Bibliographic Data
Hale, Shannon and Hale, Dean. 2008. Rapunzel's Revenge. Illus. by Nathan Hale. New York: Bloomsbury.
Summary and Analysis
Shannon and Dean Hale bring their wit and humor to this graphic novel rendering of Rapunzel getting revenge on the evil Gothel, whom Rapunzel grew up thinking was her mother. The comic-book like story contains familiar elements from the classic fairy tale of Rapunzel. The twist in this tale is the setting, elements of the plot, the representation of Rapunzel as a sassy, independent gal, and the intertwining of another famous fairy tale character, Jack. In this version, Rapunzel saves herself from the tree prison in which Gothel had Rapunzel confined. On her quest to seek revenge for her family, Rapunzel encounters Jack, who subsequently becomes her travel partner and accomplice. During their journey to Gothel's villa, Rapunzel and Jack find themselves in several dilemmas and must fight the dangers of the various bandits and beasts they cross paths with. Rapunzel also sees the extent of Gothel's damage to the land and the lives it has effected. This spurs her desire for revenge and to usurp Gothel's magical power. Using her long braids and Jack's knack for getting out of trouble, Rapunzel makes her way back to Gothel's villa to free her real mother and take down Gothel.
The clever, Old West style of the dialogue and clothing alters the setting from enchanted fairy tale land to a place much like the untamed Wild West. Nathan Hale's vibrant and detailed illustrations tell the story along with the text. At some points in the story, like when Rapunzel is fighting the coyotes, the pictures show the events in place of text. Readers in grades 4 and up that are familiar with the fairy tale will enjoy this graphic novel version of Rapunzel.
Awards and Reviews
*ALA 2009 Notable Children's Book
*School Library Journal Starred Review: This is the tale as you've never seen it before. After using her hair to free herself from her prison tower, this Rapunzel ignores the pompous prince and teams up with Jack (of Beanstalk fame) in an attempt to free her birth mother and an entire kingdom from the evil witch who once moonlighted as her mother. The dialogue is witty, the story is an enticing departure from the original, and the illustrations are magically fun and expressive. © Reed Business Information
*Booklist: This graphic novel retelling of the fairy-tale classic, set in a swashbuckling Wild West, puts action first and features some serious girl power in its spunky and strong heroine. 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.
Connections
*Compare/contrast this version to the original fairy tale of Rapunzel and any other versions
*View other graphic novel versions of classic fairy tales by Shannon and Dean Hale. Discuss their similarities in text and illustrations.
*Have students pick a classic fairy tale to place in a new setting. Brainstorm for the new setting: how the characters act, talk, dress; what do the buildings look like; what might you find in this setting (transportation, animals, etc . . .). Have students write how they would change the fairy tale using an alternate setting. Collaborate with the Language Arts teacher to have them write their new versions.
References
Bibliographic Data
Lord, Cynthia. 2006. Rules. New York: Scholastic.
Summary and Analysis
"Follow the rules." The first chapter title of the book, with every subsequent chapter being a rule that Catherine has for her autistic brother, David, though a few are her own. Catherine is twelve and her family life seems to revolve around the high demand needs of David. She began keeping a list of rules for David to remember in order to avoid any potential embarrassing situations, like "A boy can take his shirt off to swim, but not his shorts" and "This is Catherine's room. David must knock!" Set on the coast in Maine, Catherine is hoping this summer will be different with a potential new friend moving in next door. She forms an unexpected friendship with Jason, a disabled young man, who communicates with picture cards, that goes to the same clinic as David. When Catherine is faced with being accepted by her neighbor or being true to Jason as a friend, she has to make a choice based on good conscience. Meanwhile, she struggles to be understood by her parents and have them realize that she needs them just as much as David. This poignant and quick-to-read novel will have readers sympathizing with Catherine and understanding a little bit more about how different life is with an autistic child.
Lord writes in an honest and fresh way. Told in the first person from Catherine's point of view, the reader gets a real sense of how Catherine's life is affected by having an autistic brother. Her love for her brother is unquestionable, but it's also easy to see where she can become frustrated and jealous. Lord depicts David in a true form of autism. Being a mother of an autistic child herself, she knows the behaviors and mannerisms of this disability, as well as the joys and struggles that come with it. This book is good for any intermediate grade child and up that either has this struggle or knows someone with autism, as it provides wonderful insight.
Awards and Reviews
*Newbery Honor Book
*Schneider Family Book Award
*School Library Journal: Twelve-year-old Catherine has conflicting feelings about her younger brother, David, who is autistic. While she loves him, she is also embarrassed by his behavior and feels neglected by their parents . . . this sensitive story is about being different, feeling different, and finding acceptance. © Reed Business Information
*Booklist: Torn between love for her brother and impatience with the responsibilities and embarrassments he brings, [Catherine] strives to be on her parents' radar and to establish an identity of her own. . . The details of autistic behavior are handled well, as are depictions of relationships. © American Library Association
Connections
*Have students share rules they have to follow. How are their rules different from David's? Why?
*In what ways to do you get yourself out of a sticky situation? What rule might you write for that?
*Have you ever had to choose between two friends? What did you do and how did you decide what to do?
