaver’s Gift
Written by Nikki Grimes – 1999
Illustrated by Ashley Bryan
New York, N.Y. – Lothrop, Lee & Shepard Books
ISBN 0-688-15997-4 ISBN 0-688-15998-2
The book of poems is about a young girl that has been given the gift of weaving. It is about her love for weaving the colors of threads into beautiful pieces of tapestries. The art of weaving has been handed down from her mother and it becomes a family affair as they all join in to gather the flowers, berries, roots, dandelions, nettles, and all sorts of mother nature’s creations to create different colors for Aneesa’s tapestries. The love put into every strand of thread, the planning for her creations and the moments she spends working the loom to create cloth can be seen in the words. How this art of weaving bring the whole family together as Aneesa shares her gift.
Analysis
These thirteen interrelated poems and the many radiant illustrations in tempera and gouache creates rhythm and flow as it is read. The imagery of the language used in the poems is helped by the vivid ancient art illustrations provided by Ashley Bryan. It has an appealing rhyme that children will enjoy. The poems have a lot sensory words that you can visually see the pictures of the events. The book is just long enough to be enjoyed in one sitting as it tells a story, even though each poem has a different title. You can see the love Aneesa has for weaving “Twist,twirl/Twist,twirl/,The spinning wheel whirls, all time forgotten/As, magically, once gossamer stuff/Becomes through her fingers sturdy enough/For weaving cloth that is sure to last/At least one hundred years”, is a good example of gift. Students will find this and easy read and enjoyable book.
Reviews
“In a series of thoughtful, interlocking poems, Grimes skillfully uses the metaphor of weaving to explore the world of a talented girl… The poet reveals Aneesa Lee’s life and thoughts through the intricate patterns of her work (herringbone of sadness,/threads of anger and gladness;” “Her yarns express her deepest thoughts/in variegated tints:)….A list of terms integral to the craft will aid novices. For adult weavers, the book will be a treasure, and for children, it serves as a glimpse into the intricacies not only of weaving, but the patterns of daily life.
Publishers Weekly
…”Decorative borders reflect the artistic unity of words and illustrations. A glossary of “Weaving Words” and a picture of a fully labeled loom precede the poems. This sensitive tribute to an ancient art may best be appreciated by those who pursue the craft themselves.”
Library Journal
“13 poems about the art of weaving, literally and figuratively. The poems describe the art and the craft of weaving including gathering natural materials for making dyes, spinning yarn, warping the board, dressing the loom, and completing the tapestry….The illustration of Aneesa, her family, and the weaving process contain bright threads of unexpected color, creating another kind of tapestry. Some pictures achieve a shimmering intensity: those created for “Sunset” and “Once” are so full of motion, they harly lie still on the page.”
Kirkus
Connection
Pre – reading by showing students an example of a tapestry.
Discuss color the artist in the book chose, design and texture. Talk the book.
Knowledge of words and comprehension by describing Aneesa Lee in your own words.
Http://www.nikkigrimes.com/teacher/aneesatgl/html
Use other books about weaving
Abuela’s Weave by O. Castaneda
Agatha’s Feather Bed by C. Deedy
Amos’ Sweater by Lunn and LaFave
Granpa Bear’s Fantastic Scarf by G. Heal
Lyddie by K. Paterson
The Legend of the Persian Carpet by T. De Paola
Written by Nikki Grimes – 1999
Illustrated by Ashley Bryan
New York, N.Y. – Lothrop, Lee & Shepard Books
ISBN 0-688-15997-4 ISBN 0-688-15998-2
The book of poems is about a young girl that has been given the gift of weaving. It is about her love for weaving the colors of threads into beautiful pieces of tapestries. The art of weaving has been handed down from her mother and it becomes a family affair as they all join in to gather the flowers, berries, roots, dandelions, nettles, and all sorts of mother nature’s creations to create different colors for Aneesa’s tapestries. The love put into every strand of thread, the planning for her creations and the moments she spends working the loom to create cloth can be seen in the words. How this art of weaving bring the whole family together as Aneesa shares her gift.
Analysis
These thirteen interrelated poems and the many radiant illustrations in tempera and gouache creates rhythm and flow as it is read. The imagery of the language used in the poems is helped by the vivid ancient art illustrations provided by Ashley Bryan. It has an appealing rhyme that children will enjoy. The poems have a lot sensory words that you can visually see the pictures of the events. The book is just long enough to be enjoyed in one sitting as it tells a story, even though each poem has a different title. You can see the love Aneesa has for weaving “Twist,twirl/Twist,twirl/,The spinning wheel whirls, all time forgotten/As, magically, once gossamer stuff/Becomes through her fingers sturdy enough/For weaving cloth that is sure to last/At least one hundred years”, is a good example of gift. Students will find this and easy read and enjoyable book.
Reviews
“In a series of thoughtful, interlocking poems, Grimes skillfully uses the metaphor of weaving to explore the world of a talented girl… The poet reveals Aneesa Lee’s life and thoughts through the intricate patterns of her work (herringbone of sadness,/threads of anger and gladness;” “Her yarns express her deepest thoughts/in variegated tints:)….A list of terms integral to the craft will aid novices. For adult weavers, the book will be a treasure, and for children, it serves as a glimpse into the intricacies not only of weaving, but the patterns of daily life.
Publishers Weekly
…”Decorative borders reflect the artistic unity of words and illustrations. A glossary of “Weaving Words” and a picture of a fully labeled loom precede the poems. This sensitive tribute to an ancient art may best be appreciated by those who pursue the craft themselves.”
