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).