*If Catherine were to write a rule at the very end of the book, what do you think it would be?
References
Bibliographic Data
Johnson, Angela. 2003. The First Part Last. New York: Random House. Audiobook [unabridged].
Summary and Analysis
Narrated wonderfully by Khalipa Oldjohn, The First Part Last is a story about a New York City teenager who becomes a single father. He and his girlfriend, Nia, accidentally became pregnant. The two teens decide to put the baby up for adoption, but when the unexpected happens, Bobby takes on the role of being a father, a decision that will alter his life and future. Bobby struggles to balance high school and fatherhood as he desires to be the best father he can be to his daughter, Feather. Bobby has to find the balance between being a teenage boy and being a man. Told from sixteen-year-old Bobby's point of view, The First Part Last is an emotional and engaging fiction novel that looks at the issue of teen pregnancy and the decisions it involves from an insider's perspective.
The story's chapters switch back and forth between "Then" and "Now." Bobby relates the unfolding of events from when Nia found out she was pregnant to how he became a father in the "Then" chapters. In the "Now" chapters, Bobby tells what is currently happening and how it is being a father to Feather. The story is told with vivid detail, such as when Bobby is comparing Nia's house to his own. Johnson made the story more realistic by using language that is likely used by teens, which certainly makes the book more appropriate for older students in grades 9 and up. In this audio version, the narration by Khalipa Oldjohn is captivating and believable.
Awards and Reviews
*2004 Coretta Scott King Award
*2004 Michael L. Printz Award for Excellence in Young Adult Literature
*School Library Journal: Brief, poetic, and absolutely riveting, this gem of a novel tells the story of a young father struggling to raise an infant. © 2003 Reed Business Information, Inc.
*Booklist: At 16, [Bobby's] scared to be raising his baby, Feather, but he's totally devoted to caring for her, even as she keeps him up all night, and he knows that his college plans are on hold. . . from the first page, readers feel the physical reality of Bobby's new world. . . Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again. © American Library Association.
Connections
*Have students discuss Bobby's decision. Do they agree or disagree? Why? What do they think they would do in his position?
*Focus on the author's style: language, sensory details, and using Bobby's voice to tell the story.
*Determine how the setting impacted the story and how the story may or may not change if the setting were different.
References
Bibliographic Data:
Speare, Elizabeth George. 1958. The Witch of Blackbird Pond. Boston: Houghton Mifflin Company.
Summary and Analysis:
Katherine "Kit" Tyler has grown up with her grandfather on the island of Barbados. She has never known a hard day's work and is used to fancy clothes and being treated with respect. But since her grandfather's death, Kit has been forced to sell off all their possessions. With no one left for her on the island, Kit takes what's left of her belongings and sets sail on a ship bound for North America, where her mother's sister, Rachel, lives with her family in Connecticut.
Set in 1687-1688 in colonial New England, there is much hard work to be done. Kit is welcomed coldly by her Uncle Matthew, and Kit's headstrong ways must be tempered. The small, Puritan town of Wethersfield is dull, religiously strict, and nothing like Kit had imagined. Kit struggles to adapt to this new way of life that grates against her independent nature. Her days become filled with labor and fatigue, with little time for herself, until she discovers the meadow with the tiny shack by the river. Here, she finds Hannah Tupper, an elderly Quaker woman rumored to be a witch. Kit finds that Hannah is no witch at all, but a kind and lonely old woman. Kit befriends Hannah and seeks refuge at Hannah's whenever she can, because that is the one place she can be herself.
When illness strikes the children of Wethersfield, angry townspeople blame Hannah Tupper and intend to arrest her for witchcraft. Kit is horrified at the thought and rushes into the night to save Hannah. But the witch hunt is not over. Soon the townspeople accuse Kit of being a witch. An unlikely person comes to her rescue, and it is through this that Kit discovers where her heart will feel at home.
This historic novel will intrigue audiences in grades 4 and up, though it will likely appeal to female readers more than male. It is not difficult to become attached to Kit. As she adjusts to a foreign place and way of life, one can only imagine what that experience must be like. Speare draws the reader into Kit's world and her mind, exposing what the strong-willed teenager is thinking. The time and setting of the novel lend themselves to the Puritanical beliefs and religious practice of the characters, as well as people's fear of the unfamiliar and those who are different from them. Speare uses actual historic figures as some of the characters in the story who were important men of the time, such as Sir Edmond Andros and Reverend Gersholm Bulkeley. Wethersfield is a real town in Connecticut, and according to the Author's Note, was one of the first Connecticut colonies.
Awards and Reviews
*John Newbery Medal, 1959
*Booklist: Strong plot, fully realized characters and convincing atmosphere distinguish this historical narrative of a girl whose rebellion against the bigotry and her Puritan surroundings culminates in a witch hunt and trial.
*School Library Journal: Unprepared for the religious intolerance and rigidity of the Puritan community, [Kit] is constantly astounding her aunt, uncle, and cousins with her dress, behavior, and ideas . . . There are several minor plots as well, including three romances, which help to bring this time and place to life.