Library Journal
“13 poems about the art of weaving, literally and figuratively. The poems describe the art and the craft of weaving including gathering natural materials for making dyes, spinning yarn, warping the board, dressing the loom, and completing the tapestry….The illustration of Aneesa, her family, and the weaving process contain bright threads of unexpected color, creating another kind of tapestry. Some pictures achieve a shimmering intensity: those created for “Sunset” and “Once” are so full of motion, they harly lie still on the page.”
Kirkus
Connection
Pre – reading by showing students an example of a tapestry.
Discuss color the artist in the book chose, design and texture. Talk the book.
Knowledge of words and comprehension by describing Aneesa Lee in your own words.
Http://www.nikkigrimes.com/teacher/aneesatgl/html
Use other books about weaving
Abuela’s Weave by O. Castaneda
Agatha’s Feather Bed by C. Deedy
Amos’ Sweater by Lunn and LaFave
Granpa Bear’s Fantastic Scarf by G. Heal
Lyddie by K. Paterson
The Legend of the Persian Carpet by T. De Paola
Genre 3 Poetry Florian
Insectlopedia
Written and illustrated by Douglas Florian – 1998
New York, N.Y. – Harcourt Brace & Company
ISBN 0-15-201306-7
This is a collection of insect poems. The poems are funny and they have a nice rhythm to them. The wording is such that you learn about the insects as you read each poem. Some of the poems have a creative text format that make it easy and fun to read, like in the Inchworm. The illustrations are very creative collages, almost childlike paintings. Students will be able to make connections with the book in various ways, especially for those students interested in insects.
Anaylsis
This book tends to blend science in a very informative way with wordplay. This wonderful book of poems captures the youthful joy and enchantment of the insect world that would equate in a child’s point of view. The arrangement of the words, accompanying the illustrations are unique and whimsical complementing the poems, take the “Praying Mantis,” for example: “upon a twig/I sit and pray/For something bigot wend my way: A caterpillar,/Moth,/or bee--/I swallow. This type of poems would be considered a Topical Collection of poems that have a visual appeal to both adults and children. This book of poems is illustrated by using watercolor paints and collages on primed brown paper bags.
Reviews
“The silly, imaginative verses about whirligig beetles and waterbugs (almost) match the exquisite pictures in playfulness and wit. The result is downright stunning,”.
Publishers Weekly
…The design adds to the overall appeal. Each selection is given its own page, allowing for the use of large type and plenty of glossy white space, and paired with a full-page watercolor with a neat border of white. These portraits building on the imaginatively integrated realistic and anthropomorphic images created in the text. There are other books of poetry about insects and lots of collections of humorous verses about animals but none match Insectlopedia.
School Library Journal
…..The clever artwork, deftly constructed, and the entertaining collection of insect and arachnid verse it illustrates will delight readers.
Booklist
Connection
Insectlopedia Book Activities
· Choose your favorite poem and illustrate it.
· Write and type your own book of poems about your favorite type of animal.
· Find an example of a poem that uses the shape of the writing to convey a
message. Write your own.
· Make a spreadsheet on the computer keeping track of the number of times you
see different insects this summer. Make a graph when you are finished.
Written and illustrated by Douglas Florian – 1998
New York, N.Y. – Harcourt Brace & Company
ISBN 0-15-201306-7
This is a collection of insect poems. The poems are funny and they have a nice rhythm to them. The wording is such that you learn about the insects as you read each poem. Some of the poems have a creative text format that make it easy and fun to read, like in the Inchworm. The illustrations are very creative collages, almost childlike paintings. Students will be able to make connections with the book in various ways, especially for those students interested in insects.
Anaylsis
This book tends to blend science in a very informative way with wordplay. This wonderful book of poems captures the youthful joy and enchantment of the insect world that would equate in a child’s point of view. The arrangement of the words, accompanying the illustrations are unique and whimsical complementing the poems, take the “Praying Mantis,” for example: “upon a twig/I sit and pray/For something bigot wend my way: A caterpillar,/Moth,/or bee--/I swallow. This type of poems would be considered a Topical Collection of poems that have a visual appeal to both adults and children. This book of poems is illustrated by using watercolor paints and collages on primed brown paper bags.
Reviews
“The silly, imaginative verses about whirligig beetles and waterbugs (almost) match the exquisite pictures in playfulness and wit. The result is downright stunning,”.
Publishers Weekly
…The design adds to the overall appeal. Each selection is given its own page, allowing for the use of large type and plenty of glossy white space, and paired with a full-page watercolor with a neat border of white. These portraits building on the imaginatively integrated realistic and anthropomorphic images created in the text. There are other books of poetry about insects and lots of collections of humorous verses about animals but none match Insectlopedia.
School Library Journal
…..The clever artwork, deftly constructed, and the entertaining collection of insect and arachnid verse it illustrates will delight readers.
Booklist
Connection
Insectlopedia Book Activities
· Choose your favorite poem and illustrate it.
· Write and type your own book of poems about your favorite type of animal.
· Find an example of a poem that uses the shape of the writing to convey a
message. Write your own.
· Make a spreadsheet on the computer keeping track of the number of times you
see different insects this summer. Make a graph when you are finished.
Friday, June 26, 2009
Genre 2 Traditional Literature Folktale Retold
Iktomi and the Boulder
Written and Illustrated by Goble, Paul – 1988
New York, NY: Orchard Books
ISBN-10:083356861, ISBN-13:978-0833568670
This story is about a mischief Indian named Iktomi. He gets dressed in his best clothes and goes to the next village to visit relatives and friends. As he is walking and the sun rises higher in the sky, it begins to get hot and realizes that he put on too many clothes. He decides to take his blanket off and give it to the rock, thinking he will not need it. But a storm comes and he takes the blanket off the rock and puts it over himself to keep from getting wet. This angers the boulder. Soon the rain stops but he feels the earth shake and a thump – crash - bump. Wondering what it could be he notices, that it is the boulder that is following him. He runs here and there trying to get away, but to no avail he gets trapped under the boulder. He yells for help, tries to get all different kinds of animals to push the boulder but nothing happens. Darkness comes, he see the bats, in order to get the bats to help he plays a trick on the bats, by saying that the boulder rude remarks about them. The bats get angry and begin to dart this way and that way at the boulder until there was nothing left but little chips all over the ground.
Now Iktomi was able to get up and walk away. The legend has it that how come the bats have flattened faces and why there are many rocks scattered all over the Great Plains.
Analysis
For the illustrations Paul Goble uses India ink and watercolor, reproduced in combined line and halftone. His illustrations are simple the background depict the time of day without it being mentioned much. Portraying Iktomi as a trickster, the children are able to relate to such trickery. It is such a universal behavior that children will be intrigue waiting to find out how he gets out of his situation. The idea of the reason why bats have flat faces will continue to make the children wonder.
Reviews
“Iktomi and the Boulder” is the first in a series of stories about the trickster of the Lakota retold and illustrated by Paul Goble. The trickster is a universal character in North American myths and legends, known by different names in different parts of the country…Goble usually asks a question that puts Iktomi’s actions in a different light or point out his, inconsistencies (e.g., animals are almost always laughing at Iktomi). Goble actually wants listeners to make rude remarks about Iktomi, to really get into the spirit of the story. He also point out that at some point the storyteller should lift their forefinger for silence so that they can go on with the story.
School Journal
“A memorable picture book…A wonderful read-aloud for school-age children.”
Booklist 8/88
“Deadpan asides and playful watercolors enliven this trickster tale take from Sioux lore…”
San Francisco Chronicle 11/27/88
Connection
- Use the subject of bats to introduce science. For example, Sway’s Bats: Mammals that Fly examines how bats fit in with other creatures in the animal kingdom and how they relate to other mammals. The scientific name for bats is Chiroptera, meaning “handwing,” and students will be fascinated to see how the “fingers” in a bat’s wings really do resemble hands.
- All bats can be divided into two categories: megabats and microbats. Have students look at what characteristics differentiate the two categories.
- Half of the species in the United States are endangered; invite students to research endangered species.
Written and Illustrated by Goble, Paul – 1988
New York, NY: Orchard Books
ISBN-10:083356861, ISBN-13:978-0833568670
This story is about a mischief Indian named Iktomi. He gets dressed in his best clothes and goes to the next village to visit relatives and friends. As he is walking and the sun rises higher in the sky, it begins to get hot and realizes that he put on too many clothes. He decides to take his blanket off and give it to the rock, thinking he will not need it. But a storm comes and he takes the blanket off the rock and puts it over himself to keep from getting wet. This angers the boulder. Soon the rain stops but he feels the earth shake and a thump – crash - bump. Wondering what it could be he notices, that it is the boulder that is following him. He runs here and there trying to get away, but to no avail he gets trapped under the boulder. He yells for help, tries to get all different kinds of animals to push the boulder but nothing happens. Darkness comes, he see the bats, in order to get the bats to help he plays a trick on the bats, by saying that the boulder rude remarks about them. The bats get angry and begin to dart this way and that way at the boulder until there was nothing left but little chips all over the ground.
Now Iktomi was able to get up and walk away. The legend has it that how come the bats have flattened faces and why there are many rocks scattered all over the Great Plains.
Analysis
For the illustrations Paul Goble uses India ink and watercolor, reproduced in combined line and halftone. His illustrations are simple the background depict the time of day without it being mentioned much. Portraying Iktomi as a trickster, the children are able to relate to such trickery. It is such a universal behavior that children will be intrigue waiting to find out how he gets out of his situation. The idea of the reason why bats have flat faces will continue to make the children wonder.
Reviews
“Iktomi and the Boulder” is the first in a series of stories about the trickster of the Lakota retold and illustrated by Paul Goble. The trickster is a universal character in North American myths and legends, known by different names in different parts of the country…Goble usually asks a question that puts Iktomi’s actions in a different light or point out his, inconsistencies (e.g., animals are almost always laughing at Iktomi). Goble actually wants listeners to make rude remarks about Iktomi, to really get into the spirit of the story. He also point out that at some point the storyteller should lift their forefinger for silence so that they can go on with the story.
School Journal
“A memorable picture book…A wonderful read-aloud for school-age children.”
Booklist 8/88
“Deadpan asides and playful watercolors enliven this trickster tale take from Sioux lore…”
San Francisco Chronicle 11/27/88
Connection
- Use the subject of bats to introduce science. For example, Sway’s Bats: Mammals that Fly examines how bats fit in with other creatures in the animal kingdom and how they relate to other mammals. The scientific name for bats is Chiroptera, meaning “handwing,” and students will be fascinated to see how the “fingers” in a bat’s wings really do resemble hands.
- All bats can be divided into two categories: megabats and microbats. Have students look at what characteristics differentiate the two categories.
- Half of the species in the United States are endangered; invite students to research endangered species.
Genre 2 Folk Literature Collection
Horse Hooves and Chicken Feet: Mexican Folktales
Written by Phillip, Neil and illustrated by Mair, Jacqueline – 2003
New York, N.Y. – Houghton Mifflin Co.