Connections
*Research the two religious groups from the novel- Quakers and Puritans. Compare and contrast the two groups. Why would the Puritans dislike the Quakers so much? Is the characterization of Hannah as a Quaker and the Wethersfield Puritans accurate?
*For older students, discuss the ideas of bigotry and religious intolerance. Do those still exist today and in what ways? How does it affect our lives?
*As a social studies tie-in, discuss how the colonists had to make their living. In what ways are our lives different from the settlers? In what ways are they similar?
*An additional social studies tie-in: Research the Connecticut Charter that is used as a sub-plot. What was the charter and why would it have been important to the colonists? Why would they not want it to be revoked by the King of England?
*Complete a character map for Kit, tracing her changes as the novel progresses.
References
Bibliographic Data
Avi. 1989. The Man Who Was Poe. New York: Avon Books.
Summary and Analysis
On a cold night in 1848 in Providence, Rhode Island, a young girl named Sis goes missing. Her twin brother, Edmund, had only left to get food, and upon returning to the locked room, found his sister vanished. Their mother had gone missing a year prior, their Aunty Pru has not returned to their rented room in two days, and now Sis has disappeared. Young Edmund is desolate and begins to wander the dark streets. It is there that he bumps into a man who calls himself Auguste Dupin. Desperate, Edmund pleads for help from this complete stranger. Dupin agrees, but only because he has an agenda of his own. It is revealed later that Dupin is in fact Edgar Allan Poe. Poe wants to use Edmund's story as the basis for a new story, only Poe does not want to find Sis alive. As lies and deception are discovered, Edmund is able to find his mother. Edmund at last decides to take control of the situation in order to find his sister and bring her home.
This novel weaves in an historic time, place, and person with mystery, murder, and intrigue. Avi uses what is known about Edgar Allan Poe to create this fictional account. It is true that Poe was a suitor of a lady in Providence, though they did not marry. The language used in dialogue is representative of the times, as people spoke differently. Avi included a bit of biographical information about Poe at the end of the novel. The reader is carried on Edmund's journey and drive to find his sister. Edmund transforms from fragile, weak boy to determined, brave young man. This book, due to the dark nature of the story, is more suitable for grades 4 and up.
Awards and Reviews
*Horn Book Magazine: Suspenseful fiction that works extremely well.
*Children's Book Review Service: The writing is that of a true master . . . a suspenseful, thought-provoking novel that combines mystery with historical fiction.
Connections
*Read works by Edgar Allan Poe. Discuss his representation in the novel. Does it match his personality based on his works?
*Research the time period of the book. Look up images of the type of clothes described in the books to see what they actually looked like.
*An author study of Avi could also be done by reading other historic fiction novels he has written. Discuss what kind of research Avi must have to do before writing an historic fiction novel.
References
Bibliographic Data
Erdrich, Louise. 2005. The Game of Silence. New York: HarperCollins Publishers.
Summary and Analysis
It is 1850 on an island in Lake Superior. Omakayas resides with her Ojibwe family in a territory being settled by the chimookomanag, or white people. Omakayas's life is happy, until another native group seeks refuge with Omakayas's people. It is disovered that the Ojibwe are going to be forced to leave their homes and move west. Omakayas struggles to leave behind all that she knows and understand a new way of life. Afraid to go on her own spirit journey and discover what her dreams mean, she finally realizes that her dreams speak to her and reveal events to take place. As her wise grandmother, Nokomis, tells her "You will never control this gift. All you can do is try to understand why it is given to you." In this coming of age historic fiction story, Omakayas learns to accept change and embrace her gift.
Erdrich portrays the daily life of the Ojibwe people as they go through the seasons of the year, as well as seasons of life. The novel, which is relayed in the third person limited of Omakayas, provides readers with a glimpse into the culture and life of this Native American group. The author includes numerous details about the clothing, homes, hunting, and food preparation. The concept of close-knit families and a strong sense of community is evident through the interactions of various characters in the story. Love for family, despite an annoying younger brother and blossoming older sister, is clearly demonstrated by Omakayas. Erdrich also includes Ojibwe language throughout the text, with a glossary at the back of the book to aid in understanding. However, even within the text, there are clues to the word meanings. Erdrich wrote this as a sequel to The Birchbark House. The plot tends to move slowly, so students that enjoy more exciting novels may grow bored with this. Students in grades 5 and up may appreciate this historic novel more fully.
Awards and Reviews
*Scott O'Dell Award for Historical Fiction
*Kirkus Editor's Choice
*New York Times Notable
*ALA Booklist Editor's Choice
*School Library Journal: Although the story is set on an island in Lake Superior in 1850, readers will identify with the everyday activties of the Ojibwe, from snowball fights to fishing excursions, providing a parallel to their own lives while encouraging an appreciation for one that is very different. Kimberly Monaghan, © Reed Business Information
*Starred Review in Booklist: . . . this long-awaited sequel is framed by catastrophe, but the core of the story, which is set in 1850, is white settlers' threats to the traditional Ojibwe way of life. . . In this heartrending novel the sense of what was lost is overwhelming. Hazel Rochman, © American Library Association.
Connections
*Research the setting of the story. Discover what other events were occurring at the time the novel takes place.