ISBN – 0-618-19463-0
A collection of wonderful folktales set with in a Mexican Cultural with the artistic illustration of Mexican folk art. These tales sound familiar to some of the American Classic folktales, like “Cinder Juan” and “The Seven Oxen”. The magic in these stories plays a big part in the magical setting. Roman Catholic imagery creates the Mexican flavor that is common in the country. It makes for a lively storytelling of these little known body of folk literature.
Analysis
These stories from “Horse Hooves and Chicken Feet: Mexican Folktales are tales of beast, trickster tales and fairy tales in it’s own flavor of Mexican religion and art. The unique motifs used in the illustrations helps to set the mood in the Mexican cultural. It encompasses the rituals, customs, superstitions, and manners of a particular group that are passed orally or in writing from one generation to the next. “Cinder Juan”, “ The Two Marias “ and the “Seven Oxen” all depicts the struggle of good versus evil as traditional folktales do.
The illustrations of primitve acrylics by Mair helps in telling the story by the use of vibrant color, that is common in the Mexican Art. By using these motifs and the recurring patterns, (three sister, three challenges) all very significant in the folktales.
Reviews
The themes of these tales range from foolishness (“The Mule Drivers Who Lost Their Fee”) to brotherly rivalry (“Cinder Juan”). The end notes provides information about the origin and collection of each add much information for the serious student of folklore. An interesting collection that will attract some readers because of the origin of the tales (and the usefulness of the origin notes) but the collection lacks the spice necessary to make it a first choice.
Kirkus
“A fine gift of storytellers looking for new material, for educators concerned with cultural transmission, and for anyone interested in folklore.”
The Horn Book Magazine
“Watch storytellers and other students of American folklore in seach of fresh material fall on it with glad cries.”
ALA Booklist
Connection
-Have students research the Mexican Art technique and provide mediums to use in the creation of Mexican Art.
-Class Room Activity
Ask students to conduct research in the library and on the Web to find images and artifacts that suitably represent Mexico. Students can choose to research a piece of art, music, dance, literature, or food. Challenge students to think beyond stereotypical images of Mexico and Mexican-American culture (such as tacos, chihuahuas, and sombreros), and look for objects and icons with a deeper and more substantial meaning. Start your students’ research with a brainstorming session which can include:
· Artists such as Diego Rivera
· Ancient Mexican peoples, such as the Aztecs
· The history of the Mexican state of Puebla
After students have completed their research, have them create a presentation that highlights something interesting, beautiful, significant, or amazing about their choice—and share the information with the class.
Readwritethink.org
-Study the contribution of art influenced by the Aztecs and Mayan Indians.
-Timeline illustrations of Mexican History.
Written by Phillip, Neil and illustrated by Mair, Jacqueline – 2003
New York, N.Y. – Houghton Mifflin Co.
ISBN – 0-618-19463-0
A collection of wonderful folktales set with in a Mexican Cultural with the artistic illustration of Mexican folk art. These tales sound familiar to some of the American Classic folktales, like “Cinder Juan” and “The Seven Oxen”. The magic in these stories plays a big part in the magical setting. Roman Catholic imagery creates the Mexican flavor that is common in the country. It makes for a lively storytelling of these little known body of folk literature.
Analysis
These stories from “Horse Hooves and Chicken Feet: Mexican Folktales are tales of beast, trickster tales and fairy tales in it’s own flavor of Mexican religion and art. The unique motifs used in the illustrations helps to set the mood in the Mexican cultural. It encompasses the rituals, customs, superstitions, and manners of a particular group that are passed orally or in writing from one generation to the next. “Cinder Juan”, “ The Two Marias “ and the “Seven Oxen” all depicts the struggle of good versus evil as traditional folktales do.
The illustrations of primitve acrylics by Mair helps in telling the story by the use of vibrant color, that is common in the Mexican Art. By using these motifs and the recurring patterns, (three sister, three challenges) all very significant in the folktales.
Reviews
The themes of these tales range from foolishness (“The Mule Drivers Who Lost Their Fee”) to brotherly rivalry (“Cinder Juan”). The end notes provides information about the origin and collection of each add much information for the serious student of folklore. An interesting collection that will attract some readers because of the origin of the tales (and the usefulness of the origin notes) but the collection lacks the spice necessary to make it a first choice.
Kirkus
“A fine gift of storytellers looking for new material, for educators concerned with cultural transmission, and for anyone interested in folklore.”
The Horn Book Magazine
“Watch storytellers and other students of American folklore in seach of fresh material fall on it with glad cries.”
ALA Booklist
Connection
-Have students research the Mexican Art technique and provide mediums to use in the creation of Mexican Art.
-Class Room Activity
Ask students to conduct research in the library and on the Web to find images and artifacts that suitably represent Mexico. Students can choose to research a piece of art, music, dance, literature, or food. Challenge students to think beyond stereotypical images of Mexico and Mexican-American culture (such as tacos, chihuahuas, and sombreros), and look for objects and icons with a deeper and more substantial meaning. Start your students’ research with a brainstorming session which can include:
· Artists such as Diego Rivera
· Ancient Mexican peoples, such as the Aztecs
· The history of the Mexican state of Puebla
After students have completed their research, have them create a presentation that highlights something interesting, beautiful, significant, or amazing about their choice—and share the information with the class.
Readwritethink.org
-Study the contribution of art influenced by the Aztecs and Mayan Indians.
-Timeline illustrations of Mexican History.
Sunday, June 21, 2009
Genre 2 Traditional LiteratureVariant
Waynetta and the Cornstalk
By Ketteman, Helen, 2007.
Greenseid, Diane – Illustrator
Morton Grove, Ill; Albert Whitman & Company
ISBN:-13.9780807586877
Summary:
A Jack in the Beanstalk, with a Texas flair is sure to stir some interest when read with a Texas drawl. This story is sure to catch their attention as the colorful illustration are shown right along with the story of Waynetta, her mom, their longhorn steers, their dried up ranch and the giants.
The little girl by the name of Waynetta is asked by her mama to sell their last longhorn steer, before it starves to death and get money to buy food. Tricked by a sly stranger, he convinces Waynetta to trade with him, his magic beans for the steer. Waynetta hears the word magic and decides to trade. Mama is disappointed about the trade, tosses the magic kernels out the window, making Waynetta sad. Feeling sad about what she has done, she tries to figure out what she can do to make her mama feel happy. The kernels had grown to a giant cornstalk by the next morning, and Waynetta wondered what could be up in the sky, she climbs and her adventures begin. Will her luck change? Will her mama worry where she has gone? What will she find? It will surely intrigue the children to find out what has happened to Waynetta as she climbs the cornstalk.
Analysis
It is the good versus bad. Waynetta and mama, working hard to keep the ranch in good condition despite the drought and people like the stranger taking advantage of a little girl by tricking her with the so called magic corn kernels. The giants that have stolen their prize possessions, the steer that lays the golden cowpat instead of the golden egg, the magic water bucket instead of the harp, are now trying to keep them when Waynetta tries to get them back. The twist of the story is the giants become their much needed ranch hands and everyone living happily ever after. This story is a funny tale, very imaginative and a good way to introduce Texas words. Good prevails. The illustrations are done in very colorful watercolors.
Reviews
This rollicking interpretation of Jack and the Beanstalk with its Texas setting and plucky heroine named Waynetta is fresh and imaginative….Ketteman’s text is peppered with Texas colloquialisms and it is hard not to affect a drawl when reading it. Her new twist on a traditional favorite will win over new fans….Children will delight in repeating the refrain “Fee, Fie, Foe, fat, I think I smell a cowgirl brat.” And the story will have them begging, “read it again.”
Children’ Literature
Absolutely adorable adaptation of Jack and the Beanstalk, this is too cute for words. One thing that bothers me is that the golden egg from the Jack story is replaced with golden “cowpats”…I would consider this a must for a silly, modern kids library!
School Library Journal
Janella L. Hartsell
Connections
-Have multicultural readings of other Jack and the Beanstalk stories.
Compare and contrast – Have students write their names under their favorite
Jack story and review the results in large group.
-Have students act out the Beanstalk story.
-Growing beanstalks - Have students water their lima beans and
then watch them grow over the next few weeds.
-Bean Names – Provide various types of dried beans and label them.
-Bean tasting graph – Have students write their names on the chart under they
Appropriate picture to indicate which bean they liked best.
By Ketteman, Helen, 2007.
Greenseid, Diane – Illustrator
Morton Grove, Ill; Albert Whitman & Company
ISBN:-13.9780807586877
Summary:
A Jack in the Beanstalk, with a Texas flair is sure to stir some interest when read with a Texas drawl. This story is sure to catch their attention as the colorful illustration are shown right along with the story of Waynetta, her mom, their longhorn steers, their dried up ranch and the giants.
The little girl by the name of Waynetta is asked by her mama to sell their last longhorn steer, before it starves to death and get money to buy food. Tricked by a sly stranger, he convinces Waynetta to trade with him, his magic beans for the steer. Waynetta hears the word magic and decides to trade. Mama is disappointed about the trade, tosses the magic kernels out the window, making Waynetta sad. Feeling sad about what she has done, she tries to figure out what she can do to make her mama feel happy. The kernels had grown to a giant cornstalk by the next morning, and Waynetta wondered what could be up in the sky, she climbs and her adventures begin. Will her luck change? Will her mama worry where she has gone? What will she find? It will surely intrigue the children to find out what has happened to Waynetta as she climbs the cornstalk.
Analysis
It is the good versus bad. Waynetta and mama, working hard to keep the ranch in good condition despite the drought and people like the stranger taking advantage of a little girl by tricking her with the so called magic corn kernels. The giants that have stolen their prize possessions, the steer that lays the golden cowpat instead of the golden egg, the magic water bucket instead of the harp, are now trying to keep them when Waynetta tries to get them back. The twist of the story is the giants become their much needed ranch hands and everyone living happily ever after. This story is a funny tale, very imaginative and a good way to introduce Texas words. Good prevails. The illustrations are done in very colorful watercolors.
Reviews
This rollicking interpretation of Jack and the Beanstalk with its Texas setting and plucky heroine named Waynetta is fresh and imaginative….Ketteman’s text is peppered with Texas colloquialisms and it is hard not to affect a drawl when reading it. Her new twist on a traditional favorite will win over new fans….Children will delight in repeating the refrain “Fee, Fie, Foe, fat, I think I smell a cowgirl brat.” And the story will have them begging, “read it again.”
Children’ Literature
Absolutely adorable adaptation of Jack and the Beanstalk, this is too cute for words. One thing that bothers me is that the golden egg from the Jack story is replaced with golden “cowpats”…I would consider this a must for a silly, modern kids library!
School Library Journal
Janella L. Hartsell
Connections
-Have multicultural readings of other Jack and the Beanstalk stories.
Compare and contrast – Have students write their names under their favorite
Jack story and review the results in large group.
-Have students act out the Beanstalk story.
-Growing beanstalks - Have students water their lima beans and
then watch them grow over the next few weeds.
-Bean Names – Provide various types of dried beans and label them.