*Look up resources on the Library of Congress's American Memory Project (http://memory.loc.gov/ammem/umhtml/umrelh.html) for information about the Upper Midwest in the timeframe of the novel. Explore the materials and primary sources on the region and its geography and the Native Americans that resided in that region.
References
Bibliographic Data
Simon, Seymour. 2008. Smithsonian: The Human Body. New York: HarperCollins Publishing.
Summary and Analysis
In this captivating look at the miraculous human body, Seymour Simon provides a scientific overview of the twelve major body systems and their functions. In language that is not watered down, yet accessible, he explains each system of the body, identifying various parts that make up each system, as well as introducing scientific vocabulary. He starts with cells and works all the way through the body and ends by giving an overview of the human life cycle. The pages of text alternate from being black on white to white on black. Accompanying each page of text is a full-page photograph of the body system or parts being discussed. The photographs range from a cartoon-like depiction of muscles in a leg to the up-close magnification of hair on skin. The real-life, up-close photographs leap off the pages and compel the reader to examine them closely.
Simon provides a glossary of bold-faced terms from the text, as well as an explanation of the images found in the text. Additionally, an index is included to direct readers to specific content. This feature would make this book conducive to research. This text is most suitable for grades 3 and up, due to the vocabulary and depth of content covered.
Awards and Reviews
*School Library Journal: Simon has been cruising through the human body for a number of years, and here he pulls all the pieces together and adds a bit to the mix as he presents a cool look at the human interior. . .The text is clear and informative. ©Reed Business Information
*Booklist: . . . the book includes eye-catching new images and entirely new, clearly written sections of text discussing the integumentary system (skin, hair, nails), the urinary and excretory systems, the lymphatic system, and the reproductive system. A nice addition is the appended guide to the illustrations, though captions near the pictures and labeling on diagrams would have been even more useful to children.
Connections
*As students are learning about human body systems in Science, this book can be shared in the library, reading the sections of text that are pertinent to classroom study.
*Break the reading of this text up into several sessions. With each section, illustrate and label a full-size human body outline with facts that were learned for the various body systems.
*For older students, they may wish to choose one of the body systems to investigate further.
References
Posted by
Tamra S
3:07 PM
Bibliographic Data
Freedman, Russell. 2002. Confucius: The Golden Rule. Illus. by Frederic Clement. New York: Scholastic Press.
Summary and Analysis
Confucius, the legendary philosopher and sage, has a somewhat disputable life. He never actually wrote anything himself. What is written about him and attributed to him came from his followers and stories passed on about him, such as the The Analects of Confucius, which is a collection of his sayings as recorded by his students. Freedman, in his biographical work on the wise Confucius, presents a well-researched and engaging glimpse into the life and teachings of this historic figure.
Freedman weaves together truth that is known about Kongfuzi, as he was known to his students, along with traditional tales that are told about him. Freedman goes as far back as the story surrounding Confucius's birth, sometime around 551 BC, and forward to the lasting influence of Confucius's teachings in modern society, such as in the wording of the U.S. Constitution. Quotes from The Analects of Confucius are inserted throughout the text to convey his character, intellect, and wit. It is written that Confucius said, "At fifteen, I set my heart on learning." Confucius went on to be considered a wise, educated man. He aspired to transform government, though his dreams went unrealized. He saw the corruptness of government and the less than admirable qualities in so-called "gentlemen." He desired to see "gentleman" used to refer to those who deserved to be called that, not by inherited means. Confucius's legacy continued through his disciples as they continued his teachings and revolutionary ideas about government. At one point, the Chinese empire tried to wipe out Confucian teaching, obviously unsuccessfully. Today, Confucius's birthday is celebrated in a festival at the Confucian Temple in Qufu.
Freedman clearly distinguishes between fact and lore. He provides a note at the end of the text detailing his research into the topic, including visiting Qufu, where Confucius was born and spent much of his life. Paintings by Clement appear opposite almost every page of text and add to the text by focusing on a specific portion, with the line of text underneath the painting. The paintings are given an aged, somewhat ancient character, appearing at times to be pages torn from old text. The use of blurred images adds to the mystique surrounding Confucius.
Awards and Reviews
*Publishers Weekly: Newbery Medal winner Freedman (Lincoln: A Photobiography) delves deep into Chinese history in his intelligent, comprehensive biography of the 5th-century B.C. philosopher Confucius, whose teachings have influenced the development of modern government and education in both China and the West. . .Clement's moody, ethereal illustrations complement the thoughtful text yet play up the mystery of Confucius's life.
©2002 Reed Business Information
*School Library Journal: In writing this biography, Freedman faced two obstacles: a distorted popular idea of Confucius, and a paucity of data about the real man. He directly addresses the first, and his engaging book beautifully compensates for the second. . .Clement's illustrations are superb. His "portrait" of Confucius is unidealized, based on written descriptions of him. Each full-page piece of art does homage to Chinese-style painting, simulating old pictures, some damaged, others bearing the seals of many owners.
©2002 Cahners Business Information, Inc.
Connections
*Extract a few of Confucius's sayings before reading the text. Ask students to discuss what they think he meant by what he said.