-Bean tasting graph – Have students write their names on the chart under they
Appropriate picture to indicate which bean they liked best.
Tuesday, June 16, 2009
Genre 1 Mo Willems
I Love My New Toy
written and illustrated by Willems, Mo. 2008.
New York, NY: Hyperion Books. ISBN:978-1-4231-0961-7
The friendship between Piggie and Elephant will be tested. A new toy, the desire to show off the new toy, to learning how it works and the fear of breaking the toy, are all emotions that children experience and can relate to as they read this book.
Analysis
As Willems tells the story of the simple things that friend go through, his illustrations are very simple and emotional. These emotions are expressed through his drawings and choice of words. One can actually sense the strong friendship that exsist between them both.
The illustrations are created by pencil and watercolor in a repetitious manner. The character's expressions are timeless and heartfelt. Children can be encouraged to create their own images of their favorite animals.
Reviews
"Mo Willems has created another fun story in I Love My New Toy. In traditional Willems style the illustrations are simple, humorous and assist the child in following the story."
Terry Pierce - Children's Author
www.terrypierce.blogspot.com
"The newest episodes are fres, fun and filled with the everday dramas of friendship" and "These two offereings will ensure that Elephant and Piggie's legions of fans will cdontinue to double over with laughter even as they engage in the hard work of learning to read."
Kirkus
Connections
Friendships - Discussion can be generated as a student roundtable activity about their feelings.
Discussion about sharing.
Discussion and introduction of books about all kinds of friendships and emotions especially
-
written and illustrated by Willems, Mo. 2008.
New York, NY: Hyperion Books. ISBN:978-1-4231-0961-7
The friendship between Piggie and Elephant will be tested. A new toy, the desire to show off the new toy, to learning how it works and the fear of breaking the toy, are all emotions that children experience and can relate to as they read this book.
Analysis
As Willems tells the story of the simple things that friend go through, his illustrations are very simple and emotional. These emotions are expressed through his drawings and choice of words. One can actually sense the strong friendship that exsist between them both.
The illustrations are created by pencil and watercolor in a repetitious manner. The character's expressions are timeless and heartfelt. Children can be encouraged to create their own images of their favorite animals.
Reviews
"Mo Willems has created another fun story in I Love My New Toy. In traditional Willems style the illustrations are simple, humorous and assist the child in following the story."
Terry Pierce - Children's Author
www.terrypierce.blogspot.com
"The newest episodes are fres, fun and filled with the everday dramas of friendship" and "These two offereings will ensure that Elephant and Piggie's legions of fans will cdontinue to double over with laughter even as they engage in the hard work of learning to read."
Kirkus
Connections
Friendships - Discussion can be generated as a student roundtable activity about their feelings.
Discussion about sharing.
Discussion and introduction of books about all kinds of friendships and emotions especially
-
Sunday, June 14, 2009
Genre 1 Creation of Children's Picture Books
A Caldecott Celebration: Six Artists and Their paths to the Caldecott Medal
Marcus, Leonard S. 1998. United States of America, Walker Publishing Company
Inc. ISBN 0-8027-8656-1
It is about six Caldecott Medal Winners, their struggles to make their dreams come true, about becoming an aritist.
The Caldecott Award is a very prestigious honor and it is given to the person whose artwork shows what people like to see. Named after a ninetheenth centrury English illustrator, Randolph Caldecott, for his lively picture books. This became the standard of work artist hoped to match, so to encourage American artists to rise to this same standard, the Caldecott Award was created and it is given to U.S. citizens or residents who submit their work as children's literature.
This book shares the artist passion for their work. It tells about their lives, hopes and dreams and how they become reality. The road to success for all was not easy, ut thier love for the arts helped them to fulfill their dreams.
The six artists or illustrators are:
Robert McCloskey - 1942 for "Make Way for Ducklings", he studied mallard specimens, consulted bird experts and purchased sixteen duck, that lived with him and his roommate in their studio. It was a messy situation but one that proved to be worth the trouble. The mediums used to create the illustrations were lighographic crayon on zinc plates.
Marcia Brown - 1955 for "Cinderella: or The Little Glass Slipper", she had always dreamed of illustrating books for children, mainly the fairy tales she grew up with, that at the time were not illustrated. This became her inspiration. The mediums she used to create her illustration were gouache, crayon, watercolor, and ink.
Maurice Sendak - l964 for "Where the Wild Things Are", he started with the original name for the story as "Where the Wild Horses are" back in l955, but it wasn't until 1963 that he changed his title to "Where the Wild Things Are". He researched Randolph Caldecott's work and found that it just didn't tell are story, it had a lively presence about it. He also used personal experiences and friends for his creation of his charaters. The mediums he use for his illustrations were India ink line over tempera.
William Steig - l970 for "Slyvester and the Magic Pebble" came to be after working as a cartoonist and an ad illustrator for many years. Robert krauss asked him if he would like to write children's stories, and with the desire to want to do something different he accepted the challenge, he was 60 years at the time. He found he had many ideas, drawings pigs was easy and his love for donkeys helped him to create his Caldecott Award book. The mediums he used was India ink and watercolor.
Chris Van Allsburg - 1982 for "Junanji" his inspriation was his love for drawing, building car and airplane models as a boy and pretending that he was the driver or pilot. His favorite book was by Crockett Johnson's "Harold and the Purple Crayon". His support was his wife, who was a schoolteacher, encouraged him and helped him with making sure he didn't repeat the storyline or making certain if part of the story could be made more simply. Once the story was written, his illustrations gave him the most pleasure in making the book, using plastic animal as images to draw, having children of friends pose as monkeys and his own imagination, his technique was to create real live looking pictures. The mediums he used for his illustration were Conte pencil and Conte dust.
David Wiesner - l992 for "Tuesday" he remembered growing up exposed to Mad magazines and action comics with no words and was fascinated to read pitures that told a story. In high school he made silent movies and as an undergraduate he continued to find new ways of telling picture stories. While studying at Rhode Island School of Design he was sked by Trina Schart Hyman (l985 Caldecott Medal winner for "Saint George and the Dragon"),after seeing his artwork, to design a cover for Cricket Magazine and told him to consider choosing children's book illustration as a career. This inspired him and as he worked on a second cover for the magazine, he got his idea for "Tuesday". He studied nature photos from National Geographic and sculpted frog models of clay. As for the title "Tuesday" sounded very much like "Ooze Day" which made it sound right for a book about frogs. The medium he used for his illustrations was watercolor.
Analysis
I like the way Leonard Marcus wrote this book, it was easy to read and interesting. The pictures he shows as to how the award winning books got started could inspire someone to continue their doodling if the have the love of art in their souls.
The simplicity of the book is very user friendly and easy to read.
Review
"Book bearing medals have the look of things that have been with us forever...
not a drop of the mystery and fondness one feels towards these works is diluted by the details shared in "A Caldecott Celetration" and after reading marcus's considered tribute, you'll only love these book the better."
Jean Lenihan
www.bookfinder.com
"Art is the major focus here, including photos of each author and their dummies, preliminary sketches, and finshed artwork. The transforamtions that take place between concept and final book are intriguing."...
Alice Cary
www.bookpage.com
Connections
Working with children to recognize their potential of their simple drawings.
Introducing different mediums in art class and discussing the importance of such diverse techniques.
Encourage students to discover what artists do to continue their love for art.
Marcus, Leonard S. 1998. United States of America, Walker Publishing Company
Inc. ISBN 0-8027-8656-1
It is about six Caldecott Medal Winners, their struggles to make their dreams come true, about becoming an aritist.
The Caldecott Award is a very prestigious honor and it is given to the person whose artwork shows what people like to see. Named after a ninetheenth centrury English illustrator, Randolph Caldecott, for his lively picture books. This became the standard of work artist hoped to match, so to encourage American artists to rise to this same standard, the Caldecott Award was created and it is given to U.S. citizens or residents who submit their work as children's literature.
This book shares the artist passion for their work. It tells about their lives, hopes and dreams and how they become reality. The road to success for all was not easy, ut thier love for the arts helped them to fulfill their dreams.
The six artists or illustrators are:
Robert McCloskey - 1942 for "Make Way for Ducklings", he studied mallard specimens, consulted bird experts and purchased sixteen duck, that lived with him and his roommate in their studio. It was a messy situation but one that proved to be worth the trouble. The mediums used to create the illustrations were lighographic crayon on zinc plates.
Marcia Brown - 1955 for "Cinderella: or The Little Glass Slipper", she had always dreamed of illustrating books for children, mainly the fairy tales she grew up with, that at the time were not illustrated. This became her inspiration. The mediums she used to create her illustration were gouache, crayon, watercolor, and ink.
Maurice Sendak - l964 for "Where the Wild Things Are", he started with the original name for the story as "Where the Wild Horses are" back in l955, but it wasn't until 1963 that he changed his title to "Where the Wild Things Are". He researched Randolph Caldecott's work and found that it just didn't tell are story, it had a lively presence about it. He also used personal experiences and friends for his creation of his charaters. The mediums he use for his illustrations were India ink line over tempera.
William Steig - l970 for "Slyvester and the Magic Pebble" came to be after working as a cartoonist and an ad illustrator for many years. Robert krauss asked him if he would like to write children's stories, and with the desire to want to do something different he accepted the challenge, he was 60 years at the time. He found he had many ideas, drawings pigs was easy and his love for donkeys helped him to create his Caldecott Award book. The mediums he used was India ink and watercolor.
Chris Van Allsburg - 1982 for "Junanji" his inspriation was his love for drawing, building car and airplane models as a boy and pretending that he was the driver or pilot. His favorite book was by Crockett Johnson's "Harold and the Purple Crayon". His support was his wife, who was a schoolteacher, encouraged him and helped him with making sure he didn't repeat the storyline or making certain if part of the story could be made more simply. Once the story was written, his illustrations gave him the most pleasure in making the book, using plastic animal as images to draw, having children of friends pose as monkeys and his own imagination, his technique was to create real live looking pictures. The mediums he used for his illustration were Conte pencil and Conte dust.
David Wiesner - l992 for "Tuesday" he remembered growing up exposed to Mad magazines and action comics with no words and was fascinated to read pitures that told a story. In high school he made silent movies and as an undergraduate he continued to find new ways of telling picture stories. While studying at Rhode Island School of Design he was sked by Trina Schart Hyman (l985 Caldecott Medal winner for "Saint George and the Dragon"),after seeing his artwork, to design a cover for Cricket Magazine and told him to consider choosing children's book illustration as a career. This inspired him and as he worked on a second cover for the magazine, he got his idea for "Tuesday". He studied nature photos from National Geographic and sculpted frog models of clay. As for the title "Tuesday" sounded very much like "Ooze Day" which made it sound right for a book about frogs. The medium he used for his illustrations was watercolor.
Analysis
I like the way Leonard Marcus wrote this book, it was easy to read and interesting. The pictures he shows as to how the award winning books got started could inspire someone to continue their doodling if the have the love of art in their souls.
The simplicity of the book is very user friendly and easy to read.