*Have students choose quotes from Confucius that they find personally meaningful and explain their selections.
*Students work in small groups to create a "Confucius Fact Sheet." Return to the text to identify factual informational and distinguish it from tales about Confucius. Establish criteria for determining what is fact.
References
Posted by
Tamra S
1:19 PM
Bibliographic Data
Sis, Peter. 2007. The Wall - Growing up Behind the Iron Curtain. New York: Frances Foster Books.
Summary and Analysis
In this part autobiographical, part historic informational text, Peter Sis transports the reader into his life growing up in Prague, Czechoslovakia during the Russian occupancy and Cold War. Along the bottom of the pages, Sis enlightens the reader about his development in drawing as well as other things Sis became involved with during his childhood and adolescence. The rest of the story is told in Sis' drawings, most of which are black and white with color used strategically to make points, such as the red flags to represent Communism, and the use of bright and lively colors to reflect Western ideas and culture, which were not condoned in his Communist society. Along with the detailed drawings, Sis provides commentary on what the images represent, as well as dates of events and what activities were considered "compulsory," such as taking Russian language classes, joining the Young Pioneers, political indoctrination, and displaying red flags on state holidays. Other activities, such as practicing religion, displaying Western flags, art besides Socialist Realism, and Western radio were discouraged, prohibited, or banned.
Interspersed throughout the text are double-page spreads with entries from Sis' own journals from his youth. They reveal a child's view of the world and the happenings of the time. They also expose Sis' thoughts and desire to rebel against an oppressive and restrictive life under Russian Communism. In one entry from June 1977, Sis pondered the question, "Can we hope things are ever going to get better?" Fortunately, they did. Sis concludes his book with the fall of the Berlin Wall, the end of the Cold War, and a snapshot of the events that unfolded after the fall of the Communist system, such as various countries gaining their freedom.
Sis offers an honest and insightful perspective on life inside the grip of Russian Communism in Czechoslovakia following World War II. The reader gets his child and adult views of the events during the course of his growing up in it. For an outsider with limited knowledge of this time period, it is informative and humbling to realize the freedoms of growing up in the United States during some of the later events depicted in the text. To read this provides the uninformed outsider an insider's point of view and the realization of the significance of the fall of the Berlin Wall. This book is more properly suited for grades 4 and up, due to the historic context that may be lost on younger audiences.
Awards and Reviews
*2008: Robert F. Sibert Medal and Caldecott Honor Book
*Starred review in Publishers Weekly: Born out of a question posed to Sis (Play, Mozart, Play!)by his children (Are you a settler, Dad?), the author pairs his remarkable artistry with journal entries, historical context and period photography to create a powerful account of his childhood in Cold War-era Prague. ©Reed Business Information.
*Starred review in Booklist: . . . a powerful combination of graphic novel and picture book.
Connections
*This title is complementary to a study of world history and could easily be incorporated in the middle or high school History classroom as a first-hand account of historic events.
*For upper elementary grade students, the book can be read aloud, followed by a discussion of the illustrations, and how Sis uses color to make points and why he depicts the Soviets as pig-like in suits. Notice with the students how they are inserted in illustrations as spying on people.
*Discuss with students how even in light of outside oppression, Sis' thoughts and dreams could not be controlled.
*Use this title as an introduction to research on this time period for students studying world history.
References:
Bibliographic Data
Frost, Helen. 2008. Diamond Willow. New York: Frances Foster Books.
Summary and Analysis
Frost's verse novel, Diamond Willow, is written in the main character's voice, which is twelve-year-old Willow. Set in a remote, fictional Alaskan town, Willow decides that she is old enough to take a 3-dog sled team out to her grandparent's house. Her parents reluctantly agree to let her go. Willow arrives safe at her grandparent's house, but on the way home she is reckless and her favorite dog, Roxy, suffers an injury. Guilt-ridden and desperate to save Roxy from euthanasia, Willow attempts to take Roxy to her grandparent's house because "It's the right thing to do," but runs into a little trouble on the way and discovers more than she ever expected about herself and her family.
This heart-tugging tale unfolds in the form of concrete shapes, those of diamonds, which was inspired by the diamond shapes found in the diamond willow's bark. Frost cleverly weaves in Willow's thoughts and feelings with messages revealed in bold-face words within each poem. Interjected throughout the story are ancestors of story characters, but they are in the form of animals observing and providing commentary on the circumstances, as well as providing a little assistance. The bond between Willow and Roxy is understood as Willow learns about her family's past.
The reader is drawn in quickly by Frost's smooth-reading sentences and Willow's perspective. Even in the form of a verse novel, character development and story elements are not lacking. The fast pace of the events and the link with Willow that the reader feels, make this novel a quick and satisfying read for upper elementary and middle school audiences.
Awards and Reviews
*School Library Journal: Frost casts a subtle spell through innovative storytelling. Her poems offer pensive imagery and glimpses of character, and strong emotion. This complex and elegant novel will resonate with readers who savor powerful drama and multifaceted characters. (Marilyn Taniguchi, Beverly Hills Public Library, CA)
*Booklist: The casual diamond shape of the poems reflects how precious jewels of wisdom can grow around painful scars. Willow’s bond with Roxy is the heart of the tale. Give this to fans of dog stories and to readers who liked Gary Paulsen’s Hatchet (1987). Grades 6-9. --Hazel Rochman
Connections
*Discuss the symbolism of Willow's name and how she is like the diamond willow bark.
*Reread only the bold-face words from each page. Have a conversation about what these reveal about Willow.
*Map out the story elements and how Willow changes as a character throughout the novel.
*Research the willow bark: where does it grow, what family of trees is it in, what is it used for, and student generated questions.
*Other possible research topics: Junior Iditarod, dog sledding, survival in snowstorms, Alaska, Athabascan people of Alaska (which is Willow's mother's side of the family)
Bibliographic Data
Florian, Douglas. 2007. Comets, Stars, the Moon, and Mars. Orlando: Harcourt, Inc.
Summary and Analysis
In this topical poem book written and illustrated by Douglas Florian, the reader is taken on a poetic journey through the solar system. Florian's twenty poems transport the reader from watching the sky in "skywatch" to "the Great Beyond." His poems contain factual information about planets and the solar system, while the collage paintings contain even more information, such as names of the minor planets, moons of other planets, and constellations. Most of the poems are rhyming patterns, though the patterns vary from poem to poem, such as "the moon" with its two line rhyming stanzas, to "Pluto," which has the repeated line of "Pluto was a planet," lines 2 and 4 rhyme with "pass/mass," and lines 6 and 8 rhyme with "admired/fired." Then there is "a Galaxy" in the form of a spiral shape poem, while the paintings depict the other shapes galaxies can be. Humor is not lost on Florian, as he includes that in poems such as "Pluto" and "the Black Hole."
Comets, Stars, the Moon, and Mars is a great addition to the Science classroom. The poems lend themselves to curriculum connections and also teach students to use illustrations to gain more information, since the text will not always say everything. Florian's collage paintings are vibrant and engaging, as they beg to be examined further, not only for content, but their artistic quality. Florian also used holes in pages that utilize illustrations from previous and next pages to add to the current page. A "Galactic Glossary" is inserted at the end of the book to provide even more information on the content in the poems, as well a brief list of bibliographic sources and suggestions for further reading. While younger students would enjoy this book for the poems and paintings, it is more content relevant for older students in grades 3 and up.
Awards and Reviews
*Texas Bluebonnet Nominee in 2008-09.
*Booklist: This large-format book looks at astronomy through the magnifying, clarifying lens of poetry. Each broad double-page spread features a short, accessible poem about a subject such as the sun, each of its planets, a comet, a constellation, or the universe, set within an impressive painting.
*Starred Review in School Library Journal: This one literally sings the music of the spheres. . . . In both language and artwork, Florian strikes the perfect balance between grandeur and whimsy. (7/01/07)
Connections
*Teachers may read aloud a poem or two a day as they cover the concepts of the solar system in Science class.
*Students may compose their own poems about objects in the solar system to demonstrate learning. Compile the poems into a class book of "Space Poems" and have the students illustrate.
*Students research one of the objects in space and present their findings to the class.
Posted by
Tamra S
8:59 AM
Bibliographic Data
Grimes, Nikki. 2004. Tai Chi Morning: Snapshots of China. Illus. by Ed Young. Chicago: Cricket Books.
Summary and Analysis
Nikki Grimes visited China in October 1988. While there, she recorded observations and transformed them into poems. The eighteen poems in this collection reflect Grimes' experience of traveling through China. Each poem is introduced with a backstory. Here, Grimes inserts her commentary on the events surrounding each poem and its origin, as well as some history. The poems vary in style, from free verse to rhyming patterns, such as "Tai Chi Morning," which is free verse and reads like the graceful, slow exercise itself, and "Street Sweeper," which follows an ABCB rhyming pattern.
Grimes works in Chinese names and composes some poems from an alternate point of view, such as "Huang Shan & the Great Wall," where Grimes relates the feelings of the Yellow Mountains not getting the same attention as the Great Wall. The mountains express their discontent at the admiration the Great Wall receives, while the mountains are "deftly carved by Heaven's hand" and the wall is "made by merely mortal men." Another poem, "Tiananmen Square," reflects Grimes visit to this popular spot and sentiment about the tragedy that occurred a few months after being there. At the end of the book, Grimes included the itinerary of her China trip, so that one can almost follow her journey in the poems.
The poems are complemented by either photographs taken by Grimes during her journey, or sketches by Ed Young. Young, who is a native of China, provided drawings from his own observations during visits to family. The illustrations are accompanied by titles or descriptions written in Chinese, and translations are provided at the end of the book. Young's sketches correlate with the time that Grimes was in China.
For someone who has never visited China, the poems and illustrations provide a glimpse into Chinese life and culture in the late 1980s. This collection would be appreciated by older students in grades 4 and up.
Awards and Reviews
*School Library Journal: A harmonious blend of travelogue, sketchbook, and poetic reflections, this offering will be enjoyed for its content and its teaching potential. . . Beyond its obvious use for providing a multifaceted picture of China, this sparse gem is also a perfect choice to demonstrate journal writing.