Review
"Book bearing medals have the look of things that have been with us forever...
not a drop of the mystery and fondness one feels towards these works is diluted by the details shared in "A Caldecott Celetration" and after reading marcus's considered tribute, you'll only love these book the better."
Jean Lenihan
www.bookfinder.com
"Art is the major focus here, including photos of each author and their dummies, preliminary sketches, and finshed artwork. The transforamtions that take place between concept and final book are intriguing."...
Alice Cary
www.bookpage.com
Connections
Working with children to recognize their potential of their simple drawings.
Introducing different mediums in art class and discussing the importance of such diverse techniques.
Encourage students to discover what artists do to continue their love for art.
Genre 1 Intro and Picture Books
The Hello, Goodbye Window
Juster, Norton, 2005. Ill. by Chris Raschka. New York, NY: Scholastic.
ISBN 0-439-89750
Summary
A little girl going to her grandparents house to spend the day as her parents
go to work. Her adventures throughout the day and the experience with the window in the kitchen, in which her grandparents take delight in pretending of things that they see. Saying hello and goodbye to all they see go by the window. And when she leaves, that is where they are standing, by the window.
Analysis
Through the eyes of this little girl, as she visits her grandparents, are the best time of her stay. She see them with great love in the little things that they do, that she herself enjoys doing. She loves the imagination of both her grandparents and takes delight in the special window as her granparents express their joy of living, like waking up to a new day and throughout the day imagining that they can see anything imaginable.
The illustrations are created by pastel crayon, water color, and charcoal pencils. The pictures are fun to look at and the colors are quite bright. The expression on the characters show the fun that they are having and words are not needed to see what is actually happening. The pictures are somewhat abstract that students could actually see themselves creating such pictures.
Reviews:
"Juster's words also show the child's thinking when he writes, "When I get tired I come in and take my nap and nothing happens until I get up." Text and illustrations compliment each other in this 2005 Caldecot Award Winner.
Reviewed by: Emily and Steele Creek Library
www.plcmc.org/bookhive
"Raska's swirling lines, swatches and dabs of fluffy colors seem especially vibrant, particularly in the double page spread."
www.powells.com - Booklist
"The artwork is the once lively and energetic, without crowding the story or the words out of the page...this is the art of a masterful hand"
www.powells.com - School Library
Connection
- This book could be use to talk about family and what they most remember about their grandparents.
- Looking at the pictures, discussion of what they see and what they might have in common.
- Sharing ideas of making their own book.
Juster, Norton, 2005. Ill. by Chris Raschka. New York, NY: Scholastic.
ISBN 0-439-89750
Summary
A little girl going to her grandparents house to spend the day as her parents
go to work. Her adventures throughout the day and the experience with the window in the kitchen, in which her grandparents take delight in pretending of things that they see. Saying hello and goodbye to all they see go by the window. And when she leaves, that is where they are standing, by the window.
Analysis
Through the eyes of this little girl, as she visits her grandparents, are the best time of her stay. She see them with great love in the little things that they do, that she herself enjoys doing. She loves the imagination of both her grandparents and takes delight in the special window as her granparents express their joy of living, like waking up to a new day and throughout the day imagining that they can see anything imaginable.
The illustrations are created by pastel crayon, water color, and charcoal pencils. The pictures are fun to look at and the colors are quite bright. The expression on the characters show the fun that they are having and words are not needed to see what is actually happening. The pictures are somewhat abstract that students could actually see themselves creating such pictures.
Reviews:
"Juster's words also show the child's thinking when he writes, "When I get tired I come in and take my nap and nothing happens until I get up." Text and illustrations compliment each other in this 2005 Caldecot Award Winner.
Reviewed by: Emily and Steele Creek Library
www.plcmc.org/bookhive
"Raska's swirling lines, swatches and dabs of fluffy colors seem especially vibrant, particularly in the double page spread."
www.powells.com - Booklist
"The artwork is the once lively and energetic, without crowding the story or the words out of the page...this is the art of a masterful hand"
www.powells.com - School Library
Connection
- This book could be use to talk about family and what they most remember about their grandparents.
- Looking at the pictures, discussion of what they see and what they might have in common.
- Sharing ideas of making their own book.
Monday, June 8, 2009
Oh, my Heck!!! It's all about reading.
Just testing the waters and hope that what I write is interesting to you to read. First time to do alot of things and this is one of them. Writing can be very difficult at times when your thoughts are all scattered about. It takes organization and that is not what I do best.
I have been reading tidbits of literature and some have been very interesting. Just like a computer, where you go places and get distracted, well, that is me, when I am at a bookstore. I forget what I went in for and come out with more than what I need. Very, very many interesting books that I have not read and as I read the list given to me for class, I want to read them all. But I know I have to focus, I feel like a kid in a candy store, but I can only get certain things.
So, my experience at the bookstore was really very nice and the library was another adventure, I spend about 6 hours, just reading kids books, then I had to refocus on what I needed to do.
I just hope I can get all my work done. Good luck to all who are in the class, Happy Trails in reading.
I have been reading tidbits of literature and some have been very interesting. Just like a computer, where you go places and get distracted, well, that is me, when I am at a bookstore. I forget what I went in for and come out with more than what I need. Very, very many interesting books that I have not read and as I read the list given to me for class, I want to read them all. But I know I have to focus, I feel like a kid in a candy store, but I can only get certain things.
So, my experience at the bookstore was really very nice and the library was another adventure, I spend about 6 hours, just reading kids books, then I had to refocus on what I needed to do.
I just hope I can get all my work done. Good luck to all who are in the class, Happy Trails in reading.
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