*Booklist: Young's beautiful, black-and-white drawings from his visits back to his Beijing family during the same period extend the poetry with glimpses of the places, people, and ways of life, from a crowded scene of hundreds of bicycles in the city parking lot to a quiet spread of people who appear to be meditating in the park.
Connections
*This book lends itself to research. Students in the upper grades could research the places that Grimes visited and compare the way it was then to now.
*Have students think about places they have visited and write a poem or two about what they remember. Remind students that, like Grimes' poems, their poems do not have to fit a pattern. Have them try using some of the various styles that Grimes used.
*For older students, do a mini history lesson on the events at Tiananmen Square using the 5 W's (who, what, when, where, why).
Bibliographic Data
Simonds, Nina, Leslie Swartz, and The Children's Museum of Boston. 2002. Moonbeams, Dumplings, & Dragon Boats: A Treasury of Chinese Holiday Tales, Activities & Recipes. New York: Harcourt, Inc.
In this compilation book, the reader is given background information on five holidays and festivals that occur in accordance with the moon cycle. Each festival and holiday includes food recipes to prepare, games to play, and decorations to make. The four festivals and holidays each have an accompanying folktale to explain why the Chinese celebrate that day. The holidays and festivals are Chinese New Year and the Lantern Festival, Qing Ming and the Cold Foods Festival, the Dragon Boat Festival, and Mid-Autumn Moon Festival. The five short tales convey information about Chinese religious beliefs, such as having a Kitchen God, a Jade Emperor, a River God, and a Goddess of the Moon. The Chinese have traditional ways to celebrate each holiday, and the tales explain how those traditions came to be. Families can read and enjoy the stories together followed by quality time and fun making the recipes and playing games.
Critical Analysis
Illustrations are provided by Meilo So. The paintings and drawings correlate with specific sections of text. They are also included with recipes, decorations and games to depict what each looks like. All of the illustrations are brightly painted with a carefree spirit, evident in the watercolor paintings.
The stories read easily and I can imagine how they well they must sound told orally. The authors took great care in researching and selecting the stories to include as well as remaining true to the cultural identity of the tales. The authors created a compilation that is welcoming for all family members to enjoy together. The inclusion of a pronunciation guide at the end of the book is helpful for pronouncing Chinese words. An additional feature is the addition of resources for adults and young readers, also located at the end of the book. With each recipe, game or decoration, the authors provide further background information to help readers understand their purpose, objective, or tradition. Every title, from story to decoration, is written in English and Chinese calligraphy, adding an authentic feel to the whole book.
Awards and Reviews
*School Library Journal: Most books for young readers about Chinese holidays stress Chinese New Year; only two others feature the full range of annual festivals. . .Moonbeams is a useful, visually appealing addition to any holiday collection.
*Booklist: This brightly illustrated, large-format book introduces Chinese New Year and the Lantern Festival, Qing Ming and the Cold Foods Festival, the Dragon Boat Festival, and the Mid-Autumn Moon Festival. . .The activities--riddles to tell and paper lanterns to make, among them--look like fun for young people. © American Library Association.
Connections
*Have craft materials on hand to make a few of the crafts described in the book.
*Choose one of the festivals to recognize at the appropriate time of year. Play the games and make the decorations associated with the festival or holiday. Host a celebration in the library one afternoon after school and enlist parent volunteers to provide snacks that are described in the book (make sure to warn of any food allergies by listing possible allergens with the different food choices and always check district policy on foods provided to students even if after school hours). Prepare an oral storytelling of the folktale associated with the holiday/festival or have students perform it in a Reader's Theatre for the audience.
Bibliographic Data
Kimmel, Eric A. 1995. The Goose Girl: A Story from the Brothers Grimm. New York: Holiday House.
Plot Summary
A young princess is betrothed to a prince in a far away kingdom. The princess’ mother sends her on horseback to the prince’s kingdom, accompanied by Margaret, the queen’s trusted servant. The princess’ horse, Falada, is no ordinary horse, but one that understands and speaks to humans. On their way to the prince’s kingdom, Margaret forces the princess to change out of her fine clothing into the servant’s attire and trade horses. Upon arriving at the prince’s kingdom, Margaret pretends to be the princess and the prince takes her to be his wife. She consequently has Falada killed so that he may not tell the truth, though his magic does not cease. Meanwhile, the princess is sent to work with Conrad, the boy who tends the geese. The king is suspicious of the true princess, as she does not look like a servant. The king eventually learns of strange events from Conrad, and spies on the servant princess. He then convinces her to confess her troubles to an iron stove and overhears the truth. The king then has Margaret put to death in the manner she described as what should happen to someone who did what she did. The princess is restored to her true self and marries the prince to live “happily ever after.”
Critical Analysis
This retelling of the Grimm Brothers’ fairy tale is quite similar to their version. While Kimmel made a few changes, such as Falada talking on the journey rather than the three drops of blood and the princess being restored after Margaret pronounced her own sentence, the rest remains close to the Brothers Grimm version. Kimmel used the characteristics of fairy tales, such as magic, threes, and repeated rhymes. He placed the story in a vague time and place, however Robert Sauber’s oil paintings depict a pastoral, lush land and possible time of the 16th or 17th century, based on the clothing. The attire, as illustrated, demonstrates the marked difference between royalty or wealth and servants of the time. Kimmel’s language is rich and reads fluidly. The repeated refrains add rhythm to the reading. Sauber’s full-page, vibrant illustrations add depth to the text that makes the story more engaging. The reader easily sees the innocence and goodness of the princess, as depicted by Sauber, as well as the king’s compassion for the princess/goose girl and anger with Margaret.
The triumph of good over evil is a recurring theme in traditional tales such as this. It is apparent in the ending when the evil Margaret meets her fate and the gentle, good-hearted princess is no longer the goose girl, but marries the prince.
Awards and Reviews
Booklist: This is one of those picture books that needs to find its way into the hands of older children and adolescents; they’ll be the audience best equipped to appreciate the artwork’s romantic appeal and the stark justice of the story.
Publisher’s Weekly: Sauber’s earthy colors and loose brush strokes combine for a painterly look that effectively portrays the romance of this fantasy land.
School Library Journal: The story is propelled by Kimmel’s perfect pacing and phrasing and by the vitality of the oil paintings . . . Most libraries will want to own this title.
Reviews courtesy of: Amazon.com. Editorial Reviews. http://www.amazon.com/gp/product/product-description/0823410749/ref=dp_proddesc_0?ie=UTF8&n=283155&s=books
Connections
*Based on the age of the audience, read the Brothers Grimm version of the story and complete a Venn Diagram to compare/contrast the two
*Gather other versions of The Goose Girl, such as the variant by Shannon Hale or The Goose Girl as edited by Gillian Cross. Compare the stories to identify similarities and differences across texts.
*For younger students, have them illustrate their favorite scene from the story.
*Depending on the age group, discuss the story's theme and justice for the wronged.
Bibliographic Data
San Souci, Robert D. 1994. Sootface: An Ojibwa Cinderella Story. New York: Bantam Doubleday Dell Publishing Group, Inc.
Plot Summary
In this Ojibwa variant of the Cinderella story, the main character is an Ojibwa girl with two mean sisters. The father goes away hunting, and the two older sisters treat the youngest one maliciously, by making her do all the work, beating her, and smearing her face with ashes, which gets her the name Sootface. Rather than a prince throwing a ball, there is a handsome, young warrior that travels invisibly. He tells his sister to announce to the village that he will marry the girl who is able to see him and describe what his bow and bowstring are made of. This announcement entices Sootface’s sisters to attempt the challenge. They fail, and upon returning to the village, treat Sootface horribly. Sootface decides to attempt seeing the hunter as well, and because she has a “kind and honest heart,” Sootface is able to see the hunter and describe his bowstring and bow. This enables her to marry the hunter, and leave her two sisters to do all the cooking and cleaning themselves.
Critical Analysis
The cover illustration depicts the forest setting, with the young warrior camouflaged in the trees and Sootface on a hill. The history of this tale is noted in the beginning of the book. It is attributed to the Ojibwa and Algonquin tribal groups of the Northeast and Great Lakes. It is also mentioned that much research was done for the illustrations in order to accurately depict the setting and clothing of mid-18th-century Ojibwa people.
Robert San Souci’s text blends dialogue and narration to move the plot forward. The setting is described in the first paragraph of text. His descriptions of the clothing worn by the women, the way of life, and housing are reflective of the culture and time. The theme of ‘beauty is only skin deep’, or ‘inner beauty can make someone beautiful inside and out,’ are evident by the fact that, though the sisters are beautiful, they lack inner beauty qualities. Sootface, on the other hand, while not seemingly beautiful on the outside, possesses an inner beauty, that when discovered, makes her beautiful in appearance.
Daniel San Souci, as the illustrator, uses vibrant watercolor illustrations to depict the setting of the Ojibwa village and the surrounding forest. He provides detail in the characters’ facial expressions to reflect the meanness of Sootface’s sisters and the rest of the village as they torment Sootface. The last page depicts the beauty and radiance of Sootface and the hunter contrasted with the dirtiness of her sisters, which is symbolic of each character’s true, inner nature.
Awards and Reviews
*School Library Journal: The retelling is lively, flows well, and brings out the harshness of the heroine's situation, and yet it is not without humorous touches. Altogether a refreshing and rewarding "Cinderella'' variant.
*Children’s Literature: One of the strongest retelling voices in America, Robert San Souci recounts Sootface: An Objibwa Cinderella Story.
(Reviews from: SOOTFACE: An Ojibwa Cinderella Story. Robert San Souci website. http://www.rsansouci.com/pages/books/sootface.htm)
Connections
*Research the Ojibwa and Algonquin tribes. Compare research findings to the depiction of the tribe in the text.
*Read other Cinderella variants of this story or with Native American roots, such as The Hidden One by Aaron Shepard, Indian Cinderella in Best-Loved Folktales of the World edited by Joanna Cole, or The Rough-Face Girl by Rafe Martin. Compare/contrast the different versions of the same origin, or the differences in the story elements based on origin.
*Students perform a Reader’s Theatre of the story.
